Download - Grammar 1 ppt
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How to Write 101The building blocks of an effective
essay.
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Write in complete sentences.A capital letterA complete Sentence
A complete thought Ending Punctuation
=+ +
A complete thought =Who/What Did What+
Pete eats peaches.
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Is it a complete sentence?
Putting on Pajamas.
A capital letterA complete Sentence
A complete thought Ending Punctuation
=+ +
Complete Incomplete
My chips spilled all over the floor.
I play games on rainy days.Drawing pictures for Kate.john sang the song.Stepping on stones.Will ran down the hall.
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Write in complete sentences.A complete thought =Who/What Did What+
AKA Subject Predicate+
Schoolhouse Rock: Mr. Morton
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Every complete thought contains two parts: a subject and a predicate.
The subject is what (or whom) the sentence is about, while the predicate tells something about the subject.
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Judy and her dog run on the beach every morning.
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Judy and her dog run on the beach every morning.
First find the verb and then make a question by placing ``who?'' or ``what?'' before it.
The answer is the subject, Judy and her dog.
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Let’s try one:
We spilled popcorn on the floor.
What is the verb of this sentence?
We spilled popcorn on the floor.
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Now find the subject:
We spilled popcorn on the floor.
Now decide who or what spilled popcorn?
We spilled popcorn on the floor.
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The subject can be a NOUN.
• Names of persons, places, things, feelings, or ideas.
• Example:John has a
new car, and he parks on the street under a big tree in Filer.
• Names of persons, places, things, feelings, or ideas.
• Often indicated by “noun markers” -- a, an, and the.
• Example:The boy on
the red bike hit a bird with a rock at the end of the long road.
• Names of persons, places, things, feelings, or ideas.
• “Noun markers” -- a, an, and the.
• Can be made plural with s or es.
• Example:The needs of
the masses may conflict with expectations of the members of legislative bodies.
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Nouns
• Names of persons, places, things, feelings, or ideas.
• Articles, or“Noun markers” -- a, an, and the.
• Noun endings: -ness, -ment, -ance, -ence, -ancy, -ency, -ity, -ion, -ure.
• Can be made plural with s or es.
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Or the subject can be a pronoun.
• Specialized words to take the place of nouns.
• Example:Paul gave Emily stationery because he wanted her to write to him when she could.
• Specialized words to take the place of nouns.
• Often refer to people and have several forms.
• Memorize: I he we she theyme him us her them• Other common
pronouns:– you, it, this, that, who,
what, someone, everything, anyone, and many other similar words.
• Specialized words to take the place of nouns.
• Often refer to people and
have several forms.• May be possessive,
showing ownership and working like an adjective.
• Example:Her red car is faster than my old Ford, but their new Honda cost more than ours.
• Note the form: I he we she theyme him us her themmy his our hers theirsOthers: yours, its, whose
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Pronouns
• Specialized words to take the place of nouns.
• Often refer to people and have several forms.• May be possessive, showing ownership and
working like an adjective.
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The predicate includes a verb.• The action or
“doing” words in a sentence.
• The horse ran, jumped and kicked until it threw the rider.
• Most verbs make sense in the blanks below:– He _________.– They ________.
• The action or “doing” words in a sentence.
• “Linking verbs” show being.
• Example:She is a nice person, and we are her friends.
• Memorize the linking verbs:
Be, am, is, are, was, were, been, being.
• The action or “doing” words in a sentence.
• “Linking verbs” show being.
• Example:She is a nice person, and we are her friends.
• Memorize the linking verbs:
Be, am, is, are, was, were, been, being.
• The action or “doing” words in a sentence.
• “Linking verbs” show being.
• Change to show time (tense).
• Example:• Today I am on a
bus, and it goes past my house.
• Yesterday I was on a bus, and it went past my house.
The words that change are verbs.
• The action or “doing” words in a sentence.
• “Linking verbs” show being.
• Change to show time (tense).
• Complete verbs include “helping verbs.”
• Always helping verbs: Can Will Shall MayCould Would Should Might
Must
• Always verbs, may be helping:– Have, has, had– Do, does, did, done– Be, am, is, are, was, were,
been, being
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Verbs
• The action or “doing” words in a sentence.
• “Linking verbs” show being.• Change to show time (tense).• Complete verbs include “helping verbs.”
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Adjectives add details.
• Describe or modify only nouns.
• Example: A big, red dump truck hit a parked little car and the worried driver ran to the other side of the busy street.
• Describe or modify only nouns.
• Answer questions, “what kind?” or “how many?”
• Example: The three tired teens tried to eat a large pie at two pizza parlors.
• How many teens? three• What kind of teens? tired• What kind of pie? large• How many parlors? two• What kind of parlors? pizza
• Describe or modify only nouns.
• Answer questions, “what kind?” or “how many?”
• Usually “piled up” before nouns.
• Example:The long, shiny black limousine pulled in front of the huge old mansion, and a tall, well-dressed older gentleman got out.
• Describe or modify only nouns.
• Answer questions, “what kind?” or “how many?”.
• Usually “piled up” before nouns.
• May follow linking verbs and describe the subject.
• Example:The river is deep, wide and cold, but the divers are brave and well-trained.
Note: to test these, try putting them in front of
the noun they modify.
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Adjectives
• Describe or modify only nouns.• Answer questions, “what kind?” or “how
many?”• Usually “piled up” before nouns.• May follow linking verbs and describe the
subject.