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Grammar Progressions THREE PARTS OF A SENTENCE SUBJECT “The Who or What” 1) Hannah helped Tzipporah onto one of the low shelves. 2) She curled into a fetal position and lay still, her thumb back in her mouth. **Label the subjects in the first two sentences. Remember that only nouns or pronouns can be subjects. PREDICATE – “The Subject’s Verb” 3) Gitl stood slowly. 4) Her face was motionless. 5) She was whispering to herself. **Label the predicates in the first two sentences. Remember that only verbs and verb phrases can be predicates. (A verb phrase is simply a helping verb joined with a main verb.) COMPLETED THOUGHT “Writing Is Longer Than Talking” 6) A girl from the camp named Rivka. 7) She shook her head. 8) So she could see the others behind her. 9) Wanted to be sure the scene was safe. 10) Hannah listened. **Label 6-10 as an incomplete thought or a correct sentence. 1 Page One Responses 1. Hannah 3. stood 6. incomplete thought 9. incomplete though 2. She 4. was 7. correct sentence. 10. correct sentence 5. was whispering 8. incomplete thought A subject and predicate together create a CLAUSE. An Independent clause can be a sentence all by itself. S P Example: Hanna glanced at her wrist. (Independent) A dependent clause cannot stand alone as a sentence. S P Example: As the tattooing pen burned her flesh. (Dependent) DIFFERENT TYPES OF COMPLETE SENTENCES SIMPLE SENTENCE “One Independent Clause” 11) The women and children lay as still as corpses. 12) You must take good care of your bowl. COMPOUND SENTENCES “Two Independent Clauses” 13) Esther started to turn away, but 14) Hannah could see the clipboard, Rivka caught her arm. and it was covered with numbers and names. COMPLEX SENTENCE “One Independent and One Dependent” 15) When she stood up Hannah saw Gitl halfway down the building. 16) As the girl fell asleep, she could smell the midden in her pours. . **Label the subjects and predicates in 11-16. 2 PRONOUN CHOICE WITHIN SENTENCES **Fill in the pronoun chart. 17) Subject Object Possessive First Person Second Person Third Person First Person Second Person Third Person SUBJECT PRONOUNS “Who or What” 18) (She and Rivka) (Rivka and her) exchanged glances from across the room. 19) (Me and Gitl) (Gitl and I) will take care of you. OBJECT PRONOUNS “Receivers” Use the chart as a guide! 20) Rivka warned Rachel and (me) (I). 21) Gitl looked at Fayge and (me) (I). POSSESSIVE PRONOUNS “Owners” 22) The children shed (there) (their) clothes and rand for the trash heap. 23) Where is (you’re) (your) friend, Yente? **Circle the best choices in numbers 18-23. 3 Page Two Responses 11. Subject = Women/Children Predicate = lay 14. Subjects = Hannah / It Predicates = could see/ was covered 12. Subject = You Predicate = must take 15. Subjects = she / Hannah Predicates = stood/ saw 13. Subjects = Esther / Rivka Predicates = started/ caught 16. Subjects = girl / she Predicates fell/ could smell Page Three Responses 17. Subject Object Possessive 18. She and Rivka (subjects) First Person Second Person I me my, mine you you your, yours he, she, it Third Person him, her, it his, her, hers, its 19. Gitl and I 20. me 21. me First Person we us our, ours Second Person you you your, yours Third Person they them their, theirs 22. their 23) your Find the Mistakes 24-28. Hannah dreads going to her familys Passover Seder. Her relatives always tell the same stories, and Hannah is tired of hearing they talk about the past. When she opens the front door to symbolically welcome the prophet Elijah. She is transported to a Polish village – and the year 1942. Why is she there? Who is this “Chaya” that everyone seems to think she is? Just as she begins to unravel the mystery. Nazi soldiers come to take everyone away. Only Hannah knew the unspeakable horrors that await. **Circle and correct the 5 mistakes in this paragraph. 4 The Three Verbs ACTION VERBS “Things people do” 29. The line moved quickly, silently. 30. A girl handed them each a metal bowl. 31. The girl told them to memorize the look of their bowl. 32. Hannah reached for the child, and Gitl grabbed her hand. **Underline the six action verbs in the sentences above. LINKING VERBS – “Joins a subject with a noun or adjective.” Verbs that can be helping or linking Am, is, are, was, were, be, being, been Verbs that can be action or linking. appear, become, feel, grow, look, smell, sound, taste 33. The men in big boots are guards. 34. Rachel is dead. 35. Children were terrified. 36. Be strong, Chaya. **Underline the linking verb in sentences 27-30. Esther looked at Rivka’s face. 37. Esther looked confused. 38. Hannah smelled the midden on her skin. The midden smelled terrible. She felt Gitl’s cold hand on her skin. 39. She felt sorry for Reuven. **In each pair above, label which underlined word is used as an action verb and which is used as a linking verb. HELPING VERBS – “Friendly helpers for action or linking verbs.” 40. 3 D’s: 3 M’s: 3 H’s: CSW: CSW: 8 Forms of Be: 5 Page Four Responses 24. (Line 1) Possessive Mistake: …her family’s Passover Seder. 25. (Line 2) Pronoun Mistake: …Hannah’s tired of hearing them talk… 26. (Lines 2-3) Sentence Fragment: This is a dependent clause beginning with “When she…” 27. (Line 5) Sentence Fragment: This is a dependent clause beginning with “Just as she…” 28. (Line 6) Verb Tense Switch: The entire paragraph is written in present tense, but the word “knew” switches to past tense. Keep literary present. Page Five Responses 29. moved 33. are 37. linking/action 40. do does did 30. handed 34. is 38. action/ linking may might must 31. told 35. were 39. linking/ action have has had 32. reached, grabbed 36. be could should would can shall will am is are was were be being been PRESENT PARTICIPLE AND PAST PARTICIPLE? A Present Participle is a verbal form with –ing added to it. Example: Standing beside Rivka, Hannah felt safe. A Past Participle is a verbal form with –ed added to it. Example: Exhausted, Hannah wished she could remember. 41. Depressed people looked on. 43. Shmuel, quieted by fear, looked at the crowd. 42. Rivka saw the horrifying midden. 44. Screaming, Fayge approached. **Label the underlined word present (PRP) or past participle. (PAP) 6 Gerunds, Participles, and Infinitives VERBALS A verbal is a word that looks like a verb, but acts like a noun, adverb, or adjective. In other words, they LOOK like verbs, but they’re not. They’re like “verb wannabes”! Don’t let the look fool you. Verbals do not work with subjects like verbs do. Gerunds – These verb lookalikes always end with ing and act like nouns. Example: Running was useless. In this sentence, running is the subject doing the action. (It is the useless THING.) We know that verbs cannot be subjects. So, running is acting like a noun even though it looks like a verb. Try your own now. Identify the gerund in the following sentence. Singing created happiness throughout the marriage procession. Participles – These verb lookalikes can end in ed, en, or ing and act like adjectives. Example: The crying child reached for her mother. Child is the subject. Reached is the verb connected with the subject. (Predicate) What about the word crying? Well, we know crying looks like a verb, but here it is describing the child. What kind of child is it? (A crying child) So, crying is acting like an adjective even though it looks like a verb. Try your own now. Identify the participle in the following sentence. The abandoned barrack was silent. Infinitives – These verb lookalikes can act like nouns, adjectives, or adverbs. Most importantly, they have the word TO in front of the verb form. Example: She brought water to repay Hannah.. She is the subject. brought is the predicate. In this sentence, the infinitive to repay is acting like an adverb telling us why. Remember: Look for the to in front of the verb form, and infinitives are easy to spot! Try your own now. Identify the infinitive in the following sentence. (Infinitives have two word!) To live was the heroic action of the prisoners. 7 "I’m tired of (45) remembering,” Hannah said to her mother as she climbed into the car. She was (46) flushed with April sun and her mouth felt sticky from jelly beans and Easter candy. "You know it's Passover," her mother said, sighing, in a voice deliberately low. (47)She kept smiling, so no one at Rosemary's house would know they were arguing. "I didn't know." "Of course you knew." "Then I forgot." Hannah could hear her voice beginning (48) to rise into a whine she couldn't control. "How could you forget, Hannah. Especially this year, when Passover falls on the same day as Easter? We've talked and talked about it. (49)First we've got to go home and change. Then we're going to Grandpa Will and Grandma Belle's for the first night's Seder." "I'm not hungry. I ate a big dinner at Rosemary's. And I don't want (50)to go to the Seder. Aaron and I will be the only kids there and everyone will say how much we've grown even though they just saw us last month. And, besides, the punch lines of all the jokes will be in Yiddish."(51) When her mother didn't answer at once, Hannah slumped down in the seat. Sometimes she wished her mother would yell at her the way Rosemary's mother did, but she knew her mother, would only give her one of those slow, low, reasonable lectures that were so annoying. "Passover isn't about(52) eating, Hannah," her mother began at last, sighing and pushing her fingers up through her silver-streaked hair. "You could have fooled me," Hannah muttered. "It's about remembering." "All Jewish holidays are about remembering, Mama. I'm tired of remembering." "(53) Tired or not, you're going with us, young lady. (54) Grandpa Will and Grandma Belle are expecting the entire family, and that means you, too. You have how much family means to them. Grandma lost both her parents to the Nazis before she and her brother managed to escape. And Grandpa . . ." "I remember. I remember. . . ," Hannah whispered. 45. a. gerund b. gerund phrase c. participle d. infinitive 46. a. gerund b. infinitive c. participle d. participle phrase 47. a. simple sentence b. complex sentence c. compound sentence 48. a. gerund b. participle c. infinitive phrase d. infinitive 49. a. simple sentence b. complex sentence c. compound sentence 50. a. gerund b. infinitive 51. a. simple sentence 52. a. gerund c. participle d. participle phrase b. complex sentence b. gerund phrase c. participle c. compound sentence d. infinitive 53. a. gerund b. gerund phrase c. participle d. participle phrase 54. a. simple sentence b. complex sentence c. compound sentence 8 Keep Them Active By Cecil Murphey I have been honored by you because I have been given this award. The previous sentence, although grammatical, bores readers. Twice in that sentence I used the passive voice with "have been honored" and "have been given." Now I'll flip it around and write the sentence in the active voice: You have honored me because you gave me this award. Both sentences are grammatical, but the second is clearer, stronger, more direct, and uses fewer words. That classifies itself as better writing. We call this principle: "Prefer the active, avoid the passive." When I teach beginning writers, often they don't grasp the importance of this principle. They mistakenly assume that the passive voice lends their work authority, perhaps even a quality of majesty. In reality, the passive voice sounds weak. Why not strive for directness by using as few words as possible? The active voice refers to the subject of the sentence doing something and the passive means the subject is being acted on. For example: Ed threw the ball is active; the ball was thrown by Ed is passive. It may seem like a small matter, but the passive voice requires more words and weakens the writing. Try this example: His words infuriated Arlene. (Active) Arlene was infuriated by his words. (Passive) I call it lazy writing. Good writing sizzles with excitement—that is, strong verbs express conviction and authority. Think of it this way: People read for entertainment or to gain information—and expect us to deliver. Powerful writing flows from robust verbs; passive writing limps along and hides behind extraneous words. • I'm sorry my report was poorly delivered. (If you're going to apologize, apologize: I'm sorry I wrote a bad paper.) • Mistakes were made. (This dilutes the apology and hedges on the matter of guilt. Isn't it stronger to write, "We made mistakes"?) • It has been found regrettable that the villagers' lives were terminated by the battle. This is boring prose. Try: It's sad that many villagers died in the battle. We need to ask ourselves, "Does the subject of the sentence do anything or is something done to it?" Whenever we write in the passive, we weaken the impact and lose the visual image for readers. 9 55. **Demonstrate the “Targeted Highlighting Strategy” on the article “Keep Them Active.” ACTIVE AND PASSIVE VOICE 56. Hannah hid the child. 59. The child was hidden by Hannah. 57. Watery soup was eaten by them. 60. They ate watery soup. 58. Rivka organized shoes. 61. Shoes were organized by Rivka. **Decide if sentences 42-47 are written in the Passive Voice (P) or the Active Voice. (A) Punctuation Comma Rules 1. Joining Two Independent Clauses (Compound Sentence) 2. Direct Address (Speaking to someone) 3. Sentence Introduction 4. Sentence Interruption 5. Appositive 6. Listing 7. Splitting Two Adjectives 62) She watched the frightened, shaking child, but her mind forced he to stay still. Rule 1: Rule 2: 63) She had, surprisingly, become a musselmen, the walking dead. Rule 1: Rule 2: 64) “Chaya, you are my niece. I will watch you, protect you, and care for you.” Rule 1: Rule 2: **Identify the two comma rules being used in each sentence. 10 Page Six Responses 41. Past Participle 42. Present Participle 43. Past Participle 44. Present Participle Page Eight Responses 45. a. gerund 50. b. infinitive 46. d. participle phrase 51. b. complex sentence 47. c. compound sentence 52. a. gerund 48. d. infinitive 53. c. participle 49. a. simple 54. c. compound sentence Page Ten Responses 56. Active 59. Passive 57. Passive 60. Active 58. Active 61. Passive Page Ten Responses 62. #1 Splitting Two Adjectives #2 Joining Independent Clauses 63. #1 Sentence Interruption #2 Appositive 64. #1 Direct Address #2 Listing 11 REVIEW OF THE REVIEW… 1. A complete sentence must have a subject, predicate, and complete thought. 2. Three main types of sentences writers create are simple, compound, and complex. 3. Pronouns can act like a subject, or an object, or even a possessive word. 4. There are three types of verbs: action, liking, and helping. 5. Verbs can show different tenses like present participle and past participle. 7. Some words look like VERBS but really act like nouns, (gerunds) adjectives, (participles) or infinitives. 8. Generally speaking, strong writers are encouraged to use the active voice instead of the passive voice when writing. 9. Don’t guess when to use a comma. Learn the rules. Use a comma when following a rule. 12