Parts of Speech - professoryeseniaking.com · There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Nouns: A

There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.

Nouns: A noun is a person (librarian), a place (home), a thing (book), or an idea (justice). Proper Nouns are capitalized and name particular people (Steve), places (the Poconos), or things (the Eiffel Tower). Pronouns: A pronoun is a word used in place of a noun. There are several types of pronouns; here are a few : Personal Pronouns refer to specific persons or things: Singular: I, me, you, she, her, he, him, it Plural: we, us, they, them, you Possessive Pronouns indicate ownership: Singular: my, mine, your, yours, her, hers, his, its Plural: our, ours, your, yours, their, theirs Relative Pronouns show relationships: who, whom, which, that, whose. To whom did he sell the car? Verbs: Verbs usually convey action (jump, think, eat, swim) or being (is, become, feel) Main Verbs in sentences tell what the subject is doing: Fish swim in water. (What do fish do? They swim.) Linking Verbs connect the subject to another word or words that help describe the subject: The professor is late. (The verb is links the subject professor to the descriptor late.)

Common linking verbs: are, is, was, seems, become, looks, sounds, feel, tastes

Adjectives: Adjectives describe (or “modify”) a noun or pronoun. An adjective usually answers a question: Which one? (Which bird? The purple bird with spikey white tufts on its head.) What kind of? (What kind of man? The wise old man.) How many? (How many dogs? Four dogs.) Adverbs: Adverbs usually describe (or “modify”) a verb, an adjective, or another adverb. Often, but not always,

adverbs end in –ly. They may answer one of these questions: When? Go immediately to jail. (Describing when you should go.) How? The class is very quickly filling up. (Describing how quickly.) Prepositions: A preposition connects a noun or pronoun with another other word in the sentence to indicate

direction or place: The dog splashes through the water. (Through links water (the place) to the verb splashes.) Common prepositions are: as, at, before, behind, below, by, down, for, in, of, on, since, through, to, upon, without. Conjunctions: Conjunctions connect words and phrases, indicating relationships between the elements joined. Coordinating Conjunctions connect two grammatically equal elements: John walks or runs everyday. (walks and

runs are both verbs – two different activities John does). Coordinating Conjunctions include: for, and, nor, but, or, yet, so (think FANBOYS). Correlative Conjunctions also connect grammatically equal elements. They come in pairs, including: either/or,

neither/nor, not only/but also, whether/or, both/and.: The car is not only stylish, but also very affordable (stylish and affordable are both adjectives and both are characteristics of the car).

Subordinating Conjunctions connect two groups of words that are not equal in rank: Grandmother’s hearing sharpened although she lost her sight (her improved hearing happened in spite of her loss of sight).

Some of the most common subordinating conjunctions: after, although, as, even though, because, before, since, whenever. Interjections: Interjections are words used to express surprise or emotion: Wow! My goodness! Ouch!

Parts of Speech

N O R T H A M P T O N C O M M U N I T Y C O L L E G E L E A R N I N G C E N T E R

College Center Suite 315 610-861-5517

LC October 2011

All sentences contain a subject (usually a noun or a pronoun) and a verb (predicate) which tells what the subject is or does. The following chart presents the different types of subjects and predicates.

The usual sentence structure in English is Subject—Verb—Object. When this structure is changed, the punctuation helps guide the reader. For example:

If a word or phrase comes before the subject, it [S] is [V] usually followed by a comma. [as in this sentence] Therefore, this [S] rule [V] can be important to remember. Words [S], occasionally, may come [V] between the subject and the verb, and they are also set off by commas.

When two sentences are joined, but have different subjects, a comma comes before the joining word: Maria baked the cake for my dad’s birthday, but Thomas cooked the rest of the dinner.

When one subject does two different actions, no comma is used:

Maria loves to bake cakes and cookies but never makes pies.

Subject A subject is the part of the sentence that takes action and shows who or what the sentence is about.

Simple Subject

Maria baked chocolate chip cookies. My friend is a wonderful cook.

My mother likes to cook spaghetti.

Complete Subject

A complete subject is the noun or pronoun and all the words which describe it.

My best friend baked chocolate chip cookies.

Compound

Subject

A compound subject is made up of two or more simple subjects. Sarah, Jesse, and Sam like to decorate wedding cakes.

(Sarah, Jesse, and Sam are all parts of the subject.)

Verb

The verb or predicate is the part of the sentence which tells what the subject is or does.

Simple Verb or Predicate

Thomas is a good cook. Maria baked the cake for my dad’s birthday.

Complete Verb

Phrase or Predicate

The complete verb phrase or predicate is the simple verb with all the words which describe it.

Thomas has been a good cook since he was eleven years old. Maria baked the cake yesterday afternoon.

Compound Verb or

Predicate

A compound verb or predicate is made up of two or more simple verbs.

Maria frosted and decorated the cake.

Basic Sentence Structure



LC November 2011

Most basic sentences have one subject at the beginning of a sentence followed by a verb. Since the subject and

verb are often next to each other, it is easy to check for subject-verb agreement. Amy (singular subject) wants (singular verb form) to go bowling. Her parents (plural subject) want (plural verb form) to go bowling with her.

The subject and the verb must match in terms of number. If the subject of the sentence is singular, then the verb must also be singular. (John likes pizza.) If the subject is plural, then the verb must be plural. (His friends like pizza, too.)

When the subject and the verb don’t agree, a sentence may look like this:

Wrong: Most students (plural subject) takes (singular verb) four courses. Right: Most students (plural subject) take (plural verb) four courses.

If a sentence contains a compound (more than one) subject connected by AND, it needs a plural verb:

Harry and Earl spend most of their time teasing their friends. The cats and dogs in her home rarely fight.

If a sentence has a compound subject connected by OR, NOR, BUT, EITHER…OR, NEITHER…NOR, or

NOT ONLY…BUT ALSO the verb must agree with the subject nearest to it. Either the cats or the dog wakes me up. (A singular verb is needed because dog is singular.) Anna or her brothers feed the pets each morning. (A plural verb is needed because brothers are plural.)

Use a singular verb when a sentence has an indefinite pronoun, such as: EACH, EITHER, NEITHER,

ONE, EVERYONE, EVERYBODY, EVERYTHING, SOMEONE, SOMEBODY, ANYBODY, ANYTHING, NOBODY, and ANOTHER. Everyone in John’s family likes pizza. Nobody knows the answer to the question. Everyone wants to travel over the break.

In order to avoid making mistakes in subject-verb agreement, review the differences between singular and

plural subjects and verbs: Note: A verb ending in s is singular; many nouns ending in s are plural.

Subject-Verb Agreement



LC September 2011

Singular Plural

I walk. We walk.

You walk. You walk.

He/She/It walks. They walk.

Joe walks. Joe and Sue walk.

The child walks. The children walk.

Pronoun agreement means that a pronoun agrees with, or matches, in number, gender, and person the noun which it replaces or to which it refers. Person Subject Object Possessive Possessive Reflexive Relative Pronouns Pronouns Pronouns Adjectives Pronouns Pronouns (1st singular) I me mine my (pen) myself who (2nd) You you your your yourself whom (3rd) She, he, it her, him, it hers, his, its her, his, its herself which (1st plural) We us ours our ourselves that (2nd) You you yours your yourselves whose (3rd) They them theirs their themselves 1. AGREE in NUMBER Use a singular pronoun to take the place of, or refer to, a singular noun.

If a student (noun) needs tutoring assistance, she (pronoun) should come to the Learning Center. NOT: If a student (singular noun) needs tutoring assistance, they (plural pronoun) should come to the Learning

Center. The indefinite pronouns everybody, anybody, anyone, each, neither, nobody, someone, a person, etc.

are singular and take singular pronouns. Everybody ought to do his or her best. (NOT: their best) Neither [one] of the girls brought her umbrella. (NOT: their umbrellas)

2. AGREE in GENDER Pronouns must agree with their male or female noun referents.

Samantha (female noun) decided to focus her (feminine pronoun) career on solar energy technology. Paul (male) made a name for himself (masculine pronoun) as a famous chef.

If the gender is not known, use s/he or his/her, or make the subject plural. The two-year old child has trouble sharing his/her toys. Two-year old children have trouble sharing their toys.

3. AGREE in PERSON Continue writing in the same person: If you are writing in the first person, using the pronoun I, avoid switching to the second person, using the pronoun you, or third person, using the pronouns he, she, they, or it. Similarly, if you are using the third person, don't switch to first or second.

When a person comes to class, she should have her homework ready. NOT: When a person comes to class, they should have their homework ready. 4. REFER CLEARLY to a specific noun Pronouns may refer to either the subject of the sentence or the nearest noun. When the connection between the noun and pronoun is not clear, confusion may result. This is especially common when a clause starts with it.

Although the plastic bottle was in the bin, it was not recycled. (Is it the bottle or the bin?) Be sure pronouns are clearly linked to a specific noun.

I don't think they should allow tweens to have cell phones. (Who are they?) The holidays are coming soon, which is nice. (What is nice, the holidays or the fact that they are coming?) Morgan went into the nursing program. This may be his vocation. (What does "this" refer to?) Put this handout in your file, so you can refer to it. (Does "it" refer to the handout or the file?)

Pronoun Agreement



LC October 2011

What is a run-on sentence?

An independent clause is a word group with a subject and a verb that can stand alone as a sentence. A run-on sentence incorrectly joins two independent clauses with no punctuation or conjunction. The following are rules for separating or joining independent clauses.

Example:

A run-on sentence consists of two or more independent clauses they need to be separated by a period, comma, or semicolon. Both “halves” of this sentence could stand alone as individual sentences, so these independent clauses need to be grouped separately by dividing them with a period (.) or semicolon (;), or linking them with a comma (,) and a conjunction.

How can I tell if I have a run-on sentence?

1. Does your sentence contain two independent clauses (groups of words that could stand alone as a

sentence)? If you answered NO, then you don’t have a run-on. If you answered YES, then go on to number 2.

2. Are the clauses in your sentence joined with a comma and a coordinating conjunction (for, and, nor, but, or, yet, so [hint: remember FAN BOYS]? If you answered YES, then you don’t have a run-on. If you answered NO, then go on to number 3.

3. Are the clauses in your sentence separated by a period or semicolon? If you answered YES, then you don’t have a run-on. If you answered NO, then you need to revise your sentence; it’s a run-on.

Ok, so I have a run-on. What can I do to fix it?

You have four choices: 1. Make the independent clauses into separate sentences. A run-on sentence consists of two or more independent clauses. They need to be separated by a period, comma, or semicolon. 2. Use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so).

A run-on sentence can be corrected by using a comma and conjunction to link independent clauses, but most sentences have no more than two clauses linked this way.

3. Use a semicolon.

A run-on may be divided by a semicolon into independent clauses; this punctuation suggests the clauses are closely related. 4. Restructure the sentence so that you no longer have two independent clauses.

Although your thoughts may flow without punctuation, readers need independent clauses to be separated by a period, semicolon, or a comma and conjunction.

Run-on Sentences



LC February 2012

What is a sentence fragment?

A sentence fragment lacks either a subject or a verb, or is simply not a complete thought because it begins with a word (like if or when) which makes it dependent on another sentence. For example, the first group of words below is a complete sentence. The second is a sentence fragment.

These refrigerants have not been manufactured since 1995. When the federal government banned the use of CFCs.

How can I tell if I have a sentence fragment?

Does your sentence have a subject? If you answered NO, then you probably have a sentence fragment. YES, then go on to the next point.

Does your sentence have a verb? If you answered NO, then you probably have a sentence fragment. YES, then go on to the next point.

Does your sentence express a complete thought? If you answered NO, then you may have a sentence fragment. Your sentence may have both a subject and a verb, but might actually be a subordinate clause because it does not express a complete thought (see underlined example above). Subordinate clauses cannot stand alone as sentences. YES, then you probably don’t have a sentence fragment. If you’re not sure, check with your instructor or a writing tutor in the Learning Center.

If I have a sentence fragment, what can I do about it?

You can fix a sentence fragment by taking one of two approaches: Attach the fragment to a nearby sentence. Often, the fragment is really a subordinate clause, which you can

attach to a neighboring sentence using a comma. These refrigerants have not been manufactured since 1995, when the federal government banned the use of CFCs.

Sometimes, the fragment is a phrase, which has either a subject or a verb, but not both. Phrases often contain verbs ending in –ing, which can’t function as the main verb in a sentence:

The government banned these refrigerants in 1995. Recognizing the harmful effect CFCs have on the environment. Revisions: The government banned these refrigerants in 1995, recognizing the harmful effect CFCs have on the environment. -- OR -- Recognizing the harmful effect CFCs have on the environment, the government banned these refrigerants in 1995.

Turn the fragment into a complete sentence. It may make sense to turn a subordinate clause into a

complete sentence. Instead of: These refrigerants have not been manufactured since 1995. When the federal government banned the use of CFCs. Revision: These refrigerants have not been manufactured since 1995. The federal government banned the use of CFCs in that year.

Sentence Fragments



LC September 2011

Apostrophes ‘ Use to show possession or ownership: Suzanne’s books are on the windowsill. Use to show plural possessive forms: The girls’ papers are printing out. Use to show the plural of a number (date): She was born in the late 1920’s. [Note: this apostrophe is

often omitted in recent publications, so either way may be correct, i.e. 1920s.] Use when a word or letter is omitted (contractions): She can’t find it.

Brackets [ ] Use to enclose a comment that interrupts or corrects a direct quotation: “She [Jane Austen] creates

fairytale plots, settings, and characters” (Hoffman 34). Colon :

Use before a list: I need to pick up these foods: pizza, soda, chips, and pretzels. Use before a long quotation: Abraham Lincoln said: “Fourscore and seven years …” Use after the salutation of a business letter: To Whom It May Concern:

Semicolon ; Use to join two closely related complete sentences: The river was rising quickly; the people scrambled out of their tent and up the bank. Use to separate clauses in a list where the clauses have interior commas: Her packing list included: light,

inexpensive, waterproof clothes; sturdy, lug-soled boots; and small, interesting paperback books. Commas , See separate Comma Handout Ellipsis ...

Use to show a pause or interruption: No … I don’t think so. Use to show deleted words or sentences from a quote: “He writes using images… images depicting

nature in acute detail” (Frey 26). Exclamation Marks !

Use after a sudden or surprising statement: Watch out! (Use sparingly) Hyphen -

Use to show a word break at the end of a line: She grew impatient with answering every single tire- some question. Use for compound nouns: great-grandfather Use for fractions and numbers: twenty-six

Parentheses ( ) Use for in-text citations: “You are the last man on earth whom I would ever marry” (Austen 87). Use to enclose numbers or letters: My daily schedule: (1) Go to work; (2) Go home; (3) Go to bed.

Periods . Use after a complete sentence: Tristan went for a walk. Use after a command: Clean your room. Use after abbreviations: Michael Savage, Jr.

Question Marks ? Use after a question: Where are you going?

Quotation Marks “ ” Use to set-off a speaker's exact words: Andrew said, “I’ll be home after dinner.” Use for titles of short-stories, poems, essays, songs, newspaper & magazine articles, and chapter titles:

Kate loves “A Rose for Emily.” Use to set-off a definition: The word “misguided” means “showing faulty judgment.”

Underline (or Italics) Use for titles of books, movies, magazines, newspapers, TV shows, and plays.

Punctuation



LC August 2011

When do I really need a comma?

For the most part, commas are used for one of three reasons: separation, enclosure, or convention. Separation. A) Items in a series should be separated by a comma.

The breakfast special comes with two eggs, sausage, homefries, coffee, and juice.

Note that some people consider the comma between the second-to-last items and the conjunction and (in this case coffee, and juice) optional. In formal writing, it’s best to include this comma. If all the items in a series are joined by conjunctions, no commas are necessary. The special includes eggs and sausage and homefries.

B) Use a comma and a coordinating conjunction to separate independent clauses. An independent clause is a word group that can stand alone as a sentence, and there are special rules for joining them together. One way is to use a comma and one of seven coordinating conjunctions: for, and, nor, but, or, yet, and so (think FANBOYS).

The work is hard, but the pay is good.

Both the work is hard and the pay is good could stand alone as individual sentences. To join them together, use a comma and the coordinating conjunction but. The conjunction is very important. If you leave it out, you will have a comma splice (for more information, see the Learning Center handout on Comma Splices). Don’t use a comma if the half of a sentence connected with a conjunction cannot stand alone: The work is hard but pays well. (pays well could not stand alone as a sentence).

C) Use a comma between coordinate adjectives not joined by and. (When two or more adjectives modify the same noun separately, they are said to be “coordinate.”)

The statue depicts a strong, beautiful, heroic figure. Strong, beautiful, and heroic each describe the figure independently of one another. If two or more adjectives don’t modify a noun separately, they are not coordinating, but “cumulative” and no commas are needed. The large black marble statue sits in the town square. Large, black, and marble combine to describe the statue. The difference can be subtle.

Enclosure. A) Use a comma after an introductory clause or phrase that tells when, where, or under what conditions the action takes place. When the highway was completed, the small town nearly doubled in size. The clause when the highway was completed introduces the sentence by telling when the town doubled in size. Note that the subject and verb of the main sentence come after the comma and could stand alone as a sen-

tence, but the introductory clause could not. Don’t use a comma when the clause or phrase ends a sentence: The small town nearly doubled in size when the

highway was completed.

Comma Rules



LC September 2011

B) Use a comma to introduce direct quotations with such words as she said, he explained, she wrote: Einstein said, “You cannot simultaneously prepare for and prevent a war.” “At no time,” ordered the commander, “should anyone leave the base alone.”

C) Nonessential (or nonrestrictive) elements of a sentence (clauses and phrases that could be removed and not change the essential meaning of the sentence) should be enclosed within commas. Such clauses may begin with which, who, whose, that, where or when. The English class, which is required for graduation, is only offered in the fall. The phrase which is required for graduation isn’t essential to the sentence’s meaning, but adds more information. The sentence would still make sense without the phrase.

However, if the clause is essential (restrictive) to the meaning of the sentence, no commas are needed:

The English class required for graduation is only offered in the fall.

D) An appositive is a noun or noun phrase that renames a nearby noun.

Sam Spartan, mascot of Northampton Community College, will lead the parade.

The fact that Sam Spartan is the NCC mascot is not essential to the point of the sentence, and even if the appositive were removed, we would still know exactly who will be leading the parade. The appositive phrase is therefore nonessential (or nonrestrictive), and should be enclosed within commas. E) Transitional expressions, words and phrases such as however, as a matter of fact, in the first place, certainly, in other words, modify an entire sentence and help to link ideas together. These transitional expressions must be set off with commas.

The decision, in other words, is entirely up to you. Note that when a transitional expression links two independent clauses, the first should be separated from the second with a semicolon followed by the transitional expression and a comma:

You are not required to purchase the textbook; however, you will be responsible for all of the material covered in class. Convention. Finally, commas are used as a matter of convention in numbers, dates, times, and source citations. A) Commas are usually used to separate the thousands and one hundreds in large numbers: Over 500,000 people attended the concert. B) In dates, the year is set off from the rest of the sentence by commas.

The bombing of Pearl Harbor on December 7, 1941, marked the beginning of US involvement in World War II. Commas are not needed if only the year or only the month and the year are given.

March 1996 was our busiest month yet.

C) The street, city, and country of an address are set off from the rest of the sentence with commas.

Jim Morrison’s gravesite in Paris, France, is visited almost as often as the Eiffel Tower.

D) Titles. If a title follows a name, it should be set off from the rest of the sentence with a comma. Frank Vossman, Ph.D., will give a lecture on the nesting habits of the European swallow. E) Commas are important in separating various parts of source citations. Kerrigan, William, and Gordon Braden. The Idea of the Renaissance. Baltimore: Johns Hopkins UP, 1989.

What is a comma splice?

An independent clause is a word group with a subject and a verb that can stand alone as a sentence. There are special rules for joining independent clauses listed below. Comma splices incorrectly join two independent clauses with a comma.

Example:

A comma splice uses a comma to link two independent clauses, this is incorrect punctuation. Both “halves” of this sentence could stand alone as individual sentences, so these independent clauses cannot be joined with just a comma.

How can I tell if I have a comma splice?

1. Does your sentence contain two independent clauses (groups of words that could stand alone as a

sentence)? If you answered NO, then you don’t have a comma splice. If you answered YES, then go on to number 2.

2. Are the clauses in your sentence joined with a comma and a coordinating conjunction (for, and, nor, but, or, yet, so (hint: remember FAN BOYS))? If you answered YES, then you don’t have a comma splice. If you answered NO, then go on to number 3.

3. Are the clauses in your sentence joined with a semicolon? If you answered YES, then you don’t have a comma splice. If you answered NO, then you need to revise your sentence; it’s a comma splice.

Ok, so I have a comma splice. What can I do to fix it?

Basically, you have four choices: Use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so).

A comma splice uses a comma to link two independent clauses, but this is incorrect punctuation.

Use a semicolon (or, if appropriate, a colon or a dash). A comma splice uses a comma to link two independent clauses; this is incorrect punctuation.

Make the independent clauses into separate sentences. A comma splice uses a comma to link two independent clauses. This is incorrect punctuation.

Restructure the sentence so that you no longer have two independent clauses.

Although it is incorrect punctuation, some writers use a comma splice to link two independent clauses.

Comma Splices



LC August 2011

What are articles? Articles are markers that identify nouns. English uses three articles: the definite article “the” and the indefinite articles “a” and “an.”

Which Article Do I Use?

1. Countable vs. Noncountable Nouns A and AN are used in sentences where the noun can be counted.

"I ran into A POST." (How many posts did you run into? Just one. Therefore, use A.) "I ran into THE WATER." (How many waters did you run into? Water isn’t usually counted, so use THE.)

2. Definite vs. Indefinite Nouns A and AN signal that the modified noun is indefinite, that it refers to any member of a group. THE signals that the noun is definite, that it refers to a particular member of a group.

A dog (any dog) THE dog (that specific dog) A book (just any book) THE book (the book that you are reading right now)

Note: THE is also used when the noun is unique: THE Spartan Center, THE theory of relativity. 3. First vs. Subsequent Mention A or AN is used to introduce a noun when it is mentioned for the first time. THE is used afterward each time the noun is mentioned.

AN awards ceremony is held every spring to honor Northampton students, but this year interest in THE cer-emony is particularly high because so many students are outstanding.

Note: THERE IS and THERE ARE can be used to introduce an indefinite noun at the beginning of a par-agraph or essay.

THERE IS a feeling of excitement at the beginning of each semester. 4. General vs. Specific A, AN, and THE can all be used to indicate that the noun is referring to the whole class to which a countable noun belongs. This use of the article is called "generic."

A tiger is a dangerous animal. (every tiger) THE tiger is a dangerous animal. (all tigers)

The difference between the indefinite A and AN and the generic A and AN is that the former means any one member of a class while the latter means all of the members of a class. Note: The omission of the article also expresses a generic (or general) meaning:

With a plural noun: Tigers are dangerous animals. (all tigers) With a noncountable noun: Jealousy is a destructive emotion. (jealousy in general or any kind of jealousy)

When Can I Omit the Article?

Some common types of nouns that don't need an article are: Names of languages: Chinese, English, French: She speaks Chinese. Names of sports: basketball, volleyball, hockey: Hockey is an expensive sport. Names of academic subjects: mathematics, accounting, history: Mathematics is my favorite subject.

Articles



LC September 2011

Capitalization



LC May 2011

Which words are capitalized? Examples

The first word of a sentence When he tells a joke, he sometimes forgets the punch line.

The first word in a sentence that is a direct quote Ben Franklin once said, “A fool and his money are soon parted.”

The pronoun “I” She wondered where I had been last summer.

Proper nouns (the names of specific people, places, organizations, and sometimes things)

Sam Spartan, Martin Guitar, Brooklyn Bridge, Supreme Court, Lake Erie

Family relationships when used as proper nouns My video made Uncle Paul laugh, but my other uncles did not think it was funny. I texted Mother but not my mother-in-law.

The names of God, specific deities, religious figures, and holy books, but not the general use of the word “god”

God the Father, the Virgin Mary, the Bible, Moses, Shiva, Buddha, Zeus the Greek gods

Titles preceding names, but not titles that follow names

He was the bailiff for Judge Judy. Mary was friends with Paul Hansen, who was supposed to be the judge in her trial.

Directions that are names (North, South, East, and West )when used as sections of the country, but not as compass directions

The Southwest has the largest population growth. Bethlehem is only a few miles west of Easton.

The days of the week, the months of the year, holidays, and seasons used in a title, but not seasons in general

Monday, April, Halloween, the Fall 2012 term winter, spring, summer, fall

The names of countries, nationalities, and languages Spain, American, French, English

The major words in the titles of books, articles, and songs, but not prepositions or the articles “the,” “a,” or “an” if they are not the first word of the title

One of her favorite books is Gone with the Wind. He prefers The Lost Tribes in the Amazon.

Members of national, political, racial, social, civic, and athletic groups

Chinese, Democrats , African-Americans, Tango Club, Rotarians, Boston Red Sox

Trademarks Coke, Honda, AT&T, Apple, Kleenex

Words and abbreviations of specific names, but not names that once were specific names but which are now general types

Freudian, ABC, the UN, MADD french fries, italics, pasteurize

A misplaced modifier, also called a “dangling modifier” or a “dangling participle,” may be a single word, a

phrase, or a clause that does not point clearly to the word or words it modifies: Unclear: Sam Spartan is a mascot with big shoes, a gladiator uniform, and an over-sized head weighing 50 pounds. Revised: The Sam Spartan mascot gladiator uniform weighs 50 pounds and includes big shoes and an over-sized head.

When misplaced modifiers are introductory word groups, they may be confusing if they fail to refer logically to

the first noun that follows. Preparing for my final exam [descriptive phrase], my textbook [following noun] suddenly disappeared! This

sentence suggests that the textbook was preparing for a final exam. Revised: As I was preparing for my final exam, my textbook suddenly disappeared!

Rewording a sentence helps to clarify the meaning.

Unclear: Though only five feet tall, NCC named Henry MVP. [NCC is not five feet tall; Henry is.] Revised: Though Henry was only five feet tall, NCC named him MVP.

Helpful Tips for Placing Modifiers Correctly: Place modifying phrases and clauses so that readers can see at a glance what they modify. Sentences should flow from subject to verb to object without lengthy detours along the way. When adverbs

separate subject from verb, verb from object, or helping-verb from main-verb, the result can be awkward. Awkward: Sam Spartan [subject], after trying do a back flip, did [verb] a somersault instead. Revised: After trying to do a back flip, Sam Spartan did a somersault instead. [Subject and verb are no longer separated.]

Avoid splitting infinitives (“to” + verb, such as: “to go,” “to catch,” “to shout”), especially in formal writing.

Awkward: Students should try to, if possible, avoid writing their papers at the last minute. Revised: If possible, students should try to avoid writing their papers at the last minute.

Restructuring the sentence can repair misplaced modifiers, but this restructuring may vary according to the

writer’s stylistic preferences. Unclear: When driving through our neighborhood, speed bumps are especially irritating. [Who is driving? For whom are the speed bumps irritating?]

a) One option would be to change the subject so that it names the person that the modifier implies: When driving through our neighborhood, I find speed bumps especially irritating. b) Another option would be to turn the modifier into a word group that includes the person: Speed bumps are especially irritating for people driving through our neighborhood. Be sure pronouns (it, s/he, they, etc.) refer clearly to the nouns they replace.

Unclear: It is so obvious that he is wrong! [What is it? Who is he?] Revised: The politician’s views on global warming are obviously incorrect!

Misplaced Modifiers



LC November 2011

Parallelism means that a list of ideas should be expressed in similar grammatical constructions: Single words should be balanced with single words, phrases should be balanced with phrases, and clauses should be balanced with clauses (as in this sentence). Parallel noun structures: For breakfast every morning I like cereal (noun), bananas (noun), and tea (noun). Parallel gerund structures: She won medals in swimming, fencing, and running. Parallel phrases: John stood up, spoke eloquently, and sat down. Parallel clauses: A good speaker should be witty, be interesting, and be brief. Problems with parallelism happen when one element does not match the others. A drunk driving conviction can result in a fine (noun), a jail sentence (noun), or losing your license (gerund

phrase, where the verb ends in –ing). The sentence could be made parallel by converting all the items to nouns: A drunk driving conviction can result in a fine, a jail sentence, or a suspended license. In another example: Her lazy son only likes eating (gerund), sleeping (gerund), and to watch TV (infinitive phrase). The first two elements are gerunds (see above), while the last one is an infinitive (a verb plus the word “to”).

The sentence could be made parallel by converting all the items to gerunds: Her lazy son only likes eating, sleeping, and watching TV. The next sentence is also not parallel, but for a different reason: John got up, he spoke for a while, and sat down. The first two segments contain both a subject and a verb, while the third has a verb but no subject. John did

three things: got up, spoke, and sat down. All three should be expressed in the same grammatical structures: John got up, spoke for a while, and sat down. If you are having trouble determining which parts of a sentence are being used equivalently and thus need to be

parallel, try looking for coordinating conjunctions (for, and, nor, but, or, yet, so (hint: remember FANBOYS)). These connective words link similar ideas together, and are therefore good clues for identifying words or phrases that must be parallel.

Correlative conjunctions always work in pairs and provide excellent clues about the need for parallelism.

Correlative conjunctions include either/or, neither/nor, not only/but also, both/and, and whether/or. If a sentence connects a pair of like ideas with either coordinating or correlative conjunctions, both items in

the pair must be expressed using the same grammatical structures. Examples: NOT PARALLEL: The machine accepts not only coins, but also a token. (Coins is plural, but a token is singular.) PARALLEL: The machine accepts not only coins, but also tokens. (Coins and tokens are both plural nouns.) NOT PARALLEL: I can either fix it cheap or I can fix it fast, but not both. (Cheap is an adjective, but I can fix it fast is

a complete clause. The either /or construction incorrectly makes them equal in this sentence. PARALLEL: I can either fix it cheaply or quickly, but not both. (Cheaply and quickly are both adverbs and both words

modify the verb fix.

Parallelism



LC October 2011

A plural s indicates more than one. To make most nouns plural, add an s: a pair of socks (more than one sock)

some kids from the neighborhood (more than one kid) the books for class (more than one book)

A possessive s indicates ownership. To make a noun possessive, add an apostrophe and an s (‘s): Alice’s restaurant (whose restaurant?)

the mechanic’s toolbox (whose toolbox?) a student’s backpack (whose backpack?) Where do I add the apostrophe to show possession? To form the possessive of a singular noun, add an apostrophe and an ‘s: the actor’s lines a poem’s meter

the school’s mascot To form the possessive of a plural noun ending in s, add only an apostrophe: the students’ backpacks

firefighters’ trucks tourists’ luggage

To form the possessive of an irregular plural noun not ending in s, add an apostrophe and an ‘s:

children’s entertainment the media’s role women’s studies

To form the possessive of nouns in a series, add a single apostrophe and an s if ownership is shared: Palmer and Colton’s book on European history Larry, Moe and Curly’s house But if the ownership is separate, place an apostrophe and an s after each noun: Larry’s, Moe’s and Curly’s coats To form the possessive of any singular proper noun, add an apostrophe and an s: Mary’s beauty St. Nicholas’s jolly laugh To form the possessive of a plural proper noun, add only an apostrophe: the Spartans’ championship game the Dickenses’ economic woes Do not use an apostrophe to form the plural of an abbreviation or a number:

PhDs 2010s DVDs fours

Plurals and Possessives



LC May 2011

Transitions



LC September 2011

Transitions are like bridges between parts of a paper, links which help carry a thought from one sentence to another or from one paragraph to another. The various types of transitions lead the reader to make connections or assumptions about the chain of ideas. For example, some transitions may imply the “building” of an idea or thought, while others compare ideas or draw conclusions from the preceding thoughts.

Logical Relationship Transitional Expression

Addition additionally, in addition to, again, also, and, and then, another, as a result, as well as, be-sides, consequently, equally important, first, second, etc., finally, for example, for instance, further, furthermore, however, in fact, in the same way, last, lastly, likewise, moreover, next, otherwise, similarly, than, therefore, thus, too, what’s more

Cause and Effect accordingly, because, consequently, so, therefore, thus

Comparison/Contrast after all, also, although, although this may be true, analogous to, at the same time, balanced against, but, by comparison, compared to, conversely, except, however, in con-trast, in like manner, in spite of, likewise, meanwhile, nevertheless, not, on the contrary, on the other hand, or, rather, similarly, where, whereas, up against, yet

Concession although, at any rate, at least, granted that, in spite of, of course, still, though

Details especially, including, in particular, namely, specifically, to enumerate, to explain, to list

Emphasis above all, absolutely, again, also, always, besides, certainly, definitely, emphatically, eternally, extremely, forever, furthermore, in addition, indeed, in fact, in truth, naturally, never, of course, positively, really, surely, surprisingly, truly, undeniably, unquestionably, without a doubt, without reservation

Example as an illustration, for example, for instance, in this case, in this situation, in other words, in particular, namely, on this occasion, specifically, take the case of, to demonstrate, to illustrate, thus

Exception despite, however, in spite of, nevertheless, of course, once in a while, sometimes, still, yet

Illustration for example, for instance, in other words, in particular, namely, specifically, such as, to illustrate

Place/Position above, adjacent, below, beyond, here, in back, in front, nearby, there

Proof because, besides, evidently, for, for the same reason, furthermore, in addition, in any case, indeed, in fact, moreover, obviously, since, that is

Result/Consequence as a result, because, for this reason, in other words, since, so, with the result that

Sequence/Order after, afterward, at this point, at this time, before this, concurrently, consequently, finally, first, second, third, and so forth, finally, following this, hence, next, now, previously, simultaneously, soon, subsequently, then, therefore, thus

Summary/Conclusion accordingly, as a result, as I have said, as I have shown, finally, hence, in a word, in brief, in conclusion, in summary, in the end, on the whole, therefore, to conclude, to summarize, thus

Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously subsequently

The usual order of words in English sentences is subject-verb-object (S-V-O). Sentences which follow this

standard order are said to be in active voice, which means that attention is called to the subject and what he/she/it is doing: Peter broke Elsa’s vase.

(S) (V) (O) In an active sentence, the subject does the action indicated: Peter (S) broke (V) Elsa’s vase (O). In a passive sentence this word order is reversed so that the person doing the action (Peter) comes at the end

of the sentence and the object receiving the action (Elsa’s vase) comes first: Elsa’s vase was broken by Peter. This order takes the emphasis off of Peter and onto Elsa’s vase – which is probably the way Peter wants it!

The difference in order and emphasis is called voice. Voice shows whether the subject performs or receives the action named by the verb. When the subject performs the action, the verb is in the active voice. When the subject receives the action,

the verb is in the passive voice. Consider a few more examples: Active Voice Passive Voice Marie sang the anthem. Vs. The anthem was sung by Marie. The subject Marie does the action. The subject anthem does not do the action. Congress passed the bill. The bill was passed by Congress. The manager closed the restaurant at nine. The restaurant was closed at nine by the manager. Note that the structure in a passive sentence has three parts:

A form of the verb be (am, is, are, was, were, be, been) and A past participle, as in: is thrown, are thrown, had been thrown, was thrown. By someone or something (although this may be omitted)

Academic writing encourages the use of the active voice for more lively and accurate writing, while the passive

voice can be useful if no one wants the credit (or blame) for an action. Compare: ACTIVE: The committee reached a decision, and the President signed the bill. PASSIVE: A decision was reached (by the committee), and the bill was signed (by the President). In some cases, the agent is omitted entirely: Mistakes were made. Dishes got broken. Penalties were given. In these examples no one takes responsibility for anything. A more honest and accurate version might be: The evening cleaning crew made mistakes loading the dishwasher, resulting in broken dishes and penalties for the crew.

Active vs. Passive Voice



LC October 2011

accept verb, “to take” except verb, “to leave out” preposition, “leaving out” access noun, “a way in” excess noun, “too much” addition noun, “increase” edition noun, “issue of a book” adapt verb, “to adjust” adept adjective, “skilled” adopt verb, “to take as one’s own” advice noun, “guidance” advise verb, “to guide” affect verb, “to influence” noun, “an emotion” effect verb, “to bring about” noun, “result” aid noun, “help” aide noun, “helper, assistant” aisle noun, “a space between rows” isle noun, “island” already adverb, “previously” all ready pronoun/adverb, “prepared” altar noun, “table, place of sacrifice” alter verb, “to change” angel noun, “supernatural messenger” angle noun, “corner” arc noun, “curve” ark noun, “boat” ascent noun, “rising” assent noun, “agreement”; verb, “to agree” bare adjective, “naked” bear noun, “animal”; verb, “to carry”

board noun, “piece of wood” noun, “food” (room & board)

bored adjective, “uninterested” breath noun, “air in the lungs” breathe verb, “to take in air” capital adjective, “upper case or major” noun, “top of a column”

noun, “wealth, net worth” noun, “city of government” capitol noun, “gov’t. building” choose verb, “to pick” chose verb, “picked, past tense” cite verb, “to acknowledge” site noun, “a place” ;verb, “to locate” sight noun, “the ability to see” coarse adjective, “not fine” course noun, “path or unit of study” complement noun, “completer” verb, “to provide balance” compliment noun, “flattery” verb, “to flatter” conscience noun, “inner sense of right” conscious adjective, “aware” council noun, “legislative body” counsel noun, “advice” dairy noun, “place for milk products” diary noun, “daily journal” defer verb, “to put off” differ verb, “to disagree, be dissimilar” descent noun, “the way downward” dissent noun, “disagreement” decent adjective, “proper” desert verb, “to leave”; noun, “dry land” dessert noun, “sweet course ending meal”

Frequently Confused Words



Adapted from: Gefvert, Constance J. The Confident Writer, New York: Norton, 1988. 440-446. Print. LC November 2011

dew noun, “condensed moisture” do verb, “to act” due adjective, “payable or owed” dyeing verb, “coloring” dying verb, “losing life” envelop verb, “to enclose” envelope noun, “enclosure for a letter” fair adjective, “objective or pale” fare noun, “food or fee” formerly adverb, “before” formally adverb, “not casually” forth adjective, “forward, ahead” fourth adjective, “number 4” hear verb, “listen & understand here adverb, “in this place” heard verb, past tense of hear herd noun, “group of animals” hole noun, “gap” whole adjective, “in one piece” incidence noun, “frequency of occurrence” incident noun, “happening” incidents noun, plural of incident its pronoun, possessive of “it” it’s pronoun/verb, “it is” later adverb, “after a while” latter adjective, “last mentioned” lead noun, “a metal” (rhymes “head”) verb, “to guide” (rhymes “heed”) led verb, past tense of “lead” lose verb, “to misplace” loose adjective, “not tight” miner noun, “one in a mine” minor adjective, “small” ;

noun, “one under age” past noun, “not present” passed verb, “past tense of pass”

peace noun, “not war” piece noun, “part or section” personal adjective, “intimate” personnel noun or adj., “employees” precede verb, “to go before” proceed verb, “to continue”

principle noun, “moral conviction” principal adjective, “major” noun, “head of school”

quiet adjective, “silent” quit verb, “to stop” quite adverb, “very” respectfully adverb, “with respect” respectively adverb, “in reference to” than preposition, “besides”;

conjunction, “as” then adverb, “at that time”

their possessive of “they” there adverb, “in that place” they’re “they are” though “despite or however” tough adjective, “not tender” thought noun, “an idea” through prep. “in and out” thorough adjective, “complete” trough noun, “shallow basin” taught verb, “past tense of teach”

to preposition, “toward” too adjective or adverb, “also” two adjective, “2” weather noun, “rain, wind, snow” whether conjunction, “if”

wear verb, “to have clothes” were verb, past tense of “be” we’re “we are” where adv. or conj. “in a place” who’s “who is” whose possessive of “who” your possessive of “you” you’re “you are”

What is plagiarism?

Plagiarism is using another person’s idea, concept, theory, or words without giving credit by citing the source. Whenever an idea presented in a paper comes from another source, that person or group must be identified and cited correctly using a citation system such as the ones published by: the American Psychological Association (APA), the Modern Language Association (MLA), the Chicago Manual of Style (CMS), or another professional method of citing. Failure to identify specific sources is considered to be a theft of intellectual property and may result in a failing grade for the assignment, a failing grade for the course, or even expulsion from the college (see NCC Student Handbook). Citations are not needed, however, for ideas that are not exclusive to a particular scholar, unless that person’s exact wording is used. Information that is common to a discipline or facts that are generally accepted as true by multiple sources need not be cited.

How can I avoid plagiarism?

Choose a topic about which you have some previous knowledge or interest. Write a draft of your paper using only what you know or what you would like to find out. Then research specific points to provide support for your ideas or to expand your knowledge . Take careful notes while doing research. Keep a record of the author, publication, date, and pages of information that may be useful for your paper. Indicate in your notes when you are using a source’s exact words by putting quotation marks around the passage. Paraphrase and summarize in your own words when possible, but still keep a record of the source, since even paraphrases must be cited if the ideas are from another source. Lead into quotes or paraphrases with a tag phrase: According to…, As reported by…, President Smith maintains… Always attribute a quotation, paraphrase, or summary to its author and source. It gives the information credibility and indicates why it is included in the paper. Likewise, follow a quotation, paraphrase or summary with an explanation of its relevance to the points you are making. Be familiar with the citation format required for the assignment. Handouts and Manualsfor MLA and APA are available in the NCC Library and Learning Center and on the websites for both services. When in doubt, cite it.

Plagiarism



LC May 2011

Quoting

Quotes may provide examples, a hook to attract interest, or confirmation from an authoritative source. A direct quote copies words exactly as they appear in the source. Quotes are enclosed in double quotation marks (“ ”). Quoted material that contains another quote uses the following punctuation: Johnson‟s article reports “teenagers often punctuate their sentences with „cool‟ and „like‟” (15). Words and phrases may be selected as quotes: Wolcott‟s description referred to her “winsome” smile and “sparkling eyes” (31). Words and phrases may be omitted from a quote: “The pioneers braved floods, sandstorms, heat, ...and

blizzards on their way west” (Smith 45). Quotes longer than four typed lines or 40 words should be indented without quotation marks. (See examples in MLA and APA style guides.) The source of all quotes must be indicated, either within the sentence or enclosed in parentheses. Example in MLA style: Freud states that “a dream is the fulfillment of a wish” (154). Or: Some argue that “ a dream is the fulfillment of a wish” (Freud 154). The complete source reference is included in a Works Cited or Reference page at the end of the paper. Use quotes selectively to support the thesis and ideas in a paper.

Paraphrasing

Paraphrasing restates another person‟s ideas using your own words and sentence structure. Because the exact words of the source are not used, quotation marks are not needed. The source must still be cited. A paraphrase does more than change a few words in the original text; it is a restatement in your own voice. To paraphrase effectively, read the material a few times and make notes of main ideas and helpful details. Your paraphrase will usually be shorter than the original text. Example of material to be paraphrased (adapted from the Purdue University Online Writing Lab (OWL):

“Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.” Lester, James D. Writing Research Papers. (1976): 46-47.

Example of paraphrase: Students often quote excessively in research papers. The problem usually originates during note taking, so record only a minimal number of direct quotes while doing research (Lester 46-47). Plagiarizing

Plagiarizing is using a source‟s words or ideas without giving credit to the original author. To avoid plagiarizing, use your own words and ideas for most of your paper. Use cited source material to support and expand your own ideas. Cite all material from other sources using the citation format (APA, MLA, CMS) appropriate to your field.

Quoting and Paraphrasing without Plagiarizing



LC April 2011

What is a topic sentence? Typically, a topic sentence at the beginning of a paragraph provides focus and direction for the paragraph. Example: Cell phone use can be hazardous to your health. Although direct effects on the brain have yet to be proven, evidence abounds that cell phones are dangerously distracting to people driving, walking, and carrying on other daily activities. In addition, cell phones collect germs and bacteria that can cause a variety of diseases. Recent studies show cell phones at the top of the list of un-sanitary objects, right after the kitchen sponge. Perhaps cell phones will soon have warning labels: Caution! Use at your own risk. What is the difference between a thesis statement and a topic sentence?

A thesis statement is the unifying statement of the overall paper, while the topic sentence is the unifying statement of a paragraph. The topic sentence addresses a specific point mentioned in the thesis statement.

Example of thesis statement: Steelmaking (topic) is a complex process (argument) that in-volves purifying, smelting, cooling, and refining (specific points).

Example of topic sentence: The purification process (a specific point) in steelmaking (topic) consists of several components. (The body of the paragraph should discuss these compo-nents.)

What does a topic sentence do?

Addresses an aspect or element of the thesis statement

States the main topic of the paragraph

Tells the reader what to expect in the paragraph

Provides focus and direction to the paragraph

Takes a position or point of view

In an introductory paragraph about a written or artistic work, the topic sentence should men-tion the title of the book/poem/short story/essay/painting and the author/poet/artist by name.

For example: In The Jungle, Upton Sinclair captures the Lithuanian culture in his description of the Packingtown area of Chicago.

Topic Sentences



LC April 2011

Build a framework of your own ideas, questions, or thesis points. Your professor is not simply interested in what other authors have to say about your topic -- s/he is interested in what you have to say. What is your approach to the subject? What questions are you exploring? Why is the research important? What conclusions can be drawn from the evidence presented in your paper? Use source material to support or explain your ideas. Integrating Source Material

Always identify sources with a citation in the format appropriate to your field: MLA, APA, or CMS. Include a signal phrase with attribution or author tag which introduces the source, identifies its credentials, and shapes the reader’s response through appropriate word choice. For example:

As Damian Smyth [author tag], Director of Citations Inc. [credential], insists [signal verb], “Any material from another source must be cited!” (37) .[MLA page number citation]. Signal phrases can be a single word, phrase, or sentence. They can appear before or after a quote, paraphrase, or summary. They should fit the context of the source.

Example: Sam Spartan, mascot of Northampton Community College, exclaimed after his makeover that his new image gives him power, energy, and increased respect. See the chart below for some additional verbs that identify how the source fits into your discussion. Is the author agreeing? Arguing? Adding information? Describing? Observing? These are alternatives to s/he says:

Avoid:

Beginning a paragraph with a quote or paraphrase. The source material should support your topic sentence. “Dropping” quotes into your discussion without a tag that identifies the source or ties into the topic. Example:

Although global warming continues to threaten the modern way of life, few people seem concerned. “If the ozone layer is not protected, climate will change drastically in the decades to come.” [Says who? Why?] Using paragraph-long quotes when only some of the material is relevant. Be selective. When possible, incorporate shorter quotes smoothly into your own sentences: For example: Hanson’s article reported that teenagers punctuate their sentences with “like” and “cool” (23). Ending a paragraph or your conclusion with a quote. You, as the author of your paper, should have the last word. Plagiarism. All quoted and paraphrased material must be cited. If an idea comes from a source other than yourself, give credit where credit is due.

Integrating Source Material



LC August 2011

acknowledges claims discusses illustrates reasons signifies

adds comments disputes implies recalls states

admits compares draws on indicates realizes stipulates

agrees concludes emphasizes informs recites stresses

analyzes confirms endorses insists refers studies

argues contends examines investigates refutes suggests

asserts continues exhibits maintains rejects supports

attempts declares explains mentions remarks tells

attributes defines feels notes reports theorizes

believes demonstrates formulates observes responds thinks

categorizes denies grants points out says views

cites describes hypothesizes proclaims shows writes

Roadmap for Writing Essays



LC May 2011

Capture the reader’s interest with A quote A fact or statistic A story or anecdote A question

As the arrow continues, so should your thoughts become more specific. The last sentence should be the the-sis, which should: Be debatable Be supported with evidence Say what you are going to discuss

Idea/Topic 1 Topic sentence Support, evidence, details, references Relate support to the thesis

Introductory Paragraph

Idea/Topic 2 Transition and topic sentence Support, evidence, details, references Relate support to the thesis

Idea/Topic 3 Transition and topic sentence Support, evidence, details, references Relate support to the thesis

Concluding Paragraph

Broaden ideas to include a: Question Quote Vivid image Call for action

Restate the thesis. Make broad and general statements. What is the moral/lesson of the story?

Body Paragraphs

Title What is your paper’s title? ___________________________________ Does it tell the reader what your paper is about? Introduction What is the thesis (or main point) of your paper? Have you stated it as clearly as you can? Does the introduction grab the reader’s attention? Does the reader know what to expect from your paper? Discussion Does each paragraph have a topic sentence? What is your supporting evidence? Do you have transitional phrases or words between the big ideas of your paper? Does each sentence say exactly what you mean? Do all of the sentences in a paragraph relate to the paragraph’s topic sentence? Do all of the topic sentences of your paper relate to the thesis? Are there places where your paper is wordy or has unnecessary information? Have you carefully checked punctuation and spelling? If you use sources, are they cited properly? Conclusion Does your conclusion relate to your thesis? How? Does it answer the question “So What?”? Have you read your paper aloud to a friend to see if your ideas are clear to others?

Paper Writing Checklist



LC May 2011

Documents

Parts of Speech - professoryeseniaking.com · There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Nouns: A