Download With Assignments Embedded File

So you know how to
make a table…
But can you make a sentence?
By Lindsey Mercer
Materials to Make a
Table
You have to know what screws, wood,
nuts, and bolts look like, and you also
have to know what their functions
are. You have to have a saw and a
sander to make a nice table. To
understand parts of speech is to
understand the materials of making a
sentence.
Noun
•
•
•
•
Person – mom, sister, Mrs. Mercer
Place – home, school, restaurant
Thing – table, animals, pencil
Idea – love, freedom, religion
Nouns are either…
• Proper
– Names of people,
specific places,
particular groups,
events
– Always capitalized
– Northwest High
School
– Mrs. Mercer
• Common
– Names of groups,
general categories
– Never capitalized
– school
– teacher
– desk
Assignment #1
• Identify each of the following nouns as a common
noun or a proper noun. If it a proper noun, name a
corresponding common noun.
• 1. Zora Neale Hurston 6. month
• 2. Vietnam
7. singer
• 3. city
8. Haslet Public Library
• 4. Mount Hood
9. street
• 5. cousin
10. Christopher Columbus
Nouns are either…
• Concrete
• Something that
you can touch
– house
– car
– cat
• Abstract
• An idea (something
you cannot touch)
– love
– bravery
– courage
Nouns Can be…
• Singular: Only one
of something
– Mom
– Student
– Girl
• Plural: more than
one of something
– Our moms
– Students
– Girls
Plural Nouns
• Plural nouns DO NOT use an
apostrophe!
• Only exception is numerals and
letters.
– She was born in the 90’s.
• 90’s is more than one year, so it is plural –
but it is a numeral, so it gets an apostrophe.
– He made straight A’s in 9th grade.
• He made more than one A, so it is a plural –
but it is a letter, so it gets an apostrophe.
Nouns can be
possessive…
• Singular Possessive
– The girl’s jackets
• ONE girl, more than
one jacket
– The dog’s dish
• One dog, one dish
– The school’s students
• One school, more than
one student.
• Plural Possessive
– The girls’ jackets
• More than one girl,
more than one jacket.
– The dogs’ dish
• More than one dog,
one dish.
– The schools’ students
• More than one school,
more than one
student.
Possessives
• Possessive Nouns
take an apostrophe
– Shelly’s jacket
– School’s halls
– Bank’s drive
through
• Possessive
Pronouns do NOT
take an apostrophe
–
–
–
–
–
Its jacket
Their dishes
Your job
Her grades
His responsibility
Pronouns
• Pronouns stand in the place of nouns.
– Case: refers to the function the
pronoun is playing in the sentence.
• Nominative
• Objective
• Possessive
– Number: makes a pronoun singular or
plural
– Gender: specifies whether it is a man or
woman.
– Antecedent: the noun that the pronoun
stands for.
Pronoun Categories
• Personal
•
•
•
•
•
– Subject Pronouns (nominative case)
– Object Pronouns (objective case)
– Ownership Pronouns (possessive case)
Mirror (reflexive)
Relative
Question (interrogative)
Pointing (demonstrative)
Indefinite
Personal Pronouns
• Subject Pronouns (nominative case)
• All can be the subject of a verb
– I, you, he, she, it, we, they
Personal Pronouns
• Object Pronouns (objective case)
• They have the action done to them
they are not doing the action and are
never the subject
– me, you, him, her, it, us, them
• Wanda insulted him.
– (the action of insulting was done to him; he didn’t
do the insulting)
Personal Pronouns
• Ownership Pronouns (possessive case)
• Show ownership
– mine, yours, his, hers, its, ours, theirs
Mirror Pronouns
• Also called reflexive pronouns
• Reflect the action back to the
subject.
• Myself, yourself, himself, herself,
ourselves, yourselves, themselves,
itself.
– She hit herself with the hammer.
– They took themselves to lunch.
Relative Pronouns
Relative pronouns link the subordinate (dependent)
clause to the main (independent) clause.
• Definite
• Clear antecedent
–
–
–
–
Which
That
Who
Whom
• Indefinite
• No clear antecedent
–
–
–
–
–
–
What
Which
Who
Whom
Whatever
Whichever
Question Pronouns
•
•
•
•
•
•
Also called interrogative
Used to ask a question
Which? Who? Whom? What?
Which dog has three legs?
Who ate the cake?
What were you thinking?
Pointing Pronouns
• Also called demonstrative
• Used to indicate which things someone is
talking about.
• that, these, this, those
• It has to stand in the place of something
– This teacher is awesome.
• You should have already established which teacher
you are talking about.
• Make sure the pronoun antecedent is clear.
Indefinite Pronouns
• Vague, and they don’t stand for
anything specific.
All
Any
Anybody
Anything
Both
Each
Either
Enough
Everybody
Everything
Everyone
Few
Less
Many
More
Much
Neither
None
Nothing
One
Plenty
Several
Some
Someone
Assignment #2
Instructions
• Identify and write down all the pronouns in each
sentence. Label each one as:
• Personal
•
•
•
•
•
– Subject Pronouns (nominative case)
– Object Pronouns (objective case)
– Ownership Pronouns (possessive case)
Mirror (reflexive)
Relative
Question (interrogative)
Pointing (demonstrative)
Indefinite
Assignment #2
• 1. I’ll answer the phone myself.
• 2. Few of the club members know much
about parliamentary procedure.
• 3. What do you call that?
• 4. The council member whom she wants to
interview is out of town today.
• 5. We found ourselves in an embarrassing
situation.
Adjectives
• Describe or modify nouns or pronouns
• Answer the questions:
– Which one?
– How many?
– What kind?
Adjective Examples
•
•
•
•
•
•
Gorgeous
Blue
Six
Hideous
Smelly
Pathetic
Articles
• Articles are considered adjectives
–a
– an
– the
Adjective or Pronoun?
• It depends on the way it is used in the sentence.
These can be used as either an adjective or
pronoun
all
each
more
one
that
what
another
either
most
other
these
which
any
few
much
several
this
whose
both
many
neither
some
those
Which one?
• Pronoun
– I like that.
– Either will do.
– Sheila bought some.
• Adjective
– I like that shirt.
– Either car will do.
– Sheila bought some
books.
Nouns as adjectives
• Sometimes nouns are used as
adjectives
• cheese: a cheese sandwich
• snow: a snow sculpture
• Texas: the Texas coast
Assignment #3
Instructions
• Identify the adjectives and the
words they modify in each of the
following sentences. (do not include
articles a, an, the)
– The pretty girl is in my third period
class.
• pretty=girl
• third period=class
Assignment #3
• 1. The marble towers of the castle
reached high into the autumn sky.
• 2. Most public libraries will lend classic
videotapes to anyone who has a library
card.
• 3. That store sells those basketball shoes.
• 4. In the late seventies, the Dorothy
Hamill haircut was a popular hairstyle.
• 5. That Siamese cat is giving me a peculiar
look.
Subjects
• The noun or pronoun that names whom or
what the sentence is about.
• The simple subject is the key noun or
pronoun that tells what the sentence is
about.
• The complete subject is the simple subject
and all of its modifiers (like adjectives and
articles)
Subjects Cont…
• The Grammy Award winning Adele will be
performing at the Verizon Theater.
– Simple Subject: Adele
– Complete Subject: The Grammy Award winning Adele
• Large dogs have always scared me.
– Simple Subject: dogs
– Complete Subject: Large dogs
• Many things change daily.
– Simple Subject: things
– Complete Subject: Many things
Assignment #4
Instructions
• Indentify and write the complete
subject of each sentence. Underline
the simple subject.
– The silly boy slipped and fell.
• The silly boy
Assignment #4
• 1. The talented Adele will be
performing tonight.
• 2. The large dogs barked all night.
• 3. The athletic Michael Jordan is the
greatest basketball player ever.
• 4. High school students are funny to
watch.
• 5. My little sister is so annoying!
Verb
• Action
– It’s what you do
• Run
• Jump
• Sing
• State of Being
– Linking Verb
because it LINKS
the subject to the
predicate
• “To Be” verbs
Action Verb
• Tells what action the subject is
doing.
– The students cheated on their exam.
• What did the students DO?
– The girls jumped over the line.
• What did the girls DO?
Assignment – #5
•
•
•
•
•
•
Identify the action verbs.
1. Ted waved the signal flag.
2. He hoped for success.
3. The batter swung the bat confidently.
4. They watched the race together.
5. The boy saved the three year old child.
Action Verb Intransitive
• Expresses an action (or tells
something about the subject) without
reference to an object.
– Last Saturday we stayed inside.
– The children laughed.
• Notice the action is not being directed
toward anyone or anything.
Action Verbs - Transitive
• Expresses action directed toward a
person or a thing named in the
sentence.
– Juanita mailed the package.
– The action of mailed is directed toward package.
– Neil rang the bell.
– The action of the verb rang is directed toward
bell.
Direct Object
• A transitive verb must have an object –
something or someone who receives the
action of the verb.
• The person or thing receiving the action is
called the direct object.
• The direct object answers the questions
– Who?
– What?
Direct Object Cont…
• Clem called her last night.
– Whom did Clem call? her
• Calinda set the book on the table.
– What did Calinda set? book
Indirect object
• Sometimes, there is an indirect object, as
well.
• In order to have an indirect object, there
must be a direct object.
• The indirect object is a noun or pronoun
that answers the questions:
to whom…
to what…
for whom…
for what…
the action of the verb is done?
Indirect Object Cont…
• The librarian gave her a pass.
– The librarian gave what? pass (direct object)
– To whom did the librarian give the pass? her
(indirect object)
• Molly made me a tape.
– Molly made what? tape (direct object)
– For whom did she make the tape? me (indirect
object)
Assignment #6
Instructions
• Identify and write down the direct
object in each sentence. If the
sentence has an indirect object,
write the indirect object following
the direct object. Label accordingly.
For Example:
– Sheila told the children a story.
• story, D.O.; children, I.D.O.
Assignment #6
• 1. Ed gave the American Red Cross a
donation.
• 2. My little sister sang me a song.
• 3. Natalie knitted her friend a
sweater.
• 4. Lydia sold cookies at the bake sale.
• 5. Suzy bought Brandie a cookie.
Linking Verb
• Connects or links the subject to the
predicate, that usually tells more about
the subject.
– Suzy is smart.
• The word “is” links the subject, Suzy, to the word
“smart.” It’s a state of being – it’s what she IS – it
tells more about Suzy.
– Sally has green hair.
• The word “has” links Sally to hair. It’s a state of
being – it’s what she HAS – it tells more about Sally.
“To Be” Verbs
•
•
•
•
•
•
•
•
Am
Is
Are
Was
Were
Be
Being
Been
Some verbs can be action
or linking…
• Jose smelled the roses.
– Action – Jose actually sniffed the roses.
• Jose smelled gross after the soccer game.
– Linking – there is no sniffing in this sentence. Smelled
links Jose to more information about him.
• Brandie feels sick.
– Linking – there is no physical “feel.” It is a state of
being. “Feels” is serving as a linking verb to more
information about Brandie.
• Brandie feels the leather of the jacket.
– Action – Brandie is actually touching the leather in order
to feel it.
Helping Verbs
• Sometimes, the main verb needs a helping
verb in order to “help” the main verb.
am
is
are
was
were
be
being
been
should
could
would
have
had
has
do
does
did
will
can
shall
may
might
must
Be on the
lookout for
Helping Verbs
when you see an
-ing verb!
Helping Verbs Cont…
• Mrs. Mercer is teaching you about
verbs.
– is: helping verb
– teaching: main verb
• We are in the STEM Academy.
– are: main verb: it’s a linking verb
Assignment #7
Instructions
• In the following sentences, identify
the verb. It could be a linking verb,
or a helping verb and main verb. Label
which type of verb it is. Example:
– Grammar is the most fun thing ever!
• is: linking
– I am running a marathon next weekend.
• am: helping verb
• running: main action verb
Assignment #7
• 1. Joey is bringing Sally flowers to
school tomorrow.
• 2. Suzy was excited about her
flowers.
• 3. The casserole tasted strange.
• 4. The alarm clock will sound at six.
• 5. The basketball player is tall.
Adverb
• Describe or modify verbs, adjectives or other
adverbs
• Usually end in -ly
• Answer the questions:
–
–
–
–
–
–
Where?
When?
How?
To what extent?
How often?
How much?
Adverbs Cont…
• Always find the main verb first.
• Then find the subject.
• After you have found the subject
and verb, starting asking the
questions Where? When? How? To
what extent? How often? How much?
Adverbs Cont…
• I have been unusually tired lately.
– unusually: to what extent have I been
tired?
– lately: when have I been tired?
• Beth did an exceptionally fine job.
– Exceptionally: modifies the adjective
fine answering the question “how fine?”
Assignment #8
Instructions
• Identify the adverbs in the
sentences, then name the word it
modifies and how the word is
modified.
– I am so excited about the dance.
• so: modifies excited; answers “how
excited?”
Assignment #8
• 1. Your parents are waiting downstairs.
• 2. Latrice’s instincts are almost always
right.
• 3. I visited San Antonio recently.
• 4. We heard the alarm and immediately
exited the building.
• 5. I am seeing the movie tonight.
Preposition
• Express a relationship between a noun (or
pronoun) and the rest of the sentence.
aboard
after
among
before
beside
but
despite
excepting
from
like
off
outside
plus
about
against
around
behind
besides
by
down
excluding
in
minus
on
over
regarding
than
toward
unlike
upon
within
above
along
as
below
between
concerning
during
following
inside
near
onto
past
round
through
under
until
versus
without
across
amid
at
beneath
beyond
considering
except
for
into
of
opposite
per
since
to
underneath
up
with
Prepositions Cont…
• The parade went _______ my house.
– The preposition that goes in the blank
will relate the noun house to the rest of
the sentence.
– What words could go in the blank?
– by, through, around, behind, beside,
inside, underneath, into
– Depending on the preposition, the
sentence has a completely different
meaning.
Prepositions Cont…
• My dog went _______ the fence.
• What words could go in the blank?
• by, through, under, over, outside,
inside, above, below, beyond
• The relationship of fence to the rest
of the sentence depends on which
preposition goes in the blank.
Preposition Reminders
• Most of the time, you can remember
what prepositions are by what a dog
can do to a fence.
– A dog can go _______ a fence.
Compound Prepositions
• A preposition made up of more than one
word.
according to
instead of
by means of
along with
on account of
in addition to
aside from
out of
in spite of
because of
ahead of
next to
except for
apart from
on top of
in front of
as to
owing to
Objects of Prepositions
• A preposition must have an object,
that is a noun or pronoun that it
relates to the rest of the sentence.
• The dog barked at the moon.
– at: preposition
– moon: object of the preposition.
Prepositional Phrase
• The preposition, its object and any
modifiers of the object are called a
prepositional phrase.
• The Saint Bernard slept under my bed.
– Preposition: under
Object: bed
– Prepositional phrase: under my bed
• That crazy dog barked at every sound.
– Preposition: at
Object: sound
– Prepositional phrase: at every sound
Prepositional Phrase
Cont.
• Sometimes, there can be more than
one object of the preposition.
– Zach lied to Mrs. Garrett and me.
• to Mrs. Garrett and me
– On Monday and Tuesday, Becky skipped
class.
• On Monday and Tuesday
Preposition or Adverb?
• I left by boots
outside the back
door.
• The speech was
over my head.
• Everyone came
aboard the boat
• I left my boots
outside.
• The speech was
over.
• Everyone came
aboard.
Assignment #9
Instructions
• Identify and write down each
prepositional phrase in the sentences.
• Circle the object of each preposition.
– On Saturday, Destiny baked a cake for
her boyfriend.
• On Saturday
• for her boyfriend
Assignment #9
• 1. The passengers went aboard the cruise
ship at noon.
• 2. No one besides me went to the meeting.
• 3. Without vegetation, the earth would
perish.
• 4. Before the performance, the dancers
stretched their muscles.
• 5. Horses first came to America by a land
bridge between Asia and Alaska.
Phrases
• A phrase is a group of words.
• A phrase cannot contain both a
subject and verb.
• A phrase is used as a single part of
speech.
Phrases - Prepositional
• A group of words consisting of a
preposition and a noun or pronoun that
serves as the object of the preposition.
Every weekend, Pedro works in his
parent’s store.
– “every” is the preposition relating weekend
(the object) to the rest of the sentence.
– “in” is the preposition relating store (the
object) to the rest of the sentence.
Phrases - Prepositional
• Adjective
– If the phrase is
used as an
adjective.
– Which one?
– How many?
– What kind?
• Adverb
– If the phrase is
used as an adverb
– When?
– Where?
– How?
– Why?
– To what extent?
Adjective Prepositional
Phrase
– The members of the club want
sweatshirts with the club emblem.
• Which members?
• What kind of sweatshirts?
– All of us enjoyed the picnic.
• Which “all”?
Adverb Prepositional
Phrases
• By Wednesday, Jerry will be finished.
– Answers when will he be finished
• They sailed across the lake yesterday.
– Answers where did they sail
• They stopped for lunch.
– Answers why they stopped
Assignment #10
Instructions
• Write the prepositional phrases. For
each, write the word or words that
the phrase modifies. Then write ADJ
for adjective or ADV for adverb to
identify the type of phrase.
– The legs of that chair aren’t very
strong.
• of that chair: legs - ADJ
Assignment #10
• 1. It was the most beautiful day of
summer.
• 2. The furniture in the attic has been
stored for many years.
• 3. Will you please take the cake out of the
oven?
• 4. We went to the grocery store for party
supplies.
• 5. The members of Tina’s sorority work at
soup kitchens on Saturdays.
Diagramming Sentences
• Start your diagram with a horizontal line, called
the baseline.
• The subject and verb are separated by a
vertical line that intersects the baseline.
• Find the simple subject and place it on the left
of the vertical line.
• Place the simple predicate on the right side of
the vertical line.
Diagramming Sentences
• Tonya sang.
Tonya
sang
• Counselors help.
Counselors
help
Diagramming Sentences
• Teachers are meeting.
Teachers
are meeting
• Are teachers meeting?
teachers
Are meeting
Assignment #11
•
•
•
•
•
•
Diagram each sentence.
1. Mom is working.
2. Does Dad cook?
3. Has Mindy telephoned?
4. Children have been playing.
5. Mrs. Mercer talked.
Diagramming Compound
Subjects and Verbs
Teachers and students ate.
Follow the
examples to the
left. The
conjunction goes
on the dotted line
between the split
baselines.
students
and
Teachers
ate
Shelly stretched and ran.
and
Shelly
stretched
ran
Assignment #12
•
•
•
•
•
•
Diagram the following sentences.
1. Maurice and Mandy harmonize.
2. Observers watch and wait.
3. Diet and exercise tone and trim.
4. Alberto tries yet fails.
5. Singers or dancers will perform.
Diagramming Adjectives
and Adverbs
• Both adjectives and adverbs are placed
on slanted lines underneath the
modified word. An adverb that modifies
a modifier is placed on a slanted line
parallel to the modifier and connected
to it with a straight line.
– The older students speak more frequently.
students
speak
Assignment #13
• Diagram the following sentences.
• 1. Alessandra is quietly waiting
downstairs.
• 2. My best friend almost always skates
well.
• 3. Who is singing so loudly?
• 4. Sally listens carefully.
• 5. The talented dancers or the skillful
singers will perform tonight.
Diagramming Direct
Objects
• A direct object appears on the baseline
to the right of the verb. The verb and
the direct object are separated by a
vertical line that does not cross the
baseline.
Counselors have given advice.
Counselors
have given
advice
Diagramming Direct
Objects
• Juanita sold cookies.
Juanita
sold
cookies
• My sister bought a newspaper.
sister
bought
newspaper
Diagramming Direct
Objects
• The batter swung the bat confidently.
batter
swung
bat
• The baby cries loudly and throws his food.
baby
and
cries
throws
food
Diagramming Indirect
Objects
• Remember there must be a direct
object in order to have an indirect
object.
• Indirect objects are placed on a
horizontal line below the baseline and
are linked to the verb by a slanted line.
– Many counselors have given seniors advice.
counselors
have given
advice
seniors
Diagramming Indirect
Objects
• My little sister sold me a cookie.
sister
sold
cookie
me
• Kim saved Rosa and Manuel a seat.
seat
saved
Rosa
and
Kim
Manuel
Diagramming Indirect
Objects
• The softball player quickly threw the
coach the ball.
player
threw
ball
coach
• My big sister frequently will give me a
hard time.
sister
will give
time
me
Assignment #14
• Diagram each sentence.
• 1. That incident taught me a lesson.
• 2. That teacher gave my boyfriend and
me a failing grade yesterday.
• 3. Mrs. Mercer will teach her students
proper grammar.
• 4. Sally and David hid their relationship.
• 5. Her little brother gave me a love
note.
Diagramming Linking
Verbs
• Subject complements – that is
predicate nominatives (nouns telling
more about the subject) and predicate
adjectives (adjectives after a linking
verb describing the subject) – are
placed on the baseline to the right of
the verb. They are separated from the
verb by a slanted line that does not
cross the baseline.
Senators
are
legislators
Diagramming Linking
Verbs
• That senator is angry.
senator
is
angry
Assignment #15
•
•
•
•
•
•
Diagram the following sentences.
1. My best friend is Susan.
2. Janice seems quite impatient.
3. Everyone felt sad.
4. The girl was beautiful.
5. I am so tired.
Appositives
• An appositive is a noun or pronoun
that is placed next to another noun
to identify it or give additional
information about it.
– My friend Ethan works at the bookstore
after school.
Appositive Phrases
• An appositive plus any words that
modify the appositive.
– He is saving money to travel to Bogotá,
the capital of Columbia.
• The appositive phrase gives more
information about Bogotá.
– A hard worker, Ethan will be able to
save money quickly.
• The appositive phrase gives more
information about Ethan.
Appositives and
Appositive Phrases Cont…
• Does not need a
comma if the
information is
essential to
understanding the
sentence.
– Ethan’s friend Julie
also works at the
bookstore.
• Essential because
Ethan has more than
one friend.
• Does need a comma
if the information is
not essential to
understanding the
sentence.
– Eric, Ethan’s twin
brother, does not
work.
• Not essential
because Ethan only
has one twin brother.
Appositives Cont.
• Ethan only a teenager will travel to
Bogatá on his own.
– This appositive is non-essential, so
commas should set off the appositive
phrase.
– Ethan, only a teenager, will travel to
Bogatá on his own.
Assignment #16
Instructions
• Write each appositive or appositive
phrase and the noun or pronoun that
is identified or explained by the
appositive.
– Our class’s most accomplished musician,
Marcus has won several awards.
• Our class’s most accomplished musician:
Marcus
Assignment #16
1. Diane’s cousin Jeanne will visit her next
week.
2. Fred memorized a sonnet, a poem of
fourteen lines.
3. Charity and Joseph announced their
engagement in Des Moines, a city in Iowa.
4. My brother’s car, a battered Ford sedan,
runs well for its age.
5. Rita expects no party on Easter, her
birthday.
Clauses
• A clause is a group of words that has
a subject and a predicate (verb).
• Can function as part of a sentence or
on its own.
– Dependent AKA “Subordinate”
– Independent AKA “Main”
Independent Clauses
•
•
•
•
AKA Main Clause
Has a subject and a verb
Expresses a complete thought
Can stand alone as a sentence.
Independent Clauses
• The curtain rose.
• The cast bowed, and the audience
applauded.
• The actors and crew smiled and bowed,
and the audience cheered and clapped.
Dependent Clauses
• AKA Subordinate Clause
– subordinate means “lower in rank”
– sub: under
ordin: order
• Has a subject and verb
• Does not express a complete thought
• Cannot stand on its own
• Aren’t Santa’s elves
just a bunch of
subordinate Clauses?
Dependent Clauses
• Dependent Clause marker words
after
although
as
as if
because
before
even if
even though
if
in order to since
though
unless
until
whatever
when
whenever
whether
while
Dependent Clauses
• After today, you will know about clauses.
– After is NOT a dependent marker word in this sentence.
There is no subject or verb after ”after.” After is being used
as a preposition with “today” being the object of the
preposition.
• After you learn about clauses, you will be able to use them
correctly.
– After is a dependent clause marker word. You is the subject of
the dependent clause, with learn being the verb. The
independent clause is “You will be able to use them correctly.”
• Although it might be difficult, you can succeed!
– Although is a dependent marker word for the subject “it” and
the verb phrase “might be.” The independent clause is “you can
succeed.”
Clauses
• A. While the band played, the team
took the field.
• B. The band played while the team
took the field.
Assignment #17
Instructions
• Copy the sentences. Underline the
main clause once and the subordinate
clause twice. Make sure to make your
writing neat!
– Unless Rachel goes with us, we won’t
know how to get there.
Assignment #17
• 1. Whenever it snows, Alfonso and Max head for
the slopes.
• 2. Alicia knows when the new merchandise
arrives at the mall.
• 3. The band, which comes from England, will play
at a local club Friday night.
• 4. We observed while the teacher dissected the
frog.
• 5. Doing well in English is what is most
important right now.
Conjunction
• Conjunctions join words or groups of
words.
–
–
–
–
Coordinating
Correlative
Subordinating
Conjunctive Adverbs
Coordinating
Conjunctions
• Connect words or groups of words that are used
in the same way.
• FANBOYS
–
–
–
–
–
–
–
For
And
Nor
But
Or
Yet
So
Coordinating
Conjunctions Cont…
• One and six is seven.
– two nouns
• Mary was smart but irresponsible.
– two adjectives
• Let’s put a note on the TV or on the
refrigerator.
– two prepositional phrases
• I wanted a new hat, so I bought one.
– two complete thoughts
Correlative
Conjunctions
• Work in pair to connect words in some way.
• More clear and precise than coordinating.
–
–
–
–
–
–
Both…and
Either…or
Just as…so
Whether…or
Not only…but also
Neither…nor
Correlative
Conjunctions Cont…
• Both he and I were new to school.
(correlative)
– He and I were new to school. (coordinating)
• Either she will make new curtains, or I will
put up the old blinds. (correlative)
– She will make new curtains, or I will put up the
old blinds. (coordinating)
• I not only scrubbed but also waxed the
floor. (correlative)
– I scrubbed and waxed the floor. (coordinating)
Assignment #18
Instructions
• Find and write down all conjunctions.
Identify them as coordinating or
correlative.
– At the shore, you’ll see seagulls both on
the sand and in the water.
• both…and: correlative
Assignment #18
• 1. Neither Luis nor I voted for the
amendment.
• 2. In 1500, the cites now known as Cahokia,
Illinois, and Albuquerque, New Mexico,
were already large.
• 3. Either come to the party or go away.
• 4. Apparently Ron found nothing on the
counter or under the table.
• 5. Mr. Palumbo ordered past primavera,
and he ate it with gusto.
Subordinating
Conjunctions
• Joins two clauses, or thoughts, in a way to
make one grammatically dependent on the
other.
after
until
so long as
before
as far as
where
though
inasmuch as
as soon as
as though
although
when
so that
considering
as if
whereas
till
in order
unless
since
because
as
whenever
than
if
as long as
wherever
that
while
Subordinating
Conjunctions Cont…
• The thought, or clause, that a
subordinating conjunction introduces is
said to be the subordinate, or dependent,
because it cannot stand on its own as a
sentence.
– We can swim in the pool when the water is
warmer.
– We can’t swim until the water is warmer.
Conjunctive
Adverbs
• Used to clarify the relationship between
clauses of equal weight in the sentence.
– To replace “and”: also, besides, furthermore,
moreover
– To replace “but”: however, nevertheless, still
– To state a result: accordingly, consequently,
then, therefore, thus
– To state equality: equally, indeed, likewise,
similarly
Conjunctive
Adverbs Cont…
• A conjunctive adverb will need a
semicolon separating the two clauses,
with a comma setting the conjunctive
adverb off from the sentence.
– I really enjoy teaching; however, I hate
the grading!
Assignment #19
Instructions
• Identify the conjunctions in each
sentence. If it’s a coordinating
conjunction, label it CC; however, if it
is a conjunctive adverb, label it CA.
– It’s my turn to fix dinner; therefore, I
can’t go to the mall with you after
school.
• therefore: CA
Assignment #19
• 1. Celia didn’t by any peaches, but she got a
watermelon.
• 2. Luke’s new tennis racket lies forgotten in his
closet, and his new skates are in a dark corner;
similarly, these new skis will probably be
abandoned soon.
• 3. Bella didn’t want a new coat, nor did she think
new boots were necessary.
• 4. Leeza and Robin have become more organized
lately; consequently, their grades have improved.
• 5. The applicant lacks experience; she has
nonetheless, demonstrated the ability
to manage a big project.
Interjection
• A word or phrase used to express emotion.
It has no grammatical relation to the
other words in the sentence.
• Should be set off from the rest of the
sentence with an exclamation point or a
comma.
– hey, ouch, wow, oops, well, yikes
Interjection Cont…
• Wow! I never thought about the fact
that my poor grammar is why I don’t
like writing.
• Well, I guess I better start studying.
Assignment #20
• Identify and write each interjection.
• 1. “Oh, my goodness!” cried Mrs. Wallace,
the head librarian.
• 2. “No kidding!” chuckled Len, her
assistant.
• 3. Uh-oh, I forgot to have the brakes
fixed.
• 4. Yuck! I hate vegetables.
• 5. Eew, Sally just stepped in gum.
Verbals
• A verbal is a phrase that looks like a
verb, but it acts like a noun,
adjective or adverb.
– Gerunds
– Participles
– Infinitives
Gerunds
• Always ends in –ing
• A verb that acts like a noun
• Nouns can be: subjects, direct objects,
indirect objects, object of preposition,
predicate nominative or an appositive.
– Running is my favorite sport.
– His complaining gets on my nerves.
More Gerunds
• Swimming is good exercise. (subject)
• The girls enjoy swimming. (direct
object)
• The best exercise is swimming.
(predicate nominative)
• She was scolded for swimming.
(object of a preposition)
Gerund Phrase
• Contains a gerund and any modifiers
it may have.
• The entire phrase acts as a noun.
– The gentle pattering of the rain was a
welcome sound.
Participles
• Present tense ends in –ing
• Past tense ends in –ed
• Always acts as an adjective.
– Running through the hall, Suzy slipped
and fell.
– Bobby caught his brother throwing
rocks.
Participles Cont…
• Running through the hall, Suzy slipped on a
banana peel.
– The main verb here is slipped. Running is not
acting like a verb in this sentence.
• Bobby caught his brother throwing rocks.
– The main verb in this sentence is caught.
Throwing is not acting like a verb in this
sentence. It is an adjective explaining what the
brother was doing when he was caught.
Participial Phrases
• A phrase containing a participle and
any complements. The entire phrase
will act as an adjective.
• Seeing the cat, the dog barked
loudly.
• The cat hissed at the dog barking in
the yard next door.
Infinitives
• Begins with “to”
• Acts as:
– Nouns
– Adjectives
– Adverbs
• Examples: to run; to swim; to think
Infinitives Cont…
• I like to play basketball.
– The main verb in this sentence is like –
not play. To play is the infinitive, and it
is acting like an adjective, because it is
describing “I.”
Infinitives Cont…
• Jen likes to leave early on Friday
afternoons.
• When training a new puppy, one will
find that they love to run from you.
• To remain focused and disciplined is
the key to academic success.
Verbal Review
• Gerund
– Ends in –ing
– Acts as a noun
• Participle
– Ends in –ing or –ed
– Acts as an adjective
• Infinitive
– Begins with “to”
– Acts as nouns, adjectives or adverbs
Assignment #21
Instructions
• Write the verbal from each sentence on
your paper.
• Write whether the verbal is a gerund,
participle or infinitive.
• Write the part of speech the verbal is
acting as.
– Economics is an expanding field of study.
• Expanding – participle – predicate adjective
Assignment #21
1. We drove to the mall to buy our new
surround sound system.
2. Breaking the light barrier is simply not
possible.
3. I am planning to pass all of my tests this
year.
4. Overwhelmed by the menu choices, I just
closed my eyes and pointed with my finger.
5. Beginning today, I resolve to get all "A's"
in English class.
Works Cited
• Grammar and Composition Handbook: High School
1 (2000). New York, New York: Glencoe
McGraw-Hill.
• Warriner, John E. (1995). High School Handbook
1. Austin, Texas: Holt, Rinehart and Winston.
• Staff of Princeton Review (2001). Grammar
Smart: A Guide to Perfect Usage (2nd
Edition). New York: Random House, Inc.