Ive never known a person

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Engaging Grammar Practical Advice for Real
Classrooms Presented by Amy Benjamin www.amybenja
min.com November 5-9 Patchogue and Rocky Point
Schools
Ive never known a person who wasnt
interested in language. -Steven Pinker, The
Language Instinct
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I
teaching grammar.
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I.
II.
Cesar Chavez helped the farm workers. He
advocated for them. He did not encourage
violence. He led a boycott instead of violence.
The boycott was an effective method of
resistance. (30)
Cesar Chavez helped the farm workers, and he
advocated for them. He did not encourage
violence. He led a boycott instead of violence,
and the boycott was an effective method of
resistance. (32)
III.
IV.
Cesar Chavez, advocate for farm workers, helped
them not by encouraging violence, but by
leading a boycott, which is an effective method
of resistance. (24)
Cesar Chavez, advocate for farm workers, helped
them not by encouraging violence, but by
leading a boycott. The boycott was an effective
method of resistance.. (25)
Grammar is the most significant determiner of
sophisticated style.
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Grammar Your Remarkable Ability to Understand
LanguageThe mords slobly bordled a slom don in
the nox.
Who did it? How many of them were there? What was
done? Who or what was it done to? How many of
them were there? How was it done? Where was it
done? When was it done? What was the don like?
Sentence Constituents Subject The
mords Predicate slobly bordled a slom don in the
nox Direct Object a slom dom Prepositional
Phrase in the nox Object of the preposition nox
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(Handout, 2)
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It
SUBJECT Single word Adjective Noun Noun
Prepositional phrase Adjective Noun
prepositional phrase
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Twas brillig, and the slithy toves Did gyre and
gimble in the wabe. All mimsy was the
borogrove And the mome raths outgrabe.
from The Jabberwocky by Lewis Carroll
Did, or are, what?
Who? What?
Where? When? Why? How? To what extent?
What kind?
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1. Grammar is a system of making sentences out of
parts.

The parts have to match (agree)
Number (singular or plural) Gender
(masculine, feminine, neutral) Case
(subjective, objective, possessive)
Tense (past, present, future)
2. Writers and speakers place the parts in a
certain order and that order affects the impact
of the message.
3. The two main parts of language are nouns and
verbs. Everything else either modifies nouns or
verbs or joins words, phrases, and clauses.
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What should the study of grammar accomplish?
1. Better communication between teachers and
students about language
2. Understanding the rhetorical effects of
grammatical choices What can a sentence do? How
can I be in control of my sentences?
Chapter 1, page 3-7 Why? What? How?
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How? Learning Principles Based On

• Manipulatives
• Visuals
• Patterns
• Intuition
• Inductive reasoning
• Authentic language

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Patrick Hartwell Grammar, Grammars, and
theTeaching of Grammar (1997)
Grammar III Language etiquette good and
bad grammar
Grammar IV School Grammar Naming parts of
speech Identifying subject, pred. direct
obj, etc.
Grammar II Linguistic descriptions of how
Grammar I is used dialect, language change,
lang acquisition
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Grammar I The grammar in our heads
intuitive understandigs
Grammar V Rhetorical grammar Making
informed, deliberate decisions about how to
form sentences for particular effects upon
the reader.
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The Basics
Group of words, either noun modifiers or verb
modifiers not both
Phrase
A noun verb unit that may or may not be a
sentence
Clause
Sentence
An independent clause (noun verb unit that can
stand alone)
Handout, 3
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Phrase part of a sentence
Out of the words, students make phrases Out
of the phrases, students make sentences Out
of the sentences, students make subordinate
clauses Out of the subordinate clauses,
students make complex sentences
Sentence You can put the words IT IS TRUE
THAT in front of words that make a sentence
To create a complex sentence The basket
(subordinate clause) can be placed on the back
of the bike (no comma necessary) or on the
front of the bike (needs a comma).
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What about it? (predicate wheel)
Who or what? (subject wheel)
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Gardening is my favorite activity on a rainy day
because I like worms.
(add modifiers When? Where? Why? How? To What
Extent?)
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Declarative
Can you put It is true that. in front of it?
Complete Sentence
(or I intend to prove that)
Can you turn it into a yes/no question?
Can you add a Stick-on question?
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Isnt it?
Arent we?
Dont you?
Handout 18
etc.
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The bicycle as a metaphor for what makes a
complete sentence
Predicate Wheel tells What about it?
Subject Wheel tells Who or what?
Subordinate (dependent) clause is like a basket.
In can be placed in front, in back, or in the
middle of the main clause.
Handout, 19
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A complete sentence can be turned into a yes/no
question

• You used to work at Sears.
• Youve never worked at Sears.
• Ive seen you before.
• That cute little light green house
• with the dark green shutters in the
• middle of town is for sale by owner.
• Your cousins, the couple with the triplets,
• live in New Jersey.
• You dont live in New Jersey.
• This is a great movie.
• Ron Howard directs terrific movies.
• All Americans of voting age should vote.

When you used to work at Sears. Because you used
to work at Sears If all Americans of voting
age would vote. A movie directed by Ron
Howard.
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Handout, 20
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Match theStick-On Questions
Havent I? Doesnt he? Arent I? Didnt
you? Dont they? Shouldnt they? Dont I? Isnt
it? Isnt it? Do you? Have you?

• You used to work at Sears.
• Youve never worked at Sears.
• Ive seen you before.
• That cute little light green house
• with the dark green shutters in the
• middle of town is for sale by owner.
• Your cousins, the couple with the triplets,
• live in New Jersey.
• You dont live in New Jersey.
• This is a great movie.
• Ron Howard directs terrific movies.
• I think.
• Therefore I am.
• All Americans of voting age should vote.

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Handout, 21
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How to Make Stick-On Questions in English

• Find the subject and the verb. A pronoun is going
  to have to replace the noun phrase that comprises
  the subject, so decide which pronoun that should
  be. Invert subject and verb, using the auxiliary.
  If no auxiliary is present, use the appropriate
  form and tense of do. If the statement is in
  the negative, turn it into a positive if
  positive, turn it into a negative.

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The sentence-making kit

• Fold over index card
• 1)It is true that2)bicycle 3)yes/no q 4)tag?
• in, on, at, for, with (useful prepositions)
• Inside
• Coordinating conjunctions and, but, so
• Common subordinating conjunctions
• aaawwubbis after, as, although, while, when,
  until, before, because, if, since

Handout, 22
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The setting is highschool this girls name is
Melinda shes in ninthgrade. Its just a reglar
highschool. Merriwether in Syracuse NY and its
Andy Evans is the beast which they call IT. In
the janitors closet the safe place were she all
ways gose. In the cafeteria she has noone to sit
with they throw potatoes at her. Her bedroom is
kinda pathetic. Because it kinda stuck in the
90s.
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1) The setting is highschool this girls name is
Melinda shes in ninthgrade. 2) Its just a
reglar highschool. 3)Merriwether in Syracuse NY
and its Andy Evans is the beast which they call
IT. 4) In the janitors closet the safe place
were she all ways gose. 5) In the cafeteria she
has noone to sit with they throw potatoes at
her. 6) Her bedroom is kinda pathetic. 7)
Because it kinda stuck in the 90s.
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The setting for the novel Speak is Merriwether
High School in Syracuse, New York. This is a
suburban high school in an upper middle class
neighborhood. Our protagonist is Melinda.
Melinda has entered the ninth grade as the story
begins. She describes various classrooms like
homeroom, science class, English class, and art
class. Her most important class is art class. In
art class, Melinda can express herself. Melinda
does not express herself in speech.
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(1)The setting for the novel Speak is
Merriwether High School in Syracuse, New York.
(2) This is a suburban high school in an
upper middle class neighborhood. (3) Our
protagonist is Melinda. (4) Melinda has entered
the ninth grade as the story begins. (5) She
describes various classrooms like homeroom,
science class, English class, and art class.
(6) Her most important class is art class.
(7) In art class, Melinda can express herself.
(8) Melinda does not express herself in speech.
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Two kinds of words

• Form Class Words
• Nouns
• Verbs
• Adjectives
• Adverbs
• Can change form.
• Can do each others jobs sometimes.
• We get new ones.

• Structure Class Words
• Prepositions
• Conjunctions
• Determiners (noun signals)
• Pronouns
• Cannot change form.
• We dont get many new
• ones.

Handouts, 4)
Page 29
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Kinds of Information
Verb structures What is its action? What is its
nature?
Noun Phrases Who? What?
Adverb structures Where? When? Why? In what
manner? How often?
Adjective Structures Which one? What kind? How
many?
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Handout, 5
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Noun Owners Manual

• Congratulations on your wise purchase of a NOUN.
  Your NOUN may be used to fit into the following
  frame
• The____________.
• Your NOUN is used to name people, places, things,
  ideas, qualities, states of mind, and all kinds
  of other things that need naming.
• Your NOUN may be easily converted into an
  adjective. All you have to do is put another NOUN
  after it and have it make sense. (COW pasture,
  for example).
• Your NOUN may be the kind of NOUN that can be
  made plural. Only NOUNS may be made plural.
• Your NOUN may be able to be made possessive by
  adding s. Only NOUNS may be made possessive.
  When you make your NOUN possessive, it becomes an
  adjective.
• You may add all kinds of modifiers before and
  after your NOUN. You may replace your NOUN along
  with its modifiers with a pronoun.
• Feel free to use your NOUN as a subject, direct
  object, indirect object, object complement,
  object of a preposition, appositive, or predicate
  noun
• Your noun may be called a nominal when we
  consider it together with its modifiers.

Handout, 6)
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Language Tree Nouns
Places
Things
THE
People, Animals
Common nouns
Ideas, Feelings, Thoughts, Qualities
Proper nouns
Noun-making suffixes --tion, --sion,--ity,--ment,
--ness, --hood,--tude
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Write your original sentence here
Write your revised sentence (with appositive)
here
An appositive is a noun or pronoun, along with
its modifiers, that renames the noun or
pronoun that precedes (or, sometimes, follows)
it. Appositives are set off by commas.
Write your original sentence here
Write your revised sentence (with appositive)
here
Handout, 8
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Handout, 7
Pronoun Case Teams
Possessive Case Singular Plural My, Mine
Our, Ours Your, Yours Your,Yours His,
Her,Hers Their, Theirs Its
Whose
Subjective Case Singular Plural I
We You You He, She
They It Who
Objective Case Singular Plural Me
Us You You Him, Her
Them It Whom

• Preceding a noun
• to show ownership
• including a gerund

• Direct Object
• Indirect Object
• Object of a Preposition

• Subject
• Predicate Noun
• (After to be)

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Adjective Owners Manual

• Congratulations on your wise purchase of an
  ADJECTIVE. Your ADJECTIVE may be used to fit into
  the following frame
• The______________truck. Or
  The truck was very_________.
• Your ADJECTIVE likes to answer the question What
  kind?
• If your ADJECTIVE doesnt fit into either of
  these frames, maybe it is the kind of ADJECTIVE
  that answers the questions Which one? or How
  many?
• Your ADJECTIVE may be capable of using the
  suffixes er in the comparative form and est in
  the superlative form. (If your ADJECTIVE doesnt
  like these suffixes, just use more and most to
  accomplish comparison or superiority.)
• Your ADJECTIVE reports to your NOUN, and your
  NOUN can easily become an ADJECTIVE to another
  NOUN.
• Often, groups of words decide to get together and
  do ADJECTIVE-like work. We call such groups of
  words ADJECTIVALS, and they may be phrases or
  clauses that operate just like ADJECTIVES,
  answering those questions that ADJECTIVES answer.

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(Handout, 9)
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The Language Tree Adjectives
What kind?
Comparative form -er more. Superlative form
-est most
The_______truck
Very
How many?
Which one? (Noun determiners) a, an, the
this, that, these, those
first, secondl
last
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Verb Owners Manual

• Congratulations on your wise purchase of a VERB.
  Your VERB may be used to fit into the following
  frame
• To______________.
• Your VERB is the part of the sentence that is
  capable of turning the sentence into a negative.
  It is also the part of the sentence that changes
  when you add yesterday or right now. (If your
  sentence does not change when you add yesterday
  to it, then your sentence is in the past tense.
  If your sentence does not change when you add
  right now to it, then it is in the present
  tense.)
• Your VERB may be an action verb or a linking
  verb. Action verbs may take direct objects and
  are modified by adverbs. Linking verbs take
  predicate nouns and predicate adjectives. You can
  easily find a list of linking verbs.
• Your VERB may take auxiliaries (forms of have,
  be) and modal auxiliaries (could, should, would,
  can, will, shall, may, might, must).
• Your VERB sometimes uses a form of the word do to
  create a sentence, to emphasize, to negate, or to
  stand in for itself, as in Do you think so? Yes,
  I do.

Handout, 10
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Harry extinguished the flickering light.
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Action verbs
The Language Tree Verbs
Linking Verbs BE is, am, are, was, were, be,
being, been Sense Verbs look, sound, feel,
taste Seem Verbs appear, grow, seem


Verbals (off-duty verbs) Infinitives
Gerund Participles
I _______(base form) He______s (S form) I am
_____ing (ing form) I_______ed (yesterday)


Active voice Passive voice
Modal Auxiliaries will, shall, would, could,
should, can may, might, must
Auxiliaries Have Be
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Verb Land, USA
Base form walk, sing Progressive form walking,
singing Past form walked, sang Participial form
(have) walked, (have sung)
Hanout, 11
TO BE I am,was We are,were You are
were He, she, it is They
are,were
Active Voice I stole the cookie from the
cookie jar. Passive Voice The cookie was
stolen from the cookie jar by me. (BE
Participial form passive voice)
Sense Verbs feel, look, sound smell,
taste Also seem, become, appear grow
Where We Find Out the Action of Things
ACTION TOWN
Verbals 1. Participle
(acts as adjective) the dancing bear
the stolen cookie 2. Infinitive (acts as
noun) Let us never fear to negotiate. 3.
Gerund (Acts as noun) Teaching makes me
happy.
BE TOWN
ACTION verbs are modified by adverbsShe sings
happily. ACTION verbs take objective case
pronouns as objects We saw him steal the cookie
from the cookie jar.
Where We Find Out the Nature of Things
BE verbs are completed by adjectives He is
happy. BE verbs take subjective case pronouns
as complements It was I who stole the
cookie from the cookie jar.
Modal Auxiliaries Would Will Should
Shall Could May Can Might
Must
Auxiliaries Have creates the perfect
tenses (has sung, etc.) Be creates the
progressive tenses (am singing, etc.)
Auxiliaries and modal auxiliaries combine with
action verbs to create various tenses.
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Why Teach Verbs?
Strong verbs energize writing.
Writers must decide on a consistent verb
tense.
3. Writers must decide whether to use
active or passive voice.
4. Errors in verb usage are highly stigmatized
Incorrect form of irregular verbs (I seen,
brung, lay on the couch, have went, have
sang, etc.)
5. Whether we have an action verb or a BE verb
determines pronoun case use and adjective/adverb
use.
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The Language Tree
Adjective Branches
very___________
Noun Branches
Verb Branches
very___________
very___________
can___________
the______________
very___________
can___________
can___________
very___________
the______________
the______________
can___________
can___________
the______________
can___________
the______________
the______________
Prepositional Phrase Branches
in________________
on________________
at_______________
for________________
with________________
Topic ______________________________
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Situation You have always wanted to be a
(sports writer, music critic, restaurant
reviewer, movie critic). You have finally decided
to act on your dream. Write a (sports article,
review of a concert or CD, restaurant review,
movie review) that you intend to send to Newsday.
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Adverb Owners Manual

• Congratulations on your wise purchase of an
  ADVERB. Your ADVERB is very useful for answering
  one of the following questions
• When?
• Where?
• Why?
• How often?
• To what extent?
• In what manner?
• Often, groups of words decide to get together to
  do ADVERB-like work, and when they do, we call
  these groups of words ADVERBIALS. ADVERBIALS may
  be phrases or clauses that answer the questions
  that ADVERBS answer..

Handout, 12
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Morphology Chart
Handout, 13
41
Morphology Chart
42
Morphology Chart
43
Morphology Chart
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Handout 14
Morphology Charts
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Tier II Words
Tier III Words
ph __y__ ___sis
Tier I Words
x chr___ ___ic
Domain-specific terminology Glossary
words On-the-job words
Language of academics, business,
government Vocab List words
Everyday Language
Ask Dead Name Find out figure out Answer Rain Use
Sharp Get Take apart and put together balance
Photosynthesis Cytoplasm Metamorphosis Asymmetrica
l Bathysphere Rhetoric Deoxyribonucleic
acid Artifact Habeas corpus Diaspora Polysyndeton
Adjective
Interrogate Deceased Designate designation
identify, identification Ascertain
determine Precipitate, precipitation Utilize
employ Acute Acquire Analyze synthesize equilibri
um
Code-switching
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Handout, 15
Morphology Kit
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Why learn to identify prepositional phrases?
Vary sentence structure
Develop time and place dimension
Punctuate introductory elements
Eliminate redundancy
Achieve subject-verb agreement
Create parallel structure
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End at key points with a prepositional phrase
(noun)
Handout, 17
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Useful Prepositions for Essays

• In
• On
• At
• For
• With

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Sports Music Movies Restaurants
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Handout, 23
Common Hitching Devices
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Conjunctive Adverb movable within its own clause

• however nevertheless therefore
• You may have forgotten your notebook, however you
  still have to take notes today.
• John loves Mary. However, Mary does not know
  this.
• Therefore, I have them.

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Handout, 24
Lacking sense of patterns in English language
spelling ght ea ie/ei
suffixes
Lacking sentence integrity (Unintentional)
fragments, run-ons, comma splices No complex
sentences few sophisticated or compound
structures Lacking sense of subject-verb
agreement
Writing is not speech
Lacking care in presentation No
margins Illegible handwriting No difference
between a period and a comma Capitalization
rules not observed, inc.no obvious difference
between lower case and capitals
Lacking detail at the sentence level Few
modifiers few pre and post noun adjective
structures few adverbial
structures few prepositional
phrases no use of verbals
no use of appositives few
introductory structures in sentences
lacking lead-in from one sentence to
the next (lacking awareness of
reader needs)
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Sentence Patterns
SV Subject-Verb This pattern uses an
intransitive verb. Intransitive verbs take no
direct object. S-V-O Subject-Verb-Object This
pattern uses a transitive verb. Transitive verbs
take direct objects. (Direct objects answer
Who? Or What? They are used with action
verbs only. S-V-SC Subject-Verb-Subject
Complement This pattern uses a linking verb.
Linking verbs take subject complements, which can
be either nouns (and when pronouns, are in
the subjective case) or adjectives.
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Possessives
his books
Michael
s
books
Michael
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Possessives
his books
James
s
books
James
OR James books
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Possessives
Their troubles Their school Their mother Their
mothers
The boys
The boys troubles the boys school the boys
mother the boys mothers
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Possessives
Their troubles Their school Their mother Their
mothers
The men
The mens troubles the mens school the mens
mother the mens mothers
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What is owned is in the backpack.
We use an apostrophe to put it in the backpack!
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The my or his test
My friend borrowed his IPod.
Ichabods friend borrowed Mortimers IPod.
Use the s form any time you could substitute
the word my or his in the phrase.
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Why Teach Verbs?
Strong verbs energize writing.
Writers must decide on a consistent verb
tense.
3. Writers must decide whether to use
active or passive voice.
4. Errors in verb usage are highly stigmatized
Incorrect form of irregular verbs (I seen,
brung, lay on the couch, have went, have
sang, etc.)
5. Whether we have an action verb or a BE verb
determines pronoun case use and adjective/adverb
use.
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Verb Land, USA
Base form walk, sing Progressive form walking,
singing Past form walked, sang Participial form
(have) walked, (have sung)
TO BE I am,was We are,were You are
were He, she, it is They
are,were
Active Voice I stole the cookie from the
cookie jar. Passive Voice The cookie was
stolen from the cookie jar by me. (BE
Participial form passive voice)
Sense Verbs feel, look, sound smell,
taste Also seem, become, appear grow
Where We Find Out the Action of Things
ACTION TOWN
Verbals 1. Participle
(acts as adjective) the dancing bear
the stolen cookie 2. Infinitive (acts as
noun) Let us never fear to negotiate. 3.
Gerund (Acts as noun) Teaching makes me
happy.
BE TOWN
ACTION verbs are modified by adverbsShe sings
happily. ACTION verbs take objective case
pronouns as objects We saw him steal the cookie
from the cookie jar.
Where We Find Out the Nature of Things
BE verbs are completed by adjectives He is
happy. BE verbs take subjective case pronouns
as complements It was I who stole the
cookie from the cookie jar.
Modal Auxiliaries Would Will Should
Shall Could May Can Might
Must
Auxiliaries Have creates the perfect
tenses (has sung, etc.) Be creates the
progressive tenses (am singing, etc.)
Auxiliaries and modal auxiliaries combine with
action verbs to create various tenses.
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How To Find A Verb

• The verb is the part of the sentence that can be
  negated.
• The verb is the part of the sentence that changes
  when you change the tense from
• present to past (or from past to present)

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English Regular Verb Patterns
Past and Participial form (have)
S form
ING form
Base form
She is walking. (Can be used as
an adjective) The walking child An adjective
that is formed from a verb is called a
participial adjective.
She walked yesterday. (past) We have walked
four miles already. (present perfect) (Can be
used as an adjective) The walked dog is a
happy dog. (Can create the passive voice) The
dog was walked an hour ago.
I walk. to walk (infinitive)
He walks.
(present progressive)
She was walking. (past progressive)
I walk on the treadmill every day. To walk
on the treadmill is my hobby.
Walking (gerund ING form used as a noun) on the
treadmill is my hobby.
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English Regular Verb Patterns
Verbals A verb form that is
used as another part of speech 1.
Participle (acts as adjective) the
dancing bear the stolen cookie 2.
Infinitive (acts as noun) Let us never
fear to negotiate. 3. Gerund (Acts as noun)
Teaching makes me happy.
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English Regular Verb Patterns
Past and Participial form (have)
S form
ING form
Base form
She is walking. (Can be used as
an adjective) The walking child An adjective
that is formed from a verb is called a
participial adjective.
She walked yesterday. (past) We have walked
four miles already. (present perfect) (Can be
used as an adjective) The walked dog is a
happy dog. (Can create the passive voice) The
dog was walked an hour ago.
I walk. to walk (infinitive)
He walks.
(present progressive)
She was walking. (past progressive)
I walk on the treadmill every day. To walk
on the treadmill is my hobby.
Walking (gerund ING form used as a noun) on the
treadmill is my hobby.
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English Regular Verb Patterns
Verbals A verb form that is
used as another part of speech 1.
Participle (acts as adjective) the
dancing bear the stolen cookie 2.
Infinitive (acts as noun) Let us never
fear to negotiate. 3. Gerund (Acts as noun)
Teaching makes me happy.
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IRREGULAR VERB PATTERNS
I bring I brought I have brought
I sing I sang I have sung
I see I saw I have seen
I fly I flew I have flown
I hit I hit I have hit
I steal, I stole, I have stolen
I pay, I paid, I have paid
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IRREGULAR VERB PATTERNS
I bring I brought I have brought
Other irregular verbs with this pattern teach,
taught, have taught buy, bought, bought
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IRREGULAR VERB PATTERNS
I sing I sang I have sung
Other irregular verbs with this pattern ring,
rang, have rung drink, drank, have drunk shrink,
shrank, have shrunk
Sound-alikes, but NOT IRREG blink, blinked,
have blinked
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IRREGULAR VERB PATTERNS
I hit I hit I have hit
Sound-alikes, but IRREGULAR in a different
way sit, sat, have sat
Put, put, have put Set, set, have set Bet, bet,
have bet Cut, cut, have cut
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IRREGULAR VERB PATTERNS
I fly I flew I have flown
Sound-alikes, but NOT IRREG Try, tried, have
tried Cry, cried, have cried Flow, flowed, have
flowed Glow, glowed, have glowed
Know, knew, have known Blow, blew, have
blown Grow, grew, have grown
Sound alikes, but IRREGULAR in a different
way show, showed, have shown
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IRREGULAR VERB PATTERNS
I see I saw I have seen
Other verbs that have no matching pattern Go,
went, have gone BE Is, am, are, was, were, be,
being, been
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IRREGULAR VERB PATTERNS
I steal, I stole, I have stolen
speak, spoke, have spoken take, took, have taken
Sound-alikes that are NOT IRREG reveal,
revealed, have revealed seal, sealed, have
sealed creak, creaked, have creaked
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IRREGULAR VERB PATTERNS
I pay, I paid, I have paid
Sound-alikes that are NOT IRREG relay,
relayed, have relayed convey, conveyed, have
conveyed stay, stayed, stayed pray, prayed, have
prayed spray, sprayed, have sprayed
say, said, have said lay, laid, have laid
Sound-alikes that are IRREGULAR in a different
way slay, slew, have slain lie, lay, have
lain
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Action verbs are modified by adverbs.
Pepper is
Pepper behaves
Pepper looks..
Pepper seems
Pepper became
Linking verbs are completed by adjectives.
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The expandable, shrinkable nominal (noun its
modifiers)
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The expandable, shrinkable nominal
IT
standing over the fish bowl
the
on the bookshelf,
curious
little
looking hungrily at the rainbow fish
pink
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Order of adjectives
these
two
cute
little
Himalayan
well-trained
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Why is this long and complicated sentence not a
run-on? The squat, bandy-legged man with long,
straggly, ginger hair jumped and dropped an
ancient suitcase which burst open, releasing
what looked like the entire contents of a junk
shop window.
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Informal and formal English
got, gotta hafta gonna wanna lemme woulda,
shoulda, coulda cuz
have, have to going to want to let me would
have, should have, could have because
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Informal and formal English
briefcase dress shoes sit-down
restaurant football on the team lunch cooking,
baking, roasting
backpack flip-flops McDonalds frisbee on the
lawn snack zapping/nuking
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Informal and formal English
got, gotta hafta gonna wanna lemme woulda,
shoulda, coulda cuz
have, have to going to want to let me would
have, should have, could have because
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Situation It has always been your dream to be
a (sports writer, music/movie/restaurant critic).
Now, youve decided to act on your dream by
writing a column that you intend to send to
Newsday. Begin writing your draft.
sports music movies restaurants
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Identifying Adverbials
Identify each adverb, adverb phrase, or adverb
clause in the following sentences extracted from
Jack Londons White Fang. Note that a sentence
may contain more than one adverbial.
3. He rubbed his eyes and looked at them more
sharply.
At them is an adverbial phrase more and sharply
are adverbs. At them and sharply modify the verb
looked. At them answers the question Where? and
sharply answers the question How?. More
modifies the adverb sharply and answers the
question To what extent?.
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Identifying Adverbials
Without the adverbials, the passage would be hard
to understand and much less detailed.
The men slept, breathing. The fire died, and the
gleaming eyes drew the circle they had flung. The
dogs clustered.
The passage is hard to understand because no
adverbials indicate where, when, how, and to what
extent the action happened.
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Wasnt it?
Wasnt it?
The next day was foggy everything on the farm
was dripping wet the grass looked like a magic
carpet the asparagus patch looked like a silver
forest on foggy mornings, Charlottes web was
truly a thing of beauty this morning each thin
strand was decorated with dozens of tiny beads of
water the web glistened in the light and made a
pattern of loveliness and mystery like a
delicate veil.
Didnt it?
Didnt it?
Wasnt it?
Wasnt it?
Didnt it?
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Wasnt he?
Two days later a new kid was assigned to
Group D his name was Brian, but X-Ray called
him Twitch because he was always fidgeting
Twitch was assigned Zeros bed, and Zeros
crate Vacancies dont last long at Camp
Green Lake Twitch had been arrested for
stealing a car he claimed he could break into a
car, disconnect the alarm, and hot-wire the
engine, all in less than a minute
Wasnt it?
Didnt he?
Wasnt he?
Wasnt he?
Do they?
Didnt he?
Hadnt he?
Couldnt he?
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Simple Sentence One Subject, One Verb

• He thought about home.

Didnt he?
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Simple Sentence Two Subjects, One Verb

• He and Zero thought about home.

Didnt they?
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Simple Sentence Two Subjects, Two Verbs

• He and Zero thought and dreamed about home.

Didnt they?
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Simple Sentence Two Subjects, Two
Verbs,Prepositional Phrases

• He and Zero thought about home and
• planned their escape back to Stanleys
• apartment.

Didnt they?
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Simple Sentence Two Subjects, Two Verbs,More
Prepositional Phrases

• In the morning, he and Zero thought about
• home and planned their escape from
• Camp Green Lake back to
• Stanleys apartment.

Didnt they?
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Simple Sentence One Subject, One Verb

• He thought about home.

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