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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.