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BOOT CAMP
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DEFINE
WHAT IS
GRAMMAR?
According to Dictionary.com,
grammar is a set
of rules that is applied to a
language.
Ms. Valentine’s
10 Parts of Speech
Eight parts of speech make up the English
language.
Noun
Pronoun
Adjective
Determiner
Interjection
Adverb
Verb
Preposition
Conjunction
Appositives
Nouns are words that represent people, places, things, and ideals.
PRONOUNS! This gets tricky. Pronouns represent nouns
(antecedents).
Ian went to English class today.
He went to English class today.
Above is a personal pronoun. Here are some more:
#1 I, you, he, she, it, we, they, me, you
#2 him, her, it, us, them
#3 my, mine, your, yours, his, her, hers, its, our,
ours, their, theirs
Pronouns
#1 These are pronouns that go in
the subject, subjective case
pronouns.
#2 These are pronouns that go in
the object places of the sentence,
objective case pronouns.
#3 these pronouns represent
antecedents that show ownership,
possessive case pronouns.
Reflexive Prounouns
Have you ever seen “theirself,” “hisself,”
“herself?”
Why does this sound weird?
RULE: Never use “hisself” or
“theirself.”
It is a rule that used to be relevant in Old English.
Now it is a rule because it is a rule. That is it.
USE: Myself, yourself, himself, herself,
itself, oneself, ourselves, yourself,
themselves
NOT – hisself or theirself
Reflexive Pronouns Used
as Intensive Pronouns
These are simply used for emphasis.
• If Ms. Phillips was really proud of organizing her
house, she might say, “I organized my house myself!”
• Each group write down four sentences that have
intensive pronouns in them!
4 MINUTES! GO!
Demonstrative pronouns
This, that, these, those
They “demonstrate” or “point out” certain
nouns.
These are my children. (Children is the
antecedent)
that is my donut. (Donut is the antecedent)
This is going to be the best week ever! (Week
is the antecedent)
Those are my chocolates. (Chocolate is the
antecedent)
Indefinite pronouns
For the most part, I would love for you to
forget the following exists when writing…..
Any, anyone, all, each, everybody,
everyone, anybody, some, someone, none,
no one, both, etc.
These words make sweeping
generalizations too easy to make or are too
vague. Avoid these!
THEIR
The English language has changed so much that we
often have rules that don’t seem to make much sense
anymore. We also have some gaps in the language.
What is wrong with the following sentence?
Nobody knows that eating chocolate-broccoli muffins
is a good way to provide their bodies with vitamin C.
 “NOBODY” is actually a SINGULAR pronoun. (Body
vs. Bodies)
 Here are some more singular pronouns that we think
of as plural that are actually singular.
Any, anyone, each, everybody,
everyone, anybody, someone, no one
What happens when we need to write a sentence like this:
Anyone who wants to join must sign ________ name on the paper.
 “Their” is used for plural possession.
 No word in the English that can close the gap for
gender neutral singular posession. Thus, we say:
Anyone who wants to join must sign his or her
name on the paper.
Nobody knows that eating chocolate-broccoli muffins is
a good way to provide his or her body with vitamin C!
 Since we have to match the pronoun with the antecedent,
we need to know our options!
Gender
Masculine
His
Their
Feminine
Her
Their
Neutral
Its/ his or her
Their
 These words modify nouns.
 Adjectives answer the questions: Which? What kind? How







many?
Pretty girl
Fast car
Smelly trash
Ringing phone
Fun homework
Spirited teacher
Excited Edison Eagles
The dog ran along the road.
The spry, young dog ran along
the dusty, lonely dirt road.
The old, ragged dog ran along
the busy, deadly street.
 Is “ragged” and adjective?
 Can you put it in front of a noun?
 The ragged girl
 The ragged street
 The ragged bike
 YES! Then, it must be an adjective!
 Adverbs modify verbs, adverbs, and adjectives. They answer
the questions: Where? When? How? To what extent?
 Once, Babe Ruth playfully pointed to the spot where he
would hit a home run.
 The exceedingly beautiful woman turned everyone’s eyes.
 The play put on by the high school drama club was poorly
done.
There are three main types of verbs.
 Action Verbs: The class drove to the fair.
 Be Verbs: The flower smells pretty.
 Modal Verbs: The class should have turned in their
work, but they were busy with Edison Week.
 Linking Verbs: The flower is pretty.
 Verbs tell the reader what the subject is doing.
 We are going to mainly worry about one kind of
determiner.
 Articles: the, a, an
#1 “a” vs. “an”
#2 “a” vs. “the”
 What is the difference between the two words in
#1?
 What about #2?
 Prepositions have an uninformative definition. We are
going to just recall some of them. Here are some samples.
About Above Across After Against Among
Around As
At
Before Behind Below
Beneath Beside Besides Between Beyond By
Down During Except For From In Inside
Into Like Near Of Off On Out Outside Over
Since Through Throughout To Toward Under Until
Up Upon With Without
Well, I am so happy you are here today!
Ugh, I really didn’t want to get up this morning.
Shucks, I think I forgot my pencil.
These words are all used to show emotion, and they do
not fit into any other part of speech. They are called
interjections.
- Hooking up words and phrases and clauses
- Joining words:
-
apples and pears,
teachers but not students
neither chicken nor beef
either an essay or a presentation
 At school and at home
 Hitting the books and sleeping eight hours
 They will fly straight home or stop overnight in
Dubuque.
 We went to the fair, and we had a good time.
 Elmo is mean, and I don’t like him.
 I disapprove of her spending money on lottery tickets,
and I told her so.
 An appositive is a




or
that renames
another noun right beside it.
The insect, a cockroach, is crawling across the kitchen
table.
The insect, a large cockroach, is crawling across the
kitchen table.
The insect, a large cockroach with hairy legs, is
crawling across the kitchen table.
The insect, a large, hairy-legged cockroach that has
spied my bowl of oatmeal, is crawling across the
kitchen table.
 1) Noun + Be Verb + Adverb (SC)
 2) Noun + Be Verb + Adjective (SC)
 3) Noun + Be Verb + Noun (SC)
 4) Noun + Linking Verb + Adjective (SC)
 5) Noun + Linking Verb + Noun (SC)
 6) Noun + Action Verb
 7) Noun + Action Verb + Direct Object
 8) Noun + Action Verb + Direct Object + Indirect Object
 9) Noun + Action Verb + Direct Object + Adjective (OC)
 10) Noun + Action Verb + Direct Object + Noun (OC)
 1) Noun + Be Verb + Adverb (SC)
 2) Noun + Be Verb + Adjective (SC)
 3) Noun + Be Verb + Noun (SC)
Someone is there.
2) She is pretty.
3) He is a doctor.
1)
The bag is on the bus.
It is as beautiful as the stars.
She is a actor on Broadway.
 4) Noun + Linking Verb + Adjective (SC)
 5) Noun + Linking Verb + Noun (SC)
 4) The students seem intelligent.
 5) The students became scholars.
 6) Noun + Action Verb
 6) The students tested.
The students tested in the classroom.
The students studied.
The students studied with each other.
 7) Noun + Action Verb + Direct Object
 8) Noun + Action Verb + Direct Object + Indirect Object
 7) The students studied their assignment.
 8) The students gave the professor their homework.
 9) Noun + Action Verb + Direct Object + Adjective (OC)
 10) Noun + Action Verb + Direct Object + Noun (OC)
 9) The students consider the teacher intelligent.
 10) The students consider the course a challenge.