Transcript A University Tool Box: Words and sentences

Yes, Grammar and Punctuation
Count:
Polishing your own skills and
marking for grammar
Emmy Misser
Manager, Writing Centre
Wilfrid Laurier University
What should you know about
grammar?
According to Valwoord and Johnson,
authors of Effective Grading, you should
be able to identify the following error
types:
1. End-of sentence punctuation
run-on sentence, comma splice, sentence
fragment, or misused semi-colon
Error types continued
2. Verb form problems, confusing tense
shifts
3. Subject-verb agreement errors
4. Pronoun form ( I/me, who/whom etc.)
5. Pronoun agreement problems
(a student – they)
6. Apostrophe use
7. Dangling and misplaced modifiers (my
addition)
Why should you know about these
grammar problems?
They are basic and fundamental to academic
literacy
Your students therefore need to have these
errors corrected to develop as writers
You need to be able to correct these errors in
you own writing to develop as future
academics
The possibility of making mistakes in
identifying these errors has serious
consequences
Punctuation Patterns:
1.
2.
3.
4.
Independent clause.
Birds fly.
Independent clause; independent clause.
Birds fly; fish swim.
Independent clause; therefore, independent clause.
however,
nevertheless,
consequently,
furthermore,
moreover, etc.
Birds fly; however, fish swim.
Independent clause, and independent clause.
but
for
nor
so
yet
Birds fly, and fish swim.
5.
Clause/phrase/word , nonessential clause , clause/phrase/word.
6.
Clause/phrase/word essential clause
7.
Dependent clause, independent clause.
Because birds fly, they have hollow bones.
If
,
.
Since
,
.
When
,
.
While
,
.
Although
,
.
After
,
.
Independent clause
if
independent clause.
Birds fly if they have hollow bones.
No comma required here
8.
clause/phrase/word.
Connecting Words + Punctuation
Coordinating
Conjunction
and, but, for,
or, nor, so, yet
Conjunctive
Adverb
however, thus,
consequently..
Subordinating
Conjunction
because, if,
when, while…
Use a comma
Use a semi-colon Use a comma
or a period
Birds fly, but
fish swim.
Birds fly;
however, fish
swim.
Because birds
fly, they have
hollow bones
Names of sentence types
 Simple sentence
Birds fly.
 Compound sentence
Birds fly; fish swim.
Birds fly, and fish swim.
 Complex sentence
Because birds fly, they have hollow bones.
The Cro-Magnons developed a spear-throwing device that
improved the range of their weapons by fifty yards.
 Compound-complex sentence
When banks lower the interest rates on loans, owners of
small businesses can acquire capital for renovations of
plants and equipment, or they can invest in new ventures
that may prove highly profitable.
Names of main punctuation errors
Run-on
Birds fly fish swim.
Comma splice (cs)
Birds fly, fish swim.
Missing comma between two main clauses (cf)
Birds fly and fish swim.
Missing comma after an introductory phrase or
clause (p)
Because birds fly they have hollow bones.
Comma between main sentence parts (bp)
Birds, fly.
Commas around nonessential and
essential word/phrase/clause
Amelia Earhart, who disappeared in 1937 during
a round-the-world trip, set new speed records
for long-distance flying in the 1930s.
The finger/elimination test:
Amelia Earhart set new speed records for longdistance flying in the 1930s. √
A mind that is stretched never returns to its
original dimensions. −
A mind never returns to its original dimensions. ?????
The grammar quiz:
 Run-on/Comma splice
Sentence fragments
Subject-verb agreement
Pronoun reference or pronoun agreement
Pronoun case error
Verb tense error – verb form
Dangling modifiers and misplaced modifiers
Use of the apostrophe
Run-on Sentence # 2
A competent reader will understand a clear
sentence on first reading various readers will
understand what it means.
A competent reader will understand a clear
sentence on first reading; various readers will
understand what it means.
√
A competent reader will understand a clear
sentence on first reading, and various readers
will understand what it means.
√
Comma Splice # 4
In 1952 Japan's gross national product was
one third that of France, by the late 1970s it
was larger than the GNPs of France and
Britain combined.
In 1952 Japan's gross national
product was one third that of France. By
the late 1970s it was larger than the
GNPs of France and Britain combined. √
Sentence fragments # 16
Tests of the Shroud of Turin have produced
some curious findings. For example, the pollen
of forty-eight plants native to Europe and the
Middle East.
Tests of the Shroud of Turin have
produced some curious findings. For
example, the cloth contains the pollen of
forty-eight plants native to Europe and the
Middle East. √
Sentence fragment
I constantly use the spell check function on my
computer. Because I am a bad speller.
I constantly use the spell check function on my
computer because I am a bad speller.
√
Because I am a bad speller, I constantly use
the spell check function on my computer. √
Subject-verb agreement # 3
Writing well-researched, documented term
papers are every student’s nightmare.
Writing well-researched, documented
term papers is every student’s
nightmare. √
Pronoun reference # 5
Because Senator Martin is less interested in the
environment than in economic development, he
sometimes neglects it.
Because of his interest in economic
development, Senator Martin sometimes
neglects the environment. √
Pronoun Agreement # 6
Similarly, the social benefits of a new cancer drug will
never be fully captured by a firm who produces it.
They have no incentive to increase the amount of
research and development they conduct.
Similarly, the social benefits of a new cancer drug
will never be fully captured by a firm that
produces it. The firm has no incentive to increase
the amount of research and development it
conducts.
√
Pronoun case # 1
Castro's communist principles inevitably led
to an ideological conflict between he and
President Kennedy.
Castro's communist principles inevitably
led to an ideological conflict between him
and President Kennedy.
√
Correct verb tense # 7
After I have finished my draft, I revised it
until I found it satisfying and felt it was
positive and concise.
After I had finished my draft, I
revised it until I found it satisfying and
felt it was positive and concise. √
Correct and consistent
verb tense # 12
In her essay “On Going Home”, written in
1966, Joan Didion showed how she is
paralyzed by her home and her past.
In her essay “On Going Home”, written in
1966, Joan Didion shows how she is
paralyzed by her home and her past. √
Correct verb form # 9
I should not have swam across the bay on
such a windy day.
I should not have swum across the bay
on such a windy day. √
Check irregular verb forms in a dictionary
or a writing handbook.
Comma between parts # 14
Clarity, is very important in all academic
writing.
Clarity is very important in all academic
writing. √
Don’t automatically put a comma where
you would draw a breath or pause when
reading out loud.
Dangling modifiers # 13
Fermenting in copper barrels, the
technician ran a check on the ethanol
content of the mash. (Who is fermenting?)
Fermenting in copper barrels, the mash
… √
The technician ran a check on the ethanol
content of the mash fermenting in copper
barrels. √
Placement changes meaning
Filed for later reference, the papers were
added to the case records.
What was filed for later reference?
The papers were added to the records filed
for later references.
And now?
Correct use of the
apostrophe #11
The sociology student’s room was messy. (1)
The sociology students’ lounge was full. (1+)
Charles’ books were in the bag.
The women’s studies group met last night.
Resources
Walvoord, Barbara E. and Virginia
Johnson Andersen. Effective Grading:
A Tool for Learning and Assessment.
San Fransico: Jossey-Bass Publishers,
1998.
Writing Centre Website www.wlu.ca/writing
Grammar Links from the
Writing Centre Website
 The Parts of Speech and their Function (WLU handout)
 Verbs and Verb Look-Alikes (WLU handout)
 Hit Parade of Errors in Style, Grammar, and Punctuation (University of Toronto)
 Hypergrammar (University of Ottawa)
 Guide to Grammar and Style (Rutgers University)
 Style in Business Writing (WLU handout)
 NASA's Handbook for Technical Writers
 English as a Second Language (Purdue University)
 Using Articles (University of Toronto)
Laurier Writing Centre
What we offer:
•
•
•
•
One-on-one writing consultations with trained tutors
Writing workshops at the undergraduate and graduate level
Handouts, online writing resources, and resource library
Writing support for faculty and TAs
Visit the Writing Centre:
•
•
•
•
Location: DAWB 1-102
Appointments: ext. 2220 or [email protected]
Regular hours: daily 9 a.m. – 4 p.m.
Drop-in hours: Monday, Tuesday, and Wednesday 4–8 p.m.
and Sunday 1–5 p.m.
• Website: www.wlu.ca/writing
Grant Proposal Workshops 2010
 Writing the SSHRC, OGS, and NSERC Proposal for Psychology: Friday,
September 17th, 2:30-4:00 pm
Writing the SSHRC and OGS Proposal for Social Work: Tuesday, September
21st, 12:00-1:30 pm, Room 108, Social Work Campus
Writing the SSHRC, OGS, and NSERC Proposal for Geography: Thursday,
September 23rd, 12:30-2:00 pm, BR 110, UW Campus
Writing the SSHRC and OGS Proposal for English: Friday, September 24, 121:30 p.m.
Writing the SSHRC and OGS Proposal for Arts and Humanities (all levels),
Monday, Sept. 20th, 10:30 am-12:00 pm & Wednesday, September 22nd,
7:00-9:30 pm
Writing the NSERC and OGS Proposal for Math and Sciences (all levels),
Wednesday, Sept. 22nd, 10:30 am-12:00 pm
 See www.wlu.ca/writing for details
Undergraduate Workshops: Fall
Term
 Essay Writing 101
 Engaging with Arguments: Summary & Critique
 The Thesis Statement
 Using Sources in Academic Papers
 The ‘A’ Paper
 Essay-Style Exam Questions
 All workshops are held on Tuesdays from 5:30-7:00 p.m.
 See www.wlu.ca/writing/workshops for details
Undergraduate Workshops:
Winter Term
 Essay Writing 101
 Common Grammar Errors
 Mastering Sentence Writing
 Strong Thesis Statements & Argumentative Paragraphs
 Effective Introductions & Conclusions
 Essay-Style Exam Questions
 All workshops are held on Tuesdays from 5:30-7:00 p.m.
 See www.wlu.ca/writing/workshops for details