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Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www.amybenjamin.com November 5-9 Patchogue and Rocky Point Schools “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct I teaching grammar. “I’m not sure I’m right.” I never learned this. Takes away from real writing instruction “Not interesting. Not fun.” “Doesn’t transfer. Doesn’t stick.” “Rigid.” “Too negative. It’s like math. M I. Cesar Chavez helped the farm workers. He advocated for them. He did not encourage violence. He led a boycott instead of violence. The boycott was an effective method of resistance. (30) III. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott. The boycott was an effective method of resistance.. (25) II. Cesar Chavez helped the farm workers, and he advocated for them. He did not encourage violence. He led a boycott instead of violence, and the boycott was an effective method of resistance. (32) IV. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott, which is an effective method of resistance. (24) Grammar is the most significant determiner of sophisticated style. M Grammar: Your Remarkable Ability to Understand Language The mords slobly bordled a slom don in the nox. Who did it? How many of them were there? What was done? Who or what was it done to? How many of them were there? How was it done? Where was it done? When was it done? What was the don like? Parts of Speech: Nouns: mord, don, nox Morphology: Mords is plural Verb: bordle Bordled is in past tense Adjective: slom Slom modifies don Adverb: slobly Slobly is derived from slob Sentence Constituents: Subject: The mords Predicate: slobly bordled a slom don in the nox M Direct Object: a slom dom Prepositional Phrase: in the nox Object of the preposition: nox (Handout, 2) SUBJECT: Single word Adjective + Noun Noun + Prepositional phrase Adjective + Noun + prepositional phrase It “‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe. All mimsy was the borogrove And the mome raths outgrabe.” from “The Jabberwocky” by Lewis Carroll Who? What? Did, or are, what? What kind? Where? When? Why? How? To what extent? M 1. Grammar is a system of making sentences out of parts. The parts have to match (agree): Number (singular or plural) Gender (masculine, feminine, neutral) Case (subjective, objective, possessive) Tense (past, present, future) 2. Writers and speakers place the parts in a certain order and that order affects the impact of the message. 3. The two main parts of language are nouns and verbs. Everything else either modifies nouns or verbs or joins words, phrases, and clauses. M What should the study of grammar accomplish? 1. Better communication between teachers and students about language 2. Understanding the rhetorical effects of grammatical choices: What can a sentence do? How can I be in control of my sentences? Chapter 1, page 3-7: Why? What? How? M How? Learning Principles Based On: • • • • • • Manipulatives Visuals Patterns Intuition Inductive reasoning Authentic language M Patrick Hartwell: “Grammar, Grammars, and the Teaching of Grammar” (1997) Grammar III: Language etiquette “good” and “bad” Grammar IV: “School Grammar”: grammar Grammar II: Naming parts of speech; Linguistic descriptions Identifying subject, pred. of how Grammar I is direct obj, etc. used: dialect, language M change, lang acquisition Grammar I: The grammar in our heads: intuitive understandigs Grammar V: Rhetorical grammar: Making informed, delibera decisions about how to for sentences for particular effects upon the reader. The Basics Phrase Group of words, either noun + modifiers or verb + modifiers; not both Clause A noun + verb unit that may or may not be a sentence Sentence An independent clause (noun + verb unit that can stand alone) Handout, 3 M Out of the words, students make phrases; Out of the phrases, students make sentences; Phrase: part of a sentence Sentence: You can put the words “IT IS TRUE THAT…” in front of words that make a sentence; Out of the sentences, students make subordinate clauses; A sentence has a SUBJECT and a PREDICATE, like a bicycle has two wheels Out of the subordinate clauses, (see next slide) students make complex sentences Subordinating conjunctions: AAAWWUBBIS: although, as, after while, when until because, before if since To create a complex sentence: The “basket” (subordinate clause) can be placed on the back of the bike (no comma necessary) or on the front of the bike (needs a comma). M Gardening is my favorite weekend activity Because I like worms , because I like worms. gardening is my favorite activity. M Gardening is my favorite activity on a rainy day because I like worms. (add modifiers: When? Where? Why? How? To What Extent?) Declarative Can you put It is true that…. in front of it? Subject Wheel tells: Who or what? (or “I intend to prove that…”) Predicate Wheel tells: What about it? Complete Sentence Can you turn it into a yes/no question? Can you add a “Stick-on” question? M Handout 18 Isn’t it? Aren’t we?Don’t you? etc. The bicycle as a metaphor for what makes a complete sentence: Subject Wheel tells: Who or what? Predicate Wheel tells: What about it? Subordinate (dependent) clause is like a basket. In can be placed in front, in back, or in the middle of the main clause. Handout, 19 M A complete sentence can be turned into a yes/no question: • • • • • • • • • You used to work at Sears. You’ve never worked at Sears. I’ve seen you before. That cute little light green house with the dark green shutters in the middle of town is for sale by owner. Your cousins, the couple with the triplets, live in New Jersey. You don’t live in New Jersey. This is a great movie. Ron Howard directs terrific movies. All Americans of voting age should vote. Handout, 20 When you used to work at Sears. Because you used to work at Sears If all Americans of voting age would vote. A movie directed by Ron Howard. M Match the“Stick-On” Questions • • • • • • • • • • • You used to work at Sears. You’ve never worked at Sears. I’ve seen you before. That cute little light green house with the dark green shutters in the middle of town is for sale by owner. Your cousins, the couple with the triplets, live in New Jersey. You don’t live in New Jersey. This is a great movie. Ron Howard directs terrific movies. I think. Therefore I am. All Americans of voting age should vote. Haven’t I? Doesn’t he? Aren’t I? Didn’t you? Don’t they? Shouldn’t they? Don’t I? Isn’t it? Isn’t it? Do you? Have you? M Handout, 21 How to Make Stick-On Questions in English: Find the subject and the verb. A pronoun is going to have to replace the noun phrase that comprises the subject, so decide which pronoun that should be. Invert subject and verb, using the auxiliary. If no auxiliary is present, use the appropriate form and tense of “do.” If the statement is in the negative, turn it into a positive; if positive, turn it into a negative. M The sentence-making kit Fold over index card: 1)It is true that…2)bicycle 3)yes/no q 4)tag? in, on, at, for, with (useful prepositions) Inside: Coordinating conjunctions: and, but, so Common subordinating conjunctions: aaawwubbis: after, as, although, while, when, until, before, because, if, since Handout, 22 The setting is highschool this girls name is Melinda shes in ninthgrade. Its just a reglar highschool. Merriwether in Syracuse NY and its Andy Evans is the beast which they call IT. In the janitors closet the safe place were she all ways gose. In the cafeteria she has noone to sit with they throw potatoes at her. Her bedroom is kinda pathetic. Because it kinda stuck in the 90’s. 1) The setting is highschool this girls name is Melinda shes in ninthgrade. 2) Its just a reglar highschool. 3)Merriwether in Syracuse NY and its Andy Evans is the beast which they call IT. 4) In the janitors closet the safe place were she all ways gose. 5) In the cafeteria she has noone to sit with they throw potatoes at her. 6) Her bedroom is kinda pathetic. 7) Because it kinda stuck in the 90s. The setting for the novel Speak is Merriwether High School in Syracuse, New York. This is a suburban high school in an upper middle class neighborhood. Our protagonist is Melinda. Melinda has entered the ninth grade as the story begins. She describes various classrooms like homeroom, science class, English class, and art class. Her most important class is art class. In art class, Melinda can express herself. Melinda does not express herself in speech. (1)The setting for the novel Speak is Merriwether High School in Syracuse, New York. (2) This is a suburban high school in an upper middle class neighborhood. (3) Our protagonist is Melinda. (4) Melinda has entered the ninth grade as the story begins. (5) She describes various classrooms like homeroom, science English class, and art class. (6) Her most important class is art class. (7) In art class, Melinda can express herself. (8) Melinda does not express herself in speech. Two kinds of words: Form Class Words: Nouns Verbs Adjectives Adverbs Structure Class Words: Prepositions Conjunctions Determiners (noun signals) Pronouns Can change form. Can do each other’s jobs sometimes. Cannot change form. We don’t get many new ones. We get new ones. Handouts, 4) Page 29 M Kinds of Information Noun Phrases: Who? What? Adjective Structures Which one? What kind? How many? Handout, 5 Verb structures: What is its action? What is its nature? Adverb structures: Where? When? Why? In what manner? How often? M Noun: Owner’s Manual Congratulations on your wise purchase of a NOUN. Your NOUN may be used to fit into the following frame: The____________. Your NOUN is used to name people, places, things, ideas, qualities, states of mind, and all kinds of other things that need naming. Your NOUN may be easily converted into an adjective. All you have to do is put another NOUN after it and have it make sense. (COW pasture, for example). Your NOUN may be the kind of NOUN that can be made plural. Only NOUNS may be made plural. Your NOUN may be able to be made possessive by adding ‘s. Only NOUNS may be made possessive. When you make your NOUN possessive, it becomes an adjective. You may add all kinds of modifiers before and after your NOUN. You may replace your NOUN along with its modifiers with a pronoun. Feel free to use your NOUN as a subject, direct object, indirect object, object complement, object of a preposition, appositive, or predicate noun Your noun may be called a nominal when we consider it together with its modifiers. Handout, 6) M Language Tree: Nouns Places: THE… People, Animals: Common nouns: Proper nouns: Ideas, Feelings, Thoughts, Qualities: M Noun-making suffixes: --tion, --sion,--ity,--ment, --ness, --hood,--tude Write your original sentence here: Write your original sentence here: Write your revised sentence (with appositive) here: An appositive is a noun or pronoun, along with its modifiers, that renames the noun or pronoun that precedes (or, sometimes, follows) it. Appositives are set off by commas. Handout, 8 Write your revised sentence (with appositive) here: M Pronoun Case Teams: Subjective Case: Singular Plural I We You You He, She They It Who Objective Case: Possessive Case: Singular Plural Me Us You You Him, Her Them It Whom 1. Direct Object 1. Subject 2. Predicate Noun (After to be) Handout, 7 Singular Plural My, Mine Our, Ours Your, Yours Your,Yours His, Her,Hers Their, Theirs Its Whose 1. Preceding a noun* to show ownership 2. Indirect Object 3. Object of a Preposition *including a gerund Adjective: Owner’s Manual Congratulations on your wise purchase of an ADJECTIVE. Your ADJECTIVE may be used to fit into the following frame: The______________truck. Or The truck was very_________. Your ADJECTIVE likes to answer the question What kind? If your ADJECTIVE doesn’t fit into either of these frames, maybe it is the kind of ADJECTIVE that answers the questions Which one? or How many? Your ADJECTIVE may be capable of using the suffixes –er in the comparative form and – est in the superlative form. (If your ADJECTIVE doesn’t like these suffixes, just use more and most to accomplish comparison or superiority.) Your ADJECTIVE reports to your NOUN, and your NOUN can easily become an ADJECTIVE to another NOUN. Often, groups of words decide to get together and do ADJECTIVE-like work. We call such groups of words ADJECTIVALS, and they may be phrases or clauses that operate just like ADJECTIVES, answering those questions that ADJECTIVES answer. M (Handout, 9) The Language Tree: Adjectives What kind? Comparative form: -er; more…. Superlative form: -est; most… The_______truck Very… How many? Which one? (Noun determiners) a, an, the; this, that, these, those… first, secondl… last M Verb: Owner’s Manual Congratulations on your wise purchase of a VERB. Your VERB may be used to fit into the following frame: To______________. Your VERB is the part of the sentence that is capable of turning the sentence into a negative. It is also the part of the sentence that changes when you add yesterday or right now. (If your sentence does not change when you add yesterday to it, then your sentence is in the past tense. If your sentence does not change when you add right now to it, then it is in the present tense.) Your VERB may be an action verb or a linking verb. Action verbs may take direct objects and are modified by adverbs. Linking verbs take predicate nouns and predicate adjectives. You can easily find a list of linking verbs. Your VERB may take auxiliaries (forms of have, be) and modal auxiliaries (could, should, would, can, will, shall, may, might, must). Your VERB sometimes uses a form of the word do to create a sentence, to emphasize, to negate, or to stand in for itself, as in: Do you think so? Yes, I do. Handout, 10 Harry extinguished the flickering light. The Language Tree: Verbs Linking Verbs: Action verbs: BE: is, am, are, was, were, be, being, been Sense Verbs: look, sound, feel, taste Seem Verbs: appear, grow, seem I _______(base form) He______s (S form) I am _____ing (ing form) I_______ed (yesterday) Verbals (off-duty verbs) Infinitives Gerund Participles Active voice: Passive voice: Auxiliaries: Have; Be Modal Auxiliaries: will, shall, would, could, should, can may, might, must Base form: walk, sing Progressive form: walking, singing Past form: walked, sang Participial form: (have) walked, (have sung) Hanout, 11 Verb Land, USA Active Voice: I stole the cookie from the cookie jar. Passive Voice: The cookie was stolen from the cookie jar by me. (BE + Participial form= passive voice) “Where We Find Out the Action of Things” ACTION TOWN Verbals: 1. Participle: (acts as adjective) ACTION verbs are modified by adverbs:She sings happily. the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. ACTION verbs take objective case pronouns as objects: We saw him steal the cookie from the cookie jar. Auxiliaries: Modal Auxiliaries: Would Will Have: creates the perfect tenses Should Shall Could May (has sung, etc.) Can Might Be: creates the Must progressive tenses (am singing, etc.) Auxiliaries and modal auxiliaries combine with action verbs to create various tenses. TO BE: I am,was We are,were You are ;were He, she, it is They are,were Sense Verbs: feel, look, sound smell, taste Also: seem, become, appear grow BE TOWN “Where We Find Out the Nature of Things” BE verbs are completed by adjectives: He is happy. BE verbs take subjective case pronouns as complements: It was I who stole the cookie from the cookie jar. Why Teach Verbs? Strong verbs energize writing. Writers must decide on a consistent verb tense. 3. Writers must decide whether to use active or passive voice. 4. Errors in verb usage are highly stigmatized: Incorrect form of irregular verbs (*I seen, *brung, *lay on the couch, *have went, *have sang, etc.) 5. Whether we have an action verb or a BE verb determines pronoun case use and adjective/adverb use. The Language Tree Adjective Branches: very___________ Noun Branches: Verb Branches: very___________ very___________ can___________ can___________ the______________ very___________ the______________ the______________ very___________ can___________ can___________ can___________ the______________ can___________ the______________ the______________ Prepositional Phrase Branches: in________________ on________________ at_______________ for________________ with________________ Topic: ______________________________ Situation: You have always wanted to be a (sports writer, music critic, restaurant reviewer, movie critic). You have finally decided to act on your dream. Write a (sports article, review of a concert or CD, restaurant review, movie review) that you intend to send to Newsday. Adverb: Owner’s Manual Congratulations on your wise purchase of an ADVERB. Your ADVERB is very useful for answering one of the following questions: When? Where? Why? How often? To what extent? In what manner? Often, groups of words decide to get together to do ADVERB-like work, and when they do, we call these groups of words ADVERBIALS. ADVERBIALS may be phrases or clauses that answer the questions that ADVERBS answer.. Handout, 12 Morphology Chart Noun: The… Verb: They… Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Handout, 13 Morphology Chart Noun: The… Verb: They… observation Observe Observer Observatory (He observes; he observed; he is Observant observing) Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Observant Observantly Observable Morphology Chart Noun: The… Verb: approximation approximate They… (he approximates he approximated he is approximating) Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? approximate approximately Morphology Chart Noun: The… Verb: They… Democracy Democratize democracies Democrat democratization (he democratizes; he democratized; he is democratizing) Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Democratic Undemocratic Democratically Morphology Charts Noun: The… Verb: They… Adjective Which one? What kind? How many? The___truck Handout 14 Adverb Where? When? Why? To what extent? In what manner? M Noun: The… Verb: They… Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Tier II Words Tier I Words: Everyday Language: Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Language of academics, business, government “Vocab List” words Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium Code-switching Tier III Words ph x __y__ chr___ ___sis ___ic Domain-specific terminology; “Glossary” words On-the-job words Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Handout, 15 Morphology Kit Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible M Why learn to identify prepositional phrases? Vary sentence structure Develop time and place dimension Punctuate introductory elements Eliminate redundancy Achieve subject-verb agreement Create parallel structure End at key points with a prepositional phrase (noun) Handout, 17 M Useful Prepositions for Essays • • • • • In On At For With M Sports Music Movies Restaurants Common Hitching Devices Handout, 23 Coordinating Conjunctions Subordinating Conjunctions Conjunctive Adverbs Relative Pronouns And But So Or/Nor As, Although, After While, When Until Because, Before If Since However Therefore Moreover Furthermore That Which Who, whom What Where Why How Whichever, AAAWWUBBIS Can join two independent clauses to make a compound sentence. Warning: You must use a comma with these. Can hitch up to an independent clause, creating a subordinate (dependent) clause, which creates a complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma) whatever, etc. Can move within its own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can join clauses. Warning: Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence. Conjunctive Adverb: movable within its own clause however; nevertheless; therefore You may have forgotten your notebook, however you still have to take notes today. John loves Mary. However, Mary does not know this. Therefore, I have them. Handout, 24 Lacking sentence integrity: (Unintentional) fragments, run-ons, comma splices No complex sentences; few sophisticated or compound structures Lacking sense of subject-verb agreement Lacking sense of patterns in English language spelling: …ght …ea …ie/ei suffixes Writing is not speech Lacking detail at the sentence level: Lacking care in presentation: Few modifiers: No margins; few pre and post noun adjective structures Illegible handwriting; few adverbial structures No difference between a period few prepositional phrases and a comma; no use of verbals Capitalization rules not observed, no use of appositives inc.no obvious difference few introductory structures in sentences; between lower case and capitals lacking lead-in from one sentence to the next (lacking awareness of reader needs) Sentence Patterns S-V* S-V-O* S-V-SC Rocks explode. Lizards like rocks. Rocks are expensive. A diamond is a rock. *SV: Subject-Verb: This pattern uses an intransitive verb. Intransitive verbs take no direct object. *S-V-O: Subject-Verb-Object: This pattern uses a transitive verb. Transitive verbs take direct objects. (Direct objects answer Who? Or What? They are used with action verbs only. *S-V-SC: Subject-Verb-Subject Complement: This pattern uses a linking verb. Linking verbs take subject complements, which can be either nouns (and when pronouns, are in the subjective case) or adjectives. Possessives his books Michael Michael ‘s books Possessives his books James James ‘s books OR: James’ books Possessives The boys Their troubles Their school Their mother Their mothers The boys’ troubles; the boys’ school; the boys’ mother; the boys’ mothers Possessives The men Their troubles Their school Their mother Their mothers The men’s troubles; the men’s school; the men’s mother; the men’s mothers What is owned is in the backpack. We use an apostrophe to put it in the backpack! The “my” or “his” test: My friend borrowed his IPod. Ichabod’s friend borrowed Mortimer’s IPod. Use the ‘s form any time you could substitute the word “my” or “his” in the phrase. Why Teach Verbs? Strong verbs energize writing. Writers must decide on a consistent verb tense. 3. Writers must decide whether to use active or passive voice. 4. Errors in verb usage are highly stigmatized: Incorrect form of irregular verbs (*I seen, *brung, *lay on the couch, *have went, *have sang, etc.) 5. Whether we have an action verb or a BE verb determines pronoun case use and adjective/adverb use. Base form: walk, sing Progressive form: walking, singing Past form: walked, sang Participial form: (have) walked, (have sung) Verb Land, USA Active Voice: I stole the cookie from the cookie jar. Passive Voice: The cookie was stolen from the cookie jar by me. (BE + Participial form= passive voice) “Where We Find Out the Action of Things” ACTION TOWN Verbals: 1. Participle: (acts as adjective) ACTION verbs are modified by adverbs:She sings happily. the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. ACTION verbs take objective case pronouns as objects: We saw him steal the cookie from the cookie jar. Auxiliaries: Modal Auxiliaries: Would Will Have: creates the perfect tenses Should Shall Could May (has sung, etc.) Can Might Be: creates the Must progressive tenses (am singing, etc.) Auxiliaries and modal auxiliaries combine with action verbs to create various tenses. TO BE: I am,was We are,were You are ;were He, she, it is They are,were Sense Verbs: feel, look, sound smell, taste Also: seem, become, appear grow BE TOWN “Where We Find Out the Nature of Things” BE verbs are completed by adjectives: He is happy. BE verbs take subjective case pronouns as complements: It was I who stole the cookie from the cookie jar. How To Find A Verb: The verb is the part of the sentence that can be negated. The verb is the part of the sentence that changes when you change the tense from present to past (or from past to present) English Regular Verb Patterns Base form I walk. to walk (infinitive) I walk on the treadmill every day. To walk on the treadmill is my hobby. S form He walks. ING form She is walking. Past and Participial form (have…) She walked yesterday. (past) (present progressive) We have walked four miles already. She was walking. (present perfect) (past progressive) (Can be used as an adjective*) (Can be used as an adjective) The walking child… The walked dog is a happy dog. *An adjective that is (Can create the formed from a verb passive voice) is called a participial The dog was walked adjective. an hour ago. Walking (gerund: ING form used as a noun) on the treadmill is my hobby. English Regular Verb Patterns Verbals: A verb form that is used as another part of speech: 1. Participle: (acts as adjective) the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. English Regular Verb Patterns Base form I walk. to walk (infinitive) I walk on the treadmill every day. To walk on the treadmill is my hobby. S form He walks. ING form She is walking. Past and Participial form (have…) She walked yesterday. (past) (present progressive) We have walked four miles already. She was walking. (present perfect) (past progressive) (Can be used as an adjective*) (Can be used as an adjective) The walking child… The walked dog is a happy dog. *An adjective that is (Can create the formed from a verb passive voice) is called a participial The dog was walked adjective. an hour ago. Walking (gerund: ING form used as a noun) on the treadmill is my hobby. English Regular Verb Patterns Verbals: A verb form that is used as another part of speech: 1. Participle: (acts as adjective) the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. I bring; I brought; I have brought IRREGULAR VERB PATTERNS: I sing; I sang; I have sung I see; I saw; I have seen I hit; I hit; I have hit I fly; I flew; I have flown I steal, I stole, I have stolen I pay, I paid, I have paid IRREGULAR VERB PATTERNS: I bring; I brought; I have brought Other irregular verbs with this pattern: teach, taught, have taught buy, bought, bought IRREGULAR VERB PATTERNS: I sing; I sang; I have sung Other irregular verbs with this pattern: ring, rang, have rung drink, drank, have drunk shrink, shrank, have shrunk Sound-alikes, but NOT IRREG: blink, blinked, have blinked IRREGULAR VERB PATTERNS: I hit; I hit; I have hit Sound-alikes, but IRREGULAR in a different way: sit, sat, have sat Put, put, have put Set, set, have set Bet, bet, have bet Cut, cut, have cut IRREGULAR VERB PATTERNS: I fly; I flew; I have flown Sound-alikes, but NOT IRREG: Try, tried, have tried Cry, cried, have cried Flow, flowed, have flowed Glow, glowed, have glowed Know, knew, have known Blow, blew, have blown Grow, grew, have grown Sound alikes, but IRREGULAR in a different way: show, showed, have shown IRREGULAR VERB PATTERNS: I see; I saw; I have seen Other verbs that have no matching pattern: Go, went, have gone BE: Is, am, are, was, were, be, being, been IRREGULAR VERB PATTERNS: I steal, I stole, I have stolen speak, spoke, have spoken take, took, have taken Sound-alikes that are NOT IRREG: reveal, revealed, have revealed seal, sealed, have sealed creak, creaked, have creaked IRREGULAR VERB PATTERNS: I pay, I paid, I have paid Sound-alikes that are NOT IRREG: say, said, have said lay, laid, have laid relay, relayed, have relayed convey, conveyed, have conveyed stay, stayed, stayed pray, prayed, have prayed spray, sprayed, have sprayed Sound-alikes that are IRREGULAR in a different way: slay, slew, have slain lie, lay, have lain Action verbs are modified by adverbs. bouncy shy friendly shyly vivaciously protectiveprotectively Pepper is… recklessly hungry silly Pepper behaves… cautiously jovially Pepper looks.. Pepper seems… Pepper became… playfully playful adventurously curiously Linking verbs are completed by adjectives. adventurous curious Linking verbs tell the nature of things. Linking verbs: BE, + sense verbs: look, sound, smell, feel; seem verbs: seem appear, become, grow The expandable, shrinkable nominal (noun + its modifiers) The expandable, shrinkable nominal standing over the fish bowl the curious IT little pink on the bookshelf, looking hungrily at the rainbow fish Order of adjectives: these cute two little well-trained Himalayan Why is this long and complicated sentence not a run-on? The squat, bandy-legged man with long, straggly, ginger hair jumped and dropped an ancient suitcase which burst open, releasing what looked like the entire contents of a junk shop window. Informal and formal English got, gotta hafta gonna have, have to going to want to wanna let me lemme would have, should have, could have woulda, shoulda, coulda because cuz Informal and formal English backpack briefcase flip-flops dress shoes McDonald’s sit-down restaurant frisbee on the lawn football on the team snack zapping/nuking lunch cooking, baking, roasting Informal and formal English got, gotta hafta gonna have, have to going to want to wanna let me lemme would have, should have, could have woulda, shoulda, coulda cuz because Situation: sports music movies restaurants It has always been your dream to be a (sports writer, music/movie/restaurant critic). Now, you’ve decided to act on your dream by writing a column that you intend to send to Newsday. Begin writing your draft. Identifying Adverbials Without the adverbials, the passage would be hard to understand and much less detailed. The men slept, breathing. The fire died, and the gleaming eyes drew the circle they had flung. The dogs clustered. The passage is hard to understand because no adverbials indicate where, when, how, and to what extent the action happened. The next day was foggy everything on the farm was dripping wet the grass looked like a magic carpet the asparagus patch looked like a silver forest on foggy mornings, Charlotte’s web was truly a thing of beauty this morning each thin strand was decorated with dozens of tiny beads of water the web glistened in the light and made a pattern of loveliness and mystery like a delicate veil. Two days later a new kid was assigned to Group D his name was Brian, but X-Ray called him Twitch because he was always fidgeting Twitch was assigned Zero’s bed, and Zero’s crate Vacancies don’t last long at Camp Green Lake Twitch had been arrested for stealing a car he claimed he could break into a car, disconnect the alarm, and hot-wire the engine, all in less than a minute Simple Sentence: One Subject, One Verb He thought about home. Simple Sentence: Two Subjects, One Verb He and Zero thought about home. Simple Sentence: Two Subjects, Two Verbs He and Zero thought and dreamed about home. Simple Sentence: Two Subjects, Two Verbs, Prepositional Phrases He and Zero thought about home and planned their escape back to Stanley’s apartment. Simple Sentence: Two Subjects, Two Verbs, More Prepositional Phrases In the morning, he and Zero thought about home and planned their escape from Camp Green Lake back to Stanley’s apartment. Simple Sentence: One Subject, One Verb He thought about home.