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SCHEDULE OF CLASSES AND ASSIGNMENTS
Week 1
MONDAY, AUGUST 29
Go over introduction—talk about course goals and expectations.
Introductions of class members.
PART I: BASIC SENTENCE PATTERNS
INTRODUCTION: You will begin with the basics of grammar: parts of speech, sentence
patterns, and alterations of the basic patterns. These first six chapters are the foundation for
the rest of the course; therefore, you must go through these chapters very carefully. Please
do not get behind. If you are having trouble mastering either the definitions or the application
of the concepts, make an appointment to see me as soon as possible.
As you study Lesson 1 and get a feeling for what is meant by parts of speech, remember that
these terms are only a way of classifying the words in the English language. Of far more
importance is how the word functions. In English a word can be used in a variety of ways. For
example, look how the word fish functions in the following three sentences.
1. I fish every Saturday afternoon. Here the word fish is used as a verb describing an
action.
2. I eat fish every Friday. In this sentence the word fish is used as a noun because it
names.
3. I like fish stew. The word fish here is used as an adjective. An adjective is a word
which limits or defines a noun or a pronoun. Here fish tells what kind of stew I like.
In other words, fish limits or defines the noun stew.
The point is that while knowing the part of speech is important—a quick glance at any
dictionary, which gives you all of the parts of speech that a word can be used as, should convince
you of this point—it is not as important as recognizing how the word FUNCTIONS.
Function determines form!
PART I OBJECTIVE: You must understand and be able to recognize the function of words in
the English sentence and how these words form the five basic sentence patterns.
Homework for next time: Read Part I, Lesson 1, “The Simple Sentence; Subjects and Verbs.”
To prepare for class discussion, complete Practice Sheet 1 and also work the first 10 sentences of
Exercise 1. We will be discussing these 10 sentences in class. In addition Go to
www.ablongman.com/emery website Student Resources. See Part I Basic sentence patterns
and do exercises: 1.1 and 1.7 and email results to [email protected]
WEDNESDAY, AUGUST 31
INTRODUCTION: As you have seen from Lesson 1, nouns and noun substitutes—pronouns—
not only name persons, places, and things but also function as the subjects of sentences.
Functioning as a subject—the actor or agent—of the sentence is one of a number of positions in
the sentence that nouns and pronouns fill. We will be looking at other functions later, but for
now you should understand that we are looking at these words on two levels: part of speech—
noun or pronoun—and function—subject. Verbs, on the other hand, do not change their name to
reflect their function. When we discuss verbs, we are always discussing part of speech and
function simultaneously. The verb’s function is to name the action—mental, physical—or a
condition within the sentence.
CLASS DISCUSSION: Lessons 1: Learning to identify nouns and pronouns as subjects and
recognizing verbs.
Also look at Class Website and discuss how it will be used.
*POST Introduction in Discussion forum that is labeled “Introductions”
Homework for next time: Read Lesson 2, “Verbs, Adjectives, Adverbs, and Prepositions.” To
prepare for class discussion, complete Practice Sheet 2 and the first 10 sentences of Exercise 2.
Go to www.ablongman.com/emery website Student Resources. See Part I Basic sentence
patterns and do exercises: 2.1 and 2.2 and email results to [email protected]
FRIDAY, SEPTEMBER 2
INTRODUCTION: Every sentence can be divided into two parts: the subject and the predicate.
The subject is a noun or pronoun (actor or agent) plus all modifiers of the noun or pronoun. The
predicate is the verb, any objects or complements, and all modifiers of those words. For
example, in the sentence, The girls’ soccer league will meet at the school this afternoon, the
complete subject is The girls’ soccer league and the complete predicate is will meet at the school
this afternoon. The noun league is called the simple subject because it is the noun/agent about
which the sentence is written. The words The, girls’, and soccer are adjectives. They limit and
define league. The simple predicate is the verb will meet. The simple predicate is always the
verb or verb phrase. The group of words beginning with the preposition at and ending with the
noun school is used as a single adverb, called a prepositional phrase. It is an adverb because it
tells where the league will meet. The word afternoon, which is usually used as a noun, functions
as an adverb because it tells when the meeting will take place. Nouns that name time, like today,
yesterday, morning, or evening, are often used as adverbs. The pronoun this functions as an
adjective because it modifies a noun. Confusing? Not really. Just remember that function
determines form. You must always look at how the word is being used in the sentence before
you determine its part of speech.
CLASS DISCUSSION:
Lesson 2: Recognizing and identifying adjectives, adverbs, and
prepositions with their noun or pronoun objects.
**Take a look at sentence diagramming
Begin writing paragraphs in class—post in discussion groups by Wednesday.
Homework for next time: QUIZ #1 Write a paragraph of four to five sentences. You will be
asked to describe a “feel-good” place. Once the paragraph is typed, you will be asked to identify
all nouns, pronouns, verbs, adjectives, adverbs, and prepositions by placing an N, PRON, V,
ADJ, ADV, or PREP in parentheses after the word. If you have a choice between two parts of
speech, the possessive pronouns for example, choose function. We will share the paragraph in
class. For us to do this, you will need to transfer a copy of the paragraph to an assigned
discussion group on the Internet before you leave class.
WEEK 2
MONDAY, SEPTEMBER 5
LABOR DAY – NO CLASSES
WEDNESDAY, SEPTEMBER 7
INTRODUCTION: The purpose of this assignment is to make you aware of the variety of words
you are using and to prepare you for editing your own sentences more effectively.
CLASS DISCUSSION: In-class workshop on the paragraph identifying the parts of speech.
Post to discussion forums and begin peer reviewing each other’s paragraphs.
Homework for next time: Continue working on peer reviews of each other’s paragraphs and
make revisions on your own paragraph to prepare for submission to homework manager for
grading.
FRIDAY, SEPTEMBER 9
CLASS DISCUSSION: We will spend Friday finishing up peer reviews in your discussion
groups. You will then post your final draft to homework manager. Save your quiz as Quiz #1
(last name). I will introduce Chapter 3 on Basic Sentence patterns - Types 1 and 2.
Homework for next time: Read Lesson 3, “Basic Sentence Patterns with Intransitive Verbs.”
To prepare for discussion, complete Practice Sheet 3 and the first 20 sentences of Exercise 3. Go
to www.ablongman.com/emery website Student Resources. See Part I Basic sentence
patterns and do exercise: 3.1 and email results. Also work on Quiz #2: Write ten Pattern
Two sentences using a different linking verb in each sentence. Place the sentences in your
discussion group before class time. Post Final Quiz #1 by midnight.
WEEK 3
MONDAY, SEPTEMBER 12
INTRODUCTION: As I mentioned before, parts of speech are a way of classifying the words of
the English language. This classification brings order to the thousands of words in your
vocabulary. Additionally, an understanding of the parts of speech will help you know where a
word belongs in the sentence. Nouns and pronouns, for example, are used as subjects, indirect
objects, direct objects of verbs or prepositions; verbs are used as verbs—words describing
action, occurrence, or a state of being. These are their sentence functions. Think of the parts of
speech, therefore as being renamed by how they function—subject, subject complement, object,
object complement, indirect object—in the sentence. These functions of the parts of speech are
the building blocks of the five major sentence patterns in the English language. Learn them.
You will have to have a thorough knowledge of them to complete the course.
CLASS DISCUSSION: Workshop on the ten Pattern Two sentences. Correct the sentences
you missed and send a copy to the Homework manager section on the Internet before you leave
class. Class Discussion Lesson 4: Introduction of Transitive verbs Patterns 3, 4, & 5.
Homework for next time: Read Lesson 4, “Basic Sentence Patterns with Transitive Verbs.”
To prepare for class discussion, work the first 10 sentences of Practice Sheet 4 (Work the rest of
the sentences if you are having trouble). Also work the first 20 sentences of Exercise 4. Post
Final Quiz #2 by midnight. Go to www.ablongman.com/emery website Student Resources.
See Part I Basic sentence patterns and do exercise: 4.1. and email results.
WEDNESDAY, SEPTEMBER 14:
INTRODUCTION: The majority of English sentences can fit into the five sentence patterns of
these two chapters. You’ve seen two intransitive patterns—subject+verb, and subject+linking
verb+subject complement. It is important to remember that the linking verb acts as an equal
mark between the subject and the complement. The subject and the complement are the same
thing or the complement modifies the subject. The linking verb does not describe an action. It
states a condition. The three patterns of Lesson 4, however, use a verb, which does describe an
action. The subject performs the action being described by the verb.
Keep in mind that regardless of which pattern we are discussing, the subject will always be a
noun or a pronoun; the subject complement will be a noun, a pronoun, or, because of the linking
verb, an adjective; the object, whether it is direct or indirect, will be a noun or pronoun; the
objective complement can be a noun, pronoun, or adjective. Also remember that you cannot
have an indirect object or an objective complement unless the sentence contains a direct object.
CLASS DISCUSSION: Lesson 4, recognizing transitive sentence patterns.
QUIZ #3: Write the 20 sentences requested on page 38. Place these sentences in your
discussion group for peer review on Friday. (See pp. 9-10 for help on verb tenses)
FRIDAY, SEPTEMBER 16:
In-class writing assignment focusing on intransitive verbs. Peer review each other’s quiz #3.
Post final to Homework Manager by midnight. Introduction of Lesson #5.
Homework for next time: Read Lesson 5, “Forms of the Verb: Auxiliary Verbs.” To prepare
for class, complete the first 20 sentences of Practice Sheet 5 and all of Exercise 5. Go to
www.ablongman.com/emery website Student Resources. See Part I Basic sentence patterns
and do exercise: 5.1. (submit to my email address)
WRITER’S GRAMMAR NOTEBOOK (WGR):
Entries so far should include:
1. Quiz #1 a paragraph identifying the parts of speech in your
sentences--notes from lessons 1 & 2
2. Quiz #2 ten sentences using linking verbs—notes from lesson 3
WEEK 4
MONDAY, SEPTEMBER 19
INTRODUCTION: This chapter is packed with information that you will be using for the rest of
the semester, so it’s important that you spend time and effort with these concepts. The principal
parts are important because it is from these three forms—present, past, and past participle—of
the verb that all of our tenses are formed. If you learn what these forms are for all the verbs, and
especially the ones you have trouble with, you will have much more control over your writing
and editing.
Just as there are only five sentence patterns in grammar, there are only six tenses: present, past,
and future, present perfect, past perfect, and future perfect, and six progressive forms: present
progressive, past progressive, future progressive, present perfect progressive, past perfect
progressive, and future perfect progressive. All in all, there are just twelve verb structures, not
very many when you consider the hundreds of sentence you write for the average essay or
business letter.
These verbs are not difficult to recognize either. The key is the auxiliary verb. In the simple
tenses—present, past, and future—there is no auxiliary. The perfect tenses will always consist of
the same two verb forms: has, have, or had as the auxiliary plus the past participle of the main
verb. The progressive form will always use a form of the be verb—is, am, are, was, were, be,
been—plus the present participle (the verb form that ends with ing) of the main verb, and the
perfect progressive will always use two auxiliaries: has, have, or had plus been plus the present
participle (-ing) of the main verb.
The other group of auxiliary verbs consists of the modal auxiliaries. These six or seven forms
can be used in all of the tenses to add a condition to the verb. The modals are can, in the present;
could in the past; may in the present, might in the past; shall in the present; should in the past;
will in the present; would in the past. The conditions they place on the verb are very specific.

Can and could express a mental or physical ability, possession of a specific power or
right or of a specific capacity or skill, possibility or probability. Can is sometimes used to
express permission or request, but it should be used only to mean the capacity to do
something, and may should be used to express permission.

May, Might, must mean to allow or permit, or a certain measure of likelihood or
possibility. Must means to be obliged.

Shall and should are used to express determination, promise, inevitability, command, or a
directive or requirement. Shall is used as an indicator of the future tense. Strictly
speaking, shall should be used with the first person while will is used in the second and
third persons. This is reversed when the meaning indicates determination, promise,
obligation, permission, or inevitability. With these definitions will is used in the first
person and shall is used in the second and third persons. However, even in formal
writing these distinctions are seldom observed. Shall, it seems, is slowly being replaced
by will in all three persons.

Will and would mean likelihood or certainty, willingness, requirement or command,
customary or habitual action, capacity or ability. Will, as has already been discussed, is
the future tense indicator.
CLASS DISCUSSION: Lesson 5, recognizing the forms of verbs and auxiliaries. Go over
exercises and discuss questions.
Homework for next time: Read Lesson 6 “Alterations of basic Sentence Patterns.” To prepare
for class discussion, complete the first set of ten sentences of Practice sheet 6 and the second set
of 15 sentences on the next page. Go to www.ablongman.com/emery website Student
Resources. See Part I Basic sentence patterns and do exercise: 6.4.
WEDNESDAY, SEPTEMBER 21
INTRODUCTION: So far, with the exception of sentences which begin with there, we have
dealt only with sentences whose words are considered to be in the normal order, that is, subject
first and verb second. In this chapter we will study two changes in that pattern: first, with the
passive voice, and second, with the sentences that ask a question. Voice is a term that is used to
indicate whether the subject of the verb is performing the action the verb describes or whether
the subject is being acted upon by the verb. For example, in a sentence like The boy hit the ball,
the voice is active because the subject boy is performing the action of hitting. But, if we change
the voice to passive, the subject being acted upon by the verb, for example, “The ball was hit by
the boy.” The verb is was hit, and the subject is ball. Ball is not performing the action of hitting.
The subject is being acted upon by the verb. This is an alteration of the normal order. In the
passive voice the direct object becomes the subject, and the subject is moved to a subordinate
position in a prepositional phrase, becoming the object of the preposition.
Stylistically, most writers prefer the active voice because it puts the emphasis on the subject—
the doer of the action. Sentences that show someone doing something are much more interesting
to read than those in which the subject is always being acted upon. Also, use of the passive voice
tends to weigh down the sentence because nothing happens in such sentences.
There are however, valid reasons for using the passive. The passive is very useful if the writer
wants to put the emphasis on the action instead of the subject or when the subject or doer of an
action is unknown. This discussion, then, is about choice, but before you can choose, you must
know how to recognize the passive voice and know how to change it to the active voice if there
is no clear reason to the use passive.
The second alteration to the basic sentence order is the sentence which asks a question. In this
sentence, too, the basic order is changed, usually by starting the sentence with an interrogative
pronoun and putting the subject between the auxiliary verb and the main verb or by starting the
sentence with the auxiliary verb which is then followed by the subject.
CLASS DISCUSSION: Lesson 6, recognizing alterations of the basic sentence patterns.
QUIZ #4: Type the ten sentences of Exercise 6 (p. 55) onto the computer. Under each
passive voice sentence write the active voice asked for. Post them in “Assignments” by
midnight—no peer review. I will correct and grade them. These sentences will be put in to
your WGN after you have corrected any mistakes.
FRIDAY, SEPTEMBER 23
Today we will finish the discussion of verbs and transformations. There will be an in-class test
review and then the tests will be available online—they must be completed by Monday at
midnight. Open note/open book, but you cannot help each other. Also, introduction of Lesson 7
for Monday.
Test Review
ONLINE EXAM AVAILABLE TODAY
DUE: MONDAY, SEPT 26
Homework for next time: Part II “Clauses and Phrases.” Read Lesson 7, “Coordination:
Compound Sentences” for Monday. To prepare for the discussion, complete all of Practice Sheet
7 and the first 10 sentences of Exercise 7. Go to www.ablongman.com/emery website Student
Resources. See Part II Clauses and Phrases and do exercise: 7.1.
WRITER’S GRAMMAR NOTEBOOK (WGR):
1.Quiz #3 twenty sentences identifying patterns
2. Notes from lesson 4
PART II: CLAUSES AND PHRASES
INTRODUCTION: So far you have seen how words are classified according to their part of
speech and then reclassified according to how they are used or function in the sentence. You
have also learned that a complete sentence must have two parts—a subject, which is a noun or
pronoun naming what the sentence is about—and a verb, which describes the action of the
sentence.
In this next group of lessons you are going to learn to recognize coordinate word groups—those
that express parallel ideas—and subordinate word groups—those which must rely on complete
word groups, called main clauses or independent clauses for their meaning. Some of these
subordinate groups of words act as modifiers (adjectives or adverbs) and some act as noun
substitutes (naming word groups). This is no different from the concept that you have already
learned, namely, that a single word can limit and qualify another word in the sentence. Here we
are dealing with groups of words, some with their own subjects and verbs, acting in the same
way. The entire group of words acts as a single unit to perform the same function as the single
word. You will see that none of these subordinate word groups can stand by themselves as
complete thoughts or sentences even though some of them have a subject and a verb. Other
subordinate word groups, like the phrases, do not have subjects and verbs and take their names
from the kind of word that begins the phrase.
Perhaps the most difficult concept to learn with the clauses is that both the main clause and the
subordinate clause contain a subject and a verb in any one of the five sentence patterns you have
already learned. What makes the difference between whether a clause is considered main or
subordinate is one word, called a subordinating conjunction. Conjunctions are a part of speech
just like nouns, pronouns, verbs, etc. When a subordinate conjunction begins a group of words
containing a subject and verb, it automatically subordinates it. Likewise, the phrases are equally
identifiable because they begin with a head word that helps the writer or editor identify it; for
example, the prepositional phrase always begins with a preposition. The head word (preposition)
plus the noun or pronoun called its object and any modifiers of the object combine to form a
prepositional phrase—a group of words used or functioning as a single part of speech, usually an
adjective or an adverb.
Generally, all English sentences can be classified as one of four types: simple, which you have
already studied in some detail; compound, which is the subject of Lesson 7; complex, which
contains both independent and dependent clauses; and compound-complex. These four types of
sentences provide the writer and editor with sentence variety.
PART II OBJECTIVE: You must learn the difference between independent word groups and
subordinate ones and the difference between phrases or clauses. You should also know the
names of and be able to recognize both clause and phrase word groups in order to be able to edit
your essays for greater sentence variety.
WEEK 5
MONDAY, SEPTEMBER 26
ONLINE EXAM DUE by midnight
THE COMPOUND SENTENCE
INTRODUCTION: So far, you have been working with the simple sentence, which expresses
one thought. Now you are going to analyze sentences that contain more than one thought. The
compound sentence, for example, contains two complete thoughts. Think of it as two simple
sentences properly joined, of course. The part of speech which joins the two simple sentences is
called a coordinate conjunction, which always joins grammatical items of equal rank and differs
from a subordinate conjunction, which joins grammatical items of unequal rank. The coordinate
conjunction, then, joins two nouns, two adjectives, two adverbs, or two simple sentences. The
subordinate conjunction joins a subordinate (an idea of lesser importance) to a main idea.
The list of coordinate conjunctions is very short (fanboys), so it shouldn’t be difficult to
remember them. They are and, which means addition. You are, in effect, adding one idea to
another idea. And is the most commonly used coordinate conjunction. But means contrast.
When you use but, you are still telling your reader that the ideas are equal in rank, but the logic
that you are using to join them is one of contrast. The other coordinate conjunctions are for,
which means cause; or, which means choice; nor, which means negative choice; and so, which
means result. So as a coordinate conjunction should not be confused with so used as subordinate
conjunction. The coordinate conjunction means and so and will be punctuated with a comma,
but the so used as a subordinate conjunction means so that and will usually be used without a
comma.
CLASS DISCUSSION: Lesson 7, coordinating sentences for great sentence variety.
Begin QUIZ #5—Write a paragraph in which you present two or three reasons why you dislike
something. Your purpose in writing is to practice two sentence types: the simple and the
compound. Limit yourself to these two types. Once you have finished the paragraph, go back
over it to label and make sure that all compound sentences are correctly punctuated. Label them
by placing a [compound] at the end of each compound sentence and a [simple] at the end of each
simple sentence. Practice using a variety of joining techniques. Use your book if you have to
remind yourself what these three ways are. Post in your discussion forums for peer review on
Wednesday.
Homework for next time: Post QUIZ #5 in discussion groups before class for peer review
on Wednesday. It is important that you post your paragraph and peer review the others in your
group for participation points.
WEDNESDAY, SEPTEMBER 28
We will continue the discussion of coordination and compounding. QUIZ #5: Peer review each
other’s paragraphs in your discussion groups. Make revisions and post completed paragraph in
Homework manager. Introduction of complex sentences—dependent clauses—1st of 3 types:
Adverb Clause.
Homework for next time: Post QUIZ #5 in homework manager. Read Lesson 8,
“Subordination: Adverb Clauses.” To prepare for class discussion, complete all of Practice Sheet
8 and the first 20 sentences of Exercise 8. Go to www.ablongman.com/emery website Student
Resources. See Part II Clauses and Phrases and do exercise: 8.2.
FRIDAY, SEPTEMBER 30
SUBORDINATION--CLAUSES
INTRODUCTION: Lessons 8, 9, and 10 introduce the third type of sentence, the complex.
Unlike the compound sentence, which contains two main clauses, the complex sentence contains
only one. In addition to the one main clause, the complex sentence utilizes one or more
subordinate clauses to add information that is of lesser importance to the sentence than the
information in the main clause. Stylistically, then, a writer must always be sure that important
information be placed in a main clause and never in a subordinate one.
Adverb subordinate clauses can always be easily identified because they begin with a
subordinate conjunction. These are in your textbook. Learn them. The conjunction is followed
by a subject and a verb, and the entire group of words acts just like a single adverb modifying the
verb of the main clause, an adjective in the main clause (quite often a subjective complement), or
another adverb in the main clause. The subordinate conjunction provides the logic that links the
two clauses together to make the writer’s meaning clear.
CLASS DISCUSSION:
Lesson 8, recognizing, writing, and editing adverb clauses.
QUIZ #6 on Adverb clauses: Think of the various part-time or full-time jobs you have held,
and write about one you have either liked or disliked. Consider what has made the job a good
one for you or a bad one, and present your case for or against the job in a clear topic sentence.
The purpose of the writing exercise is to practice subordination using adverb clauses. After you
have written the paragraph, please, identify all adverb clauses by placing [adv of (fill in the logic
here)] after the dependent clause. You should have at least six or seven examples of adverb
clauses. Example: When I went to school this morning (adv of time), I nearly froze to death
because the temperature was minus two (adv of cause or reason). —work on in class and post in
discussion groups.
Homework for next time: Finish writing paragraph for QUIZ #6 and post in discussion
groups for peer review before class on Monday. Also Grammar Notebook Check on Monday—
Quizzes 1-5 and notes from lessons
WRITER’S GRAMMAR NOTEBOOK (WGR):
Entries so far should include:
1. Quiz #4 ten passive voice sentences-- notes from lesson 6
2. Quiz #5 paragraph on compounds—notes from lesson 7
WEEK 6
MONDAY, OCTOBER 3
*Grammar Notebook Check—Quizzes 1-5 and notes from lessons
Continuation of the discussion of subordination and the adverb clause—Quiz #6 Peer review
Homework for next time: POST QUIZ #6 in homework manager. Read Lesson 9,
“Subordination: Adjective Clauses.” To prepare for class discussion, complete the first 20
sentences of Practice Sheet 9 and all of Exercise 9. Go to www.ablongman.com/emery website
Student Resources. See Part II Clauses and Phrases and do exercise: 9.7.
WEDNESDAY, OCTOBER 5
INTRODUCTION: Like the adverb clause the adjective clause is a modifier, which means that it
limits or defines a word in the main clause. Also, like the adverb clause, the adjective contains a
subject and a verb and could be a complete sentence except for one word—the relative pronoun.
The relative pronoun acts in the same way as a subordinate conjunction in that it subordinates the
entire group of words that it heads, but the link is to a noun or pronoun in the main clause instead
of to a verb, adjective, or adverb.
CLASS DSICUSSION: Go over exercises on Adjective Clauses.
Introduce QUIZ #7: Write a paragraph in which you discuss two to three of the qualities you
admire in a close friend. Make it clear that you are praising him or her for the characteristics you
describe. This process is called a eulogy, which is a tribute to someone’s virtues or achievements.
The purpose here is to practice using adjective clauses for subordination. Please use as many as
possible. Once you have written the paragraph, go back and identify all adjective clauses and
whether they are restrictive or nonrestrictive by placing (adj—N or R) in parentheses() after the
subordinate adjective clause. After you have identified them, make sure that all of them are
punctuated correctly, according to formal academic grammar. Lastly, identify all adverb clauses,
by placing (adv) in parentheses() after the subordinate adverb clause. In addition make sure that
all compound sentences are punctuated correctly.
Homework for next time: Post Final Quiz #6 on Blackboard by midnight. Finish QUIZ #7
paragraph on adjective clauses and post in discussion group for peer review on Friday.
FRIDAY, OCTOBER 7
Peer Review paragraphs for QUIZ #7 on adjective clauses. Make revisions and Post Final draft
in Homework manager, and I’ll read and comment on it.
Homework for next time: Read Lesson 10, “Subordination: Noun Clauses.” To prepare for
class discussion, complete the first 10 sentences of Practice Sheet 10, the first 10 sentences of
Exercise 10, and work the first 20 sentences of Exercise 10A. Go to
www.ablongman.com/emery Student Resources. See Part II Clauses and Phrases and do
exercise: 10.2.
WEEK 7
MONDAY, OCTOBER 10
INTRODUCTION: The noun clause is probably the most difficult of the three types because,
unlike the adverb and adjective, this clause does not modify another word in the main clause. It
is used as the major part of the sentence. Because it is a noun—a namer—it can function as the
subject of a verb, as the subjective complement of a linking verb, as the direct object of an action
verb, or as the object of a preposition. It is introduced by a relative pronoun, just like the
adjective, or a relative adverb, and it contains a subject and a verb. Remember that this clause
functions in any way that a noun can function.
CLASS DISCUSSION: Lesson 10, recognizing, writing, and editing noun clauses. Go over
exercises. Introduction of Quiz #8 Begin writing paragraph—time will be given during class on
Wednesday to finish and post in discussion groups.
WEDNESDAY, OCTOBER 12
INTRODUCTION: The purpose of today’s class is to make you aware of and give you practice
in using the types of coordination and subordination that we have been studying.
QUIZ# 8 Write a paragraph on a subject of your choice using coordination and subordination for
sentence variety. You should have at least two examples of coordination, three examples of
subordination using adverb clauses, two examples of adjective clauses, and at least one noun
clause. Identify the sentences in the following way: place ADV in parentheses after each adverb
clause, an ADJ in parentheses after each adjective clause, a N in parentheses after each noun
clause, and a COMP in parentheses after each compound sentence. Your paragraph should be at
least 5 or 6 sentences. We will spend Friday in a peer workshop, so post a copy to a
Discussion group before class.
Homework for next time: Write a paragraph on a subject of your choice using coordination
and subordination for sentence variety. You should have at least two examples of coordination,
three examples of subordination using adverb clauses, two examples of adjective clauses, and at
least one noun clause. Identify the sentences in the following way: place ADV in parentheses
after each adverb clause, an ADJ in parentheses after each adjective clause, an N in parentheses
after each noun clause, and a COMP in parentheses after each compound sentence. Try to have 5
or 6 sentences. We will spend Friday in a workshop, so post a copy to a Discussion group
before class.
FRIDAY, OCTOBER 14
INTRODUCTION: The purpose of today’s class is to make you aware of give you practice in
using the types of coordination and subordination that we have been studying.
Peer workshop on QUIZ #8 sentence variety paragraph. Once you have received feedback, you
will make revisions and post the final paragraph to homework manager. After I’ve graded it,
you will edit any errors and place it in your WGN.
Introduction of Gerund and Infinitive phrases Lesson 11.
Homework for next time: Read Lesson 11, “Subordination: Gerund Phrases; Infinitive
Phrases.” To prepare for class discussion, complete the first 10 sentences of Practice Sheet 11,
the first 10 sentences on the next page, and the first 10 sentences of Exercise 11. Go to
www.ablongman.com/emery Student Resources See Part II Clauses and Phrases Do
exercise: 11.1.
WRITER’S GRAMMAR NOTEBOOK (WGR):
Entries so far should include:
1. Quiz #6 a paragraph on adverb clauses
2. Quiz #7 a paragraph on adjective clauses
3. Quiz #8 a paragraph demonstrating sentence variety
WEEK 8
MONDAY, OCTOBER 17
SUBORDINATION—PHRASES
INTRODUCTION: LESSONS 11 and 12 present subordination of a more sophisticated type.
Both chapters discuss the use of verbals—verb forms used as other parts of speech. They take
their name from the verb form that begins the phrase. These are phrases because they do not
have subjects and verbs. They may, however, have subjective complements and direct objects.
They are sort of condensed clauses, and they offer the writer another way to vary sentence
structure and provide variety for the reader.
The first of these are the gerund and the infinitive. The gerund is always a present participle (the
verb form that ends in –ing.) When the present participle is used as a noun, we call it a gerund.
You will see in the next chapter that the present participle can be used as an adjective; as such it
keeps its name—participle. But when it functions as a noun, we give it a new name by calling it
a gerund. The infinitive is the base form of all verbs, and it functions as an adverb, an
adjective, or a noun. It can fill any of these slots, so you have to look very carefully at the
sentence in which it appears to determine how the writer intends the phrase to be used. Verbals
are yet another way for you to achieve sentence variety in your writing or editing.
CLASS DISCUSSION: Lesson 11, recognizing and writing gerund and infinitive phrases to
increase sentence variety.
Homework for next time: Read Lesson 12, “Subordination: Participial Phrases; Absolute
Phrases.” To prepare for class discussion, complete the first 20 sentences on Practice Sheet 12
and Exercise 12. Go to www.ablongman.com/emery Student Resources See Part II Clauses
and Phrases Do exercise: 12.7 and email results to [email protected].
WEDNESDAY, OCTOBER 19
INTRODUCTION: The participle both in the present (-ing) and in the past functions as an
adjective modifying a noun or pronoun. The problem for most students is the present participial
form, which ends in –ing. The solution is to recognize how the word being used in the sentence.
When the word is used to fill a noun slot, (a subject, subjective complement, a direct object, for
example), grammar changes the word’s name and calls the present participle a gerund. When the
word is used as an adjective to modify a noun or pronoun, it keeps its grammatical name—
participle.
Analogous to this is the number of names you have. The person you are doesn’t change, but
depending on the situation you find yourself in, your name often can and does change. For
example, you may have a name of endearment, used only by the close members of your family.
You may have a nickname that only your close friends use. You have a formal, legal name—
quite often used by your mother to get your attention. In business or academic situations, a title
like Mr. Mrs. Miss or Ms is often placed before your surname to indicate the formality. You
haven’t changed, but the name you are known by has changed to reflect your various functions.
The absolute phrase is a special kind of participle phrase. This phrase always begins with a
noun, which does not fit into one of the noun slots in the sentence and is followed by a participle
phrase. The absolute offers the writer the opportunity to point out relationships modifying the
entire sentence rather than just one word within the sentence. Stylistically, absolutes offer the
writer versatility.
Write Quiz #9 Paragraph using verbal phrases. Write a paragraph in which you discuss one
of the rules by which you live. Explain why you believe in this rule or why and how it works for
you. The purpose of this writing assignment is to practice writing and identifying verbal phrases
in your own writing. Place a G for gerund, a P for participle, and an I for infinitive inside
parentheses at the END of each of the phrases you have used. Write a minimum of two examples
of each. You will probably have many more than that number. Post in discussion forums for
peer review on Thursday (online in discussion groups).
CLASS DISCUSSION: Lesson 12, recognizing and writing participial and absolute phrases.
THURSDAY, OCTOBER 20 (NO CLASS FRIDAY, OCTOBER 21—FALL BREAK)
We will do online peer review Quiz #9: It must contain two examples of each verbal (gerund,
infinitive, and participle), so be sure you understand how to use them. Give each other feedback.
Next time: Grammar Notebook Check—Quizzes 6-8 and notes to lessons.
WEEK 9
MONDAY, OCTOBER 24
**Grammar Notebook Check—Quizzes 6-8 and notes from lessons
Complete the peer reviews of the paragraphs containing verbals and make sure that the phrases
have been identified: Place a P in parentheses after each participle phrase, a G after each gerund
phrase and an I after each infinitive phrase. After the workshop make any corrections and
post Final QUIZ #9 in homework manager by midnight.
*TEST REVIEW for Midterm
WEDNESDAY, OCTOBER 26
TEST 2 - MIDTERM
Homework for next time: Read Lesson 13, “Completeness.” To prepare for class discussion,
complete the first 10 sentences on Practice Sheet 13. Go to www.ablongman.com/emery
Student Resources Part III: Sentence Building and Do exercise: 13.2 and email results to
[email protected]
FRIDAY, OCTOBER 28
PART III SENTENCE BUILDING
INTRODUCTION: Now that you have examined the terminology, you are going to study how
clear and effective sentences are composed. Even though the emphasis here is on composing
sentences, writing is never far away from editing. For many, those for whom grammar is
ingrained, writing, and editing are so integrated that even while they are composing they are
editing, deciding which ideas should be compound and which complex, checking to make sure
that modifiers are not misplaced or dangling, making sure that structures are parallel. Even these
writers, however, go back over every word and sentence to check for correctness before more
process. The composing process comes first. Once the ideas are on paper, they change “hats”
and become editors of their writing, scrupulously examining every sentence and word to make
sure that they are using standard English. The latter is recommended for most beginning writers
because it separates writing into two manageable parcels. The writer needs to concentrate on
only one step at a time—ideas first, correctness second.
PART III OBJECTIVE: You must learn to write in complete sentences, to use subordination
and coordination, and to balance parallel ideas.
INTRODUCTION: You have learned from preceding lessons that to be complete every sentence
needs a subject and verb. A group of words without one or the other is called a fragment. Most
of the time fragments are either phrases or clauses. In the case of a clause, the group of words
will have a subject and verb, but what makes it a fragment is the fact that it starts with a
subordinating word like a subordinate conjunction or relative pronoun.
The most common phrases to become fragments are verbals. In most academic or business
writing, fragments are not acceptable because incomplete thoughts usually do not communicate
as effectively as complete ones and because most instructors and bosses want to know that their
students or employees can write well-constructed sentences. While fragments can be used
sparingly for emphasis or effect, in most writing situations you are better, off especially if you
don’t know the instructor, NOT using fragments for any reason.
You have already studied the two companion errors in the chapter on coordination—the run on
and the comma splice. In all three cases—fragment, comma splice, run on or fused sentence—
you cause your readers to stumble. You make it necessary for them to go back over your
sentences and try to figure out what your meaning is. Because they have to work so hard, you
risk losing your readers, for they may decide that what you are saying is not worth the effort.
When you lose your readers, you lose any chance of influencing their thinking. You should,
therefore, recognize and avoid these three errors in your writing.
CLASS DISCUSSION: Lesson 13, editing for fragments
Quiz #10: Work the fifteen sentences of Exercise 13A. Follow the directions given.
Upload a copy to “Assignments” on the Internet. I’ll correct them. After you’ve downloaded
them, correct any mistakes and add them to your WGN.
Homework for next time: Read Lesson 14, “Misplaced Modifiers: Dangling Modifiers.” To
prepare for class discussion, complete Practice Sheet 14 and 14A. Go to
www.ablongman.com/emery Student Resources Part III: Sentence Building and Do
exercise: 14.5
WEEK 10
MONDAY, OCTOBER 31
INTRODUCTION: Because most readers have a short attention span, you need to make sure that
every sentence is clear and that it does the job it is intended to do. To do this, all parts of the
sentence should be effectively connected. You should go back over every sentence at least once
to make sure that neither you nor your typist has left out words necessary for meaning, has not
written sentences that are mixed and confusing, and has not created sentences with misplaced or
dangling modifiers. Most instructors consider typos and missing words the writer’s fault because
the ultimate responsibility for perfect copy is the writer’s. Remember that clarity and precision of
expression are the goals of every writer and editor.
The dangling and misplaced modifier creates sentences that are ambiguous and sometimes
ludicrous. For example, in the sentence, Alfred walked his dog wearing a tuxedo, “wearing a
tuxedo” is misplaced because it is not placed next to the word it modifies, in this case Alfred.
The phrase is misplaced. It should read, Wearing a tuxedo, Alfred walked his dog.
A sentence containing a dangling modifier is one in which the modifier is given nothing to
modify. In the sentence, Jumping from the pier into the boat, my camera fell in the lake, the
phrase “jumping from the pier into the boat” dangles because there is no actor for the action
being described; a camera can’t perform the action. The sentence should be rewritten so that an
actor capable of performing the action is placed in the sentence, for example, Jumping from the
pier into the boat, Alfred dropped his camera in the water.
CLASS DISCUSSION: Lesson 14, editing for dangling and misplaced modifiers.
WEDNESDAY, NOVEMBER 2: Class day to work on Group Presentations
*Small Group Activity: Class time to work on Group presentations.
Homework for next time: Read Lesson 15, “Subordination.” To prepare for class discussion,
complete Practice Sheet 15. Go to www.ablongman.com/emery Student Resources Part III:
Sentence Building and Do exercise: 15.1 and email results.
FRIDAY, NOVEMBER 4
INTRODUCTION: All four of the sentence types—simple, compound, complex, and compoundcomplex—are important to you as writers and editors because they create variety of expression.
A short simple sentence can provide drama, emphasis, and relief from more complex structures.
The compound sentence allows you to emphasize two equal and related ideas. The complex
sentence provides you with a way to subordinate ideas to the main idea of the sentence, and the
compound-complex gives you an opportunity to express not only two equal ideas but also any
number of lesser ideas. While few of you will decide beforehand the types of sentences you are
going to use, a basic knowledge of the types will help you realize the possibilities available to
you as a writer. Knowing how to construct each of the types of sentence gives you freedom of
expression. Like most everything else, grammar is a matter of choices. The choice you make
can affect how well you communicate your ideas to your reader. Confused sentence structure,
more than likely, will result in confused readers.
CLASS DISCUSSION: Lesson 15, editing for sentence variety by using subordination.
QUIZ #11: Follow the directions for Progress Test #15 pp. 345 (20 sentences). Upload a
copy to “Homework” on the Internet. I’ll grade and comment on them. They will be
added to you WGN.
Homework for next time: Read Lesson 16, “Parallel Structure: Comparisons.” To prepare for
class discussion, complete Practice Sheet 16. Go to www.ablongman.com/emery Student
Resources Part III: Sentence Building and Do exercise: 16.2 and email results.
WEEK 11
MONDAY, NOVEMBER 7
INTRODUCTION: Constructing interesting and informative sentences demands that the writer
pay close attention to the underlying logic of what he or she is writing. Editing to make sure that
sentences contain no elements that are unparallel and that comparisons are complete is essential
for clarity and precision of expression.
CLASS DISCUSSION: Lesson 16, editing for clarity of expression through balanced parallel
structures and completed comparisons.
Quiz #12: Follow the directions for Progress Test #16 p. 347 and do the first 10 sentences.
Upload a copy to Homework Manager. I will grade and comment on them. After the
corrected exercise is sent back, make the necessary changes and place it in your WGN.
Homework for next time: Read Lesson 17, “Punctuation.” To prepare for class, complete
Practice Sheet 17 and Exercise 17. Go to www.ablongman.com/emery Student Resources
Part IV: Punctuation and Do exercise: 17.5. and email results.
WRITER’S GRAMMAR NOTEBOOK (WGR):
Entries so far should include:
1. Quiz #9 a paragraph identifying verbals
2. Quiz #10 correcting sentence fragments
WEDNESDAY, NOVEMBER 9
PART IV PUNCTUATION
INTRODUCTION: Punctuation was not invented to torment students, no matter what you might
think. It was conceived to help writers communicate and readers to understand. Imagine this
passage from E. M. Forster’s essay title “Voltaire’s Laboratory” without any punctuation,
capitalization, or the other writing conventions:
his anxiety over shells led him ever further than we should expect he feared that if
once a flood was admitted noahs arks would come sailing in and consequently had to
ridicule all the theories of the universe that emphasized water there was the fish
oannes who came out of the euphrates to preach to the babylonians there was thales
who thought that the stars lived on mist there was buffon who ascribes mountains to
the action of waves there was maillet who deduced from a heap of shells at cairo that
egypt had once been under the sea and the egyptians fish voltaire mocks them all
indiscriminately in spite of the present passion for genealogies there are not many
people who would claim descent from a turbot or cod
Do you know where the sentences start and stop? Can you tell the common from the proper
nouns? There is a quote in this passage. Can you tell where it begins and ends? Wouldn’t you
agree that it is not easy reading without the conventions that mark beginnings and ends and
quotes? Punctuation evolved to help writers and readers work their way through complex
grammatical structures. The rules are not extremely difficult, but if you find yourself having
trouble with terminology or structure, go back to the appropriate lessons in the textbook and
review. You should be familiar enough with the textbook by now to use it as the resource it is
intended to be.
PART IV OBJECTIVE: In order to write clear sentences or edit sentences for mistakes, you
should have a thorough knowledge of punctuation.
INTRODUCTION: After the period, the comma is the most used mark of punctuation. If it is
used correctly, it aids understanding; if used incorrectly, it can inhibit effective communication.
There are places where a comma is always used, places where the comma is never used, and
places where its use is optional (thankfully not many, however). Because they are closely
associated with the structure of the sentences we have already studied, commas should not be
hard for you to remember.
The next two lessons instruct you in the major uses of the comma—first to separate and then to
enclose. Good chapters to review for commas which separate are lessons 2, 7, 8, 9, 11, and 12.
CLASS DISCUSSION: Lesson 17A, editing for commas that separate.
QUIZ #13: Do all 40 sentences of Exercise 17A pp. 187-188. Choose the correct response:
C, S, or 0. Post by Friday midnight.
*Small Group Activity: Class time to work on Group presentations.
Homework for next time: Read Lesson 18, “Commas to Enclose.” To prepare for class,
complete Practice Sheet 18 and Exercise 18A. Go to www.ablongman.com/emery Student
Resources Part IV: Punctuation and Do exercise: 18.4 and email results
FRIDAY, NOVEMBER 11
INTRODUCTION: Commas that enclose set off material from the rest of the sentence. They are
interrupters of the normal sentence order, and as such when they come in the middle of the
sentence, the commas must come in pairs. When they open or close the sentence, only one
comma is necessary.
Good lessons to review are 9, 11, 12.
CLASS DISCUSSION: Lesson 18A, editing for commas that enclose.
Quiz #14: Progress Test #18 all 20 on p. 351 and upload a copy in Homework Manager by
Monday midnight. I will correct and comment on them.
Homework for next time: Quotation Marks,” and 20, “End Marks; Summary of Punctuation
Rules for Friday. To prepare for class discussion, complete Exercises 19 and 20. Grammar
Notebook Check—Quizzes 9-12 and lesson notes. Go to ablongman.com/emery Student
Resources Part IV: Punctuation and Do exercise: 20.3. and email results.
WEEK 12
MONDAY, NOVEMBER 14
INTRODUCTION: The four marks of punctuation you will study for Lesson 19 are ones that
have very specific functions and few exceptions.
CLASS DISCUSSION: Lesson 19, editing for apostrophes, colons, dashes, hyphens, and
quotation marks and Lesson 20, review of punctuation.
**Grammar Notebook Check—Quizzes 9-12 and lesson notes
Homework for next time: Read Lesson 21, “Using Verbs Correctly: Principal Parts; Tense.”
To prepare for class complete the first 10 sentences of Practice Sheet 21, the first 10 sentences
found on the next page, as well as the first 10 sentences of Exercise 21. Quotation Marks,” and
20, “End Marks; Summary of Punctuation Rules for Friday. To prepare for class discussion,
complete Exercises 19 and 20. Go to ablongman.com/emery Student Resources Part V:
Usage and Do exercise: 21.1. and email results.
GROUP 1 WILL PRESENT THE LESSON. BE SURE THAT YOU’VE READ ALL OF
THE MATERIAL SO THAT YOU CAN ASK QUESTIONS AND PARTICIPATE IN
THE DISCUSSION.
WEDNESDAY, NOVEMBER 16
PART V USAGE
INTRODUCTION: Now that you have learned the types of sentences—simple, compound,
complex, compound-complex—and the patterns of the sentence—S + V, S + LV + SC,
S + V +O, S + V + IO + O, and S + V + O + OC—and which of the parts of speech is slotted into
each of the positions of the patterns, you are going to put that knowledge to work. In these next
lessons, you are going to study the rules that govern word choices in the English sentence. These
are important lessons for any writer or editor because the rules you are about to learn or review
are one of the measurements by which most writing is judged. When you have the ability to
make correct choices, you become more confident and self-assured as a writer. Also, once the
choices become a natural part of your skills, you will have to spend less time worrying about
them; thus you can spend more time with the content of your writing.
Let me emphasize again, however, that you should not even begin to worry about editing for
these kinds of errors until you are nearly finished with the writing project.
PART V OBJECTIVE: You should be come familiar enough with the usage rules to help you
make correct choice as you edit your writing projects.
INTRODUCTION: Although lesson 21 can be very complex, trust your instincts. You have had
years of successful communication and probably form your tenses quite naturally. In any case,
most of the verbs in the English language are regular—they form their past and past participle by
adding d, t, or more frequently ed to the present tense—so it is doubtful that these will cause you
much trouble. The big problem most students have is with the irregular verbs. They can be very
troublesome, especially lie and lay, sit and set, and rise and raise. Luckily, there are fewer
irregular verbs than regular ones, and of those you probably have had difficulty with only a few.
Concentrate on those few and learn them. Now is as good a time as any. However, if they still
escape capture, your annotated textbook and a good dictionary will be helpful with these six and
other irregular verbs.
A problem that lesson 21 does not address but one that you should be aware of is using the
preposition of instead of the verb have after such auxiliary verbs as could, would, should, may,
might, must. For example: They could have [not of] telephoned. Lesson 26, “A Glossary of
Usage,” in your textbook addresses this and other common usage problems. Take a few minutes
GROUP 1 PRESENTATION: Lesson 21, editing for correct use of verb forms and tense.
Homework for next time: Read Lesson 22, “Using Verbs Correctly: Subject-Verb Agreement.”
To prepare for class complete Practice Sheet 22 and Exercise 21. Go to
www.ablongman.com/emery Student Resources Part V Usage: Exercise 22.7 and email
results.
GROUP 2 WILL PRESENT THE LESSON. BE SURE THAT YOU’VE READ ALL OF
THE MATERIAL SO THAT YOU CAN ASK QUESTIONS AND PARTICIPATE IN
THE DISCUSSION.
FRIDAY, NOVEMBER 18
INTRODUCTION: As you have probably noticed, editing for grammar is largely a matter of
making choices consistent with standard English—the measurement used by business,
government, and academe to evaluate one aspect of writing. Because communication would be
greatly hampered by the absence of a standard or norm, you are studying these choices so that
your writing conforms to those patterns of educated usage. The study of grammar, therefore, is
learning to make “correct” choices based on standard English.
The rules that govern subject-verb agreement are not complicated, but you may need to
memorize one or two of them. Most students find that while they have difficulty with a few of
the rules, they use most of them correctly. You may want to take the time to review Lessons 3
and 4 (sentence patterns) for finding the simple subject of the sentence and other terminology,
for you will be locating the simple subject and then matching it with the verb. The process of
matching the subject with the verb is called agreement. Subjects and verbs match or agree when
they are the same number (singular or plural), and the same person (first, second, or third).
Luckily, in English you do not have to make them agree in gender—masculine or feminine—as
you do in some foreign languages.
GROUP 2 PRESENTATION: Lesson 22 editing for subject-verb agreement.
CLASS DISCUSSION
QUIZ #15: Do Progress Test 23 p. 359 all 20 questions. Post by Monday at Midnight
Homework for next time: Read Lesson 23, “Using Pronouns Correctly: Reference and
Agreement.” To prepare for class complete Practice Sheet 23 and Exercise 23. Go to
www.ablongman.com/emery Student Resources Part V Usage: Exercise 23.2 and email
results.
GROUP 3 WILL PRESENT THE LESSON. BE SURE THAT YOU’VE READ ALL OF
THE MATERIAL SO THAT YOU CAN ASK QUESTIONS AND PARTICIPATE IN
THE DISCUSSION.
WEEK 13
MONDAY, NOVEMBER 21
INTRODUCTION: As you have seen, pronouns can be tricky. Not only does there seem to be
an inexhaustible supply of them, but also they seem to be controlled by an endless series of rules.
However, when you consider how often writers use pronouns, it is a wonder that there are not
more rules than there are.
An antecedent is the noun (sometimes another pronoun) to which the pronoun, which is a noun
substitute, refers. The rules which govern pronoun-antecedent agreement, like those of subjectverb agreement, are not very complicated; but, like those rules, you may have to memorize them
to be successful in an editing or a test situation. Otherwise, use your textbook and Writer’s
Grammar Notebook to help you when you edit. Most of the rules concerning pronounantecedent agreement center around number (singular and plural) because few native English
speakers or writers make mistakes with gender. You would never refer to a woman as he or a
man as she, for example.
There are not many rules controlling ambiguous reference, but they are important to you as a
writer because without clarity of reference, you run the risk of being misunderstood. Since one
of the goals of all writing is clarity of thought and purpose, it is important that you edit for clear
pronoun reference.
GROUP 3 PRESENTATION: editing for pronoun reference and agreement.
CLASS DISCUSSION
Homework for next time: Read Lesson 24, “Using Pronouns Correctly: Case.” To prepare for
class complete Practice Sheet 24 and Exercise 24. Go to www.ablongman.com/emery Student
Resources Part V Usage: Exercise 24.3 and email results.
GROUP 4 WILL PRESENT THE LESSON. BE SURE THAT YOU HAVE READ ALL
OF THE MATERIAL SO THAT YOU CAN ASK QUESTIONS AND PARTICIPATE IN
THE DISCUSSION.
NOV 23–25—THANKSGIVING BREAK!!!
WEEK 14
MONDAY, NOVEMBER 28
INTRODUCTION: Not only should you edit your own writing for agreement and reference, but
you should also make sure that you have used the correct case of the pronoun. Case is a term
used to classify personal and relative pronouns according to how they are used in the sentence.
The pronouns I, he, she, we, they, and who, for example, can only be used as subjects, and the
pronoun me, him, her, us, them, and whom can only be used as objects. When you use these
pronouns, the, it is always wise, when you edit, to make sure that the case of each is correct.
CLASS DISCUSSION
GROUP 4 PRESENTATION: editing for modifiers and prepositions
Homework for next time: Read Lesson 25, “Using Modifiers and Prepositions Correctly.” To
prepare for class complete Practice Sheet 25 and Exercise 25. Go to
www.ablongman.com/emery Student Resources Part V Usage: Exercise 25.7 and email
results.
GROUP 5 WILL PRESENT THE LESSON. BE SURE THAT YOU’VE READ ALL OF
THE MATERIAL SO THAT YOU CAN ASK QUESTIONS AND PARTICIPATE IN
THE DISCUSSION.
WEDNESDAY, NOVEMBER 30
INTRODUCTION: Adjectives and adverbs are among the most useful words in English, for they
enhance your ideas with specifics that help you readers “see” What you are writing about. The
must, like all words in the language, be used correctly.
GROUP 5 PRESENTATION: editing for modifiers and prepositions
Homework for next time: Read Lesson 26, “A Glossary of Usage.” To prepare for class
complete Practice Sheet 26 sentences 1-20 and Exercise 26 sentences 1-20. Go to
www.ablongman.com/emery Student Resources Part V Usage: Exercise 26.5 and email
results.
READ THROUGH CHECK SHEET on pp. 289-293. Also Write Letter of self-reflection*
for Monday and bring two hard copies.
*As part of your Writer’s Grammar Notebook, I would like you to write a letter to yourself
reflecting on what you have learned in this class. You might consider the following ideas.
What was the easiest concept for you? Why? What was the hardest concept for you? Why? What
gave you the most help? Peers? Exercises? Evaluating your own writing? What was the single
most valuable concept you learned? Why? How valuable do you think the concepts you’ve
learned will be in the future? Be honest and write about anything else that accounts for your
learning about grammar and writing. Use plenty of specific details.
FRIDAY, DECEMBER 2
Go Over Lesson 26 and the exercise in class.
Peer Review Letter of Self Reflection next time –bring 2 hardcopies to class.
WEEK 15
MONDAY, DECEMBER 5
Peer Review Letter of Self Reflection
WEDNESDAY, DECEMBER 7
GRAMMAR NOTEBOOK WORK DAY - Because your Writer’s Grammar Notebook is due
Friday, you will need to work on this assignment. I will be in he computer room to help you
with any last minute problems. The notebook is DUE Friday by 9:30am or sooner.
Homework for next time: HAND IN COMPLETED WRITER’S GRAMMAR
NOTEBOOK (WGR)
FRIDAY, DECEMBER 9
Grammar Notebook Due/Final Exam Review - your Writer’s Grammar Notebook is due today
LAST DAY OF CLASS WILL BE USED AS A REVIEW FOR THE FINAL EXAM.