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It is a review of the basic objectives in the advanced level English program
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UNIVERSITY OF PUERTO RICO AT HUMACAO
COLLEGE BOARD ENGLISH
ADVANCED LEVEL SEMINAR
NOVEMBER 17, 2006
GRAMMAR REVIEW
• PARALLEL STRUCTURE• CONNECTIVE WORDS• PRONOUNS• VERBS (TENSES, SUBJECT-VERB
AGREEMENT)• REPORTED SPEECH• TYPES OF QUESTIONS• MISPLACED AND DANGLING
MODIFIERS
PARALLEL STRUCTURE
• Nouns line up with nouns, verbs line up with verbs
• Shows order, clarity and rhythm• Creates a sense of balance and provides
a sense of the relative importance of the information
• Required in lists and series, in compound structures, in comparisons and in contrasting elements
STRATEGIES FOR CORRECTING UNPARALLEL
STRUCTURES
• Skim your paper, pausing at the words "and" and "or." Check on each side of these words.
• If you have several items in a list, put them in a column to see if they are parallel.
• Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds?
PRACTICE EXERCISES
• http://athena.english.vt.edu/~IDLE/Gym2/workout18/e18.01.01.html
• http://www.chompchomp.com/structure01/structure01.htm
CONNECTIVE WORDS
• linguistic units that link two other constituents together.
• describe relationships
• give a sense of time
• form the logical bridges between ideas
WORDS THAT DESCRIBE RELATIONSHIPS
• ALSO • HOWEVER• ALTHOUGH• INCIDENTALLY• THEREFORE
• BESIDES• LIKEWISE• THUS• MEANWHILE• MOREOVER
• USUALLY• FURTHERMORE• NEXT• WHATEVER• GENERALLY
• YET• ACCORDINGLY• NEVERTHELESS• INSTEAD• IN CONTRAST• FOR EXAMPLE
WORDS THAT GIVE A SENSE OF TIME
• FIRST• SECONDLY• FINALLY• NOW
• ONCE• WHEN• ULTIMATELY• EVENTUALLY
• THEN• SOON• FORMERLY• SOMETIMES
• LASTLY• LATER• MEANWHILE• PREVIOUSLY
OTHER CONNECTORS
• TO BEGIN WITH• ON THE OTHER HAND• IN BRIEF• IN GENERAL• IN SUMMARY
• MORE SPECIFICALLY• INSTEAD OF• IN ADDITION TO• IN OTHER WORDS• ANOTHER WAY TO
• FOR THE SAME REASON
• NO MATTER WHAT
• THAT'S WHAT (WHY)IN FACT
• SUMMING UP
• WHAT'S MORE• IN THE SAME WAY• ON THE CONTRARY• CONVERSELY• AS A RESULT
Another connective words chart
broad meaning
connective adverbs and phrases
conjunctions
addition also, too, even, similarly, let alone
in addition, indeed
and, as, like
opposition however, though, nevertheless, on the other hand, in contrast, even so
alternatively, yet, anyway, in fact,
but, or, (al)though, whereas, while
reinforcing besides, anyway, after all
explaining for example, for instance, in other words, that is to say, i.e., e.g.
in that
listing first(ly),second(ly)first of all, finally, lastly, for one thing, for another, in the first place, to begin with, next, in sum, to conclude, in a nutshell
and
indicating result
therefore, consequently, as a result, so, then
because, since, as, for, if, unless, now (that), so (that), in case, provided (that), whether ... or ...
indicating time
then, meanwhile, later, afterwards, before (that), since (then), meanwhile
when, before, after, since, until, till, while, as, once, whenever
PRACTICE EXERCISES
• http://www.rit.edu/~seawww/expressinglogical/el09guided_1.html
PRONOUNS
• Agree in number If a student parks a car on campus, she
has to buy a parking sticker. • Agree in person When a person comes to class, she
should have her homework ready. • Refer clearly to a specific noun You are one of those people who like to
keep their skeletons in the closet.
STEPS TO ACHIEVE AGREEMENT IN NUMBER
• Identify the antecedent
• Identify if the antecedent is singular or plural
• Match the pronoun to the antecedent
Students must fill out an evaluation sheet after their conference.
STEPS TO ACHIEVE AGREEMENT IN PERSON
• Decide if you are going to write in the first person, second person or third person.
• Be consistent (in the sentence, paragraph or paper).
• Beware of mismatches between pronouns and antecedents.
STEPS TO REFER CLEARLY TO A SPECIFIC NOUN
• Make sure that it is clear what the antecedent is.
• Make sure you are referring to the correct noun.
WORDS THAT MAKE AGREEMENT HARDER TO
FIGURE OUT• Indefinite pronouns (anybody,
anyone, each, either, everybody, everyone, neither, nobody, no one, somebody, someone) are considered singular
• Compound antecedents are considered plural when joined by and. They are considered singular when joined by or or nor.
• If the compound antecedents differ in number, the pronoun should agree with the closer antecedent.
• Collective nouns- You can use either the singular or the plural pronoun, depending on the emphasis.
PRACTICE EXERCISES
• http://chompchomp.com/hotpotatoes/proref01.htm
• http://grammar.ccc.commnet.edu/grammar/pronouns.htm
VERBS• Four Verb Forms
Base form-write
Past form -wrote
Present participle-writing
Past participle -written• Passive and Active Voices
The executive committee approved the new policy or The new policy was approved by the executive committee.
• MOODIndicative-Makes a statement of asks a question.
Imperative-Gives a directive, order
Subjunctive-Expresses a wish or begins with as, as
if, as though • Auxiliary Verbs and Modal Auxiliaries-
Be, Have/has, do/does, can, could, should, would,
may, might, must
• VERB TENSE SEQUENCE
There are as many as thirty tenses and, except for two (simple present and simple past), all of them are marked by auxiliaries. http://grammar.ccc.commnet.edu/grammar/tenses.htm
• Six basic tenses:
Simple Present, Present Perfect,
Simple Past, Past Perfect, Future
Future Perfect
• Sequence of TensesWith Infinitives and Participles
http://grammar.ccc.commnet.edu/grammar/sequence.htm#modal_sequence
Subject-Verb Agreement: Trouble Spots
• If there are intervening components of the sentence, identify the subject.
The group of bizarrely dressed youths is taking over the cafeteria.
• Two subjects joined by "and" use a plural verb
My mother and father are coming to visit.
• If the subjects are joined by "or," the verb must agree with the nearest subject.
Either Sherlock Holmes or the Hardy Boys are capable of solving this crime
• Collective nouns such as "family" take
singular verbs when the sentence deals with the group as a whole.
The Torres family is going on vacation this year.
• If the sentence deals with the group as individuals, then a plural form is used.
The Torres family are going to fight all the way through their vacation.
• Linking verbs in subjective completions agree with the subject, not the completion.
My favorite thing to buy is compact discs.
Compact discs are my favorite thing to buy.
• “-body,” “-thing” and “-one” pronouns, as well as “each,” “either” and “neither,” always take a singular verb.
Everyone is going on a picnic.
• If you have “either…or” or “neither…nor,” make the verb agree with the subject closest to it.
Either the mailman or the workers are causing the dog to bark.
VERB PRACTICE
• http://a4esl.org/q/j/kf/mc-svad.html
• http://a4esl.org/q/h/9901/cw-svagreement.html
REPORTED SPEECH
• Also referred to as Indirect Speech- a sentence reporting what someone has said.
• If the reporting verb (i.e. said) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original.
He said the test was difficult.
• If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained.
He says the test is difficult. She has said that she watches TV
every day. • If reporting a general truth the
present tense will be retained. The teacher said that phrasal verbs
are very important.
• Change the pronouns to match the subject of the sentence when necessary.
Jack said, "My wife went with me to the show." BECOMES Jack said his wife had gone with him to the show.
• Change time words when referring to present, past or future time to match the moment of speaking.
"I want to bring my children tomorrow." BECOMES She said she wanted to bring her children the next day.
Indirect Questions • Pay attention to sentence order. When
reporting yes/ no questions connect the reported question using 'if'. When reporting questions using question words use the question word.
Dave asked, "Where did you go last weekend?" BECOMES Dave asked me where I had gone the previous weekend.
He asked, "Why are you studying English?" BECOMES She asked me why I was studying English.
PRACTICE EXERCISE
• http://a4esl.org/q/j/dt/mc-vancouver.html
TYPES OF QUESTIONS• There are 3 basic types of questions:
Yes/No Questions (the answer to the question is "Yes" or "No")
Do you want dinner? Yes, I do.
Question Word Questions (the answer to the question is "Information")
Was Raúl home? No, he wasn't.
Choice Questions (the answer to the question is "in the question")
• Tag Questions
It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".
• We use tag questions at the end of statements to ask for confirmation.
You are coming, aren't you? We have finished, haven't we?
MISPLACED AND DANGLING MODIFIERS
• Misplaced modifiers are phrases that are not located properly in relation to the words they modify.
• Dangling modifiers occur with –ing modifiers and they dangle when they are not logically connected to the main part of the sentence.
Examples:
The professor posted the notes for the students covered in class.
Walking through the park, the grass tickled my feet.
HOW TO CORRECT MISPLACED MODIFIERS
Misplaced modifier- A small book sat on the desk that Sarah had read.
• place any modifiers as close as possible to the words, phrases, or clauses they modify.
Correct – A small book that Sarah had read sat on the desk.
HOW TO CORRECT DANGLING MODIFIERS
• State the subject right after the dangling modifier, or
• Add the subject to the dangling phrase.
Walking through the park, the grass tickled my feet.
The grass tickled my feet as I walked through the park.
Apply this simple test: Read the sentence:
Having neglected repairs, the car broke down.
• Identify the opening modifier:Having neglected repairs
• Ask who or what it modifies. The answer follows the comma:Who neglected repairs? the car(the car didn't repair anything)
• Devise corrected versions:The neglected car broke down.Neglected for years, the car broke down.
PRACTICE EXERCISES
• http://rwc.hunter.cuny.edu/reading-writing/on-line/mismod-a.html
• http://wwwnew.towson.edu/ows/exercisemm.htm
THE END