Transcript Example

Review
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Sentence Fragments
 A sentence fragment is a collection of words that
does not express a complete thought.
 Example: Waiting for her sister to get the pizza.
 Example: The best fried chicken in town.
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Run-Ons
 A run-on sentence occurs when a commas is used in place
of a period, semicolon, or comma + coordinating
conjunction (FANBOYS) to join two complete sentences.
Sometimes, all punctuation is omitted.
▪ For, And, Nor, But, Or, Yet, So
▪ Example: Lomax took the children to the park Lenetha entertained
a friend at home.
 Comma Splice
▪ A comma splice is a type of run-on that involves two complete
sentences being joined by only a comma.
▪ Example: I wasn’t doing my homework, I hadn’t been passing my
tests in school.
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How to correct a run-on
 Add a period to separate the two complete
sentences, and add a capital letter to the second
sentence.
 Add a semicolon to separate the two complete
sentences.
 Add a comma + a coordinating conjunction to
separate the two complete sentences.
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Label each sentence as a run-on or a fragment.
Correct the sentence.
 Sheila played the trumpet in marching band they went to
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the national competition in October.
Keri, the new girl in my English class from England.
Max was leaning back in his chair, the chair slipped out
from underneath him.
Just in time for that midnight snack.
Running all the way upstairs.
We’re going through the house, you should stay outside.
Tracy took the shortcut she didn’t want to walk far in the
heat.
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Use a semicolon to join these two
sentences in two different ways:
 The heat was unbearable.
 I went swimming.
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Use a semicolon to join these two
sentences in two different ways:
 The heat was unbearable; I went swimming.
 The heat was unbearable; therefore, I went
swimming.
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Correct this sentence in three different
ways:
 The speakers in that car were very loud, I wanted
to get some for my car.
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Which underlined section of the sentence
requires a change?
 My mom wanted me to help her however I had to
hurry and get to work.
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Capitalize the first word in a sentence.
Capitalize the first word of a direct quotation
that is a complete sentence, even if it is
within another sentence.
 Example: Mr. White said, “Be here next Saturday
at 9:00 am.”
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Capitalize names of specific persons, places,
things or ideas. Capitalize adjectives formed
from proper nouns.
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Capitalize compass directions only when they
designate a specific region.
Capitalize family relationships only when
they designate a specific person.
 Example: Did Grandma talk to my uncle?
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Capitalize every word in the titles of works of
literature and film except articles (a, an, the),
prepositions, conjunctions, and the to in
infinitives.
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Commas separate sentences only when they are
joined by a conjunction.
Commas are used to set nonrestrictive elements
off from the rest of the sentence.
 Nonrestrictive elements include “extra information”
that is not actually needed in the sentence.
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Commas usually follow an introductory word,
phrase, clause, or expression.
Commas are used to separate items in a series of
three or more words, clauses, or phrases.
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Commas are used to set off direct address, tag
questions, interjections, and opposing elements.
Commas are used before and after quotations.
 “Go at once,” Gene commanded, “and see what is
causing that commotion.”
 Commas are not used after a quotation when the
quotation is an interjection or a question.
▪ “Why has the price of gas tripled?” asked the spokeswoman.
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Correct the following sentences:
 She shouted, “Smokey come here!”
 The dog, a black terrier, came dashing toward her.
 “Good boy,” she said, “come inside now, Smokey.”
 My mother is going to the store after work today.
 I told Dad that I made all A’s on my report card.
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Which underlined section of these
sentences requires a change?
 The flowers of spring are my favorites. Crocuses,
daffodils, and tulips herald spring and affect my
mood every year.
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Because the hard drive crashed, my paper
was not completed on time.
My paper was not completed on time
because the hard drive crashed.
My hard drive crashed; therefore, my paper
was not completed on time.
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When are colons used?
 Generally, the colon is used to call the reader’s
attention to what comes next.
 Some examples of when to use a colon include:
▪ Before a list of items, especially after words like “as
follows” and “the following”
▪ Before a long, formal statement or quotation
▪ After the salutation of a business letter
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Which sentences use the colon correctly?
 Tennis, reading, and swimming: are three of my
favorite hobbies.
 Next summer we will travel through the following
states: South Carolina, North Carolina, and
Virginia.
 At an airport I like to listen to the many noises:
engines roaring, people laughing, luggage rolling,
and feet running.
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Misplaced Modifiers
 A modifier is a phrase or clause that helps clarify
the meaning of another word.
 A misplaced modifier modifies the wrong noun in
the sentence.
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Correct each sentence.
 Under the bed Tiffany was happy to find her
notebook.
 Kicking and screaming in the high chair, the adult
tried to calm the child.
 Last week Jason found a dog in his best jacket.
 Although the snow is deep, the children with the
new sled slide rapidly down hill.
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What is the rule for making words ending in “o” plural?
 The plural of nouns ending in “o” preceded by a vowel is formed by
adding “s”; the plural of nouns ending in “o” preceded by a consonant
is formed by adding “es.” The exception is nouns ending in “o”
preceded by a consonant and referring to music form the plural by
adding “s.”
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Make these words plural.
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Potatoes
Heroes
Volcanoes
Radios
Pianos
Altos
Solos
Rodeos
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What is the spelling rule to make
compound nouns plural?
 The plural of compound nouns consisting of a
noun plus a modifier is formed my making the
noun plural.
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What are the plural forms of the following
nouns?
 Daughters-in-law
 Attorneys-at-law
 Editors-in-chief
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Pronouns
 A pronoun takes the place of a noun
 Subject Pronouns
▪ Are used as the subject of the sentence, or before the
verb
▪ Ex: he, she, it, they, we, I, you
 Object Pronouns
▪ Are used after the verb in the sentence
▪ Ex: him, her, them, me, us, you
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Which sentences use the correct pronoun?
Fix the incorrect sentences.
 We girls built a very sturdy fort out of pillows.
 Jack and I knew that our football team would win
the tournament.
 He and I went to Cathedral Caverns State Park to
hike.
 Tell Samantha and me what you told your
parents.
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Pronoun
 Takes the place of a noun
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Antecedent
 The noun that the pronoun refers to.
 Ex: Susan gave her sweater to Jill.
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The pronoun and antecedent must agree in
both gender and number!!!
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Correct each sentence:
 The first time a user places an order, he or she
must provide a credit card number.
 Someone parked his or her car in my parking
place.
 An honor roll student should be happy with his or
her progress.
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Choose the form of the word that correctly
completes the sentence.
 (Its, It’s) too bad you blurted out the wrong
answer before checking with your team.
 The (winds, wind’s) from the hurricane caused
severe damage to the Mobile area.
 Many (workers’, worker’s) payroll records were
destroyed in the fire that occurred in the main
office of the factory.
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Correct the underlined verb in each
sentence.
 Annabel threw the ball quickly to first base.
 I wonder if my father saw my mother right after
the movie ended.
 Last Tuesday, my three best friends and I swam in
the pond before school started.
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Correct the tense shifts in the following
sentences:
 When my friend Sally cries, she won the
argument.
 I am in my room, and I planed to read for an hour.
 Lee dashes into the house, slammed the door
behind him, and yells for me.
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When is a verb in the active voice?
 A verb is in the active voice when it expresses an action
performed by its subject.
 **action verb**
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When is it in the passive voice?
 A verb is in the passive voice when the action it expresses
is performed upon its subject.
 **helping verb + main verb**
 **by**
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Give an example of the same sentence in the active
voice and in the passive voice.
 Timmy throws the ball.
 The ball was thrown by Timmy.
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Identify each verb as active or passive.
 Tommy hit Kent in the face.
 Ashley’s hair was pulled by CJ.
 Mrs. Fountain kicked Remi in order to wake him
up.
 Markia’s water bottle was thrown across the room
by Seth.
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Parallel Structure
 Parallelism in writing is a way of joining similar
ideas and giving them emphasis through
repetition.
 When a writer describes two or more items in a
series, he or she must keep the structure similar,
or the sentence will be unclear in its meaning.
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Examples:
 Prepositional Phrases:
▪ The housekeeper looked inside the drawers, on top of the bookcase, and under
the recliner for the missing wallet.
▪ The housekeeper looked inside the drawers, the bookcase, and under the
recliner for the missing wallet.
 Nouns
▪ These gifted boys could name the types of trees, flowers, and birds in the
forest.
▪ These gifted boys could name the types of trees, flowers, and some special
kinds of birds in the forest.
 Verbs
▪ Carlos Mendoza took pictures of smiling people, developed the pictures in his
darkroom, and sent them to the company for the contest.
▪ Carlos Mendoza took pictures of smiling people, develops the pictures in his
darkroom, and sent them to the company for the contest.
 Pronouns
▪ Take him, her, and them to the football game.
▪ Take him, she, and them to the football game.
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Examples: Correct each sentence.
 I am going shopping, to the skating rink, and
bicycling this weekend.
 Shelby asked him to bring the truck and moving
the refrigerator.
 Mom invited the guests, baked a cake, and
decorates the house to get ready for the birthday
party.
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Subject Verb Agreement
 The subject of a sentence must agree with the
corresponding verb of the sentence.
▪ The subject is the word performing the action.
▪ The object (or noun) of a prepositional phrase cannot be
the subject of the sentence!!!!!!!
▪ Example: My older brothers play baseball in the park.
▪ Example: The same frogs croak in the Chuckfee Bay
every night.
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Choose the correct verb in the parentheses:
 Many (arrives, arrive) early at school each day.
 The confusion among his students (is, are)
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understandable.
Neither of the girls (wants, want) to visit the art
museum today.
It (don’t, doesn’t) matter to me if you eat all of the
pizza.
The pack of wolves spreads out and (surround,
surrounds) their prey.
A meteorite from Mars (land, lands) in Antarctica 17
million years ago.
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Say the meaning of each word, and use it in
a sentence:
 Accept / Except
 Capitol / Capital
 Affect / Effect
 All ready / Already
 Through/Threw
 To/Too/Two
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Accept- verb; to receive
Except- but
Capitol- a legislature’s building
Capital- a legislature’s city
Affect- verb; to influence
Effect- noun; a result
All ready- pronoun plus adjective; everyone is
ready
Already- adverb; previously
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Choose the word in parentheses to
correctly complete the sentence:
 Montgomery is the (capital, capitol) of Alabama.
 Morrie is three minutes older (then, than) his twin
brother Mike.
 Alisha had (to, two, too) much homework.
 Jackson quickly ran past the (principal, principle)
of the school just as the bell rang.
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What is the purpose of each apostrophe in three of
the words below?
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You’re- You are
It’s- it is
They’re- they are
Hers- possessive pronoun
Ours- possessive pronoun
Why do hers and ours not have an apostrophe?
 Possessive pronouns do not have apostrophes unless they
are contractions
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What does each contraction mean?
Use each contraction in a sentence.
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Specific Words convey messages accurately.
 Give a more specific word for each word below:
▪ Car
▪ Furniture
▪ Teacher
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Transitions
 A transition is a word or phrase used to link ideas.
 It helps the reader to make connections.
 Example: finally, however, consequently, first,
secondly, lastly
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What are the elements of an effective introductory
sentence?
 An effective introductory sentence should:
▪ Introduce the main idea
▪ Omit a detailed explanation of any idea; the statement should be
very general
▪ Capture the reader’s attention
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What are the elements of an effective concluding
sentence?
 An effective concluding sentence should:
▪ Provide a satisfying ending
▪ Omit new ideas
▪ Sum up the paragraph
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Revision
 Revision involves altering and improving the
content of an essay
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Revision Strategies
 Organize during prewriting to avoid major
revisions
 Change or delete sentences that are off topic and
improve word choice
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Purpose of Persuasion
 To get the reader to see your point of view
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Techniques
 State the facts.
 State the benefits to the audience.
 State the author’s expertise.
 Connect emotionally with the reader.
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Which sentence is correct? What must be
corrected in each of the other three
sentences?
 We were going to the movies, but mom said that
we had to wait.
 Dad needed the car to run an errand, and he don’t
know when he will be back.
 Deanna and me played cards for a few minutes.
 We left for the movies as soon as Dad returned,
and we were there in time for the previews.
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What is wrong with the following sentences?
 “I wish the dogs would stop barking long enough for
me to get a little bit of sleep,” moaned my tired
mother.
 “Vanessa,” her best friend pleaded, “are you still
angry at me for the trick I played on you?”
 I wish the cafeteria at Kashwee High School served
Chinese food once in a while.
 My English class just finished reading the poem
entitled “The Raven” by Edgar Allan Poe and the novel
To Kill a Mockingbird by Harper Lee.