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Warm Up—Writing Conventions
(Copy AGENDA and LG!)
Answer the Questions Below
1.
When Tom arrived
at school he was
carrying all his
books with him.
A.
arrived at school, he
B.
arrived, at school he
C.
arrived at school he,
D.
Leave as is.
2.
While Sara visited
with Sam: she
finished her science
project.
A.
with Sam. She
finished
B.
with Sam; she finished
C.
with Sam, she finished
D.
Leave as is.
Warm Up—Writing Conventions
(Copy AGENDA and LG!)
Answer the Questions Below
1.
The moment he
puts seeds in the
birdhouse birds,
come to feed from
miles around.
A.
B.
C.
D.
in the birdhouse. Birds
come
in the birdhouse, birds
come
in the birdhouse, birds
have come
Leave as is.
2.
In the summertime
Irving is covered in
freckles. But in
winter he doesn’t
have a mark on him.
A.
B.
C.
D.
covered in freckles,
but
covered in freckles;
but
covered, in freckles
but
Leave as is.
Today’s Learning Goal
I will be able to identify characteristics of
the CAHSEE Writing Conventions strand,
and I will be able apply correct uses of
grammar and punctuation by completing
the CAHSEE practice lessons in my work
packet.
Notes: Writing Conventions to
Know
•
Main/(Independent) and Subordinate/(dependent) Clauses
•
Gerund phrases
•
Infinitive phrases
•
Participial phrases
•
Parallel Structure
•
Modifier Placement
•
Verb Usage: Tense Consistency/Subject Agreement
•
Pronoun Usage
•
Comparative vs. Superlative Usage
QUICK SELF-ASSESSMENT: Go
through this list of English Conventions and
see how many of them you can explain in your
own words. ALL OF THESE RULES ARE
TESTED ON THE CAHSEE!
Grading Your Packet
• For each question in this packet, identify
the ENGLISH CONVENTION that is being
tested.
– Example:
While the clothes were _______ to get to the grocery store and back.
A. In the dryer: Federico had time
B. In the dryer; Federico had time
C. In the dryer, Federico had time
D. In the dryer. Federico had time
Main/Subordinate
Clause
Homework
Look through the WRITING CONVENTIONS
portion of your packet and define the rules
for each CONVENTION listed in your notes
on a separate sheet of paper. I will collect
this paper in class:
Main/(Independent) and
Subordinate/(dependent) Clauses
Modifier Placement
Gerund phrases
Verb Usage: Tense
Consistency/Subject Agreement
Infinitive phrases
Pronoun Usage
Participial phrases
Comparative vs. Superlative
Usage
Parallel Structure
Main (Independent) and Subordinate
(Dependent) Clause
• A main clause—sometimes called an
independent clause—must contain a subject
and a verb as well as express a complete
thought. Look at the examples below:
– Diane kicked the soda machine.
• Diane = the subject; kicked = the verb.
– A giant spider has made its home behind the stacks
of newspaper on the shelf.
• Spider = the subject; has made = the verb.
Exception to the Rule
• When you place a subordinate conjunction or
preposition in front of a subject and verb, you will
no longer have a complete thought. The group of
words becomes a subordinate clause, like these
examples:
– When Diane kicked the soda machine ...
– Because a giant spider has made its home behind the
shampoo bottle in Neil's bathroom ...
– Even though Sima and Michele are skipping their
chemistry class to sit by the lake and watch the sun
sparkle on the water ...
A sentence may contain any number of
GRAMMATICAL PARTS
• While dissecting a cow heart in her anatomy and
physiology class, Shenicka realized that a
cheeseburger, her favorite lunch, was no longer
appetizing.
– While dissecting a cow heart = participle phrase.
– In her anatomy and physiology class = prepositional
phrase.
– Shenicka realized = the essential main clause.
– That a cheeseburger was no longer appetizing =
subordinate clause.
– Her favorite lunch = appositive.
Copy each sentence and identify the Main
(Independent) and Subordinate
(Dependent) Clause
• While I was driving, I noticed the leaves had
begun to turn autumn colors.
• Even though the broccoli was covered in
cheddar cheese, Emily refused to eat it.
• Unless Christine finishes her calculus
homework, she will have to suffer Mr. Nguyen's
wrath in class tomorrow.
Gerund Phrases
• A gerund phrase will begin with a gerund, an ing word,
and will include other modifiers and/or objects. Gerund
phrases always function as nouns, so they will be
subjects or objects in the sentence. Read these
examples:
– Eating ice cream on a windy day can be a messy experience if
you have long, untamed hair.
• Eating ice cream on a windy day = subject of the verb “can be.”
– A more disastrous activity for long-haired people is blowing giant
bubble gum bubbles with the car windows down.
• Blowing giant bubble gum bubbles with the car windows down
= subject of the verb “is.”
GERUND WARNING!
Don't mistake a gerund phrase for a present participle phrase.
• Gerund and present participle phrases are easy to confuse because
they both begin with an ing word. The difference is that a gerund
phrase will always function as a noun while a present participle
phrase describes another word in the sentence. Check out these
examples:
• My dog's most annoying habit is hogging the middle of the bed.
– Hogging the middle of the bed = gerund phrase, the subject
complement of the linking verb is.
• Last night I had to sleep on the couch because I found my dog Floyd
hogging the middle of the bed.
– Hogging the middle of the bed = present participle phrase describing
Floyd.
Participial Phrases
• A participle phrase will begin with a present or past
participle. If the participle is present, it will
dependably end in ing. Likewise, a regular past
participle will end in a consistent ed. Irregular past
participles, unfortunately, conclude in all kinds of
ways (eatate). See the examples below:
– Crunching caramel corn for the entire movie
– Washed with soap and water
Copy each sentence and underline the
Gerund Phrases and Participial Phrases
• The children, crying and exhausted, were guided out of
the collapsed mine.
• Crying will not get you anywhere.
• The children's singing and laughing woke me up.
• There are many ways of breaking a heart.
• I believe that laughing is the best calorie burner
Infinitive Phrases
• An infinitive phrase will begin with an
infinitive [to + simple form of the verb]. It
will include objects and/or modifiers. Here
are some examples:
– To smash a spider
– To kick the ball past the dazed goalie
– To lick the grease from his shiny fingers
despite the disapproving glances of his
girlfriend Gloria
Copy each sentence and underline the
Infinitive Phrases
• I don't like to speak in public unless I'm getting
paid for it.
• Jill loves to dance, she is a very talented ballet
dancer.
• The officer returned to help the inspectors.
• Help me to build the project model after school.
Parallel Structure
• When two or more actions are being described
in the same sentence, all verbs or verb
phrases must be in the same form.
• Example:
– Incorrect: My dog Oreo loves running and to chew stuffed animals.
– Correct: My dog Oreo loves running and chewing stuffed animals.
OR
My dog Oreo loves to run and to chew stuffed animals.
Parallel Structure
• When two or more descriptions are listed
in a single sentence, all parts of speech
must match (adjectives, nouns, or verbs).
• Example:
– Incorrect: Most people don’t like public speaking, high
heights, and to take long tests.
– Correct: Most people don’t like public speaking, high heights,
and long tests.
Copy each sentence and Correct the
Errors in Parallel Structure
• Two things that were hard to learn as a
freshman were studying for tests and to make
new friends.
• My parents like to read, to paint, and watching
old movies on the weekends.
• My friends were always jogging in the park or to
play a game of tennis.
Modifier Placement
•
Modifiers are words, phrases, or clauses that provide description in sentences.
•
Typically, you will find a modifier snuggled right next to—either in front of or
behind—the word it logically describes. Take the simple, one-word adjective
“blue.” If we add it to the sentence that follows, where should it go?
– At a downtown dealership, Kara bought a truck from a salesman with a comb
over.
• Should we locate blue next to dealership? A blue downtown dealership? A blue Kara? A
blue salesman? Of course not! Logic dictates that blue can describe only one word,
“truck,” so we must place the modifier next to that word:
– At a downtown dealership, Kara bought a blue truck from a salesman with a
comb over.
•
Multi-word phrases and clauses work just as one-word adjectives, they
often go right next to the word they describe. Here are some examples:
– Gazing out the window, Paul missed the homework assignment that Prof.
Zuromski wrote on the board.
• Gazing out the window is a participle phrase describing Paul, the noun that follows.
– As the hurricane approached, we watched the tree branches waving in the strong
breeze.
• Waving in the strong breeze is a participle phrase describing branches, the noun in
front.
Misplaced Modifiers
• Sometimes a writer places the modifier too
far away from the word it should describe.
A misplaced modifier causes confusion
and is a grammatical error.
Example:
As the hurricane approached,
waving in the strong breeze we
watched the tree branches.
[Waving in the strong breeze is
a participle phrase. In the
current sentence, it is
describing the pronoun we.
How illogical! We weren’t the
ones waving in the strong
breeze!]
Copy each Sentence and Correct the
Modifier Placement.
• Swinging wildly through the trees, the children
were delighted by the monkeys.
• I like to listen to rock music doing my homework.
• The jacket just wasn’t the right color in the store.
Verb Tense Consistency
• When two or more actions are being described
in a sentence, all VERBS or VERB PHRASES
describing the same time period must be written
in the same tense…
– Incorrect: While I waited for the movie to begin, I
was realizing that I’d forgotten all about my sister’s
ballet recital.
– Correct: While I waited for the movie to begin I
realized that I’d forgotten all about my sister’s ballet
recital.
Copy each sentence and correct the
errors in Verb Tense
• Correct the underlined portions of each
sentence below by (1) identifying the correct
tense using context clues (2) changing needed
verbs:
1. When I was eight, I joined a baseball team and was
playing first base.
2. I predict that Joe met the girl of his dreams.
3. Jane is expecting a friend over last night.
4. When she opens your gift, she has loved it.
5. I was eating five apples today and everyday.
Subject Verb Agreement
• Grammatical rule stating that the VERB must
agree in number with its SUBJECT.
– Singular vs. Plural Subject
• Example:
– The elephant trumpets for peanuts.(singular subject)
Subject = 1 elephant
– The elephants trumpet for peanuts.(plural subject)
Subject = more than 1 elephant
Singular vs. Plural Verbs
• In the present tense, singular verbs end with an “s”,
plural verbs do not. (need/needs, like/likes)
• “is” = singular
“are” = plural
• “has” = singular
“have” = plural
• “was” = singular
“were” = plural
Remember to Count your
Subjects Carefully in each
sentence:
• Single Subject: The elephant is entertaining
the crowd.
• Plural Subject: The elephant and the monkey
are entertaining the crowd.
Pay attention to CONJUNCTIONS
when counting subjects:
• Two or more subjects joined by “or”=
singular/plural depends on which subject is
AFTER “or” and CLOSEST TO THE VERB:
– The elephant or the monkey is…= Singular
– The elephant or the monkeys are…= Plural
• Two subjects joined by “and”= always plural
– The elephant and the monkey = plural
– The elephant and the monkeys = plural
Practice Subject
Identification:
• John or Jim…
(singular/plural)
• Neither Carol nor Ted… (singular/plural)
• Neither the teacher nor the students...
(singular/plural)
• Either the apples or the orange…
(singular/plural)
• Whether Jane or her dogs… (singular/plural)
• The teacher and the student (singular/plural)
Beware Prepositions: in, on, at,
with, without, in front, behind, along,
etc.
• The book on the shelves (singular/plural)
• The desks behind the building (singular/plural)
• The window below the posters (singular/plural)
• The students in the classroom (singular/plural)
Copy each sentence and choose the
Correct Verb that matches each
Subject
• Neither the oranges nor the apples (was/were)
expensive.
• All of the dogs in the neighborhood (has/have) leashes
and collars.
• A high tax, not to mention unemployment,
(influence/influences) political votes.
• Not only the students, but also the teacher (is/are)
unhappy.
• Jeff and Janie (need/needs) help with their project.
We use the COMPARATIVE to compare TWO
people, places or things.
• Short adjective + ER
old  older
young  younger
• Long adjective: MORE + long
adjective
exciting  more exciting
beautiful  more beautiful
• Short Adjective + ER (the final
consonant is doubled)
• Irregular adjectives
big  bigger
hot  hotter
good  better
bad  worse
• We use the word “THAN” after the
• Short adjective ended in “Y”  comparative form of the adjective.
IER
– John is taller than Mary.
easy  easier
– A Ferrari is more expensive than
heavy  heavier
a Fiat.
We use the SUPERLATIVE to compare MORE
THAN TWO people, places or things.
• Short adjective + EST
old  the oldest
young  the youngest
• Short adjective + EST (the
final consonant is doubled)
big  the biggest
hot  the hottest
• Short adjective ended in –Y
 -IEST
easy  the easiest
heavy  the heaviest
• Long adjective: THE MOST + long
adjective
exciting  the most exciting
beautiful  the most beautiful
• Irregular adjectives
good  the best
bad  the worst
 We use the word “THE” before the
superlative form of the adjective.
 John is the tallest.
 A Ferrari is the most expensive car .
Change the Adjective into its Comparative
or Superlative form to write each sentence
•
Monday's weather is supposed to be (more hot/hotter) than yesterday's.
•
Shelby is (more good/better) at crossword puzzles than I am.
•
Raj arrived at the movie theater (earlier, earliest) than Derek, so he bought
the tickets.
•
Hannah's backyard is (larger, more large) than mine.
•
JoAnn swam the (fastest, most fast) in the race.
•
Tham is the (precisest, most precise) with his calculations.
•
The (best, more better) price offered in the catalog was $9.99.
•
This glass of iced tea is (sweeter, sweetest) than the other one.
Writing Strategies Strand
Skills Tested:
• Identifying Active/Passive Voice
• Precise language—specific vocabulary
• Identifying Main Idea—first and last ¶
• Choosing the best research sources
Passive Voice
(PASSIVE: Accepting or allowing what happens without responsive action)
• Occurs when you make the object of an
action into the subject of a sentence.
– Whoever or whatever is performing the action is not the
grammatical subject of the sentence.
• Example: Why was the road crossed by the
chicken?
Examples of Passive Voice
• The table was set by the waiter.
• The bone was chewed by the dog.
• In order to be successful, changes had to be made by
the manager.
Active Voice
• When a verb is in the active voice, the
subject of the sentence is also the doer of
the action.
– Example: Why did the chicken cross the
road?
– In this example, the subject—the chicken—is also the
doer or the thing performing the action. It is NOT
the passive receiver of the action.
Examples of Active Voice
• The waiter set the table.
• The dog chewed the bone.
• In order to be successful, the manager had to make
changes.
Write each sentence using the ACTIVE VOICE.
If the sentence is correct, copy it down and identify
the action and the doer of the action.
•
Seven days a week, Paul ventures onto the subway with his
clarinet.
•
Alexa completed her homework diligently while keeping her goals
in mind.
•
The award for best picture was given to the film Avatar by the
Academy leaders.
•
Seven days a week, Paul ventures onto the subway with his
clarinet.
•
The meal was made by chef Mario and it was scrumptious.
Exit Reflection
In brief paragraph written in your own
words, explain the difference between a
MAIN CLAUSE and SUBORDINATE
CLAUSE.
Exit Reflection
In brief paragraph written in your own
words, explain parallel structure.