MSHS 2013-2014 Name: · A phrase is two or more related words that function as a single sentence part (either noun, adjective, or adverb). There are three kinds of phrases: Prepositional,

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ENGLISH 11 Grammar Instruction Packet

ENGLISH 11 GRAMMAR PACKET

INSTRUCTION PAGES

MSHS 2013-2014

Name: _________________

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English 11 Grammar Table of Contents

UNIT 1: Sentence Faults and Punctuation Lesson One: Review of phrases Lesson Two: Sentence Fragments Lesson Three: Run-ons and Comma Splices Lesson Four: The Comma Lesson Five: The Apostrophe Mastery TEST Review A

UNIT 2: SENTENCE PATTERNS AND TYPES; PRONOUN CASE

Lesson One: Review of Clauses Lesson Two: Sentence Patterns Lesson Three: Sentence Types Lesson Four: Pronoun Case Lesson Five: Proofreading Mastery TEST Review A

UNIT 3: AGREEMENT Lesson One: Subject-Verb Lesson Two: Pronoun-Antecedent Review: Case and Agreement Mastery TEST Review A

UNIT 4: VERBS Lesson One: Verb Forms and Tense Lesson Two: Verb Mood Lesson Three: Verb Voice Lesson Four: Parallelism Lesson Five: Modifiers Mastery TEST Review A

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“Grammar, which knows how to control

even kings.” –Moliere (French playwright)

English 11 UNIT 1

SENTENCE FAULTS & PUNCTUATION

Phrases Sentence Fragments Run-ons and Comma Splices Comma Rules Apostrophe Rules

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UNIT 1: SENTENCE FAULTS; PUNCTUATION LESSON ONE: PHRASES A phrase is two or more related words that function as a single sentence part (either noun, adjective, or adverb). There are three kinds of phrases: Prepositional, Appositive, and Verbals. 1. Prepositional phrases – begins with a preposition and includes its object and any words modifying the object

a. We swam in the water yesterday.

b. He walked toward us.

c. He can identify most flowers by their petals. 2. Appositive phrases – a noun or noun phrase that renames a nearby noun

a. My sister, the girl in the blue shirt, is the best athlete in the school.

b. We went to Mount St. Helens, the only active volcano in the continental U.S.

c. Jonathon, the inquisitive baby, was playing with his mother’s laptop. 3. Verbal phrases– these phrases all contain some type of verb.

a. Participial – a verb form ending in –ed* or -ing that is used as an ADJECTIVE. (past participial form is ―ed‖ in regular verbs; may vary in irregular verbs)

Ex. – Being a student-athlete, I have very little free time. (adjective describing ―I‖)

b. Gerund – a verb form ending in -ing that is used as a NOUN.

Ex. – Washing the dishes is my daily chore. (subject of the sentence) I go sightseeing on foot. (direct object) *NOTE: Be alert to irregular verbs, those whose forms do not end in ed/ing. For example, chosen.

c. Infinitive – to plus a verb

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UNIT 1 – LESSON TWO: SENTENCE FRAGMENTS (FRAG) A sentence fragment is a group of words that pretends to be a sentence, but does not contain one of the requirements of a complete sentence – either a subject, a verb, or a completed thought. Most fragments are phrases or clauses that need to be attached to the sentence before or after. For example, When I arrived at the ticket counter. I discovered that I was too late. When I arrived at the ticket counter, I discovered that I was too late. I left my purse and keys. On the counter in my mother's kitchen. I left my purse and keys on the counter in my mother's kitchen. NOTE: Notice in the above examples that when the fragment is the first word group, a comma is

used; when the fragment is the second word group, a comma is usually not used, except in the case of

an appositive phrase (see examples below). If the second group is a nonessential phrase, a comma

would also be used (see information in lesson four: commas).

I would appreciate it if you would wash that shirt. The one on the floor. I would appreciate it if you would wash that shirt, the one on the floor.* My favorite kind of car is a Porsche. Especially the 911. My favorite kind of car is a Porsche, especially the 911. NOTE: If the fragment at the end of the sentence is a list, a colon is used to separate the complete sentence from the list:

I was sent to the store to buy a number of items. bread, butter, juice and milk. I was sent to the store to buy a number of items: bread, butter, juice and milk.

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UNIT 1 – LESSON THREE: RUN-ONS (RS) AND COMMA SPLICES (CS) Some sentences are so closely related that the writer "runs" them together, creating a run-on sentence; or he joins them with a comma, creating a comma splice. There are several ways to correct these problems: 1. a period He never answers questions he counters with questions of his own. (RS) He never answers questions. He counters with questions of his own. He never answers questions, he counters with questions of his own. (CS) He never answers questions. He counters with questions of his own. 2. a semi-colon (;) He rushed down the steps an angry woman chased him. (RS) He rushed down the steps; an angry woman chased him. He rushed down the steps, an angry woman chased him. (CS) He rushed down the steps; an angry woman chased him. 3. a semi-colon plus a conjunctive adverb* plus a comma (; however,) I do not care for apple pie I actually hate peach pie. (RS) I do not care for apple pie; moreover, I actually hate peach pie. I do not care for apple pie, give me a piece of peach pie instead. (CS) I do not care for apple pie; therefore, give me a piece of peach pie instead. 4. a comma plus a conjunction (and, or, but, for, nor, so, yet) Poe's stories are exciting they are full of terrifying experiences. (RS) Poe's stories are exciting, and they are full of terrifying experiences. Poe's stories are exciting, they are also terrifying. (CS) Poe's stories are exciting, but they are also terrifying. *however, moreover, nevertheless, thus, then, therefore, consequently, accordingly,

furthermore, thus, still, otherwise, meanwhile are conjunctive adverbs when they join two sentences.

*as a result, for example, in addition, in fact, on the other hand can serve as conjunctive adverbs if they are used to join two sentences.

NOTE: Conjunctive adverbs usually have a semi-colon in front and a comma after. A

period may be used in front of a conjunctive adverb in place of the semi-colon.

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PREPOSITIONS A preposition is a word that relates a noun or pronoun to another word in a sentence. "The dog sat under the tree." When prepositions are not in a prepositional phrase, they function as adverbs. There are about 150 prepositions in English. Yet this is a very small number when you think of the thousands of other words (nouns, verbs etc). Prepositions are important words. We use individual prepositions more frequently than other individual words. In fact, the prepositions of, to and in are among the ten most frequent words in English. Here is a short list of the more common one-word prepositions. Many of these prepositions have more than one meaning. Please refer to a dictionary for precise meaning and usage. about above across after against along among around at before behind below beneath beside between by down during except for from in in front of inside instead of into like near of off on onto on top of out of outside

over past since through to toward under underneath until up upon with within without

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UNIT I – LESSON FOUR: THE COMMA Although you have previously learned up to ten rules governing the use of the comma, the following four rules seem to be the most abused in writing, so we will concentrate on these this year. RULE ONE: Use a comma before the conjunction to separate two complete sentences. (and, or, nor, but, for, yet, so) EXAMPLES- We polished the silver, and the boys set the table. She loved long and complicated novels, but he preferred short and easy stories. We will not be going to the game next week, nor will we go to the next several games. NOTE: Do not confuse a compound verb with a compound sentence! (He walked the dog every night and ran with him every weekend.) RULE TWO: Use commas to set off parenthetical expressions that interrupt the flow of the sentence.

EXAMPLES- We will go, Mary, as soon as you are ready. (direct address) No, I will not drive you to school. The boys, therefore, decided to return. The flowers, in my opinion, look unhealthy. I don’t like the smell of that jacket, Bob. (direct address) RULE THREE: Use a comma after introductory phrases and clauses.

EXAMPLES- Prepositional phrases when the phrase has five or more words:

During the summer months of June and July, we swim daily. Verbal phrases:

Being of sound mind and body, I leave you my treasures. To make matters worse, he couldn’t program the computer. Relieved by the break, we hurried out to a long lunch.

Adverb Clauses: After we left the party, the police raided. Since you left early, you weren’t arrested like we were. Because you were late, we began practice without you. RULE FOUR: Use commas to set off nonessential (nonrestrictive) phrases and clauses. HINT #1: When the modifying phrase or clause modifies a specific noun, the phrase or clause is nonessential and therefore must be set off with commas. EXAMPLE- His cousin is the girl working in that office. (essential) His cousin, working in that office, heard the news first. (nonessential)

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HINT #2: If the noun being modified is a proper noun, the modifying phrase or clause is nonessential and must be set off with commas. Generally speaking, if it is a common noun or pronoun that needs the modifying phrase or clause for identification, then the modifying phrase or clause is essential and does not need commas. EXAMPLES- All those who wish to attend the meeting must sign up now. Laura, who wishes to attend the meeting, forgot to sign up. The boy walking down the hall is my date to the prom. Tim Smith, walking down the hall, is my date for the prom. HINT #3: Never use commas with a ―that‖ clause. EXAMPLE- Joe has the book that I would like to read next. HINT #4: Always use a comma with "especially" EXAMPLE- I really liked the art exhibit, especially the modern works.

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UNIT I – LESSON FIVE: THE APOSTROPHE Part One-Possessives The possessive case of nouns and pronouns shows ownership or relationship. For example: Ownership = Joe's calculator has a solar battery. Where did she buy her bracelet? Relationship = Pam's aunt is a plumber. The mother birds had fed their young. To test whether an apostrophe should be used, try an "of" phrase in place of the word; if the "of" phrase makes sense, use an apostrophe. For example: yesterdays news news of yesterday yesterday's news (incorrect) (test) (correct) RULE ONE: To form the possessive case of a singular noun, add an

apostrophe and an "s". Bob's notebook the recruiter's patience a month's work a trustee's background RULE TWO: To form the possessive case of a singular noun ending in "s

add an apostrophe and an "s" Charles's hat a bus's passengers my boss's orders Gus's boots NOTE: if a name has more than two syllables or if the addition of an "s" after the apostrophe makes the pronunciation awkward, use just an

apostrophe. Moses' law Sophocles' plays Dickens' stories Mr. Perkins' assignment RULE THREE: To form the possessive of plural nouns ending in "s", add an apostrophe. The Joneses' car the waitresses' tips the boys' arguments the horses' bridles

NOTE: irregular plural nouns (those not ending in "s") form the possessive with an apostrophe and an "s".

women's organizations children's shoes geese's migration

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RULE FOUR: To form the possessive of indefinite pronouns, use an apostrophe and an "s". anybody's guess everyone's chances somebody else's hat either's idea RULE FIVE: To form the possessive of personal pronouns, use the possessive case of the pronoun, but no apostrophe. my desk your pencil her work its shape* NOTE: don't confuse possessive forms of pronouns with contractions! Whose party? (possessive) Who's going to the party? (contraction of "who is") I don't like its timing. (possessive of ―it") I don't think it's a good idea. (contraction of "it is") RULE SIX: To form the possessive of compound words, organizations, and words showing joint possession, add an apostrophe only to the last word. sister-in-law's office board of directors' report Urban League's members Bob and Jim's canoe* NOTE: when two or more persons possess something individually, each must form the possessive. Michael and Dawn's house (joint ownership) Michael's and Dawn's houses (each has a house) NOTE: when one of the words showing a joint possession is a pronoun, each must be possessive. Sean's and her conversation

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UNIT I – LESSON FIVE (CONT’D): THE APOSTROPHE Other rules governing the use of the apostrophe: RULE SEVEN: Use an apostrophe to show where letters, words, or numerals have been omitted in a contraction. who is……….who's she will……….she'll 1959…………'59 I am…………...I'm we had………we'd could have……could've let us………..let's Lisa is…………Lisa's is not………..isn't were not………weren't cannot………can't will not………..won't NOTE: whenever possible, avoid using contractions in formal writing. RULE EIGHT: Use an apostrophe and an "s" to form the plurals of most letters, most numbers, and most words used as words. There are four s's in the word. He ordered me to replace some of the so's in my paper. Make your upper case W's higher. He wrote during the 1700's*

*NOTE: common practice today, especially in business writing, is to omit the apostrophe for the above in numbers and in other cases unless awkwardness occurs; however, an apostrophe in these cases is never wrong.

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UNIT I-LESSON SIX: HYPHENS, DASHES, PARENTHESES, AND BRACKETS HYPHEN: is used to divide a word at the end of a line.

∙Do NOT divide a one-syllable word. ∙Divide a word only between syllables ∙Divide an already hyphenated word at the hyphen ∙Do not divide a word so that one letter stands alone

HYPHEN: is used with compound numbers from twenty-one to ninety-nine and with fractions used as modifiers.

There are twenty-one students. It will take a three-fourths majority to pass the law. (modifier) Three fourths of the voters need to turn out to make an impact. (amount)

DASHES: may replace commas, semicolons, colons, and parentheses to indicate added emphasis, an interruption, or an abrupt change of thought. ∙Use dashes to set off abrupt breaks in thought.

The playwright handles her material –I should say lack of material—quite well. ∙Use dashes to set off appositives or parenthetical expressions that contain commas. Several of the Russian writers—Pushkin, Tolstoy, and Chekhov, for

example—led fascinating lives. ∙Use a dash to set off an introductory list or group of examples. The Song of Roland and The Nibelungenlied share many elements—oral origins,historical references and fatal betrayals. ∙Dashes are generally AVOIDED in formal, academic writing.

I pay the bills—she has all the fun. A semicolon would be used here in formal writing.

I need three items at the store—dog food, vegetarian chili, and cheddar cheese. Remember, a colon would be used here in formal writing.

Please call my agent—Jessica Cohen—about hiring me. Commas would be used here in formal writing instead of the dashes.

PARENTHESES: Use parentheses to enclose informative or explanatory material of minor importance. A roman a clef (literally, ―novel with a key‖) is a novel about real people to whom the novelist has assigned fictitious names. BRACKETS: Use brackets to enclose an explanation within quoted or parenthetical material. The newspaper article stated that ―at the time of that Democratic National Convention [in Chicago in 1968] there were many protests groups operating in the United States‖ (Holt 1228).

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“Like everything metaphysical, the

harmony between thought and reality is

to be found in the grammar of the

language.” –Ludwig Wittgenstein (Austrian philosopher)

English 11 UNIT 2

Clauses Sentence Patterns Sentence Types Pronoun Case Proofreading

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UNIT II: SENTENCE PATTERNS AND TYPES; PRONOUN CASE LESSON ONE: CLAUSES A clause (subordinate or dependent) is two or more related words that contain a verb and its subject, but do not express a complete thought. A clause functions as a single sentence part, either noun, adjective, or adverb. Clauses usually begin with an introductory word. a. The dog that bit my leg is at the pound. adjective

b. I am polite to people who are polite to me.

c. The field where we play needs to be mowed.

(who, whom, whose, which, that, when, where) adverb

a. When we get the memo, we will know the answer.

b. He would be a fine companion if he didn’t talk so much.

c. Because he studied, he did well on the test.

(after, although, as, as if, because, before, even though, if, since, so that, than, unless, when, where, whether, while)

a. Whoever wins the race will be the city champion. (Subject) noun

b. I will do whatever you like. (DO)

c. This trophy is for whoever wins the English award. (OP) (how, that, which, who, whoever, whom, whomever, what, whatever, when, where, whether, whose, why)

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UNIT II - LESSON TWO: SENTENCE PATTERNS

There are five basic sentence patterns:

Pattern 1: S + V You are going with your mother. Pattern 2: S + LV + PA He is green with envy. Pattern 3: S + LV + PN In five years, she will be a doctor. Pattern 4: S + AV + DO He enjoys his job. Pattern 5: S + AV + IO + DO Your boss will give you a raise on Friday.

UNIT II – LESSON THREE: SENTENCE TYPES There are four basic sentence types: the simple sentence, the compound sentence, the complex sentence, and the compound-complex sentence.

1. Simple Sentence – one independent clause that contains a subject, a verb, and expresses a complete thought. Examples: Eric ate the taco. He tripped and fell on the pavement. Erica and Louise spent the day at the park.

Compose your own simple sentence example about a member of your family.

2. Compound Sentence – Two or more independent clauses and their modifiers joined by a

coordinating conjunction (and, or, nor, but, for, yet, so), or a semi-colon + a conjunctive adverb (however, moreover, therefore, then, thus, indeed, in fact, etc.), or a semi-colon.

Examples: Eric ate the taco, but he never ate enchiladas. He tripped and fell on the pavement; however, he recovered quickly. Erica and Louise spent the day at the park; they missed their final exams. Compose your own compound sentence example about a member of your family.

3. Complex Sentence – an independent clause and its modifiers with one or more dependent clauses attached.

Examples: Eric ate the taco, which was very tasty. (adjective clause)

As soon as he walked outside, he tripped and fell on the pavement. (adverb clause)

Erica and Louise spent the day at the park, where they had a picnic. (adverb clause)

Compose your own complex sentence example about a member of your family.

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4. Compound-Complex Sentence – two or more independent clauses with one or more dependent clauses attached.

Examples: Eric ate the taco, which was very tasty; however, he never ate enchiladas.

As soon as he walked outside, he tripped and fell on the pavement, but he recovered quickly.

Erica and Louise spent the day at the park, where they had a picnic; they missed their final exams.

Compose your own compound-complex sentence example about a member of your family.

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UNIT II – LESSON FOUR: PRONOUN CASE

THE CASES OF PERSONAL PRONOUNS & THE USES OF EACH CASE

CASE: NOMINATIVE CASE

OBJECTIVE CASE

POSSESSIVE CASE

USE / FUNCTION:

Subject Predicate Noun

Direct Object Indirect Object Object of Preposition (OP)

Subject of Infinitive Object of Infinitive

Adjective Gerund

Singular I You He, she, it Who

Me You Him, her, it Whom

My, mine Your, yours His, her, hers, its Whose

Plural We You They

Us You Them

Our, ours Your, yours Their, theirs

*NOTE: the pronoun ―myself‖ is a reflexive pronoun and needs an antecedent to precede it. Example: INCORRECT: Sam and myself went to the movies. CORRECT: Sam and I went to the movies. OR I, myself, went to the movies. INCORRECT: Between you and myself, I like reality television. CORRECT: Between you and me, I like reality television.

PRONOUN CASE RULES

1. Use the possessive case of a noun or pronoun before a gerund.

The teacher approves of his studying in the room. The teacher approves of Bill’s studying in the room.

2. Use the objective case for the subject of an infinitive (to + verb).

We know her to be the principal. We know Mary to be the principal.

3. Use the objective case for the object or predicate noun after an infinitive.

We know the principal to be her. We know the principal to be Mary.

4. In an incomplete construction, use the form that you would use if the construction were complete.

NOTE: Sometimes either case is possible and

should be chosen according to what is meant by the sentence.

He was older than she. (than she was old.) I like Fred better than he. (than he likes Fred.) I like Fred better than him. (than I like him.)

5. Use “who” and “whom” in subordinate clauses according to their use in the clause.

NOTE: The choice is NOT affected by anything

OUTSIDE the clause!

WITHIN THE CLAUSE Who = subject or predicate noun of the clause Whom = direct or indirect object or object of the

preposition of the clause

The new teacher [who has taken my job] came today. (subject) The new teacher, [whom I met today], came yesterday. (direct object) Does anyone know [who the new teacher is]? (PN) I don’t remember [whom I lent the book to]. (OP) They are the people [who, I think, are the best citizens]. (subject)

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EXERCISE NINE: Using the information from the pronoun case chart, select the correct pronoun in the sentences below. Then, indicate the function and case of the pronoun you selected in each sentence. Labels are listed below.

CASE: N=NOMINATIVE CASE

O=OBJECTIVE CASE

P=POSSESSIVE CASE

FUNCTION: (USE)

S= Subject PN= Predicate Noun

DO= Direct Object IO=Indirect Object OP=Object of Preposition SI=Subject of Infinitive OI=Object of Infinitive

A=Adjective G=Gerund

Singular I You He, she, it Who

Me You Him, her, it Whom

My, mine Your, yours His, her, hers, its Whose

Plural We You They

Us You Them

Our, ours Your, yours Their, theirs

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"An education isn't how much you have

committed to memory, or even how much you

know. It's being able to differentiate

between what you DO know and what you

DON'T." -Anatole France

(French novelist, poet and journalist)

English 11 UNIT 3

AGREEMENT

Subject-Verb Agreement

Pronoun-Antecedent Agreement

Review of Agreement and Case

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UNIT III: SUBJECT/VERB AGREEMENT AND PRONOUN ANTECEDENT AGREEMENT LESSON ONE: AGREEMENT OF SUBJECT AND VERB

Subject/verb agreement simply means that verbs must always agree with the subject of the sentence in both number and person. For example: SINGULAR PLURAL I was We were He seems They seem It is They are

The following are instances where we have trouble with agreement: RULE ONE: A verb after a prepositional phrase must agree with the subject, not with the object of preposition. The student’s answer to the questions was brief. The roads down in the country are not paved. RULE TWO: A verb in a dependent clause agrees with the subject of the clause; with the phrase “one of those,” the verb that follows will be plural. Alice is one of those students who always receive an ―A‖. RULE THREE: A verb after an expletive (it or there) agrees with its subject, not with The expletive. There seem to be several students absent today. There’s not much time to get ready for the party. RULE FOUR: The following singular indefinite pronouns take a singular verb: one, each one, everyone, each, either, neither, no one, anyone, someone, anybody, somebody, everybody. Each one of the students is required to attend. Neither of the boys attends a private school. RULE FIVE: The following plural indefinite pronouns take a plural verb: several, few, both, many.

Several of the players were sick today.

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RULE SIX: The following indefinite pronouns take either a singular or a plural verb depending on the object of the preposition: any, some, none, all. All of the milk was sour. All of the girls were sick. RULE SEVEN: A verb with a collective noun is singular when the group is considered as a unit; a verb with a collective noun is plural when the members of the group are considered as individuals. (There will most often be a clue later in the sentence.) The class has reached a unanimous decision on the issue. The family have agreed among themselves to stop fighting. RULE EIGHT: Singular or plural subjects joined by “and” take plural verbs. Mary and Sue are here early today. NOTE: Except when considered a single item. EXAMPLES Peanut butter and jelly sandwich Macaroni and cheese RULE NINE: Subjects joined by “or” or “nor” take a verb that agrees with the nearer

subject. Either the judge or the lawyers are wrong. My brother or my sister is at home today. RULE TEN: Verbs after expressions of amount are singular when the amount is considered as a unit (time, money, measurement, weight, volume). Three years in a strange land seems like a long time. Ten dollars is a small price to pay for that book. RULE ELEVEN: A verb after a fraction can be singular or plural depending on the object of preposition. Two-thirds of the meat is spoiled. Two-thirds of the people are French.

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LESSON TWO: AGREEMENT OF PRONOUN/ANTECEDENT

A pronoun agrees with its antecedent (the noun or pronoun for which it stands) in NUMBER, PERSON, and GENDER. RULES ONE-TWELVE: A pronoun must agree with its antecedent in number.

Follow the same rules as those for subject/verb agreement.

INCORRECT: Everyone has a right to their opinion. CORRECT: Everyone has a right to his opinion. (RULE FOUR)

INCORRECT: Either Jack or Hal will bring their records. CORRECT: Either Jack or Hal will bring his records. (RULE NINE)

INCORRECT: The football team has their new plays. CORRECT: The football team has its new plays. (RULE SEVEN)

INCORRECT: The football team have been awarded its numbers. CORRECT: The football team have been awarded their numbers. (RULE SEVEN)

INCORRECT: All of the equipment was in their proper place.

CORRECT: All of the equipment was in its proper place. (RULE SIX)

INCORRECT: All of the backfield were playing its best game. CORRECT: All of the backfield were playing their best game. (RULE SIX)

RULE THIRTEEN: A pronoun must agree with its antecedent in person. INCORRECT: Everyone should present your thoughts on automation. CORRECT: Everyone should present his thoughts on automation. RULE FOURTEEN: A pronoun must agree with its antecedent in gender (male or

female). If the antecedent can be either male or female, the masculine pronoun Is used – the “he/she” or "his/ her" construction is awkward in formal writing. CORRECT: It seems like a girl must always carry her purse. CORRECT: Everyone should bring his coat for the parade. (gender not known here)

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ENGLISH 11: AGREEMENT CHART

AGREEMENT QUICK REFERENCE

1. A verb/pronoun after a prepositional phrase must

agree with the subject, not with the object of preposition.

The student’s answer to the questions was brief. The roads down in the country are not paved. The teachers of the class gave their directions to the students.

2. A verb in a dependent clause agrees with the subject of the clause; with the phrase “one of those,” the verb that follows will be plural.

Alice is one of those students who always receive an ―A‖.

3. A verb after an expletive (it or there) agrees with its subject NOT with the expletive.

There seem to be several students absent today. There’s not much time to get ready for the party. It is healthy to eat fruits and grains. It is clear that we must change our approach.

4. The following singular indefinite pronouns take a singular verb and a singular pronoun: one, each one, everyone, each, either, neither, no one, anyone, someone, anybody, somebody, everybody

Each one of the students is required to attend. Neither of the boys attends a private school. Everyone is required to turn in his homework. Neither Jess nor Chris is ready to give his speech.

5. The following plural indefinite pronouns take a plural verb and plural pronoun: several, few, both, many

Several of the players were sick today. Several members of the team forgot their uniforms.

6. The following indefinite pronouns take either a singular or plural verb depending on the object of preposition: any, some, none, all

All of the milk was sour. All of the girls were sick.

7. A verb and a pronoun with a collective noun is singular when the group is considered as a unit.

A verb and a pronoun with a collective noun is

plural when the members of the group are considered as individuals. (There will most often be a clue later in the sentence.)

The class has reached a unanimous decision on the issue. The team learned that it had earned enough points to compete in the playoffs. The family have agreed among themselves to stop fighting. The class finished their tests.

8. Singular or plural subjects joined by “and” take plural verbs and plural pronouns.

*Unless considered a singular noun

Mary and Sue are here early today. Mary and Sue brought their books home. Macaroni and cheese

9. Subjects joined by “or” or “nor” take a verb and a pronoun that agrees with the nearer subject.

Either the judge or the lawyers are wrong. Either the lawyers or the judge is wrong. Lindsey or her best friends left their purses in my car.

10. Verbs and pronouns after expressions of amount are singular when the amount is considered as a unit (time, money, measurement, weight, volume).

Three years in a strange land seems like a long time. Ten dollars is a small price to pay for that book. Four years of high school seems like a long time, but . can pass very quickly.

11. A verb after a fraction can be singular or plural depending on the object of preposition.

Two-thirds of the meat is spoiled. Two-thirds of the people are French.

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―Grammar is the logic of speech, even as logic is the grammar of reason.‖

–Richard Chenevix Trench (poet)

English 11

UNIT 4 VERBS

Verb Forms and Tense

Verb Mood Verb Voice Parallelism Modifiers

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UNIT IV: VERBS, PARALLELISM, MODIFIERS LESSON ONE: VERB FORMS & TENSE In order to form the proper verb tenses in our language, we must first learn the four principal parts of each verb. The following chart gives examples of these. Regular verbs form their past and past participle by adding ―ed‖ or ―d‖ to the infinitive;

INFINITIVE PRESENT PARTICIPLE-add “ing”

PAST- Add “d” or “ed”, no helping verb

PAST PARTICIPLE- Add “d” or “ed”; helping verb has/had/have

(to) use using used used

(to) do doing did done

(to) walk walking walked walked

(to) sing singing sang sung

*Future tenses use the helper “will.” He will run. He will have run. Irregular verbs form their past and past participle differently. For the most part, the irregular verbs must be learned. EXERCISE ONE: Write the principle parts of each of the following verbs.

INFINITIVE PRESENT PARTICIPLE Typical use includes “is” or “am”

PAST simple past tense-no helping verb

PAST PARTICIPLE Usage includes has/had/have

1. to begin

2. to bring

3. to choose

4. to eat

5. to go

6. to see

7. to take

8. to throw

9. to write

10. to have

11. to be

12. to hit

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LESSON TWO: THE SUBJUNCTIVE MOOD OF VERBS

The subjunctive mood is used in two situations and involves changing ―I was,‖ ―he was,‖ and ―it was‖ to ―I were,‖ ―he were,‖ and ―it were.‖

1. Use the subjunctive mood to indicate contrary to fact statements. INCORRECT: If I was you, I would save the money. CORRECT: If I were you, I would save the money. INCORRECT: He talked as though he was my father. CORRECT: He talked as though he were my father.

INCORRECT: If I was you, I would be sure to review my vocabulary tonight. CORRECT:

2. Use the subjunctive mood to express a wish. INCORRECT: I wish it was not true. CORRECT: I wish it were not true. INCORRECT: He wishes he was not my advisor. CORRECT: He wishes he were not my advisor. INCORRECT: Jon wishes he was old enough to donate blood. CORRECT:

LESSON THREE: PARALLELISM

Parallelism refers to the way like parts of a sentence are presented. These like items must be parallel, meaning in the same form. For example, the most common type is when you have a list. All the items in the list must be in the same form. To correct this error you will need to REVISE/REWRITE the sentence. Incorrect: My favorite activities are skiing, sailing and to read. Problem: The first two ―skiing‖ and ―sailing‖ are in the same form. The phrase ―to read‖ is not. Fixing it means changing the form of the last item. Correct: My favorite activities are skiing, sailing, and reading. Now, they are all in the same form. One could also have made all the phrases match the last one to fix the problem. Correct: My favorite things to do are ski, sail, and read.

PARALLLELISM APPLIES TO WORDS/ITEMS IN A LIST; WORDS JOINED BY A CONJUNCTION; WORDS JOINED BY PHRASES ―BOTH/AND,‖ ―EITHER/OR,‖ ―NEITHER/NOR,‖ ―NOT ONLY/BUT ALSO‖.

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LESSON FOUR: MISPLACED MODIFIERS

MISPLACED MODIFIER: These are words, phrases, or clauses that are out of order in the sentence. This

order problem can create confusion, humor, or both. To correct this error you need to MOVE a word(s) that

is (are) already there.

Incorrect: Jack thought he saw a movie star driving the Hummer with a wig. (The way this is written, it sounds like the car has a wig.) Correct: Jack thought he saw a movie star wearing a wig driving the Hummer. Incorrect: Mike could not stop worrying about the test driving down to school. (The way this is written- the test is driving to school) Correct: While driving to school, Mike could not stop worrying about his test. EXERCISE ONE: Underline the misplaced modifiers and draw an arrow to where the modifier

should appear in the sentence. You may have to decide the meaning in order to correct the error.

LESSON FIVE: DANGLING MODIFIERS

Dangling modifier is a modifying word, phrase, or clause that does not sensibly modify any word or words in a sentence. To correct this error you need to REWRITE/REVISE the sentence. You may correct a dangling modifier by:

∙Adding a word or words that the dangling word, phrase, or clause can sensibly refer to

∙Adding a word or words to the dangling word, phrase or clause

∙Rewording the sentence

INCORRECT- Paying no attention to the noblemen, the fishing continued. (Who paid no attention to the noblemen?) CORRECT-Paying no attention to the noblemen, the hermit continued fishing. CORRECT-The hermit paid no attention to the noblemen and continued fishing.

Documents

MSHS 2013-2014 Name: · A phrase is two or more related words that function as a single sentence part (either noun, adjective, or adverb). There are three kinds of phrases: Prepositional,