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GRAMMAR AND PUNCTUATION
REVISE AND REVIEW
WORD CLASSES
LESSON AIMS
 Revision
of word classes and being
able to identify them correctly in our
writing:
 How to identify the use of nouns,
adjectives and verbs in written
sentences.
 To be able to identify the use of
prepositions, conjunctions and adverbs
in written form.
NOUNS
Nouns
They
name people, animals, places and concepts etc.
can be singular or plural, such as
science/sciences, or philosophy/philosophies.
Nouns
play an important part in the sentence because
they tend to be the key elements.
For
example: "The students handed in their essays
which were then marked by the tutor".
You
would probably agree that the nouns (in italics)
carry much of the important information in the
sentence.
Sometimes
nouns are preceded by "a/an" or "the" but
this can affect the meaning of the sentence.
NOUNS - EXAMPLE
For example:
"Students are an asset to modern society" or
"The students are an asset to modern
society".
Note the difference in meaning - the first
sentence implies students in general, whilst
the second implies a particular group of
students, such as "The students (at this
college) are...."
PRONOUNS
Pronouns are words used to replace
nouns. Common pronouns are: I, me,
you, he, him, her, they, them, mine,
yours, his, hers and theirs. One of
their functions is to save us having to
repeat nouns.
PRONOUNS - EXAMPLE
For
example: "The student gave me
his book",
not "The student gave me the
student’s book"
or "That pen belongs to Sara. It is
hers",
not "That pen belongs to Sara. It is
Sara’s".
ADJECTIVES
An adjective is a describing word. It can appear on its
own in the sentence or go before the noun it relates
to. Some examples might be:

They have interesting jobs.
Their jobs are interesting.
Examination essays are challenging.
 One way to think of adjectives is in terms of adding
detail to the nouns they describe, as in the last
example above.

What type of essays are they?
Challenging ones!

VERBS
A
verb is a word used for actions
or states. For example:

They are writing (action)
He went out (action)
I will be ready soon (action)

They are early (state)
She got wet (state)
VERBS - EXAMPLE
 In
formal written English, a sentence needs a
verb in order for it to make sense:
 I (+ verb) cheese
can then create sentences like:
 I love cheese, I am going to buy cheese, I
can’t stand cheese, I’d rather have cheese etc.
 Verbs have different tenses for talking about
the present, past and future.
 Also, the verb may change depending on who
or what is doing the action.
VERBS - TENSES
For
example:

He enjoys/I enjoy, or
Shelley paid the bill/
The bill was paid by Shelley.
In essay writing, make sure that
your sentences contain verbs,
otherwise sense will be missing
from what you are trying to say.
ADVERBS
 An
adverb gives us more information about
a verb, an adjective or another adverb. It
may tell us about how, when, or where
something happened.
 For example:

They strongly agreed.
He is usually late.
She works fast.
They work here.
PREPOSITIONS
A preposition shows the relationship of one word to
another. For example, it can provide information about
time and place. Such as:

The book is on the table, not in my bag.
Please arrive before nine or after eleven.
 Also, some prepositions simply go with certain words,
such as:

result in, keen on, impatient with.
 Common prepositions are:

in, on, at, for, under, over, from, to, into, with,
before, after, around, near, past, opposite and between.

CONJUNCTIONS
 These
are linking words which join groups of
words and sentences. If you do not use enough
of them, your sentences will seem abrupt. Here
are some examples of conjunctions:

He felt motivated because his results had
improved.

I was tired, but I continued to work.

Due to the fact that the weather is
worsening, classes will finish earlier. However,
lessons will resume tomorrow.
CONJUNCTIONS - 2 Notice
that in the first two sentences, the
conjunction links two ideas in a particular
relationship. In the third sentence, the
same is true, but the conjunction is at the
beginning of the sentence. In the last
sentence, ‘however’ links with the
previous sentence.
 Therefore conjunctions can link both
within and between sentences.
COLONS AND SEMI-COLONS
Colons
and semi-colons are
important aspects of punctuation,
and can help to organise and add
structure to your writing.
There are, however, certain rules
which govern their use.
COLONS(:)
 Should
only be used as follows.

* To introduce a list. For example:
An essay usually includes the following
components: an introduction, a main body of
text and a conclusion.
* To show a link between the units of
meaning, the second explain or summarising
the first. For example:
The results of the referendum were very clear:
there was a need for a change in policy.
SEMI-COLONS (;)
 Semi-colons
are useful in long sentences, but be
careful not to over-use them. They give a longer
pause than a comma, but not as long as a full stop.
They are typically used as follows.

* To separate items in a list. For example:
 In the library, there were several students reading
journal articles; a couple of lecturers checking the
stock; and a librarian returning books to the
shelves.

* To provide a break in a sentence, while
showing the relationship between the two parts. For
example:

Night was falling; he knew all was lost.
SEMI-COLONS -2* To express an idea which is too short to merit a new
sentence. For example:

Wherever possible, students should try to organise
their academic work by using 'planning tools'; these can
help to clarify ideas.
 In some cases semi-colons are followed by linking
words, as in the following example.

They were unsure regarding the outcome of their
assignment they were about to undertake; nevertheless,
they would give it their best attempt.
 The semi-colon can be a powerful tool in helping you to
organise your writing, and present your ideas clearly
and meaningfully.
