Transcript Final Exam Review - Rochester Community Schools

FINAL EXAM REVIEW
MRS. SATTERTHWAITE – LA9
ACT-STYLE QUESTION STEMS
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The primary purpose of the passage… (main idea)
The passage asserts … (the text says)
The author’s purpose … (main idea)
The main function of paragraph 2 … (main idea of
paragraph 2)
It can be reasonably deduced/inferred … (a logical
conclusion would be)
As it is defined in the passage … (word meaning)
The passage suggests … (gives hints but doesn’t not
directly state)
The tone of the passage … (overall vibe/feeling)
ROMEO AND JULIET
• What is the Prologue saying in plain English?
Two people from feuding, wealthy families fall in love,
and, after a series of misfortunate events, commit
suicide, thus establishing peace.
• What parts of the plot are mentioned in the
Prologue?
Family feud
Blood has recently been shed, starting up killing
again
Star-crossed lovers -> commit suicide
Ends the feud
ACT I SUMMARY
• Sampson and Gregory, from the house of Capulet, encounter Abram and
Balthasar, from the Montagues. They fight. Tybalt, Benvolio, Lord and Lady
Capulet, and Lord and Lady Montague join the fray. Prince Escalus breaks up
the fight, threatening torture as punishment.
• Lord and Lady Montague ask Benvolio to check on Romeo, who has been
acting very depressed. Benvolio finds out that Romeo is upset because
Rosaline, whom Romeo loves dearly, has agreed to become a nun. Benvolio
vows to help Romeo see that there are plenty of other beautiful women.
• Lord Capulet tells Count Paris that he can marry Juliet, but he must win her
heart first, starting at a feast/ball the Capulets are holding that night. Benvolio
and Romeo intercept and invitation to the feast and decide to crash the
party.
• Lady Capulet tells Juliet and her nurse that Paris seeks Juliet for a wife.
• On the way to the Capulets’ feast, Romeo and his friends discuss dreams and
hear Mercutio’s bizarre thoughts on this subject (Mercutio’s speech is from
lines 54-94).
• This is the ball scene, where Romeo and Juliet meet and fall in love at first
sight.
ACT I
• What does it mean when a person bites his or her thumb at
another person? Insult, like middle finger
• Why does Benvolio want Romeo to go to the Capulet feast?
What is Benvolio’s goal? To find another beautiful woman
• Why doesn’t Romeo want to go to the Capulet feast? He has a
bad feeling that it will result in untimely death
• What does Lady Capulet like about Paris? His looks and money
• How does Tybalt recognize Romeo at the Capulet feast? How
does he respond? His voice, he vows to fight him
• Explain what Romeo says just before he kisses Juliet in your own
words? How would you describe Romeo’s approach? let lips do
what hands do; his approach is direct/brave
• Describe dramatic irony. What is ironic about Romeo and Juliet’s
meeting? Dramatic irony is when the audience knows more than
the characters on stage; we know they’re from feuding families
ACT II SUMMARY
• Romeo leaves the Capulet feast. Benvolio and Mercutio search
for him.
• This is the famous balcony scene, where Romeo and Juliet
confess their love to each other.
• Friar Lawrence admires the dawn as he sets out to gather herbs.
Romeo interrupts him to tell Friar Lawrence he loves Juliet Capulet
and would like the Friar to marry them that day.
• Mercutio tells Benvolio that Tybalt has sent a challenge to fight
Romeo. Benvolio, Mercutio, and Romeo trade witticisms (teasing
each other). Romeo asks Juliet’s nurse to tell Juliet to meet him at
Friar Lawrence’s cell that day so they can be married.
• Juliet is eager for her nurse to come home and tell about her
meeting with Romeo, but the nurse takes her time reporting back.
After much evasion, the nurse tells Juliet she is to marry Romeo
that day.
• Juliet joins Friar Lawrence and Romeo for the wedding ceremony.
ACT II
• Describe the meaning and importance of the following quotation:
“What’s in a name? That which we call a rose / By any other word would
smell as sweet” (2.2.43-44). Juliet is saying that names don’t matter much;
it’s the person who matters most.
• What key piece of information do Benvolio and Mercutio NOT know
about Romeo at this point? Why are Benvolio and Mercutio concerned
about the letter Tybalt sent to Romeo? That he’s in love with Juliet; they’re
worried he’s too depressed about Rosaline to win a fight with Tybalt
• Describe how Romeo’s feelings for Juliet differ from his feelings for
Rosaline. They don’t, really; he mentions they’re beautiful, and that Juliet
is more-so.
• Why does Friar Lawrence agree to marry Romeo and Juliet? What is his
caution? Because he thinks it will end the family feud; he cautions them
about moving too quickly
• Describe the meaning and importance of the following quotation:
“Parting is such sweet sorrow/ That I shall say good night till it be morrow”
(2.2.185-186). Juliet’s oxymoron expresses her pleasure in extending her
goodbyes in order to stay with Romeo as long as possible
ACT III SUMMARY
• Benvolio and Mercutio say they should get off the street and avoid the
Capulets, but they don’t. Benvolio and Mercutio encounter Tybalt and
the Capulets. Romeo tries to be friendly, but Tybalt challenges him.
Mercutio draws on Tybalt. Romeo tries to break them up, but they
continue to fight. Romeo steps between Tybalt and Mercutio, and Tybalt
wounds Mercutio by running his sword under Romeo’s arm. Benvolio
reports Mercutio’s death. Romeo vows revenge, slays Tybalt, and then
flees. Citizens of Verona summon the Prince, who banishes Romeo.
• Juliet’s nurse brings her the news that Romeo has killed Tybalt and is
banished.
• Friar Lawrence tells Romeo that he has been banished by Prince Escalus.
They, along with Juliet’s nurse, agree that Romeo can see Juliet that
night, but he must leave before the watch the next morning.
• Capulet tells Lady Capulet that Juliet will marry Paris next Thursday.
• Romeo and Juliet regret the coming of the dawn. Romeo leaves. Lady
Capulet tells Juliet she will marry Paris on Thursday. Juliet begs her father
to release her from the marriage, but he angrily refuses. Juliet sends her
nurse to consult with Friar Lawrence.
ACT III
• Describe the meaning and importance of the following
quotation: “‘Tis torture, and not mercy. Heaven is here, /
Where Juliet lives and every cat and dog / And little
mouse, every unworthy thing, / Live here in heaven and
may look on her; / But Romeo may not” (3.3.29-33).
Romeo thinks banishment is worse than death because
he loves Juliet so much and won’t be able to see her
face.
• What does Lady Capulet want to do to Romeo? How
does Juliet volunteer to “help”? She wants to send a
messenger to Mantua to poison him; Juliet says she’ll mix
the poison (so it won’t kill him)
• How does Lady Capulet’s plan demonstrate dramatic
irony? We know the Juliet is married to Romeo, so she will
do anything she can to protect him.
ACT IV SUMMARY
• Juliet encounters Paris. Friar Lawrence explains to Juliet a
plan in which she takes a potion that makes her appear
dead.
• Juliet begs her father’s forgiveness and agrees to marry
Paris.
• Juliet bids her nurse and mother good night and resolves
to drink the potion.
• Capulet, acting like a cot quean (man who plays a
housewife), oversees preparations for the wedding feast.
• The Nurse and Capulet try to awaken Juliet but find her
“dead.” Capulet, Lady Capulet, the Nurse, Friar
Lawrence, and the County Paris lament her “death.”
Peter argues with the musicians about what music to
play and how to play it.
ACT III
• What does Juliet want from Friar Lawrence? What will
she do if he does not help her? Explain. She wants a plan
for how she and Romeo and be together, or else she’ll
kill herself.
• Describe in detail the Friar’s plan for Romeo and Juliet.
Romeo will spend the night with Juliet, then go to Mantua
for the time being while things blow over. Friar will send a
message to Romeo about when to come back,
announce the marriage, and beg forgiveness of the
Prince.
• After Juliet’s “death,” how does Friar Lawrence console
Juliet’s parents, the Nurse, and Paris? He says they
should be happy she’s in Heaven now.
ACT V SUMMARY
• Balthasar brings Romeo the news that Juliet is “dead.”
Romeo, vowing “Juliet, I will lie with thee tonight,” plans
to return to her tomb in Verona and take poison.
• Explaining how he was barred entry from Mantua
because guards suspected him of being from a house
with the plague, Friar John returns to Friar Lawrence with
the letter to Romeo undelivered.
• Romeo visits Juliet in the tomb, and drinks his poison.
Juliet awakens, finds Romeo dead, then stabs herself
with his knife. Friar Lawrence, the Prince, the Capulets,
and Montague lament the deaths, and the warring
families promise to end their feud.
ACT V
• At what points does Friar Lawrence’s plan get messed
up along the way? Juliet’s wedding gets pushed a day
up, Friar John can’t get the message to Romeo, Balthasar
tells Romeo about Juliet’s death, Romeo beats the Friar
to the tomb
• Why does Paris think Romeo is at the Capulet grave?
What does he do about it? He thinks Romeo is going to
rob the Capulet tomb or desecrate the bodies; he tells
Romeo to leave
• Explain what happens between Paris and Romeo just
before Juliet wakes up. They fight and Paris is killed; Paris
requests to be put next to Juliet, and Romeo does follow
this wish.
• What happened to Romeo’s mother? Why? Romeo’s
mother died of grief from his banishment.
TO KILL A MOCKINGBIRD
• What is the setting of the novel (time and place)? How does the setting
impact the story? Maycomb, Alabama in the 1930’s; during the Great
Depression times were tough and racism was rampant
• Describe why Atticus has Jem read to Mrs. Dubose. What does he want
Jem to learn about? Atticus wants Jem to take responsibility for his
actions (destroying Mrs. Dubose’s camellia bushes), and he wants Jem to
see what real courage is (knowing you’re licked before you begin, but
trying anyway).
• Why is Tom Robinson on trial? What really happened? Bob Ewell accused
Tom of raping his daughter Mayella; Bob actually saw Mayella try to kiss
Tom, then beat her.
• Why is Tom Robinson charged guilty? The jury is prejudiced.
• Why does Tom Robinson try to “escape”? He has given up hope.
• Write a play-by-play for Jem and Scout’s attack.
Bob tries to stab Scout. Scout falls and Bob grabs Jem and breaks his arm.
Bob tries to squeeze the breath out of Scout, and Boo pulls him off her and
stabs Bob in the stomach. Boo carries Jem (who is unconscious) home
and Scout follows.
TO KILL A MOCKINGBIRD
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Atticus
Aunt Alexandra
Bob Ewell
Boo Radley
Calpurnia
Dill
Heck Tate
Jean Louise “Scout”
Jeremy “Jem”
Judge Taylor
Mayella Ewell
Tom Robinson
ALLITERATION
• Repetition of the same consonant sounds in words
that are close together in a poem, or repetition of
consonant sounds that are very similar
• Examples (from “The Most Dangerous Game”):
“Desperately he struck out with strong strokes” (15).
“As the slow sea sucked at the shore” (48).
ALLUSION
• Literary allusion: reference to familiar literature of
the past in everyday life
• Examples (from The Odyssey):
Odyssey – car
Trident – gum
ANTAGONIST
• The bad guy
• Examples:
Bob Ewell in To Kill a Mockingbird
Tybalt in Romeo and Juliet
CLIMAX
• The most emotional moment of a story, when the
outcome of the conflict is finally revealed.
• Example: When we find out the Boo Radley saved
Jem and Scout from getting killed by Bob Ewell in To
Kill a Mockingbird.
DRAMATIC IRONY
• When the reader knows more than the characters
on stage in a play.
• Example:
When Lady Capulet says she wants to send someone
to poison Romeo for killing Tybalt and Juliet says she’ll
mix the poison
EXTERNAL CONFLICT
• If a person is struggling against something outside
himself or herself, the conflict is external.
• Examples:
Physical fights, arguments, natural disasters
FORESHADOWING
• The use of clues to hint at events that will occur later
in the plot.
• Examples (from “The Birds”):
Birds are restless and gathering in large numbers;
birds are not afraid of the tractor and are diving at
the farmer’s head; birds are making strange noises;
weather changes overnight; birds attack Nat when
he opens the window
IAMBIC PENTAMETER
• Poetry written with 10 syllables in each line with five
iambs of unstressed, then stressed syllables. Stressed
syllables are conventionally labeled with a "/" mark
and unstressed syllables with a "U" mark.
• Example:
U
/ U /
U /
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When I | consid | er how | my light | is spent
INTERNAL CONFLICT
• In internal conflict, a character struggles to resolve
some personal problem.
• Examples:
fear, shyness, anger, or anxiety
IMAGERY
• Language that appeals to the five senses,
describing how something looks, sounds, feels,
tastes, or smells.
• Example (from “The Most Dangerous Game”):
“The lights of the yacht became faint and evervanishing fireflies” (15).
“Memory is an abstract painting” (91).
METAPHOR
• Figure of speech that makes a comparison
between two unlike things, in which one thing
becomes another thing without the use of the
words like, as, than, or resembles.
• Examples (from “The Sniper”):
"His bullets would never pierce the steel that covered
the gray monster" (6).
“The night would be my eyelids” (14).
METER
• The rhythm established by a poem, and it is usually
dependent not only on the number of syllables in a
line but also on the way those syllables are
accented.
• Example:
"The DOG went WALKing DOWN the ROAD and
BARKED." Because there are five iambs, or feet, this
line follows the conventions of iambic pentameter
(pent = five).
MOOD
• The atmosphere that pervades a literary work with
the intention of evoking a certain emotion or feeling
from the audience; mood may be created by a
combination of such elements as setting, voice,
tone, and theme. It is how THE READER feels.
Example:
The moods evoked by the more popular short stories
of Edgar Allen Poe tend to be gloomy, horrific, and
desperate.
ONOMATOPOEIA
• The use of a word whose sound imitates or suggests
its meaning.
• Examples:
Crackle, pop, fizz, click, zoom, chirp
PERSONIFICATION
• Personification is a special kind of metaphor in
which a nonhuman thing or quality it talked about
as if it were human.
• Example (from “Black Boy”):
“Hunger had always been more or less at my elbow
when I played, but now I began to wake up at night
to find hunger standing at my bedside, staring at me
gauntly” (105).
PROTAGONIST
• The good guy/girl, hero of the story
• Example:
Atticus Finch in To Kill a Mockingbird
SETTING
• The time and place of a story or play.
• Example:
To Kill a Mockingbird is set in Maycomb, Alabama
during the 1930’s.
SIMILE
• Figure of speech that makes a comparison
between two unlike things, using a word such as
like, as, resembles, or than.
• Examples (from “The Birds”):
"Machine guns and rifles broke the silence of the
night, spasmodically, like dogs barking on lone farms"
(5).
“The little stabbing beaks sharp as pointed forks” (50).
SPEAKER
• The voice that is talking to us in a poem.
• Example:
The speaker in Emily Dickinson’s poem “A Narrow
Fellow in the Grass” (the poem about the snake) is a
little boy.
TONE
• The attitude of an author, as opposed to a narrator or
persona, toward his/her subject matter and/or
audience; tone is closely linked to mood, but tends to be
associated more with voice; tone = how the author feels
while mood = how the audience/reader feels.
• Example:
The tone of “My Papa’s Waltz” by Theodore Roethke if it’s
about a boy and his drunk father, is sad, sentimental and
ironic; however, the mood may be depressing OR playful
for the reader, depending on his/her background and
interpretation of the poem.
GRAMMAR CONCEPTS
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Subject-verb agreement
Pronoun-antecedent agreement
Apostrophe usage
Comma usage
Semi-colon usage
Fragments/run-ons
Spelling
SUBJECT-VERB AGREEMENT
BASIC RULE
Singular subjects need
singular verbs.
Plural subjects need
plural verbs.
FOR EXAMPLE
• The dog needs to go for a walk.
Singular subject?
Verb generally ends with “s”
• The dogs need to go for a walk.
Plural subject?
Verb generally does not end with “s”
THESE CREATE PROBLEMS
• Pronouns such as everyone and everybody seem
plural, but they are always singular — so they
need a singular verb.
1. Everyone who worked on the
science project is a winner.
THE EXCEPTION TO THE RULE
• Words that end in “body,” “thing,” or “one” are
always singular.
• Ex: anybody, everybody, somebody,
nobody…anything, everything, something,
nothing…anyone, everyone, someone, no one.
THESE CREATE PROBLEMS
• Prepositional phrases may come between the
subject pronoun and its verb —IGNORE them!
Each of the basketball
players is excited about
tonight’s game.
THESE CREATE PROBLEMS
• Pronouns such as all and some have verbs that will
be determined by whether the pronoun is referring
to something that is COUNTABLE or not
(Countable = plural).
1. Some of the workers on
the building have left for the
day.
You could count
the workers.
THESE CREATE PROBLEMS
• Verbs that accompany pronouns such as all and
some will be determined by whether the pronoun is
referring to something that is COUNTABLE or not
(Not countable = singular).
1. Some of the salt was
spilled on the floor.
Salt is considered
one lump item.
THESE CREATE PROBLEMS:
• None can have a singular OR a plural verb.
None of the boys has helped at the
game.
Both are correct!
OR
None of the boys have helped at the
game.
THESE CREATE PROBLEMS
Phrases like together with, along with, and
as well as seem to combine subjects, but
they do not.
Some of the tile in our room, as well
as the hall, was soaked.
The major problem we had, together
with that of our teacher, was
Don’t be fooled
tardiness.
by extra phrases!
THESE CREATE PROBLEMS
When either and neither appear as a subject alone
(without the words or and nor), they are singular.
1. Either of those answers seems to
be right.
2. You can have the bed by the
window or the one by the door;
either is okay with me. Seem like plural
things.
CLOSEST TO THE VERB
• When either or neither appear WITH “or” or “nor,”
you determine singular or plural by the subject
CLOSEST to the verb.
• Neither the televisions nor the radio works.
• Neither the radio nor the televisions work.
THESE CREATE PROBLEMS
The words there and here are
never subjects.
1.Here are the papers you gave me.
2.Here is my answer.
Here is not
the subject.
PRONOUN-ANTECEDENT AGREEMENT
BASIC RULE
•All pronouns and their
antecedents need to
agree in person and in
number.
WHAT IS A PRONOUN?
• Take the place of a noun or another
pronoun
• Subject word: I, you, he, she, we, it,
they…
• Object word: me, us, them, him, her…
• Possessive word: mine, your, its, ours,
theirs…
WHAT IS AN ANTECEDENT?
• Definition: An antecedent is the word (noun or
pronoun) that the pronoun replaces.
Ex: Hermione Granger threw her wand down.
(the pronoun her replaces the noun Hermione)
Ex: When Ron saw the wand, he picked it up and
handed it to her.
(the pronoun it replaces the noun wand)
AGREEMENT IN PERSON
INCORRECT EXAMPLES:
• I hate to proofread my paper because
proofreading is such a boring thing for you to do.
• Why should I study literature? You don’t get
anything out of it.
AGREEMENT IN NUMBER
• Singular antecedents get singular pronouns.
-The boy tossed his hat on the ground.
• Plural antecedents get plural pronouns.
-The boys tossed their hats on the ground.
THOSE EXAMPLES ARE EASY.
•There are several other
exceptions that can
make this type of
agreement very
difficult!
PROBLEM 1: FIGURING OUT WHETHER
THE SUBJECT IS SINGULAR OR PLURAL
Ex: The jury took only two hours to
reach their verdict.
INCORRECT---why?
Correct Ex: The jury took only two
hours to reach its verdict.
PROBLEM 2: TRICKY WORDS
(SINGULAR)
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Another
Anybody
Anyone
Anything
Each
Either
Everybody
Everyone
Everything
Little
Much
•Neither
•Nobody
•No one
•Nothing
•One
•Other
•Somebody
•Something
•Someone
WRITE “SINGULAR” in
your notes
PROBLEM 3: SINGULAR NOUNS THAT
CAN REFER TO A MAN OR A WOMAN
Ex: A person should be able to make up their own mind
about prayer in schools
INCORRECT---why?
Ex: A person should be able to make up his or her own
mind about prayer in schools.
OR
PEOPLE should be able to make up their own minds
about prayer in schools.
APOSTROPHE USAGE
APOSTROPHE RULE 1
• 1. Use an apostrophe for common contractions.
• Examples: I’d, he’d, can’t, didn’t, hadn’t
APOSTROPHE RULE 2
• 2. Use an apostrophe in place of omitted letters or
numbers.
• Example: Class of ‘07
APOSTROPHE RULE 3
• 3. Use an apostrophe to express time or amount.
• Examples: yesterday’s newspaper, five dollars’
worth of grapes
APOSTROPHE RULE 4
• 4. Use an apostrophe to form possessives with
compound nouns.
• Example: my mother-in-law’s advice
APOSTROPHE RULE 5
• 5. Use an apostrophe to form certain plurals.
• Examples: two’s, C’s, and 6’s
APOSTROPHES FOR POSESSION
• Singular word = add ’s
• Girl’s dress, gentleman’s courtesy
• Singular word that ends in s = add ’s or just ’
• Kansas’s population OR Kansas’ population
• Plural word = add ’s
• Women’s club, people’s voting habits
• Plural word that ends in s = add ’
• Girls’ dresses, boys’ behavior
APOSTROPHES FOR POSESSION CONT.
• Shared item = add ’s to the end of the last name
• This is Uncle Henry, Grandpa Tony, and Aunt Judy’s car.
• Individual ownership in a series = add ’s to each
name
• We read Isaac’s, Tina’s, and George’s essays.
• Indefinite pronouns = add ’s
• Is this anyone’s business but hers?
COMMA
COMMA RULE 1
• 1. Use a comma before a coordinating conjunction
(and, or, but, nor, yet, for, so) that separates two
independent clauses.
• Example:
I like you, but I won’t go to prom with you.
COMMA RULE 2
• 2. Use a comma after an introductory word, phrase,
or clause that comes before a main clause.
• Examples:
Today, we will be learning about commas.
Yes, commas can be fun.
In addition, we will be editing our papers.
Though some people claim commas are hard to
understand, we know better.
COMMA RULE 3
• 3. Use commas around words, phrases, and clauses
in the middle of a sentence when they aren’t
essential to the meaning of the sentence.
• Examples:
Mrs. Satterthwaite, my English teacher, taught me
about commas.
New Jersey, the Garden State, is where my mom lives.
COMMA RULE 4
• 4. Use commas between items in a series.
• Example:
I went to the store to buy bananas, apples,
strawberries, and pears.
COMMA RULE 5
• Use commas before and after quotation marks
when using dialogue.
• Example:
“Learning about commas is fun,” Sally said.
OR
“Learning about commas,” Sally said, “is fun.”
COMMA RULE 6
• Use a comma before an afterthought or contrasting
element.
• Example:
To understand a particular culture, we must consider
the society as a whole, not its individual parts.
COMMA RULE 7
• 7. Use commas to set off geographical names,
items in dates, and professional titles.
• Examples:
Rochester Hills, MI
February 25, 2013
Sally Smith, Ph.D.
COMMA RULE 8
• 8. Use a comma to separate short fragments in a
series:
• Example:
The pilots chatted, looked at a map, and greeted the
passengers.
COMMA RULE 9
• 9. Use a comma to separate two or more adjectives
before a noun.
• Example:
Mr. Smith was a tall, handsome man.
COMMA RULE 10
• 10. Use a comma to set off names in a direct
address.
• Example:
Greg, are you going to the movies later?
SEMI-COLON
SEMI-COLON RULE 1
• 1. Use a semi-colon between the clauses of a
compound sentence IF they are not joined by a
conjunction and are closely related.
• Example: My sister is a prize figure skater; she will
compete in Tokyo next month.
SEMI-COLON RULE 2
• Use a semi-colon between clauses that are joined
by the following transitional words in a compound
sentence: however, for example, for instance,
furthermore, instead, moreover, nevertheless,
otherwise, accordingly, consequently, and
therefore.
• Example: The movie director wanted to start filming;
however, the weather prevented her from doing so.
SEMI-COLON RULE 3
• Use a semi-colon between items in a series that uses
a lot of commas.
• Example: He presented his book proposal to
publishers in San Francisco, California; Helena,
Montana; Detroit, Michigan; and Atlanta, Georgia.
COLONS
COLON RULE 1
• Use a colon to introduce a series of items.
• Example: Our English teacher introduced us to the
following American poets: Emily Dickinson, Walt
Whitman, Robert Frost, and Langston Hughes.
COLON RULE 2
• 2. Use a colon after the salutation of a business
letter.
• Example: Dear Mrs. Satterthwaite:
COLON RULE 3
• 3. Use a colon to divide hours from minutes and
chapter from verse in biblical references.
• Examples: It is 5:40 p.m., John 3:16
ITALICS AND UNDERLINE
ITALICS OR UNDERLINE RULE
• 1. Use italics or underline book titles, full-length play
titles, long poems, magazine titles, newspaper titles,
movie titles, television shows, paintings and
sculptures, ships, planes.
• Examples: To Kill a Mockingbird, The Crucible, The
Odyssey, Sports Illustrated, New York Times, Rocky,
The Tonight Show, The Last Supper, The Thinker, USS
Intrepid, Air Force One
HYPHENS
HYPHEN RULE 1
• 1. Use a hyphen to separate parts of certain
compound nouns.
• Example: editor-in-chief
HYPHEN RULE 2
• 2. Use a hyphen between two words that comprise
a single adjective only when the adjective
precedes the noun that it modifies.
• Example: The bramble-covered path was not
popular.
• Note: You do NOT have to use a hyphen if the first
word of the two-word adjective ends in –ly (The
heavily traveled road was full of potholes.)
HYPHEN RULE 3
• 3. Use a hyphen when writing out numbers.
• Examples: twenty-one, ninety-nine, fifty-six
QUESTIONS?