Transcript Grammar review Ppt.

An appositive is a noun or noun phrase
that renames another noun right beside
it.
Penny, my French bulldog, loves to eat
peanut butter.
 “The kid was a boy of ten, with bas-relief freckles, and hair
the color of the magazine you buy at the newsstand when
you want to catch the train”
 This sentence just physically describes the kid, but it
doesn’t rename him
 Turning this into an appositive would look like:
 The boy was a kid of ten, a freckled young boy, with hair the color
of the magazine…”
 Phrase: A phrase is two or more words that do not contain
the subject-verb pair necessary to form a clause.
 The dance.
 Clause: Every clause has at least a subject and a verb.
 The dance was crowded.
The easiest way to identify a phrase is to look
for one at the beginning of a sentence:
 After the party
 In front of the house
 Before the school year
 These have a subject and a verb, but don’t stand on
their own, often because of a conjunction:
 After the party was over
 Due to the raccoon attack on Pawnee three weeks ago
 Even after Leslie had apologized to the picnic-goers
 These have a subject and a verb and can stand on
their own
 Everyone went home dissatisfied.
 The picnic was completely ruined.
 The town meeting was incredibly hostile.
 After the party was over, everyone went home
dissatisfied.
 Due to the raccoon attack on Pawnee three weeks ago,
The picnic was completely ruined.
 Even after Leslie had apologized to the picnic-goers, the
town meeting was incredibly hostile.
A fragment occurs whenever you do these three things:
 You begin a group of words with a capital letter.
 You conclude this group of words with an end mark—either
a period [ . ], question mark [ ? ], or exclamation point [ ! ].
 You neglect to insert a main clause somewhere between
the capital letter at the beginning and the end mark
concluding the word group.
Example: Outside, the wind was crashing around us. Like
cannonfire.
 And, but, for, nor, or, so, and yet—these are the seven coordinating
conjunctions. To remember all seven, remember: FANBOYS
 Coordinating conjunctions connect words, phrases, and clauses.
 Use a coordinating conjunction when you want to give equal
emphasis to two main clauses. The pattern for coordination looks
like this:
 Main Clause + Coordinating Conjunction + Main Clause
 Example: The fall leaves were bright and beautiful
 See, it combines “The fall leaves were bright” and “the fall leaves were
beautiful” into one
 Some sentences are complex. Such sentences have two clauses, one main [or
independent] and one subordinate [or dependent].
 The subordinate conjunction has two jobs. First, it provides a necessary transition
between the two ideas in the sentence. This transition will indicate a time, place,
or cause and effect relationship.
 Example: My dog begins eating her dinner after I begin eating mine.
 My dog eats dinner > I eat dinner
 The second job of the subordinate conjunction is to reduce the importance of
one clause so that a reader understands which of the two ideas is more
important. The more important idea belongs in the main clause, the less
important in the clause introduced by the subordinate conjunction.
 Example: As Samson blew out the birthday candles atop the cake, he burned the tip of his nose
on a stubborn flame.
 Burning his nose > Blowing out the candles
 Coordinating: Daisy, my pug, loves having her head scratched but hates getting
her claws trimmed.
 Coordinating: I hate to waste a single scoop of home-made ice cream, for it is
tedious and time-consuming to make.
 Subordinate: We looked on top of the refrigerator, where Jenny will often hide a
bag of chocolate chip cookies.
 Subordinate: Marco begins to sneeze violently whenever he opens the door to
greet a fresh spring day.
 Coordinating: The bowl of squid eyeball stew is hot and delicious.
The use of a word or phrase to mean
the exact opposite of its literal or
usual meaning; incongruity between
the actual result of a sequence of
events and the expected result.
 Howard, after working an eight hour shift at the fork
factory, walked to the break room to eat his salad.
He was dismayed to find he had forgotten his fork.
When he went to the silverware drawer, he found
only spoons.
 When, on the one day you cannot be late for
school, there is an enormous traffic jam.
That’s not ironic. That’s unfortunate. You didn’t
expect the opposite to happen, you were just
hoping it would.
 When you were just talking about someone, and
you happen to see them the very next minute.
That’s not ironic. That’s a coincidence.
 How did Zusak use irony in his novel?
 Study for Grammar Quiz on Friday
 Read p. 168-184