Download COMPASS Writing Skills Sample Test Questions

COMPASS Writing Skills
Sample Test Questions
The Writing Skills Placement Test presents one or more passages, each containing
several errors. When an error is detected in a passage, clicking on that section of the
passage brings up several alternative segments of text from which a more appropriate
segment can be selected and inserted automatically into the text. Items in the Writing
Skills Placement Test assess basic knowledge and skills in usage and mechanics (e.g.,
punctuation, basic grammar and usage, and sentence structure) as well as more
rhetorical skills such as writing strategy, organization, and style. Samples of items from
these knowledge and skill areas are provided in the following pages.
Note that in the sample passages that follow, each section is numbered. In the
computerized COMPASS Writing Skills Placement Test, sections are not numbered;
instead, errors are identified by moving the cursor to the section of text in which an error
is identified and then clicking the left mouse button to make the alternative text options
appear. Also note that for each set of answer options, option A is always identical to the
text as it appears in the passage. As such, option A represents “no change.”
Writing Placement
Sample Questions
• Following are 46 sample Writing Placement Test
Questions (from 2 writing passages) taken from
the ACT COMPASS website.
• First you will see the question, then the following
slide will have the answer.
• If you need some additional refreshers, the
remainder of the slides cover the content from
the Writing section.
This is an example of Punctuating Breaks in Thought. The correct answer is A.
See Punctuation slides for additional information on this topic.
Answer: No change necessary. Bangladesh has only one economy, so it
should be singular, not plural.
This is an example of Observing Usage Conventions. The correct answer is B.
See Conventions slides for additional information on this topic.
Answer: Run is the proper tense
This is an example of Observing Usage Conventions. The correct answer is A.
See Conventions slides for additional information on this topic.
Answer: No change necessary
This is an example of Avoiding Unnecessary Shifts in Construction. The correct
answer is A. See Shifts in Construction slides for additional information on this
topic.
Answer: No change necessary
This is an example of Editing and Revising Effectively. The correct answer is D.
See Shifts in Editing slides for additional information on this topic.
Answer:
This is an example of Establishing Logical Order. The correct answer is B. See
Shifts in Organization slides for additional information on this topic.
Answer: People is plural; therefore, the pronoun would also need to be plural.
This is an example of Editing and Revising Effectively. The correct answer is C.
See Shifts in Editing slides for additional information on this topic.
Answer: Remove irrelevant (wordy) information.
This is an example of Establishing Logical Order. The correct answer is A. See
Shifts in Organization slides for additional information on this topic.
Answer: No change necessary
This is an example of Indicating Possessives. The correct answer is E. See
Possessives slides for additional information on this topic.
Answer: "Who" is a subject pronoun like "he," "she" and "we”. We use "who" to
ask which person does an action or which person is a certain way.
"Whom" is an object pronoun like "him," "her" and "us." We use "whom" to ask
which person receives an action.
This is an example of Tense. The correct answer is A. See Tense slides for
additional information on this topic.
Answer: No change necessary
This is an example of Judging Relevancy. The correct answer is C. See
Relevancy slides for additional information on this topic.
Answer: Relevant: Information is essential if you need it to make sense of the
writing, and it fits with the other sentences in the story or paragraph.
• Relevant information must be necessary. This means that it must have
something to do with the topic you are researching or it fits with the rest of
the story.
• Relevant information does not include exaggerations or stereotypes.
This is an example of Redundancy. The correct answer is D. See Redundancy
slides for additional information on this topic.
Answer: Lone, sole, only and exclusive mean the same thing as unique;
therefore, you should not use the two words together.
This is an example of Relating Clauses. The correct answer is B. See Relating
Clauses slides for additional information on this topic.
Answer:
This is an example of Observing Usage Conventions. The correct answer is E.
See Conventions slides for additional information on this topic.
Answer:
This is an example of Forming Verbs. The correct answer is A. See Verb
(formation/agreement) slides for additional information on this topic.
Answer: No change necessary
This is an example of Observing Usage Conventions. The correct answer is D.
See Conventions slides for additional information on this topic.
Answer:
This is an example of Forming Verbs. The correct answer is B. See Verb
(formation/agreement) slides for additional information on this topic.
Answer:
This is an example of Punctuating Breaks in Thought. The correct answer is E.
See Punctuation slides for additional information on this topic.
Answer: Use a semicolon to combine clauses connected by a conjunctive
adverb or transition phrase.
Example: My friends and I were late; however, we called and my mom picked
us up.
This is an example of Tense. The correct answer is A. See Tense slides for
additional information on this topic.
Answer: No change necessary
This is an example of Using Pronouns. The correct answer is C. See Pronouns
slides for additional information on this topic.
Answer:
This is an example of Avoiding Unnecessary Punctuation. The correct answer is A.
See Punctuation slides for additional information on this topic.
Answer: No change necessary
This is an example of Maintaining the Level of Style and Tone. The correct answer
is C. See ??????????slides for additional information on this topic.
Answer:
This is an example of Strategy - Audience. The correct answer is D. See
Audience slides for additional information on this topic.
Answer:
This is an example of Making Decisions about Cohesion Devices. The correct
answer is A. See ??????????slides for additional information on this topic.
Answer: No change necessary
Sample Passage #2
This is an example of Observing Usage Conventions. The correct answer is A.
See Writing Conventions slides for additional information on this topic.
Answer: No change necessary
This is an example of Forming Verbs. The correct answer is C. See Verb
Formation/Agreement slides for additional information on this topic.
Answer:
This is an example of Avoiding Unnecessary Punctuation. The correct answer is A.
See Punctuation slides for additional information on this topic.
Answer: No change necessary
This is an example of Establishing Logical Order. The correct answer is B. See
Organization slides for additional information on this topic.
Answer:
This is an example of Relating Clauses. The correct answer is E. See
???????????? slides for additional information on this topic.
Answer:
This is an example of Editing and Revising Effectively. The correct answer is B.
See Editing slides for additional information on this topic.
Answer:
This is an example of Establishing Logical Order. The correct answer is D. See
Organization slides for additional information on this topic.
Answer:
This is an example of Editing and Revising Effectively. The correct answer is A.
See Editing slides for additional information on this topic.
Answer: No change necessary
This is an example of Editing and Revising Effectively. The correct answer is E.
See Editing slides for additional information on this topic.
Answer:
This is an example of Relating Clauses. The correct answer is D. See
???????????? slides for additional information on this topic.
Answer:
This is an example of Punctuating Relationships and Sequences. The correct
answer is A. See Punctuation slides for additional information on this topic.
Answer: No change necessary
This is an example of Observing Usage Conventions. The correct answer is A.
See Writing Conventions slides for additional information on this topic.
Answer: No change necessary
This is an example of Managing Sentence Elements Effectively. The correct
answer is B. See ???????? slides for additional information on this topic.
Answer:
This is an example of Assuring Grammatical Agreement. The correct answer is B.
See ???????? slides for additional information on this topic.
Answer:
This is an example of Using Pronouns. The correct answer is D. See ????????
slides for additional information on this topic.
Answer:
This is an example of Punctuating Breaks in Thought. The correct answer is A.
See Punctuation slides for additional information on this topic.
Answer: No change necessary
This is an example of Choosing Words to Fit Meaning and Function. The correct
answer is C. See ???? slides for additional information on this topic.
Answer:
This is an example of Judging Relevancy. The correct answer is A. See ????
slides for additional information on this topic.
Answer: No change necessary
This is an example of Using Modifiers. The correct answer is E. See ???? slides
for additional information on this topic.
Answer:
This is an example of Punctuating Relationships and Sequences. The correct
answer is D. See Punctuation slides for additional information on this topic.
Answer:
This is an example of Adding or Revising Supporting Material. The correct answer
is E. See Editing slides for additional information on this topic.
Answer:
This is an example of Adding or Revising Supporting Material. The correct answer
is C. See Editing slides for additional information on this topic.
Answer:
Writing Review
• The following slides review the
concepts found on the COMPASS
Writing Placement Test.
Punctuation
End Punctuation
•It is important to use correct punctuation as you complete the writing
tasks for the COMPASS. The period, question mark, and
exclamation point are considered end punctuation.
•There are 4 different types of sentences: Declarative, Interrogative,
Imperative, and Exclamatory. You probably use all of these types of
sentences everyday!
•Declarative - This is any type of statement. A period is used to
punctuate this sentence.
•Interrogative - A question. A question mark is used to punctuate this
sentence.
•Imperative - A command. Sometimes, it can be one word. The subject
is implied to be you. Example Leave.
•Exclamatory - This is any statement that has emotion or needs added
emphasis. You used an exclamation mark.
End Punctuation
•Period . The period is used with declarative sentences and commands.
Examples: I believe that teen curfew is necessary.
Go home after dark for your own safety.
•Question Mark ? The question mark is used after a question or inquiry.
Example: Why do you think teen curfew is the mayor's
responsibility?
•Exclamation Point ! The exclamation point is used after sentences that
express strong emotion or feeling.
Example: My friend was arrested for staying out past curfew!
•TIP: Do not overuse the explanation point. It loses its wow factor if it is
used over and over. If you choose to use the exclamation point, one is
plenty per sentence.
•Please do not overuse exclamation points!
•Please do not overuse exclamation points!!!!
•Four exclamation points do not change this statement at all. It appears
that the writer is just yelling loudly. Focus on the effect of the exclamation
point. Use it wisely.
Punctuation: Comma Use
1.
Use commas between independent clauses in compound
sentences if the sentence contains a coordinating conjunction.
Compound sentences will improve your writing, and you will learn
more about this later. For now, remember, FANBOYS.
Coordinating Conjunctions
For
And
Nor
But
Or
Yet
So
Examples:
•
I think teen curfew is a good idea, but I want to stay out later on
the weekends.
•
I have to ask my parents if I can go to the party, so I will call you
back.
Punctuation: Comma Use
2.
Use a comma between the items in a series. The items may be
words, phrases or clauses. Most handbooks and style guides call
for the comma to be used before the coordinating conjunction;
however, it is also acceptable to omit the last comma.
Newspapers do not use the last comma. This example is from the
San Francisco Chronicle. The landscape has changed little since
their ancestors hauled wagons, pulled plows and galloped across
the country with bags of mail.
•
For this study guide and the COMPASS, be sure to use the last
comma in a series.
Examples:
I called my sister, parents, and grandparents for a ride home.
Please buy apples, oranges, and pears at the grocery store.
Punctuation: Comma Use
3.
Use a comma after certain expressions, introductory words,
phrases and clauses.
Examples: Yes, I think it is a good idea to have teen curfew.
After considering the punishment, I ran all the way home to beat
curfew.
4.
Use a comma with parenthetical phrases. A parenthetical phrase
is not necessary to the meaning of the sentence. Be sure to
include commas at the beginning and at the end of the
parenthetical phrase.
Example: My mother, who agrees with teen curfew, will punish
me if I come home late.
5.
Use a comma to set off a noun of direct address.
Examples: Mom, please allow me to go to the dance.
Mrs. Smith, I am happy to help you.
Punctuation: Comma Use
1. To separate two independent clauses joined by a conjunction.
Example: The runners turned the corner, and they approached the final stretch.
2. To set off introductory subordinate clauses and long phrases.
Example: When the runners turned the corner, they approached the final stretch.
3. To set off nonessential clauses and phrases following a specific noun (a proper name
of particular person, place, or thing).
Example: Whitney Wise, who is a marathon runner, entered into the final stretch.
4. To separate consecutive words. To separate items in a series of three or more.
Example: Sleepless, pale, and frightened, he headed home.
5. To separate two adjectives that modify a single noun (not each other). (If you could
place "and" between them, they need a comma.)
Example: The sleek, glass building enhanced the neighborhood.
6. To separate parts of dates and addresses.
Example: The game is January 21, 2001, in Miami, Florida.
7. To mark interrupters. To enclose parenthetical expressions.
Example: Phil decided, however, not to enter the race.
8. To mark the omission of words.
Example: In football we found victory, in basketball, defeat.
9.To set off yes and no, tag questions, words of direct address, and mild interjections.
Example: Yes, the Falcons won. OR He is a good boy, isn't he?
Punctuation: Semicolon
1.
•
2.
The semicolon indicates a pause or break in a sentence. Use a
semicolon between clauses that are not connected by a
coordinating conjunction.
Example: I was late; punishment was inevitable.
TIP: Examples of Conjunctive Adverbs
There is a pattern for this rule. Generally, the semicolon will go
before the conjunctive adverb and a comma will follow the
conjunctive adverb (however, instead, nevertheless, therefore )
Use a semicolon to combine clauses connected by a conjunctive
adverb or transition phrase.
Examples: My friends and I were late; however, we called and my
mom picked us up.
The decision has been made; therefore, there is no reason to ask
again. Use a semicolon to separate items in a series if the items
contain commas.
The curfew enforcers are Mr. Smith, the mayor; Mr. Jones, the
policeman; and the neighborhood parents.
Punctuation: Colon
•
The colon calls attention to what it is that is about to be discussed
or brought to the reader's attention. If a colon could speak, it
would say something like, "listen up, this is really important!" Use
a colon when you need to make an announcement, or bring
attention to a list or word.
Examples:
•
For this test you'll need the following: pen, paper, and a computer.
•
My mother's final response was: yes.
•
There is one step left for the application: sign your name.
•
Capitalize the first word if a complete sentence follows the colon.
Example: He wanted to let the team know an important detail: He
was moving next week.
Punctuation: Apostrophe
1.
An apostrophe is used to form the possessive case of nouns and
indefinite pronouns. A noun is a person, place, or thing.
–
–
–
•
•
2.
3.
A pronoun can take the place of a noun.
Indefinite pronouns refer to or replace an unknown noun.
Examples of indefinite pronouns: anyone, someone, both, all, John's
friend, Mother's pen, dad's golf club, baby's rattle, someone's iPod
If the possessive form of the plural noun ends in s, add the
apostrophe. Examples: the teacher's desks, cat's toys
TIP: If you want the possessive form of a family name:
Step 1: Pluralize the name
Step 2: Use an apostrophe to make the name possessive. We're
going to the Joneses' party next weekend.
Use an apostrophe to form the possessive of indefinite pronouns
but not pronouns. Examples: someone's pen, nobody's
backpack, hers, his, yours
Use an apostrophe to indicate the missing letters in contractions.
would not = wouldn't, she will = she'll, you are = you're
Punctuation: Parentheses
•
•
•
Use parentheses to indicate added information to the sentence.
Parentheses are often used to clarify something that could be
unclear to the reader.
Example:
Susan (the newest member of the class) received a passing
grade on the test.
TIP: Do not begin words with capital letters within parentheses.
Place end punctuation outside of the parentheses.
Punctuation: Quotations
•
Quotation marks are often misused. The misuse may be due to
the fact that writers are unsure of the rules and purpose of
quotation marks.
–
–
–
1.
•
2.
3.
Use quotation marks to show dialogue.
Use quotation to indicate direct quotations.
Use quotation marks to enclose titles such as poems, songs, and
short stories.
Use quotation marks around the speaker's exact words.
Example: "If I pass this test," she said, "I will jump up and down!"
Notice she said is not in quotation marks. Use the quotation
marks around the speaker's exact words.
Use a comma after certain expressions like he said and she said
to indicate a quotation.
Example: She yelled, "I passed the test!"
Use quotation marks to enclose titles such as poems, songs,
sections of plays and short stories.
Example: We read the poem, "The Road Not Taken."
Punctuation: Quotation Marks
1. Periods and commas always go inside quotation marks, even inside single
quotes.
Example: The sign changed from "Walk," to "Don’t Walk," to "Walk" again within
30 seconds. OR She said, "Hurry up." She said, "He said, ‘Hurry up.’"
2. The placement of question marks with quotes follows logic. If a question is in
quotation marks, the question mark should be placed inside the quote.
Example: She asked, "Will you still be my friend?"
Do you agree with the saying, "All’s fair in love and war"? Here the question is
outside the quote.
NOTE: Only one ending punctuation mark is used with quotation marks.
Also, the stronger punctuation mark wins. Therefore, no period after war is
used.
3. When you have a question outside AND inside a quote, use only one question
mark and place it inside the quotation mark. Example: Did she say, "May I go?"
4. Use single quotation marks for quotes within quotes. Note that the period goes
inside all quote marks. Example: He said, "Mary said, ‘Do not treat me that
way.’"
5. Use quotation marks to set off a direct quotation only.
Example: "When will you be here?" he asked. He asked when you will be there.
Spelling
Spelling Strategies
•
•
Is the word used in the prompt?
Look at the Word
– What does it mean?
– How is it spelled?
– Is it spelled as you expect?
•
Say the Word
– What vowel and consonant sounds do you hear?
– Are there any silent letters?
•
Think About the Word.
– How is each sound spelled?
– Do you see any familiar word parts?
•
Write the Word.
– Did you copy all the letters carefully?
– Did you think about the sounds and letters?
•
Check the Spelling.
– Did you spell the word correctly?
– Do you need to write it again?
•
If all else fails, and you are not sure how to spell a word, use a
different word that means the same thing.
More Spelling Strategies
• Rhyming Helpers-Link a word with a rhyming word that
is spelled the same at the end: unless, mess
• Problem Parts-Identify the part of the word that gives
you problems and study it extra hard: wrong, laughed
• Memory Tricks-Link tricky words with a memory helper
that has the same problem letters: Tell that mosquito to
quit biting me.
• Meaning Helpers-Pair a word with a shorter, related
word that gives a sound clue: act—action
• Divide and Conquer-Divide a word into smaller parts:
team – mate, beau - ti – ful, ar - ti - fi - cial
• Pronouncing for Spelling-Pronounce a word correctly:
pro - ba - bly
• Secret pronunciation (pronounce it this way to
yourself): choc - o - late
Frequent Spelling Blunders
•
Homophones are words that are pronounced the same, but they
have different spellings and meanings. Kate knew she was going
to get a good grade on the test.
Knew and new are often mixed up, thus creating common spelling
errors. Review the list of homophones, and make sure you know the
different meanings.
cell and sell
dear and deer
flour and flower
hour and our
knew and new
peace and piece
than and then
to, too, and two
scene and seen
wear and where
weather and whether
Frequent Spelling Blunders
•
Be very careful when using than and then.
•
This is more of a word choice error, but it is important to be able to
recognize the difference in spelling and meaning. Using the wrong
word results in common errors in student writing.
Than is used to indicate a difference in something.
The chocolate chip cookies are much better than the oatmeal
cookies.
•
•
•
•
She is more successful in math then I.
Do you see the error?
She is more successful in math than I.
•
The writer intended for the word than to be used, but because the
words are similar, it is a common error. Re-read your sentences,
and look for homophone errors such as this.
Forming Plurals
•
•
Add an s to form the plural of most words.
Examples: computer = computers, cell phone = cell phones, desk =
desks
•
•
If the word ends in ch, s, sh, x, or z, add es.
Examples: match = matches, lip gloss = lip glosses, bush = bushes,
fox = foxes, buzz = buzzes
•
If a noun ending in y is preceded by a consonant, change the y to i
and add es.
Examples: buddy = buddies, beauty = beauties, duty = duties
•
•
•
•
•
If a noun ends in o, add an s to make it plural. Some words require
es.
Examples: piano = pianos, soprano = sopranos, potato = potatoes,
innuendo = innuendoes
There are many words that form plurals irregularly. It is wise to
memorize the spelling of these words.
Examples: deer = deer, goose = geese, woman = women
Rules for Suffixes
Word Ending
Rule
Examples
-y preceded by a
consonant
Change y to i
Beauty-beautiful
Most suffixes
beginning with i: trytrying, baby-babyish
-y preceded by a
vowel
Make no change
Joy-joyous
Day-daily
Gay-gaily
-e
Drop the final e if
suffix begins with a
vowel
Love-lovable
Use-usable
True-truly
Argue-argument
-e
Make no change if
suffix begins with a
consonant
Hope-hopeful
Late-lately
Words ending in x or
w:
Mix-mixing
Blow-blowing
One-syllable words
Double the final
ending in a single
consonant if suffix
consonant preceded by begins with a vowel
a single vowel
Drop-dropped
Grin-grinned
Words ending in x or
w:
Blow-blowing
Words ending in a
single consonant
preceded by a single
vowel and having the
accent on the final
syllable
Permit-permitted
Words which the
accent shifts when the
suffix is added:
Refer-reference
Double the final
consonant if suffix
begins with a vowel
Exceptions
Using ie or ei
Rule
Examples
Exceptions
Either, neither,
weird, leisure,
species, seize
ie
For words with the long e sound,
the word is spelled ie, except
after c. If the vowel combination
sounds like a long a, spell it ei.
Piece, field,
believe, fierce,
relief, niece,
grief, reprieve,
chief, retrieve,
reprieve
ei
Long a sound use-ei
Eight, vein,
neighbor, weigh,
reign
ei
Long e sound preceded by c useei
Receive, receipt,
perceive,
conceive, deceit,
ceiling, deceit
“seed” sound
• Words with the “seed” sound
• There is only one English word ending in
sede: supersede.
• Three words end in ceed: exceed,
proceed, succeed.
• All other words ending with the sound of
seed are spelled cede: recede, precede,
concede, secede.
Capitalization
Punctuation: Capitalization
Use capital letters in the following ways:
The first word of a sentence
Example: When he tells a joke, he sometimes forgets the punch line.
The pronoun “I”
Example: The last time I visited Chicago was several years ago.
Names of People (including initials or abbreviations that stand for the name and their title)
Example: F. D. Roosevelt, Ms. Barbara Mitchell,
Titles preceding names, but not titles that follow names
Gov. George Bush, Judge Judy, Dr. Judy Zimmerman
I was able to interview Karen Willis, mayor of Lawrenceburg
Titles of very high importance
Example: the President of the United States, Chief Justice of the Supreme Court,
Prime Minister of Canada, the Pope, a Congresswoman
Proper nouns (the names of specific people, places, organizations, and sometimes things)
Example: Golden Gate Bridge, Supreme Court, Mothers Against Drunk Drivers,
Atlantic Ocean
Family relationships (when used as proper names)
Example: I sent a thank-you note to Aunt Annie, but not to my other aunts. Here is a
present I bought for Mother.
Punctuation: Capitalization
Names of God, specific deities, or religious figures and holy books (but not the non-specific use
of the word “god”)
Example: Almighty, Lord, the Bible, Allah, the Blessed Virgin, the New Testament, Moses,
Buddha, the Greek gods, the Book of Job
Directions that are names (North, East, South, West when used as sections of the country, but not
as compass directions)
Example: The Simpsons have moved to the Northwest. Jim’s house is two miles north of
Southfield.
The days of the week, the months of the year, and holidays (but not the seasons generally)
Example: Monday through Sunday, January through December, Halloween, Forth of July,
spring, winter, fall, summer
The names of countries, nationalities/races, religions and specific languages
Example: Costa Rica, Spanish, Catholicism, French, English
The first word in a sentence that is a direct quote
Example: Phil once said, “A lack of preparation on your part does not constitute an emergency
on my part.”
The major words in the titles of books, articles, and songs (but not short prepositions or the
articles “the,” “a,” or “an,” if they are not the first word of the title)
One of John’s favorite books is The Catcher in the Rye.
The members of national, political, racial, social, civic, and athletic groups
Example: Knights of Columbus, Democrats, African-Americans, Educational Leadership
Association, American Red Cross, Cleveland Indians
Periods and events (but not century numbers)
Example: Victorian Era, Great Depression, Constitutional Convention, sixteenth century
Trademarks
Example: Pepsi, Honda, IBM, Mircosoft Word
Words for and abbreviations of specific names (not things that came from proper nouns)
Example: Freudian, NBC, pasteurize, UN, french fries, italics
Usage
Parts of Speech
•
There are eight parts of speech. This should be review, but you will be required to
demonstrate your knowledge and apply the proper use of the parts of speech in your
essay writing for the COMPASS.
1. A noun is a person, place, or thing.
Brad Pitt is a superstar. Brad Pitt is the noun.
2. A pronoun is used in place of a noun.
He is a superstar. He is the pronoun.
3. A verb shows action.
Brad Pitt is a superstar. Is expresses the action.
4. An adjective modifies or describes the noun or pronoun.
Brad Pitt is a rich superstar. Rich modifies or describes the noun or Brad Pitt.
5. An adverb modifies a verb, an adjective, or another adverb.
Brad Pitt is an extremely rich superstar. Extremely modifies rich. It answers the
question, how rich is he?
6. Prepositions are words that show relationship between other words.
Examples: about, through, in, out, over
Brad Pitt was poor before he was rich. Before is the preposition.
7. Conjunctions join words together.
Think of FANBOYS. FANBOYS will be used often throughout this study guide.
FANBOYS is used to remember for, and, nor, but, or, yet, and so.
Brad Pitt was poor before he was rich, but he was always good looking. But is the
coordinating conjunction.
8. Interjections express feeling or emotion in a sentence.
Examples: darn, yes, no, hey
Yes, I agree that Brad Pitt is an extremely rich superstar. Yes is the interjection.
Parts of Speech
• Noun - a naming word. It names a person,
place, thing, idea, living creature, quality, or
action. Examples: cowboy, theatre, box,
thought, tree, kindness, arrival
• Pronoun - used instead of a noun, to avoid
repeating the noun. Examples: I, you, he, she,
it, we, they
• Verb - describes an action (doing something) or
a state (being something). Examples: walk, talk,
think, believe, live, like, want
Parts of Speech
• Adjective - describes a noun. It tells you
something about the noun. Examples:
big, yellow, thin, amazing, beautiful, quick,
important
• Adverb - usually describes a verb. It tells you
how something is done. It may also tell you
when or where something happened. Examples:
slowly, intelligently, well, yesterday, tomorrow,
here, everywhere
• Article - used to introduce a noun. Examples:
the, a, an
Parts of Speech
• Conjunction - joins two words, phrases or
sentences together. Examples: but, so, and,
because, or
• Preposition - usually comes before a noun,
pronoun or noun phrase. It joins the noun to
some other part of the sentence. Examples: on,
in, by, with, under, through, at
• Interjection - often stands alone. Interjections
are words which express emotion or surprise,
and they are usually followed by exclamation
marks. Examples: Ouch!, Hello!, Hurray!, Oh
no!, Ha!
Modifiers
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Modifiers are words or groups of words that add detail to
sentences, and they help get the point across. Modifiers are
adjectives and adverbs (An adjective is a word used to describe a
noun or pronoun. An adverb is a word used to modify a verb,
adjective, or another adverb).
It is important to understand how to use modifiers because the
COMPASS Writing test may ask you to revise a sentence that has
errors due to incorrect modifiers. Before you can correct sentences
with misplaced and dangling modifiers, it is important to
understand how modifiers work.
TIP: Use descriptive adjectives, but avoid adjective overload. Your
teachers have probably always asked you to improve your
sentences by adding detail, but sometimes, less is more.
Example of Adjective Overload: My adorable, fluffy, brown
puppy leaps through the yard above all of the long, thick, green
blades of grass.
The student tried to improve the sentence by using several
adjectives. Did you notice that you had to slow down while you
read this? You do not want your reader to have to read your
sentences over and over.
Modifiers
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One word adjective and adverb modifiers are usually placed right
before the noun or pronoun it modifies.
Example of a one-word adjective modifier
Disgusted, the waitress stomped away.
•
Example of an adverb modifier
Sleepily, the child walked upstairs.
•
This sentence could be written another way, and the meaning will
not change.
The child sleepily walked upstairs.
Misplaced Modifiers
•
Misplaced modifiers cause incoherent sentences that are difficult to
follow. To avoid errors in your sentences, be sure to place the
modifier close to the words or phrase it should modify.
•
Example of misplaced modifier: Karen attached the necklace
around her neck that Ronnie bought her.
This sentence indicates that Ronnie bought her neck.
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Revised: Karen attached the necklace that Ronnie bought her
around her neck.
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Example of misplaced modifier: Loaded with cheese, they ate the
delicious pizza.
This sentence indicates that they are loaded with cheese.
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Revised: They ate the delicious pizza, loaded with cheese.
It makes sense that the pizza is loaded with cheese.
Dangling Modifiers
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The word dangling indicates that something is hanging or loose. A
dangling modifier is a modifier that does not modify a word or
phrase clearly in a sentence. Dangling modifier sounds funny, but
dangling modifiers can produce extremely humorous sentences.
Example of a dangling modifier:
Having finished dinner, the radio was turned on.
Present participles are verbs formed by adding -ing and past
participles are verbs formed by adding -ed.
Having finished is a participle and expresses action. Is it possible
for a radio to finish dinner? You are a good reader, and you know
this does not make good sense.
Consider the revision below. I has been added to clearly state who
finished dinner.
Revised:
Having finished dinner, I turned on the radio.
Dangling Modifiers
Sentence Structure
• Every complete sentence contains two parts: a
subject and a predicate.
• The subject is what (or whom) the sentence is
about, while the predicate tells something about
the subject.
• A sentence begins with a capital letter and ends
with a period, a question mark, or an
exclamation point.
• To improve your writing, use a variety of
sentence structures.
Complete Sentences
• A complete sentence has a subject and a
predicate that work together to make a complete
thought.
• A sentence is a group of words, or in some
cases a single word, that
–
–
–
–
Makes a statement
Gives a command
Asks a question
Makes an exclamation
• The important thing is: does the it make sense
on its own?
Verb Formation/Agreement
Using Pronouns
•
Pronouns need to agree with antecedents. An antecedent is the
noun which the pronoun replaces. Antecedents should agree in
number, in gender, in person, and in kind.
•
This example does not show agreement in person.
– If a student wants to perform well on the COMPASS test, you must
study.
– A student is third person. You is second person, so this sentence
does not agree in person.
•
Revised
If a student wants to perform well on the COMPASS test, he or she
must study.
Subject-Verb Agreement
• Basic Principle: Singular subjects need
singular verbs; plural subjects need
plural verbs.
– My brother is a nutritionist.
– My sisters are mathematicians.
Simple Tenses
Indicate that an action is present, past or future relative to the speaker or writer.
Present
Singular
Plural
1st person
I walk/draw
we walk/draw
2nd person
you walk/draw
you walk/draw
3rd person
he/she/it walks/draws
they walk/draw
Past
Singular
Plural
1st person
I walked/drew
we walked/drew
2nd person
you walked/drew
you walked/drew
3rd person
he/she/it walked/drew
they walked/drew
Future
Singular
Plural
1st person
I will walk/draw
we will walk/draw
2nd person
you will walk/draw
you will walk/draw
3rd person
he/she/it will walk/draw
they will walk/draw
Perfect Tenses
Indicate that an action was or will be completed before another time or action.
Present Perfect
Singular
Plural
1st person
I have walked/drawn
we have walked/drawn
2nd person
you have walked/drawn
you have walked/drawn
3rd person
he/she/it has walked/drawn
they have walked/drawn
Past Perfect
Singular
Plural
1st person
I had walked/drawn
we had walked/drawn
2nd person
you had walked/drawn
you had walked/drawn
3rd person
he/she/it had walked/drawn
they had walked/drawn
Future Perfect
Singular
Plural
1st person
I will have walked/drawn
we will have walked/drawn
2nd person
you will have walked/drawn
you will have walked/drawn
3rd person
he/she/it will
have walked/drawn
they will have walked/drawn
Progressive Tenses
Indicate continuing action.
Present Progressive
Singular
Plural
1st person
I am walking/drawing
we are walking/drawing
2nd person
you are walking/drawing
you are walking/drawing
3rd person
he/she/it is walking/drawing
they are walking/drawing
Past Progressive
Singular
Plural
1st person
I was walking/drawing
we were walking/drawing
2nd person
you were walking/drawing
you were walking/drawing
3rd person
he/she/it
was walking/drawing
they were walking/drawing
Future Progressive
Singular
Plural
1st person
I will be walking/drawing
we will be walking/drawing
2nd person
you will be walking/drawing
you will be walking/drawing
3rd person
he/she/it will
be walking/drawing
they will be walking/drawing
3rd person
he/she/it will have
been walking/drawing
they will have
been walking/drawing
Relationships of Clauses
Adjective & Adverb Clauses
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The adjective clause usually describes the noun to the left of it.
Adjective clauses begin with who, whose, whom, which, that and
where.
Examples of adjective clauses:
The day, which was loads of fun, was long.
The adjective clause modifies the noun day.
My friend, whom I cherish, is having a party this weekend.
The adjective clause modifies the noun friend.
Adverb clauses modify the verb in the sentence and are
introduced by words such as after, although, before, because,
and since.
Example of adverb clauses:
The dog whimpered until a driver rescued him.
Madeline ran before her mother could catch her.
TIP: Adjective and adverb clauses are never complete sentences.
Sentence fragments lower your writing score for the essays, so be
sure to proofread your essays to make sure that you do not have
these types of clauses.
Sentence Combining
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Sentence combining is a method that will improve your overall
writing, and it will avoid the monotony of too many short sentences.
You will avoid run-on sentences and fragments as you adopt this
practice. For the COMPASS, you will want to combine various types
of sentences to make the essay interesting to read and to
demonstrate your knowledge of how to use the two types of clauses
described below. This is not a new skill. You communicate orally
with compound sentences all the time. Now, you just need to
incorporate this into your writing. There are two types of clauses: the
main clause (or independent) and the subordinate clause (or
dependent).
Both types of clauses have a subject and a verb, but a main clause
is able to stand alone if it is separated from the larger sentence.
A subordinate clause also contains a subject and a verb; however, it
cannot stand alone because it does not express a complete thought.
A subordinate clause must be attached to a main clause.
Main Clause Example:
I went to bed.
Subordinate Clause Example:
after I brushed my teeth
It is best to combine these clauses.
After I brushed my teeth, I went to bed.
Sentence Combining
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Student Error Sample:
I was in cheerleading and wrestling.
I had to quit.
I was going to get hurt.
This student has written three short sentences. It is possible to
combine these sentences together for a more sophisticated
sentence structure. The following diagram illustrates one way to
combine the sentences together. Remember to use commas and
coordinating conjunctions to combine your sentences.
Pattern: Sentence, FANBOY sentence. Think of this pattern when you
combine sentences.
Parallel Structure
•
Parallel means the same or side by side. It is important to make sure you
use the same grammatical pattern throughout your writing. FANBOYS are
back! Use coordinating conjunctions to combine parallel structures.
1. Words or items in a series with gerunds
Parallel: She likes acting, singing, and dancing.
Not parallel: She likes to act, singing, and dancing.
• TIP: A gerund is a verbal that ends in -ing. It acts like a noun.
Playing, dancing, singing
• An infinitive is a verbal with the word to and a verb. It may function
as a noun, adjective or adverb.
To talk, to laugh, to yell
2. Words or items in a series with infinitive phrases
Parallel: The class likes to read, to write, and to analyze poetry. You do
NOT have to add to before all of the verbs.
The class likes to read, write, and analyze poetry.
Not parallel: The class likes reading, writing, and to analyze poetry.
3. More parallel words
You may want to form lists in a sentence for an essay. Lists of words must
be parallel as well. Be sure to express ideas in the same form.
Movies, video games, and music interest most young people. (nouns)
The dancer practiced, improved, and changed the dance several times
before the performance. (verbs)
The dogs bark was shrill but friendly. (adjectives)
Quietly, carefully, and slowly, she reached for the phone. (adverbs)
Parallel Clauses
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If you begin with parallel clauses, you must keep going with the
same structure. Keep the structure the same with either all main
clauses or all subordinate clauses.
Not parallel: The teacher told the students that they should study
for the test, that they should get plenty of rest, and to relax before
the day of the exam.
As you practice with parallel structure, errors will become more and
more obvious to you. The words to relax should seem out of place.
Review the revised sentence:
The teacher told the students that they should study for the test,
that they should get plenty of rest, and that they should relax
before the day of the exam.
OR
The teacher told the students that they should study for the test,
get plenty of rest, and relax before the day of the exam.
Shifts in Construction
Parallel Structure
Parallel structure means using the same pattern of words to show that two or more ideas
have the same level of importance. This can happen at the word, phrase, or clause
level. The usual way to join parallel structures is with the use of coordinating
conjunctions such as "and" or "or."
1. Words and Phrases
With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle. --OR-- Mary likes to
hike, swim, and ride a bicycle.
(Note: You can use "to" before all the verbs in a
sentence or only before the first one.)
2. Clauses
A parallel structure that begins with clauses must keep on with clauses. Changing to
another pattern or changing the voice of the verb (from active to passive or vice
versa) will break the parallelism.
Parallel: The coach told the players that they should get a lot of sleep, that they
should not eat too much, and that they should do some warm-up exercises before
the game. -- OR -- The coach told the players that they should get a lot of sleep, not
eat too much, and do some warm-up exercises before the game.
3. Lists after a colon
Be sure to keep all the elements in a list in the same form.
Parallel: The dictionary can be used for these purposes: to find word meanings,
pronunciations, correct spellings, and irregular verbs.
Proofreading Strategies for Parallel Structure
• Proofreading Strategies to try:
• Skim your paper, pausing at the words "and" and "or."
Check on each side of these words to see whether the
items joined are parallel. If not, make them parallel.
• If you have several items in a list, put them in a column
to see if they are parallel.
• Listen to the sound of the items in a list or the items
being compared. Do you hear the same kinds of
sounds? For example, is there a series of "-ing" words
beginning each item? Or do your hear a rhythm being
repeated? If something is breaking that rhythm or
repetition of sound, check to see if it needs to be made
parallel.
Organization
ESSAY GUIDELINES
PREWRITING
 Think about the topic
 Make some notes
 Organize your notes into 3 reasons/areas for discussion
DRAFT
INTRODUCTORY PARAGRAPH
 Introduces the topic and gives the thesis statement
 Be certain that someone reading your paragraph knows what the
question/prompt is even when he/she does not have the question/prompt to
read
 Briefly mention the 3 reasons/areas for discussion
BODY PARAGRAPHS (minimum of 3)
 Develops, supports, and/or proves the main idea or thesis
 Use the 3 reasons for your belief/opinion and use each one to develop a
paragraph. Each paragraph needs a topic sentence and support or examples.
CONCLUSION PARAGRAPH
 Sums up the most important ideas and gives closure to the paper
 Restate your thesis/opinion
 Make your essay sound complete
Prewriting
To be a good writer, you should organize your thoughts before beginning to write. There are many
ways in which you can organize your thoughts on paper before you begin writing. Some examples are
listed below.
Brainstorm: Brainstorming is a prewriting technique designed to help you bring ideas from your mind
onto paper. It's a good technique to use when you know a general subject you're interested in writing
about but don't exactly know what aspect of the subject you want to pursue. When brainstorming, you
write down every idea you have, no matter how bad an idea you think it is. You want to get as many
ideas down on paper as you can. You can sort through the ideas later.
Sequence of Events Chain: A sequence of events chain is used to describe the stages of something
(the life cycle of a primate); the steps in a linear procedure (how to neutralize an acid); a sequence of
events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a
historical figure or character in a novel (the rise and fall of Napoleon).
Outline: An outline is a kind of graphic scheme of the organization of your paper. It indicates the main
ideas of your paper as well as the subtopics under each main idea. The function of an outline is to
help you consider the most effective way to say what you want to say.
Semantic Map: A semantic map is a web-shaped diagram that is good way to help you assemble
ideas for your writing. In the center of the web, you place your most general topic. The arms of the web
contain more specific information about your main topic.
Concept Map: A concept map is a special form of a web diagram for exploring knowledge and
gathering and sharing information. A concept map consists of nodes or cells that contain a concept,
item or question and links. The links are labeled and show direction with an arrow symbol. The labeled
links explain the relationship between the nodes. The arrow describes the direction of the relationship
and reads like a sentence.
Clustering: Clustering is a nonlinear activity that generates ideas, images and feelings around a
stimulus word. As students cluster, their thoughts tumble out, enlarging their word bank for writing
and often enabling them to see patterns in their ideas.
PATTERNS OF ORGANIZATION
There are several ways to organize your writing. Not every pattern will work for every writer or for every piece
of writing. It is important to organize the writing in an order that is interesting, but more importantly it
must be logical. In other words, it has to make sense to the reader. Everything must fit together, much like
the pieces of a puzzle.
The examples that follow are only a paragraph in length and only serve as short models of each pattern.
However, the concept for each pattern is the same regardless of the length.
Chronological Order
Chronological order is the order in which the events occurred, from first to last. This is the easiest pattern to
write and to follow.
Example:
It seemed like an ordinary day when she got up that morning, but Lynda was about to embark on the
worst day of her life. First, she fell in the bathtub because her mother forgot to rinse out the bath oil. Then
she spilled orange juice on the outfit she had spent hours putting together for school pictures. When she
changed, she messed up the French braid her mother had put in her hair. As she walked out the door, she
dropped all of her school books and her math homework flew away. Once she made it to the car she
thought everything would be all right. She was wrong; her father didn't look before he backed out of the
driveway and ran into the neighbor’s truck. Lynda’s side of the car was damaged the most, and she ended
up with a broken arm. That night, she cried herself to sleep.
Cause and Effect Order
In this type of order, the cause (or reason) is usually discussed first. This then leads to a discussion of
the effect (or result.)
Example:
Because toys have become electronic devices, some children today are unable to entertain themselves.
Gone are the days when children invented their own adventures and used sticks as swords. cookie sheets
as armor, and refrigerator box as a fortress to defend. The electronic age has delivered children all sorts
of gadgets and gizmos that are supposed to be realistic. Some toys even have buttons to push so
prerecorded messages can be played to begin scripted adventures that require no imagination. No
imagination? No wonder some children today have short attention spans.
PATTERNS OF ORGANIZATION
Problem to Solution Order
In this type of order, the problem is presented first. Details about the problem, including its cause,
follows. Next, a suggested solution will be discussed, including details that support the solution.
Example:
Several students receive poor grades on writing assignments, not because they lack the ability to
communicate, but because they can not seem to manage their time when it comes to a large project. They
do not know where to begin, and therefore put things off until the last minute. To solve this problem,
students need to develop a timeline for completing the project. If they divide the assignment into
manageable “chunks” or parts and then set a schedule for completing each part, they will be able to
finish the entire project before the deadline. Without the pressure of not knowing where to begin, the
students will be able to focus on the assignment and communicate their ideas effectively.
Spatial Order
This type of organization takes the reader from one spot the next, as if the reader were looking at
something. It is very descriptive.
Example:
I couldn’t believe my eyes when we finally emerged from the storm shelter. Where the barn once stood
there was now only a few tufts of hay. The path that led to the house was scattered with branches and
debris. The house! The entire roof was gone. The north wall was caved in and we could see right into the
house. Well, what was left of it. Tears rolled down my cheeks as I noticed that most of our belongings had
been sucked up into the great vacuum and scattered across the countryside. We heard a loud cracking
and moaning as the west wall gave way and collapsed, sending up a wave of dust. And yet, there in the
middle of the front yard was mother’s prized rose bush. It swayed in the breeze as if nothing had
happened. Seeing it made me realize how lucky we were to be alive. We stood there in dismay, our arms
locked around one another.
PATTERNS OF ORGANIZATION
Climactic Order
This type of organization takes the reader from the least important idea to the most important idea. The
ideas build in importance, holding the reader's attention. The best is saved for the last.
Example:
My encounter with nature became a learning experience for me. I learned to come prepared for anything.
Our canoe overturning was proof that anything could happen. All of our supplies were gone. I also
learned that although nature is beautiful, she can also be deadly. If it hadn’t been for the cave we
discovered in the moonlight, the hail storm surely would have killed us. Most of all, I learned to trust my
mother. I never thought I would say this, but she does know a thing or two. She kept her wits about her
and kept me calm as well. Even in the middle of nowhere without any supplies, she still managed to take
care of me. Her grandfather had taught her how to survive in the wild, and she hadn’t forgotten a thing.
Reverse Climactic Order
In this type of organization, the most important idea is stated first and the least important idea is stated
last. This method is used most often in newspaper articles. This way if the reader does not finish the
article he/she will still know the most important details. This method grabs the reader's attention in the
beginning, but it does not work very will in holding the reader's attention clear to the end.
Example:
A plan to improve the city’s park was approved Monday night by the city council. The plan involves
adding landscaping to the north end, rebuilding the bridge over the lake, and updating the playground
equipment. Funds for the project have been donated by local businesses who hope that improving the
park will bring more people to the downtown area which will in turn bring more customers. The next order
of business is for the city council to open the bidding process for the various improvements.
PATTERNS OF ORGANIZATION
Process Order
In this type of order, a sequence of actions is described. It instructs the reader on how to do something. It
is basically a set of directions. Owner's manuals and cookbooks are organized in this pattern.
Example:
The first step in redesigning your closet is take everything out and sort through it. Anything you haven’t
worn in over a year should be given to charity. Check garments for wear and tear. Take care of anything
that needs mending. If it is beyond repair, get rid of it. The second step is to install a closet organizer.
Choose one that will hold the different types of garments in your wardrobe. The third step is to put items
in the closet so that those you wear most often are easy to access. The final step is to stay organized. Put
garments back in their appropriate places so that you will be able to find them.
Classification Order
In this type of order, the main idea is broken down into smaller areas or classifications. Each
classification is then discussed.
Example:
There are four basic modes of writing. Each mode may take different forms, but has a primary purpose.
The first is expository writing, which has a purpose of explaining something or giving directions.
Providing directions to your house is an example. The second mode is persuasive writing, which has a
purpose of influencing the reader’s way of thinking. An advertisement is a an example of persuasive
writing. The third mode is descriptive writing, which has a purpose of providing vivid details so that the
reader can picture what is being presented. An essay that depicts the glorious Grand Canyon is an
example. The fourth mode is narrative writing, which has a purpose of presenting an experience in the
form of a story. A personal account of a vacation is an example of narrative writing.
PATTERNS OF ORGANIZATION
Comparison/Contrast Order (block form)
In this pattern of organization one item is discussed in detail before the next item is mentioned. In other
words, each item gets its own "block" of space within the writing.
Example:
As a child, I thought my parents were ignorant and out of touch with reality. They couldn’t possible
understand anything I thought or felt. When they weren’t annoying me with their ridiculous lectures, or
grounding me for minor infractions of the rules, they were embarrassing me in public. As a parent, I find it
frustrating that my children think I have no clue about their lives, even though I understand perfectly well
what they are thinking or feeling. I find myself giving my children the same lectures I once thought were
ridiculous. My children can not seem to follow the rules their father and I have set, and they are
continuously embarrassing me in public. My, how things have changed.
Comparison/Contrast Order (point by point)
This type of order is again based on comparison (the similarities) and contrast (the differences.) Instead
of being divided into parts, however, both sides of each point are discussed together.
Example:
Although they are sisters, Jennifer and Jessica are complete opposites. Jennifer enjoys playing sports,
while Jessica would rather watch. Jennifer has no interest in playing a musical instrument, while Jessica
is the first chair violinist. Jennifer listens to new age music, while Jessica prefers country. Jennifer’s
favorite subject is English, and Jessica’s favorite is math. Jennifer likes to curl up in a chair on a rainy
day and read a good book , but Jessica would rather sleep all day. No one would ever guess that they are
actually twins.
Revise Writing
• For all kinds of writing, it is very important that you
revise your work before completing it. The two main
areas of focus for revision are content and mechanics.
I. Content
• Unity - Does everything in your essay relate to your
main idea?
• Coherence - Do paragraphs follow one another in a
clear order? Have you used transitions between
paragraphs, and within paragraphs?
• Development - Are your points fully explained? Do you
support your points with details?
• Style - Are your ideas clearly expressed? Are they
simply expressed, without unnecessary words, big words
where smaller ones would do, or confusing word order?
Revise Writing
II.
Mechanics
Spelling - Read your writing very closely looking for misspelled words.
Capitalization - Make sure you start all sentences with a capital letter.
Check to see that you have capitalized all proper names and the
first word of every sentence.
Punctuation - Check to see that the end of each sentence is
punctuated properly. Make sure questions end with question marks
instead of periods. Make certain you have commas placed in
compound sentences and in items listed in a series. Confirm all
quotes are properly punctuated with commas and quotation marks.
Sentence Variety - Sentence variety in keeping the readers attention
Paragraph - Form your thoughts into coherent paragraphs
Complete Sentences -Double check that you did not use sentence
fragments or run-ons.
Usage - Check for mistakes with commonly mixed-up words (example:
accept/except). Check to see that you have used the proper verb
forms (example: ran/run).
Descriptive Language
• Descriptive Words or adjectives are words that make
your writing more exciting and livelier. Descriptive words
help the reader to picture exactly what is going on in a
story.
• Writing Tip: When writing an essay, ask yourself
questions! Try to ask questions over each of the five
senses:
•
What did the place look like? (pretty, sunny, bright)
•
What did the food taste like? (salty, sweet)
•
What did things feel like? (good, soft, rough, cold)
•
How did it smell? (smoky, like cookies baking)
•
How did things sound? (loud, quiet)
Imagery
•
Imagery is used in literature to refer to descriptive language that
evokes sensory experience. It can appeal to any of the five senses,
but most frequently to the sense of sight.
•
Forms of imagery
– Visual imagery is perhaps the most frequently used form.
• The crimson liquid spilled from the neck of the white dove.
– Auditory imagery represents a sound.
• The bells chimed 2 o'clock.
– Olfactory imagery represents a smell.
• His socks, still soaked with sweat from Tuesday's P.E. class, filled the
classroom with an aroma akin to that of salty, week-old, rotting fish.
– Gustatory imagery represents a taste.
• The sweet marinara sauce makes up for the bland sea-shell pasta beneath.
– Tactile imagery represents touch.
• The Play-Doh oozed between Jeremy's fingers as he let out a squeal of pure
glee.
Relevant and Irrelevant Information
•
Sometimes a writer may include information that may not fit with the main point
of the passage. Therefore, it is important to distinguish between relevant and
irrelevant information.
•
Relevant: Information is essential if you need it to make sense of the writing,
and it fits with the other sentences in the story or paragraph.
– Relevant information must be necessary. This means that it must have
something to do with the topic you are researching or it fits with the rest of
the story.
– Relevant information does not include exaggerations or stereotypes.
•
Irrelevant: This kind of information either does not fit with the main point of the
passage, or it just isn't needed to understand the story or the instructions.
– Irrelevant information makes you wonder why it's there.
– Irrelevant information includes exaggerations, stereotypes, extra details,
and sentences that are about the wrong topic.
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A stereotype is a simplified image or idea about a group of people, usually
having to do with their race, sex, or religion. Stereotypes do not belong in
informational text because they are not facts and can be harmful.
An exaggeration states that something is better, worse, larger, more common,
or more important than is actually true. Exaggerations do not belong in
informational text either, because they are not based on fact.
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Sentence Structure
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The different types of sentences are identified by how they are
constructed and by how they express thoughts.
Simple sentence - one independent clause (i.e. The dog barks.)
Complex sentence - one independent and one or more dependent
clauses (i.e. After the dog barks, it goes to sleep.)
Compound sentence - two or more independent clauses (i.e. The dog
barks, and then it goes to sleep.)
Compound-complex sentence - two or more independent and one or
more dependent clauses (i.e. After the dog barks, it goes to sleep, and
then it wakes up.)
Imperative sentence - sentences that give a command or an order.
Imperative sentences differ from conventional sentences in that their
subject, which is always "you," is understood rather than expressed (i.e.
Stand on your head. ("You" is understood))
Interrogative sentence - a sentence that asks a question (i.e. Who
won the game last night?)
Exclamatory sentence - a sentence with strong feeling or emotion; a
more forceful version of a declarative sentence only with an
exclamation point at the end (i.e. I hate when that happens!)
Transitions
Remember to use words that connect your sentences and paragraphs. One
sentence or paragraph should easily flow into the next one. Certain words or
phrases can help you make connections. Some ways to connect your ideas:
1. Use word patterns like first, second, and third. Example: It's easy to make
brownies. First, you have to read the recipe.
2. Use words for time or place (before, earlier, after, here, to the right, next to,
nearby, far away.) Example: He raked the leaves and mowed the lawn. Earlier, he
had swept the porch and cleaned his room.
3. Use words that show how things are alike (like, in the same way, in a similar
way), or different (but, however, on the other hand). Example: Mrs. Connor always
checked to see that everyone understood the problem before she taught us how to
do another one. In the same way, Mrs. Smith made sure we were ready to go on.
4. Use pronouns for the second sentence instead of the name in the first sentence.
Example: John liked to ride his bike. He rode it every day.
5. Use words that show examples (for instance, for example). Example: My dad
loved to play pranks. For example, he planted corn seeds in Mom's flower bed.
Some other transitional words and phrases are: indeed, in fact, of course, and,
again, also, in addition, too, altogether, finally, in short.
More Transitions
•To show addition: again, and, also, besides, equally important, first
(second, etc.), further, furthermore, in addition, in the first place,
moreover, next, too
•To give examples: for example, for instance, in fact, specifically, that
is, to illustrate
•To compare: also, in the same manner, likewise, similarly
•To contrast: although, and yet, at the same time, but, despite, even
though, however, in contrast, in spite of, nevertheless, on the contrary,
on the other hand, still, though, yet
•To summarize or conclude: all in all, in conclusion, in other words,
in short, in summary, on the whole, that is, therefore, to sum up
•To show time: after, afterward, as, as long as, as soon as, at last,
before, during, earlier, finally, formerly, immediately, later, meanwhile,
next, since, shortly, subsequently, then, thereafter, until, when, while
•To show place or direction: above, below, beyond, close,
elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)
•To indicate logical relationship: accordingly, as a result, because,
consequently, for this reason, hence, if, otherwise, since, so, then,
therefore, thus
Who, Whom, Whose
Subjects, Objects and Possessive Forms
To understand how to use "who," "whom," and "whose," you first have to understand
the difference between subjects, objects, and possessive forms.
Subjects do an action:
He loves movies.
She goes to school.
We enjoy Chinese food.
Objects receive an action:
The teachers like him.
Thomas knows her.
The actor smiled at us.
Possessive forms tell us the person something belongs to:
His bike is broken.
I like her new book.
The teacher graded our homework.
Who, Whom, Whose
"Who" is a Subject Pronoun
"Who" is a subject pronoun like "he," "she" and "we" in the examples above. We use
"who" to ask which person does an action or which person is a certain way.
Examples:
Who made the birthday cake?
Who is in the kitchen?
Who is going to do the dishes?
"Whom" is an Object Pronoun
"Whom" is an object pronoun like "him," "her" and "us." We use "whom" to ask which
person receives an action.
Examples:
Whom are you going to invite?
Whom did he blame for the accident?
Whom did he hire to do the job?
Who, Whom, Whose
"Who," "Whom" and "Whose" in Adjective Clauses
The sentence below contains an example of an adjective clause:
I know the man who won the contest.
Adjective clauses are used to describe a noun in the main sentence. In the example
above, the adjective clause tells us about "the man." Just ignore the main sentence
and look at the adjective clause when deciding whether to use "who," "whom" or
"whose." Ask yourself if the adjective clause requires a subject, object, or possessive
form.
Examples:
We knew the actress who starred in the movie. subject of adjective clause
They hired the man whom we interviewed last week. object of adjective clause
She knew the family whose house we bought. "Whose" shows possession of house.
Who, Whom, Whose
"Whom" Less Common
The form "whom" is becoming less and less common in English. Many native English
speakers think "whom" sounds outdated or strange. This trend is particularly common
in the United States. Especially when combined with prepositions, most people prefer
to use "who" as the object pronoun. To most native English speakers, the examples
below sound quite natural.
Examples:
Who did you come to the party with?
I don't know who he gave the book to.
That is the woman who I was talking to.
Who did you get that from?
Do you have any idea who he sold his car to?
That is the person who I got the information from.
Who, Whom, Whose
A Quick Tip
Still too hard to remember? OK, here's the quick and dirty tip.
Like whom, the pronoun him ends with m. When you're trying to decide whether to
use who or whom, ask yourself if the answer to the question would be he or him.
That's the trick: if you can answer the question being asked with him, then use whom,
and it's easy to remember because they both end with m.
For example, if you're trying to ask, "Who (or whom) do you love?" The answer would
be "I love him." Him ends with an m, so you know to use whom. But if you are trying
to ask, "Who (or whom) stepped on Squiggly?" the answer would be "He stepped on
Squiggly." There's no m, so you know to use who.
So if you can't remember that you use whom when you are referring to the object of
the sentence, just remember that him equals whom.
Grammar Resource
• http://www.grammarbook.com/english_rule
s.asp