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English Language Revision
v 01
Course Structure
The list below provides a basic overview of the course structure.
ENGLISH REVISION ASSESSMENT .......................................................................................................................... 3
ASSESSMENT INSTRUCTIONS ........................................................................................................................................... 3
WRITING SKILLS ASSESSMENT........................................................................................................................................ 4
BASIC GRAMMAR REVIEW ....................................................................................................................................... 5
PARTS OF SPEECH ........................................................................................................................................................... 5
Nouns ......................................................................................................................................................................... 5
Verbs .......................................................................................................................................................................... 7
Pronouns .................................................................................................................................................................... 9
Adjectives and Adverbs ............................................................................................................................................ 11
SENTENCE TYPES .......................................................................................................................................................... 13
Simple Sentences ...................................................................................................................................................... 13
Compound Sentences ............................................................................................................................................... 14
Complex Sentences................................................................................................................................................... 16
PUNCTUATION ............................................................................................................................................................... 18
Commas ................................................................................................................................................................... 18
Semicolons ............................................................................................................................................................... 20
Colons ...................................................................................................................................................................... 21
Dashes ...................................................................................................................................................................... 22
Quotation Marks ...................................................................................................................................................... 23
Apostrophes ............................................................................................................................................................. 25
English Language Revision
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Below are key terms to be added to the course glossary.
Glossary
Term
Description
English Language Revision
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Section
English Revision Assessment
Page
Assessment Instructions
Sub Page
How’s Your Writing
Before beginning your assignments, it is important to ensure that you are comfortable with the skills
necessary for good writing. To do this, you will need to take the writing assessment on the next
page.
As you go through the assessment, you will be given feedback on your strengths and weaknesses.
For those areas where you show some weakness, you will be directed to a series of activities
designed to improve your basic writing skills.
Once you are confident of your grasp of the skills needed for writing, please come back to this
page and retake the assessment. To progress to the first assignment, you will need to score a
minimum of 80% on the assessment.
The assessment will cover basic grammar points.
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English Language Revision
v 01
Section
English Revision Assessment
Page
Writing Skills Assessment
Sub Page
Basic Writing Skills Assessment
Assessment Here
Developer Notes
Assessment should be a 20 question assessment covering basic grammar. The assessment can
be taken multiple times until the student scores a minimum 80%. Students cannot move on to
Module 2 until they pass the assessment activity. The total number of each questions for each area
should be about 80 to ensure that different questions come up on retests, and that there is a good
mix.
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English Language Revision
Section
Basic Grammar Review
Page
Parts of Speech
Sub Page
Nouns
v 01
Where are the nouns in a sentence?
A noun can be something you can see (concrete): a person, a place, or a thing; or it can be an idea
or a concept (abstract). Abstract nouns often have ‘noun endings’ such as -tion, -ance, -ity, or
-ment.
Which of the following words are nouns?
List of words
Noun Column
Congratulations! You have picked out the nouns from the list.
Nouns fulfil many functions in a sentence. The subject and object of a sentence is always a noun. A
noun also often comes after a preposition (in, on, at, of, by, to, etc).
For the following sentences, please highlight the noun and state whether it is a subject or
object in the sentence.
List of sentences.
Congratulations! You have correctly named the nouns in the sentences. Next we will look at
verbs.
Highlights and Links
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Developer Notes
Noun Activity – List of 8 words on the left side, student drags the nouns to the right hand column.
If the student tries to drag another part of speech to the Noun column, it boomerangs back to the
sentence, and a popup informs the student of the part of speech for that word, and asks them to try
again. When student drags all words correctly, a Congratulations statement (above) appears at
bottom of activity.
Words (to be placed in random order)
Weapon
Morale
Communication
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Whangarei
Committee
Rejected – This is a verb in the past tense. Please try again.
On – This is a preposition. Please try again.
Consequently – This is a conjunctive adverb. Please try again.
Sentence Activity – List of 5 simple sentences, student is able to use the mouse to highlight the
noun/s in the sentence, and on highlight, a popup appears allowing them to choose either subject
or object. If the student highlights a word which is not a noun, they get a popup telling them the
part of speech of that word, and asking them to try again. When student marks all words correctly,
a Congratulations statement (above)appears at bottom of activity.
Sentences (to be placed in random order) Letters in parentheses after word indicates part of
speech: S=noun subject, O=noun object, V=verb, Adj=adjective, Adv=adverb,
Prep=preposition, Art=article
The(Art) thief(S) stole(V) the(art) valuable(Adj) briefcase(O).
The(art) officer(S) angrily(adv) read(V) the(art) report(O).
The(art) jury(S) returned(V) a(art) verdict(O) of(Prep) manslaughter(O).
Our(adj) company(S) employs(V) fifteen(Adj) people(O).
The(art) road(O) was(V) repaired(V) by(Prep) the(Art) construction(Adj) crew(S).
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Section
Basic Grammar Review
Page
Parts of Speech
Sub Page
Verbs
v 01
Verbs – Putting the Action into the Sentence
Verbs tell us what people (or things) are doing or being. They can change according to the time
being spoken about - past, present or future.
All sentences need a verb. Two verbs are sometimes put together, especially with verbs like can,
must, should. There can also be more than one verb in a sentence:
1. When a verb is followed by an infinitive (a verb with no tense, usually after ‘to’)
2. When a sentence has two subjects.
For the following sentences highlight the verb/s and decide if the verb is in the past, present,
or future tense; or if it is an infinitive.
List of sentences
Congratulations! You have correctly highlighted and determined the tense of the verbs in the
sentences. Next we will look at pronouns.
Highlights and Links
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Developer Notes
Sentence activity – List of 8 sentences, and student can use the mouse to highlight the verbs. On
highlight, a popup allows the student to choose past, present or future. If the student highlights a
word which is not a verb, they get a popup telling them the part of speech of that word, and asking
them to try again. When student marks all words correctly, a Congratulations statement (above)
appears at bottom of activity.
Sentences (to be placed in random order) Letters in parentheses after word indicates part of
speech: N=noun, PrV=present tense verb, PaV=past tense verb, FV=future tense verb, Iinfinitive, Adj=adjective, Adv=adverb, Prep=preposition, Art=article
CDF(N) cancelled(PaV) the(Art) course(N) after(Prep) deciding(N) that(Prep) it(N) was(PaV)
of(Prep) no benefit(N) to(Prep) the(Art) military(N).
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The(Art) Major-General(N) instructed(PaV) the(Art) soldiers(N) to carry out(I) the(Art) operation(N)
at(Prep) 1700 h(N).
The(Art) Navy(N) fails(PrV) completely(Adv) to recognise(I) that(Prep) all(Adj) sailors(N)
require(PrV) on-board(Adj) training(N).
ATSIC(N) performs(PrV) a(Art) very(Adv) important(Adj) role(N) in(Prep) representing(PrV)
Aboriginals(N) in(Prep) Government(N).
The(Art) Administrative(Adj) Officer(N) is(PrV) notoriously(Adv) inaccurate(PrV).
The(Art) Colonel(N) ordered(PaV) the(Art) troops(N) to cross(I) the(Art) bridge(N).
The(Art) air force(N) will deliver(FV) its(N) annual(Adj) plan(N) next(Adj) week(N).
DCAF(N) will speak(FV) to(Prep) all(Adj) air force(Adj) personnel(N) about(Prep) remuneration(N)
tomorrow(Adj).
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Section
Basic Grammar Review
Page
Parts of Speech
Sub Page
Pronouns
Pronouns and Their Antecedents
Pronouns are generally used in place of nouns to avoid repeating the nouns. The noun to which a
pronoun refers is called its ANTECEDENT. It is the antecedent that gives a pronoun definite
meaning. The pronouns ‘I’ and ‘you’ require no antecedents because there can be no doubt about
to whom they refer. ‘I’ always means the speaker and ‘you’ the person(s) spoken to. If someone
says to you ‘I know him’, the only pronoun about which there can be any doubt is the pronoun him.
Pronouns require antecedents whenever there can be any doubt about to whom or to what they
refer.
For the following sentences, please drag the pronoun to the Pronoun column, and the
antecedent for the pronoun (if there is one) to the Antecedent column.
Sentences
Pronoun Column
Antecedent Column
Congratulations! You have correctly chosen the pronouns and antecedents for each sentence.
Next we will cover the function of adjectives and adverbs.
Highlights and Links
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Developer Notes
Activity – List of five sentences and students can drag the pronouns and their antecedents into the
correct column. If the student tries to drag the wrong word into either column the word boomerangs
back to the sentence with a popup asking the student to try again. When student drags all words
correctly, a Congratulations statement (above) appears at bottom of activity.
Sentences (To be listed in random order) – pronouns are highlighted in yellow, and
antecedent is underlined
The committee was arguing among themselves.
Henry flew phantoms. He was a competent airman.
I wanted to fly jets, but was too short.
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He is the airman who saluted the officer.
The NH90 is currently in trials. It should do well.
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English Language Revision
Section
Basic Grammar Review
Page
Parts of Speech
Sub Page
Adjectives and Adverbs
v 01
Describing with Adjectives and Adverbs
Adjectives are describing words - they tell you more about nouns. Adjectives usually come before
the noun. You can use more than one adjective if you need to. Adjectives can also come after the
verb ‘to be’.
Adverbs describe the verb; they tell you more about an action. Adverbs are often used to make the
meaning of a verb or other adverb stronger or weaker. This is known as ‘degrees of comparison’.
There are three degrees of comparison:
1. The positive degree is the simple form of the adverb.
2. The comparative degree is used to compare two actions.
3. The superlative degree is used to compare three or more.
For the following sentences highlight the adjectives and adverbs, and choose which the
word is. Remember, sometimes the same word can be used as either an adjective or adverb, so
pay attention to the function of the word in the sentence.
Sample sentences
Highlights and Links
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Developer Notes
Activity – List of six sentences that contain adjectives and adverbs. The student should be able to
highlight the adjectives and adverbs using the mouse, and when highlighted, a popup should
appear allowing the student to choose whether the word is an adjective or adverb. If they choose
the correct part of speech they get a green tick. If they choose the wrong part of speech, they get a
red X, and a note of the actual part of speech of the highlighted word. If the word chosen is neither,
a popup should appear asking the student to try again.
Sentences:
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He was a tall(adj), handsome(adj) navigator.
She slowly(adv) climbed into the cockpit.
We’ll use the new software program tomorrow(adv).
The early(adj) train arrives at 0600.
We spotted the patrol investigating the ammunition(adj) compound.
Emergency(adj) equipment must be deployed prior(adv) to using the airfield.
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English Language Revision
v 01
Section
Basic Grammar Review
Page
Sentence Types
Sub Page
Simple Sentences
The Simple Sentence – Foundation of Good Writing
The simple sentence is the most basic group of words that makes sense or gives a sense of
completeness. It is often called an independent clause because it can stand alone. It is made up of
a complete subject (the naming part) and a complete predicate (the telling part). The core of the
complete subject is the simple subject, which is usually a noun or pronoun, while the core of the
complete predicate is the simple predicate, which is usually the verb.
For each of the following sentences, please drag the simple subject and simple predicate
into the correct columns.
Sentence
Simple subject
Simple predicate
Airmen salute.
Airmen
salute
Jack sighed loudly.
Jack
sighed
Most airmen salute when in
uniform.
airmen
salute
The old Alsatian barked loudly.
Alsatian
barked
The plane landed on time.
plane
landed
Developer Notes
Drag and Drop
Each word of the sentence should be able to be dragged to either of the two columns. When the
correct word is dragged to the column, a green tick should appear to the right of the word. When
the wrong word is dragged into a column, it should boomerang back to the sentence, with the
statement “That is not the simple (subject/predicate). Please try again.”
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English Language Revision
Section
Basic Grammar Review
Page
Sentence Types
Sub Page
Compound Sentences
v 01
The Compound Sentence – Two Subjects and Two Predicates
When two independent clauses are combined using a conjunction, the resulting sentence is known
as a compound sentence. A conjunction alone does not make a sentence compound, as a simple
sentence could have a compound subject or predicate. To be a compound sentence, each side of
the conjunction must be a complete sentence in its own right.
Test your understanding of this concept with the sentences below. For each sentence,
decide if it is a simple sentence or a compound sentence, and tick the appropriate column
next to the sentence.
Simple
A gale was blowing, and the flight was postponed.
Autumn and winter are cold.
Compound
Compound
Simple
The winters are cold, but the summers are hot.
Compound
I signed the voucher, and the store clerk brought me
the shirts.
Compound
I signed the voucher and waited for the shirts.
Simple
NOTE: Remember, conjunctions include ‘and’, ‘but’, and ‘or’. The semicolon may also be used as a
conjunction.
Developer Notes
Drag and Drop
For this activity, the sentences should be on the left, with columns on the right labelled,
“Compound” and Simple”. Students click on the column for the type of sentence they think each on
is. If they are correct, a green tick appears and they get a popup with something like “Great work!”
If it is incorrect, a red X appears and they get the following depending on the sentence.
Sentence 1, 3, and 4: I’m sorry, this is a compound sentence. The statement on either side of the
conjunction makes a complete sentence on its own.
Sentence 2: I’m sorry, this is a simple sentence with a compound subject, “Autumn” and “winter”.
Sentence 5: I’m sorry, this is a simple sentence with a compound predicate, “signed the voucher”
and “waited for the shirts.”
English Language Revision
v 01
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Section
Basic Grammar Review
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Sentence Types
Sub Page
Complex Sentences
v 01
Dependent Clauses Makes the Sentence Complex
When an independent clause (simple sentence) is joined by one or more dependent clauses it
becomes a complex sentence. A dependent clause is usually a word group with a subject and verb
that cannot stand alone. Dependent clauses may be used as adverbs, adjectives, or nouns.
Test your understanding of this concept with the sentences below. For each sentence, highlight the
dependent clause.
Our fuel consumption decreased when we changed our vehicle.
When he came before the court, the prisoner changed his plea.
I have a friend who breeds canaries.
The clerk who took my order was my nephew.
The team that is to go to Tokyo has been announced.
NOTE: Complex sentences always include either a subordinator like ‘because’, ‘since’, ‘after’,
‘although’, or ‘when’ or a relative pronoun such as ‘that’, ‘who’, or ‘which’.
Developer Notes
Highlight Activity
For this activity, the cursor should turn into a highlighter, and the student should be able to use it to
highlight the correct part of the sentence (shown above).
If the student highlights the wrong part of the sentence, the highlight should disappear, and a
popup should appear with the statement “That is not part of the dependent clause, please try
again”.
A correct highlight should get the statement, “Good job picking out the dependent clause in this
sentence!”
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Section
Basic Grammar Review
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Punctuation
Sub Page
Commas
v 01
The Comma
The comma is used to separate elements in a sentence. It is the least emphatic of the internal
punctuation marks, and is similar to giving the reader an opportunity to take a breath while reading.
For the following 10 sentences, you will need to decide if the comma has been used
correctly or not by dragging the sentence to one of the columns below.
ACTIVITY in the style of “Information Style 1” from the CoBP
Highlights and Links
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Developer Notes
Students will see 10 sentences, one at a time, and will need to drag them to either the
grammatically correct or grammatically incorrect column. Six sentences will be correct and will
show each of six major ways in which commas may be used. Correct column match gets a green
tick, a comment as to how the comma is being used, and the sentence stays under the heading.
Incorrect match gets a red X and shuffles back into the sentences left to be matched. Upon correct
completion of all sentences a congratulations message appears where the sentences were at the
top of the columns.
Correct Sentences (reason in parentheses):
English Language Revision
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You are to write a brief, a Service paper, a minute and a letter. (The comma separates words,
phrases or clauses in a series)
He was a rugged, determined mountaineer. (The comma separates two adjectives, each of which
modifies a noun separately)
Having been refuelled, the aircraft took off again. (The comma sets off a phrase or long adverbial
clause coming before the main clause)
The only possible transport, the new NH90, was having a blade replaced. (The comma is used to
set off a word, phrase or clause in a soft parenthesis)
The soldier dropped, a bullet in his leg. (The comma is used to clarify meaning and prevent
misunderstanding)
The money was available, but we failed to hire a band. (The comma may be used to separate two
independent clauses joined by a coordinating conjunction)
Incorrect Sentences (reason in parentheses):
The questions of ICBMs, was to some Europeans not dealt with effectively at the SALT talks. (A
comma should not separate the subject from the verb. The correct use would be “The question of
ICBMs was, to some Europeans, not dealt with effectively at the SALT talks.”)
The rain fell, ceaselessly, preventing any play in the cricket match. (A comma should not separate
an adverb or adjective from the word it qualifies. The correct use would be “The rain fell
ceaselessly, preventing any play in the cricket match.”)
Entry into service of the first, Soviet, fixed-wing aircraft carrier is expected this year. (Commas
should not separate adjectives when their order is fixed. The correct use would be “Entry into
service of the first Soviet fixed-wing aircraft carrier is expected this year.”)
Do you believe that, brain, brawn and influence, are vital to a successful career? (Commas
generally should not be placed before or after a series. The correct use would be “Do you believe
that brain, brawn and influence are vital to a successful career?”)
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English Language Revision
v 01
Section
Basic Grammar Review
Page
Punctuation
Sub Page
Semicolons
Semicolons
The semicolon marks a longer pause than a comma. In some ways, the semicolon often behaves
like a soft full stop. Semicolons are usually used in the following situations:

to separate two or more main clauses which are closely linked in the theme of the sentence,
but which are not linked by a coordinating conjunction
o

Example – We will leave Whenuapai at 1600; you can expect us by midnight.
to separate lengthy items in a list which already contain commas.
o
Example – Soldiers are to carry a pack containing a sleeping bag, rations, spare
clothes, but no hairdryers; a helmet; and webbing containing ammunition, wet
weather kit, but no makeup.
The semicolon can often be replaced by either a coordinating conjunction or a full stop.
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English Language Revision
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Section
Basic Grammar Review
Page
Punctuation
Sub Page
Colons
The Colon
A colon is used when making a statement or giving an explanation following a main clause. You
can think of it as taking the place of the phrase ‘which is/are as follows’. Generally, a colon is used
in three main ways:

to introduce a single item of explanation

to introduce a series

to introduce a long or formal quotation.
It is important to remember that the statement before the colon must be complete in itself and
contain a word or phrase that can act as the antecedent for the pronoun ‘which’.
Examples of correct colon usage
Tom had one ambition: to get his wings.
There are three priority items: water, fuel, and ammunition.
NZAP 201 clearly defines the coordinated incident management system: CIMS is a structure
agreed by emergency services throughout New Zealand to systematically manage emergency
accidents and incidents.
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English Language Revision
v 01
Section
Basic Grammar Review
Page
Punctuation
Sub Page
Dashes
Dashes
To some extent dashes are like commas, but they are stronger, more forceful marks that interrupt a
sentence more abruptly:
Jim’s shot, an off-drive to the boundary, won the match.
Jim’s shot - an off-drive to the boundary - won the match.
The dash is used to add to a phrase already used, an explanation, example or preferable
substitute:
The officer was educated in that greatest of all universities, the university of life.
The officer was educated in that greatest of all universities - the university of life.
Dashes, in pairs, are used as an intermediate stage between the light comma-parenthesis and the
heavy bracket-parenthesis:
In a very well-regulated community, such as Canberra, few crimes are committed.
In a very well-regulated community - such as Canberra - few crimes are committed.
In a very well-regulated community (such as Canberra) few crimes are committed.
NOTE: Do not confuse the dash with the hyphen. The primary function of the hyphen is to indicate
that two or more words are to be read together as a single word with its own meaning.
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English Language Revision
Section
Basic Grammar Review
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Punctuation
Sub Page
Quotation Marks
v 01
Quotation Marks/Inverted Commas
Quotation marks, also called inverted commas, are used to show that you are exactly copying the
speech, either spoken or written, of another person. For the purposes of military writing, it is
generally accepted that single quotation marks are to be used, with double quotation marks used
for quotations within a quotation.
As a general rule, basic punctuation (commas and periods) follows the rule that if the punctuation is
part of the quotation it goes inside the quotation mark, and if it is part of the sentence as a whole, it
should go outside the quotation mark.
For the following sentences, decide if quotation marks are needed and, if they are, drag the
correct type to their correct location in the sentence. Remember that quotation marks always
come in pairs.
Sentences
Quotation marks
Highlights and Links
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Developer Notes
Students get a list of 6 sentences on the left side of the screen. 3 of the sentences will need
quotation marks, and at least one sentence will need embedded quotes. On the right side of the
screen is a single quote and a double quote mark. Students can drag the single and double quote
mark to the sentences on the left. There should be a submit button at the bottom of the screen that
the student can click to have their answers checked. Upon check, the sentences which have been
punctuated correctly get a green checkmark next to them, while any incorrectly punctuated
sentences get a red x next to them, and the student has the opportunity to correct their
punctuation. If the student still has incorrect sentences after they submit their answers a third time,
the sentence is highlighted with the correct punctuation and a brief explanation of why the
sentence has been punctuated in that manner.
English Language Revision
v 01
Sentences (feedback in parentheses)
The investigator asked the airman ‘Did you say “guilty” or “not guilty”?’ (single inverted commas are
needed to show the speech of the investigator, with two sets of embedded double quotes to show
the speech of the airman being questioned)
The meeting agreed that the Open Day would take place. (This is an example of reported speech,
which should summarize the intent of a speaker’s statement in the writer’s own words.)
Committee members were asked to ensure that their reports arrived on time. (This is an example
of reported speech, which should summarize the intent of a speaker’s statement in the writer’s own
words.)
‘The meeting is adjourned’, stated the committee chair. (This is a direct quote of the speech of the
chair.)
According to Hunter (2008), ‘An academic essay has three parts: introduction, body, and
conclusion’ (p. 4). (This is quoted text from a written work)
When I called to ask why my internet was down, the customer service operator told me ‘Your bill is
5 days overdue!’ (This is a direct quote of the speech of the customer service operator)
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English Language Revision
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Basic Grammar Review
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Punctuation
Sub Page
Apostrophes
v 01
Apostrophes
Apostrophes are probably one of the most inappropriately used punctuation marks in the English
language. Apostrophes are only used in two instances:

to show possession

to show the omission of a letter or letters (though this is not acceptable in service writing).
Note: possessive pronouns do not use apostrophes (e.g. hers, ours, its)
For the following sentences, decide if an apostrophe is needed, and if it is mark the location
of the apostrophe by clicking with your mouse.
Sentence Activity
Highlights and Links
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Developer Notes
Students get a list of 6 sentences, in a slideshow style. Five sentences will need at least one
apostrophe. For each sentence, the student can click on the sentence where the apostrophe is to
be located, and an apostrophe will appear in the sentence in that location. A second click will
remove the apostrophe. Next to each sentence should be a button labelled “check sentence”. On
click, the correctly punctuated sentence will get a green check mark and the next sentence will
appear after a brief pause. An incorrectly punctuated sentence will get a red x with a comment to
try again. After the second attempt, the correct location for the apostrophe will appear in the
sentence with a note giving the reason for the apostrophe. If it is the sentence that needs no
apostrophe, a note will appear explaining why no apostrophe was needed. The student will then be
able to click a button labelled continue to try the next sentence.
English Language Revision
v 01
Correct Sentences (explanation in parentheses):
The commander’s message was quite optimistic. (The apostrophe shows possession as the
message is specific to the commander)
The aircraft has just returned from its scheduled servicing. (Its is a possessive pronoun and does
not take an apostrophe)
The CO’s message was passed to all WOs for dissemination. (CO needs an ‘s as it is his
message, while WO does not need an ‘s as it is all warrant officers)
The Mess is ten minutes’ walk away from my office. (The apostrophe shows possession as the
length of time is specific to the walk, and it comes after the s because minutes is plural ending in s)
It’s supposed to rain this afternoon. (The apostrophe shows the omission of the letter i from It is)
Today’s menu features blue cod. (The apostrophe shows possession as the date is specific to the
men)
Technical Advisor Only
LDD:
LDD
Time:
TBTU
Staff:
TBTU
Time: