tag:blogger.com,1999:blog-54842037000193212782024-03-12T17:44:21.548-07:00Dr. Rowes - English Honors Class - 2013-2014Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-5484203700019321278.post-32862902945724949222014-05-26T14:58:00.004-07:002014-05-27T03:54:20.172-07:00Grammar - 5/26/14<b>Subordinating Conjunctions (memorize)</b><br />
after<br />
since<br />
unless<br />
although<br />
though<br />
than<br />
as<br />
when<br />
so that<br />
before<br />
whenever<br />
because<br />
wherever<br />
once<br />
even if<br />
while<br />
*if<br />
until<br />
<br />
<a href="http://www.chompchomp.com/terms/subordinateconjunction.htm">This</a> website has a lot of information of subordinating conjunctions<br />
<br />
What is the common mistake when using the subordinating conjunction in a sentence: Having the S.C. function as a preposition.<br />
ex. After school, she walked home.<br />
After = preposition<br />
school = object of preposition (noun)<br />
Another mistake is forgetting to add a subject to the dependent clause.<br />
ex. INCORRECT: Before going home, she stopped at the market.<br />
CORRECT: Before <b>she</b> went home, she stopped at the market.<br />
<br />
Outline:<br />
Subordinating conjunction --> (leading into) dependent clause --> comma --> independent clause (simple sentence).<br />
<br />
**You can put the subordinating conjunction in the second part of the sentence, but it changes the punctuation.<br />
ex. Jenny will not marry Steven if he is not rich.<br />
- There is no comma when the S.C. is in the middle of the sentence.<br />
<br />
* the S.C. "IF" moves the sentence from the indicative ("what is") mood to the subjunctive ("I wish") mood.<br />
<br />
Review:<br />
simple sentence = 1 independent clause.<br />
ex. I love you.<br />
Simple sentence with a <b>compound subject</b>:<br />
<b>Sarah</b> and <b>Matthew</b> married each other.<br />
Simple sentence with <b>compound predicate</b>:<br />
Jacob <b>jumped</b> onto his bicycle and <b>rode</b> it to town.<br />
<br />
compound sentence = 2 independent clauses put together by a comma + coordinating conjunction.<br />
ex. Jessica poured water into the glass, but she did not drink it.<br />
Semicolons also create compound sentences:<br />
Compound sentence with an <b>adverbial conjunction</b>:<br />
Tara is a musician; <b>also</b>, she is a great Shakespearean actress.<br />
Compound sentence with <b>transitional phrase</b>:<br />
Julie fell down the stairs; <b>as a result</b>, she broke her leg.<br />
<u>Basic semicolon construction sentence</u>: Sarah loves John; he hates her.<br />
<br />
complex sentence = independent clause + dependent clause put together with a subordinating conjunction<br />
ex) <u><b>After</b> she went to school</u>, she walked home.<br />
After = Subordinating conjunction<br />
After she went to school = dependent clause<br />
she walked home = independent clause<br />
<br />
Independent clause = subject, verb, complete thought<br />
dependent clause = lacks a subject, verb, and/or complete thought<br />
What is the guiding principle in writing? Variety (use many types of sentences)<br />
<br />
Good luck! :) The test is on Wednesday and will combine grammar + vocabulary.<br />
- Dario<br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-79828581437317835002014-05-25T20:50:00.000-07:002014-05-25T20:50:35.618-07:00Vocabulary List 81. machiavellian - adj.<br />
being or acting in accordance with the principles of government analyzed in "The Prince"; having political expediency above morality; characterized as unscrupulous, cunning, deceptive or dishonest.<br />
Most politicians today devise Machiavellian strategies to achieve power. <br />
The ethics of Wall Street are Machiavellian.<br />
<br />
2. mercenary - adj.<br />
primarily influenced by greed or desire for gain; grasping; covetous; avaricious; acquisitive; working merely for money; acting only for reward.<br />
The student's motives for becoming a physician were purely mercenary.<br />
Teachers ought to rise above mercenary concerns to reach for the enlightenment of their students.<br />
<br />
3. cite -v.<br />
to quote or refer to a passage, book, or author in substantiation as an authority, proof, or example; to summon to appear in a court of law; to mention in support, proof, or confirmation as an authority; to commend for bravery or meritorious action.<br />
King Duncan cited Macbeth for his bravery on the battlefield.<br />
The student cited William Shakespeare as the authority on love.<br />
<br />
4. ascertain - v.<br />
to make certain; to discover; to learn unquestionable; to fine out definitely; to establish; to confirm.<br />
The students at LaGuardia Arts found it difficult to ascertain who would be their principal after Kim Bruno resigned.<br />
Experts have found it difficult to ascertain the future of technology.<br />
<br />
5. pundit - n.<br />
an expert; a person who knows a great deal about a particular subject; a learned person; a scholar; a person of great authority; a critic; a commentator.<br />
Dr. Phil is the leading pundit on television on dysfunctional families.<br />
Teenagers are the leading pundits on popular music.<br />
<br />
6. contretemps - n.<br />
an unlucky event; inopportune occurrence; an embarrassing mischance; a mishap; a blunder; a social embarrassment.<br />
The contretemps between the security guard and the student resulted in a meeting with the dean in his office.<br />
There was something of a contretemps between two students in the cafeteria who believed they had mistakenly picked up each others' cell phones.<br />
<br />
7. anathema - n.<br />
a person or thing detested or loathed; someone or something greatly disliked or disapproved of; a formal ecclesiastical sure of imprecation; someone or something accursed or consigned to damnation.<br />
Math was anathema to the ballerina.<br />
Meat is anathema to vegetarians.<br />
<br />
8. scrutinize - v.<br />
to examine minutely; to inspect critically; to look with close attention to detail.<br />
The student scrutinized his term paper for errors in punctuation.<br />
The lawyer scrutinized the contract searching for loopholes.<br />
<br />
9. pernicious - adj.<br />
very destructive or harmful usually in an inconspicuous and relentless way; tending to cause death; fatal; deadly.<br />
The dictators in the Middle East use pernicious chemical weapons to gain control of the masses.<br />
According to Machiavelli, the pernicious ruler is often most effective in retaining power.<br />
<br />
10. ignominy - n.<br />
great personal dishonor or humiliation; disgrace; shameful action, conduct or character.<br />
President William Clinton suffered great ignominy over his alleged affair with Monica Lewinsky.<br />
The ignominy of the student caught cheating was reflected in the lowering of his grade for poor conduct.<br />
<br />
11. prevaricate -v.<br />
to speak falsely; to lie; to deliberately misstate; to create an incorrect impression; to deceive.<br />
Abraham Lincoln never prevaricated according to legend.<br />
When the student's mother realized he had prevaricated about doing his homework, she punished him.<br />
<br />
12. harbinger - n.<br />
a messenger; a herald; a person sent in advance of troops to provide lodgings; a person who goes ahead to make known the approach of another; anything that foreshadows a future event; a future event; an omen.<br />
Frost is a harbinger of winter.<br />
The newscasters on television are sometimes harbingers of doom.<br />
<br />
13. promulgate - v.<br />
to proclaim; to publicly or formally declare something; to officially announce; to set forth.<br />
The principal of LaGuardia Arts promulgated her resignation to take a position in Los Angeles.<br />
The spokesman for Buckingham Palace promulgated the news of Prince George's birth.<br />
<br />
14. heathen - n.<br />
an unconverted individual who does not acknowledge God of the Bible; a person who is neither a Christian, Jew, or Muslim; a pagan. <br />
During the Crusades, the Christians executed Muslims as heathens.<br />
The minister refused to let the heathens pray in church.<br />
<br />
15. exacerbate - v.<br />
to aggravate; to increase the severity of; to make worse; to make harsher; to embitter the feelings of; to irritate.<br />
Some seniors exacerbate the freshmen's insecurity in a new school by bullying them<br />
The teacher was exacerbated by the student's excessive lateness.Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-55934663514698823342014-04-16T18:01:00.001-07:002014-04-22T06:58:32.701-07:00Vocabulary List 71. parricide - n.<br />
murder of a father; the act of killing one's father; patricide. <br />
Duncan's sons were suspected of parricide.<br />
The deranged son committed parricide in front of his horrified mother.<br />
<br />
2. quell - v.<br />
to suppress; to put an end to; to extinguish; to vanquish; to subdue; to calm; to pacify.<br />
Inoculation was used to quell to scourge of smallpox.<br />
The mother quelled the qualms of her child.<br />
<br />
3. forbear - v.<br />
to patiently endure something which is unpleasant; to keep oneself in check; to control oneself; to refrain from doing something one is inclined to perform.<br />
Macduff could not forbear taking revenge on Macbeth for the slaying of his family.<br />
Macbeth could not forbear the aggressive drive of his own ambition.<br />
<br />
4. surreptitious - adj.<br />
secretive; clandestine; sneaky; acting in a stealthy way; furtive; characterized by fraud.<br />
The student cast a surreptitious glance at the test of her classmate sitting next to her.<br />
The slaying of Duncan was a surreptitious act.<br />
<br />
5. thrall - n.<br />
a slave; a person in bondage; a person who is morally or mentally enslaved by some power; a vassal; a serf.<br />
Macbeth was a thrall of ambition.<br />
The guards of King Duncan, whom Lady Macbeth had drugged, were thralls of sleep when Macbeth committed the murder.<br />
<br />
6. homage - n.<br />
reverential regard; respect shown through external action; an expression of great honor.<br />
Macbeth pretended to pay homage to King Duncan.<br />
On Thanksgiving, Americans pay homage to their founding fathers.<br />
<br />
7. rue - v.<br />
to regret; to mourn; to feel sorry about something; to feel remorse; to wish an act could be undone.<br />
Lady Macbeth rued the day she convinced her husband to murder the king.<br />
The student rued his decision not to study for the Scholastic Aptitude Test.<br />
<br />
8. rebuke - v.<br />
to scold; to reprimand; to take to task; to criticize harshly.<br />
The teacher rebuked the student for her continual lateness.<br />
Macbeth could not stand to be rebuked by his wife.<br />
<br />
9. minion - n.<br />
a servile follower; a subordinate of a person in power; a minor official; a favorite dependent especially a fawning one.<br />
Macbeth was one of King Duncan's minions who led Scotland to victory in battle.<br />
Were the witches the minions of Satan?<br />
<br />
10. knave - n.<br />
a young male servant; a miscreant; a rascal; a rogue; a tricky, deceitful person; a dolt.<br />
The knave cut class on the day of the final exam.<br />
Some politicians consider Edward Snowden a knave for revealing secret documents to the media.<br />
<br />
11. posterity - n.<br />
offspring; all descendants; future generations; progeny; lineage; issue; a group of those descended directly from the same parents or ancestors.<br />
A record of events was preserved for posterity.<br />
Judgement of this age must be left to posterity.<br />
<br />
12. mien - n.<br />
air; bearing; demeanor; manner.<br />
Macbeth had the mien of a general but the heart of a killer.<br />
The President of the United States has a noble mien.<br />
<br />
13. scepter - n.<br />
a rod or wand borne in the hand as an emblem of regal or imperial power; a symbol of sovereignty; a ceremonial staff held by a monarch as a symbol of authority.<br />
Macbeth usurped the scepter from Duncan.<br />
He who claims the scepter rules.<br />
<br />
14. internecine - adj.<br />
of or relating to a struggle within a nation or organization; mutually destructive; characterized by bloodshed; involving conflict within a group.<br />
The internecine struggle for power in Scotland ended with the beheading of Macbeth.<br />
The Civil War involved the most brutal internecine conflict in the history of The United States.<br />
<br />
15. bellicose - adj.<br />
warlike in a manner or temperament; pugnacious; combative; eager to fight; aggressively hostile.<br />
On the battlefield, Macbeth was a bellicose warrior.<br />
The militants in Egypt were bellicose and fearless.Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-9428407301795813352014-04-08T15:50:00.000-07:002014-04-10T14:06:00.536-07:00Grammar Lesson - Apostrophe* What is the <span style="background-color: yellow;">purpose</span> of the apostrophe?<br />
- To show possession/ownership<br />
* What is the biggest <span style="background-color: yellow;">mistake</span> made?<br />
- Using the apostrophe with <u>plurals</u><br />
ex. The boys are going to sleep. = correct<br />
ex. The boy's are going to sleep. = incorrect<br />
In possessives, the placement of the apostrophe depends on whether the noun that shows possession is singular or plural.<br />
<br />
Basic Use - <span style="background-color: yellow;">Singular</span>:<br />
The boy's cat is sick.<br />
The boy owns the cat, therefore boy's has an apostrophe s.<br />
* alternative: of / of the<br />
The cat of the boy is sick.<br />
<br />
* <span style="background-color: yellow;">Exception</span>: When talking about anything living, use the <b>apostrophe</b> or <b>of the/of</b>, but when talking about inanimate/nonliving things, only use <b>of the</b>.<br />
ex. The back of the chair. NOT: The chair's back.<br />
<br />
* Do not use double apostrophe.<br />
ex. The <u>boy's father's</u> cat was hungry.<br />
Instead, use:<br />
The <u>father of the boy's</u> cat was hungry.<br />
<br />
<span style="background-color: yellow;">When name ends in s</span>, 99 percent of the time use <b>apostrophe s</b>.<br />
If the person is an <span style="background-color: yellow;">iconic figure</span>, use <b>s apostrophe</b>.<br />
(Know 5 iconic figures for the test) ex. Zeus', Sophocles', Jesus', Moses', Confucius', Odysseus', Archimedes'<br />
<br />
<b><u>Plural</u></b><br />
When making most singular words plural, we add <b>s, or es</b>. For these words, <span style="background-color: yellow;">just add an apostrophe</span>.<br />
ex) boy's --> boys'<br />
girl's --> girls'<br />
<br />
Sometimes, the actual word changes from singular to plural. Know 5 of these:<br />
<b><u>Singular Plural</u></b><br />
man's men's<br />
woman's women's<br />
person's people's<br />
child's children's<br />
mouse's mice's<br />
<br />
* Use the apostrophe and s after the second name only if two people possess the same item. If there is separate ownership, each name gets an apostrophe s.<br />
ex. Micah and Taitu's house is made of brick. The same house is owned by both Taitu and Micah.<br />
ex. 2. Anatola's and Josephine's dogs play in the park. Each person has their own dog (they do not share ownership of the same dog).Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-9649225812580823702014-03-20T18:36:00.001-07:002014-03-21T03:53:55.017-07:00Grammar Lesson - Pronouns - 20 March 2014<span style="font-family: Helvetica; font-size: 13px;">Pronouns - GRAMMAR TEST TOMORROW 3/21/14!</span><br />
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Definition of a pronoun: a pronoun replaces a noun or nouns (antecedent)</div>
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Antecedent: a noun which is replaced by a pronoun.</div>
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<br /></div>
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Name the different cases of pronouns:</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Nominative</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Objective</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Possessive</div>
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How is each case used?</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Nominative - functioning in sentence as the subject.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Objective - functions as a direct object, and indirect object, or the object of a preposition.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Possessive - functions as an adjective or pronoun.</div>
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<br /></div>
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When a pronoun precedes a gerund: only in possessive case.</div>
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ex. She hate him laughing at her. = correct</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>She hate his laughing at her. = incorrect</div>
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<ul>
<li>you do not need to memorize the nominative/objective/possessive pronouns for this test! Just know the three cases and how each one functions.</li>
</ul>
<div>
<br /></div>
<div>
Indefinite pronoun definition: Pronoun which does not refer to a specific antecedent.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Know 10 indefinite pronouns!</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Here are 10: another, each, either, each other, neither, much, one another, anybody, everybody, somebody</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>Here are the plural indefinite pronouns: both, several, many, few</div>
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Collective noun: a group functioning in unison as one entity or individual.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>example of a singular collective noun: The cast performed on stage.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>example of a plural collective noun: The cast performed their individual roles.</div>
<div>
10 collective nouns: team, committee, troop, army, fleet, band, cast, audience, orchestra, tribe</div>
<div>
<br /></div>
<div>
The number of the subject (singular or plural) determines the form of the verb and the pronoun.</div>
<div>
ex. Everybody loves his/her English teacher.</div>
<div>
Everybody is a singular subject.</div>
<div>
Loves is a singular verb.</div>
<div>
His/Her is a singular pronoun.</div>
<div>
<br /></div>
<div>
ex. 2. Many love their English teacher.</div>
<div>
Many is a plural subject.</div>
<div>
Love is a plural verb.</div>
<div>
Their is a plural pronoun.</div>
<div>
<br /></div>
<div>
Sexy = transitional phrase (do not start a sentence with a transitional phrase)</div>
<div>
For example</div>
<div>
For instance</div>
<div>
To illustrate</div>
<div>
In other words</div>
<div>
On the contrary</div>
<div>
In contrast</div>
<div>
In addition</div>
<div>
In fact</div>
<div>
As a result</div>
<div>
At any rate</div>
<div>
Of course</div>
<div>
Above all</div>
<div>
In truth</div>
<div>
In particular</div>
<div>
As an illustration</div>
<div>
That is to say</div>
<div>
In short</div>
<div>
In brief</div>
<div>
In conclusion</div>
<div>
To this end</div>
<div>
<br /></div>
<div>
Semicolon construction with transitional phrase: simple sentence ; transitional phrase (lowercased) , simple sentence (lowercase unless starting with a proper noun).</div>
<div>
ex. Julie fell down the stairs; as a result, she broke her leg.</div>
</div>
Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-58807215602413056432014-03-09T09:37:00.002-07:002014-03-11T16:24:25.234-07:00Grammar Lesson - Sentence Structure<b><u>Indefinite Pronouns</u></b> - Pronouns that can be singular or plural, and the pronoun must match the verb in number. <span style="color: red;">THE NUMBER OF THE SUBJECT DETERMINES THE FORM OF THE VERB AND PRONOUN.</span><br />
<br />
<b>Singular Indefinite Pronouns</b><br />
another<br />
each<br />
each other<br />
either<br />
neither<br />
much<br />
one another<br />
anybody<br />
everybody<br />
nobody<br />
somebody<br />
anything<br />
everything<br />
nothing<br />
something<br />
anyone<br />
<br />
<b>Plural Indefinite Pronouns</b><br />
both<br />
several<br />
many<br />
few<br />
<br />
Here are a few examples:<br />
1) Shoes of those kind are/is bad for the feet.<br />
- The common noun, shoes, is plural<br />
- of those kind is a prepositional phrase<br />
- are is plural, is is singular, so the correct choice is are because of the number rule.<br />
<br />
2) One of our satellites are/is lost in space.<br />
- One is singular<br />
- are is plural, and is is singular, therefore is is the correct choice because of the number rule.<br />
<br />
3) Incorrect: The woman went their way.<br />
Correct: The women went their way.<br />
<br />
Here is some review:<br />
<br />
What is a <b>sentence</b>? <br />
- subject, verb, and complete thought<br />
ex. The water is hot.<br />
<br />
Types of sentences: <b>simple, compound, and complex.</b><br />
<br />
What are the two basic mistakes? <br />
- <b>Fragments</b> and <b>Run on</b> (also known as comma splice).<br />
Fragment = structure missing a subject, verb, or complete thought.<br />
ex. Received a valentine. This phrase is a fragment because it is missing a subject.<br />
Run on/comma splice = two sentences separated by a comma. Note: Comma is internal punctuation, not ending punctuation.<br />
ex. The man walked across the street, he tripped on a stone.<br />
<br />
Conditions for <b>simple sentence</b>: Subject. Verb. Complete Thought.<br />
ex. The <u>man</u> and <u>woman</u> walked across the street. This is a simple sentence with a <b>compound subject</b>. A compound subject has 2+ things/subjects - the two become one subject.<br />
ex. 2. The <u>boy</u> and <u>girl</u> played together. If there are two subjects, there is NO COMMA.<br />
* Plural subject does not make a compound subject (ex. boys). There must be two or more entities to make a compound subject.<br />
* A simple sentence can have both a compound subject and a compound predicate.<br />
<br />
If there are two verbs, or simple predicates in a simple sentence, then it becomes a <b>simple sentence with a compound predicate</b>.<br />
ex. Jacob <u>jumped</u> on his bike and <u>rode</u> around the park. This is a simple sentence with a compound predicate because there is no comma and there are two verbs supporting the proper noun Jacob.<br />
<br />
Compound sentence - combine two sentences.<br />
- two simple sentences connected by a comma and coordinating conjunction.<br />
There are seven coordinating conjunctions: Remember F.A.N.B.O.Y.S.<br />
For<br />
And<br />
Nor<br />
But<br />
Or<br />
Yet<br />
So<br />
* Do not start a sentence with a coordinating conduction because then it will not function as a coordinating conjunction.<br />
<br />
examples of compound sentences: Jessica <u>poured</u> the water into the glass, but she did not <u>drink</u> it.<br />
- Jessica is subject<br />
- two simple sentences separated by a comma and joined together by a coordinate conjunction (but)<br />
- compound predicate - poured and drink<br />
<br />
Note: Compound predicate and compound sentence are punctuated differently.<br />
ex. compound predicate: Julian hugged and kissed Sarah. There is no comma unlike the compound sentence.<br />
<br />
Edit from class on 10 March 2014:<br />
one = his/her<br />
plural = their<br />
<br />
For the test, memorize 10 indefinite pronouns<br />
<b>Indefinite Pronoun</b>: pronoun does not refer to a specific antecedent.<br />
<br />
<b>3 cases of pronouns: </b><br />
nominative - subject<br />
objective - direct object/indirect object/object of preposition<br />
possessive (2 cases)- adjective/pronoun<br />
<br />
<b><u>Semicolon</u></b><br />
<br />
<b><u>Basic semicolon construction</u></b> = simple sentence ; simple sentence with second simple sentence starting with a lowercase letter unless it is a pronoun.<br />
ex. Sarah loves Julian; he hates her.<br />
<span style="font-family: inherit; letter-spacing: 0px;">ex. 2: </span><span style="font-family: inherit; letter-spacing: 0px;">Leonardo DiCaprio was nominated for an award; he did not win.</span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">ex 3: The boy ran away; he returned home.</span></span><br />
<div style="min-height: 13px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Each example provides opposition between the two simple sentences. </span></span><br />
<div style="min-height: 13px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><b><u>Semicolon Construction with the Adverbial Conjunction:</u></b> simple sentence ; adverbial conjunction (lowercased) , simple sentence</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Do not start sentence with adverbial conjunction.</span></span><br />
<div style="min-height: 13px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">List of <b><u>adverbial conjunctions:</u></b></span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> also</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> hence</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> thus</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> still</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> instead</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> however</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> therefore</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> furthermore</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> moreover</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> consequently</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> likewise</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> similarly</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> regardless</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> nonetheless</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> nevertheless</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"> otherwise</span></span><br />
<div style="min-height: 13px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<br />
<span style="letter-spacing: 0px;"><span style="font-family: inherit;">ex. Tara is a musician; also, she is a great Shakespearean actress.</span></span><br />
<span style="letter-spacing: 0px;"><span style="font-family: inherit;"><br /></span></span>
<span style="letter-spacing: 0px;"><span style="font-family: inherit;">Review:</span></span><br />
<br />
What are the rules for <b>quotation</b>? PUNCTUATION INSIDE QUOTES!<br />
1) Quotations are another person's direct words/exact words<br />
2) <b>Attribution</b> is source of quotation. <br />
3) Use a colon when calling special attention to what is being said, if it is a literary quotation, if it is an authority figure, or if the attribution comes before the quote.<br />
ex. Franklin Delanor Roosevelt wrote: "men are not prisoners of fate, but only prisoners of their own minds."<br />
If starting with According to . . . :<br />
- According to ____ , "___."<br />
<br />
<b>Paraphrase</b>: Putting some else's ideas into one's own words.<br />
<br />
<b>Participle</b> - a verb that functions as an adjective or verb form by adding ing or ed.<br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-43899157403957263102014-02-19T11:52:00.003-08:002014-02-19T11:52:54.528-08:00Vocabulary - List 6 - Macbeth1. deign - v.<br />
to believe something or someone to be beneath one's dignity; to condescend; to stoop; to lower oneself; to patronize.<br />
ex. 1. The teacher did not deign to reply to the student when asked a question during a test. <br />
ex. 2. The haughty woman did not deign to invite her poor neighbors to her lavish Christmas party.<br />
<br />
2. laud - v.<br />
to give praise; to glorify; to honor; to express approval or admiration.<br />
ex. 1. King Duncan lauded Macbeth for his bravery in battle.<br />
ex. 2. Macbeth lauded Duncan to his face but plotted murder behind his back.<br />
<br />
3. castigate - v.<br />
to inflict severe punishment; to criticize severely; to punish in order to correct; to chastise.<br />
ex. 1. Lady macbeth castigated her husband about his manhood to goad him into killing Duncan.<br />
ex. 2. The master castigated his slaves for failing to work hard enough by whipping them.<br />
<br />
4. impugn - v.<br />
to challenge another's statements or motives; to cast doubt upon; to attack as false or questionable.<br />
ex. 1. Many scientists have tried to impugn the theory of global warming.<br />
ex. 2. The Republicans are constantly trying to impugn Barrack Obama's character.<br />
<br />
5. swine - n.<br />
the domestic pig, hog; wild boar; a coarse, gross, or brutishly sensual person; a contemptible person.<br />
ex. 1. The Bible says not to cast pearls before swine.<br />
ex. 2. The followers of Islam are forbidden from eating swine.<br />
<br />
6. nemesis - n.<br />
something or someone a person cannot conquer; something a person cannot achieve; an opponent; a rival whom a person cannot best or overcome; a foe; an antagonist; an enemy.<br />
ex. 1. Banquo became the nemesis of Macbeth.<br />
ex. 2. Potato chips were the nemesis of the overweight woman.<br />
<br />
7. deprecate - v.<br />
to belittle; to depreciate; to express disapproval of; to deplore.<br />
ex. 1. Lady Macbeth deprecated the conscience of her husband an unmanly.<br />
ex. 2. The pianist deprecated his own talent when he admitted that he did not think he could win the competition.<br />
<br />
8. acquiesce - v.<br />
to give consent; to accept by keeping silent or not making objections; to agree or submit quietly.<br />
ex. 1. Macbeth acquiesced to his wife's desire to murder the king.<br />
ex. 2. The parents reluctantly acquiesced to their son's demand for new sneakers even though he had yet to wear his old ones.<br />
<br />
9. palpable - adj.<br />
detectable by touch; tangible; readily or plainly seems, heard, or perceived.<br />
ex. 1. Macbeth's ambition became palpable after killing the king.<br />
ex. 2. Before the test, the tension in the classroom was palpable.<br />
<br />
10. rapt - adj.<br />
deeply engrossed; completely involved; concentrating on something to the exclusion of everything else; absorbed; enthralled; spellbound.<br />
ex. 1. Macbeth was rapt in his vision of glory after listening to the witches' prophecies.<br />
ex. 2. Rapt in the music of Mozart, the student could not concentrate on the lesson in English class.<br />
<br />
11. missive - written message; a letter; a formal or official communicational a dispatch.<br />
ex. 1. Macbeth shared his secrets in a missive to his wife.<br />
ex. 2. Emails are technological missives.<br />
<br />
12. thane - n.<br />
member of any aristocratic class of men granted land for military service; to chief of a Scottish clan who became a baron to the king; a lesser noble who was an official of the crown holding authority over land.<br />
ex. 1. Macbeth had ambitions beyond the status of a thane.<br />
ex. 2. As a thane, Macbeth had only limited power in a restricted area.<br />
<br />
13. bode - v.<br />
to be an omen of; to foretell; to forecast; to portend; to predict.<br />
ex. 1. Thunder bodes rain.<br />
ex. 2. A high score on the Scholastic Aptitude Test bodes success in college.<br />
<br />
14. augment - v.<br />
to increase; to expand; to make greater; to enlarge.<br />
ex. 1. Banquo was willing to augment his power as long as he did not lose his honor in the process.<br />
ex. 2. The employee wanted a promotion to augment his salary.<br />
<br />
15. suborn - v.<br />
to persuade another to do wrong; to induce another person to commit an unlawful or evil act; to cause a person to perjure himself.<br />
ex. 1. Lady Macbeth suborned her husband to commit murder even though he had second thoughts.<br />
ex. 2. In order to win the case, the district attorney suborned a witness to lie under oath.Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-26874104571242685472014-01-14T15:28:00.000-08:002014-03-12T16:50:16.992-07:00Grammar Midterm ReviewHere are some of the topics that will be on the tests: <br />
Nouns<br />
Types of writing<br />
What is grammar and its purpose<br />
3 verbals<br />
sentence structure<br />
quotes<br />
<br />
<u>Grammar Review</u><br />
Grammar - rules of the language<br />
Purpose of grammar - clarity<br />
What are the parts of speech - building blocks of sentence structure<br />
Noun - person, place, thing, idea, activity<br />
<br />
There are 5 types of nouns:<br />
<b>Proper</b> - specific and capitalized<br />
ex. <u>Izzy</u> finished her homework.<br />
<b>Common</b> - general and not capitalized<br />
ex. The <u>man</u> was tired.<br />
<b>Collective</b> noun - noun functioning in unison as one entity or individual<br />
ex. Singular: The cast performed on stage.<br />
Plural: The cast performed their individual roles.<br />
<b>Gerund</b> - verb functioning as a noun by adding ing.<br />
ex. <u>Running</u> is Dario's favorite sport.<br />
<b>Infinitive</b> - to/full infinitive: a verb functioning as a noun, adjective or adverb by adding the preposition to to the stem of the verb. Bare infinitive: verb functioning as a noun, adjective or adverb by dropping the preposition to to the stem of the verb.<br />
ex. to infinitive: Izzy loves <u>to dance</u>.<br />
ex. bare infinitive: I watched the plane <u>take</u> off.<br />
<br />
Collective noun examples:<br />
class school family legislative<br />
troop army navy faculty<br />
student body pack committee audience<br />
troupe company orchestra band team<br />
<br />
<b>Verbal</b> - verb form in which the verb functions as a different part of speech.<br />
- When a verbal is proceeded by "to be, is, was, were (auxiliary verbs)" they bond together and become the progressive tense of a verb.<br />
There are three verbals: Gerund, infinitive, and participle<br />
<b>Gerund</b> - verb functioning as a noun by adding ing.<br />
<b>Infinitive</b> - <b>to infinitive</b>: verb functioning as a noun, adjective, or adverb by adding the preposition to to the stem of the verb. <b>Bare infinitive</b>: verb functioning as noun, adjective, or adverb by removing the preposition to to the stem of the verb.<br />
To create the bare infinitive: <b> Special verbs -----> Direct object -----> Bare infinitive</b><br />
<b>Special verbs</b>: let, make, see, hear, help, feel, sense, bid, watch<br />
To find <b>direct object</b>: go to the main verb and ask the questions who and what.<br />
Example of to/full infinitive: Izzy loves <u>to kiss</u>.<br />
Example of bare infinitive: I watched the plane <u>take</u> off.<br />
<b>Participle</b> - verb acting as an adjective or a form of verb by adding ing or ed.<br />
Present participle example: The <u>boiling</u> water on the stove is hot.<br />
Past participle example: Parched, Sara <u>gulped</u> her water.<br />
<br />
<br />
<b><u>Sentence Structure</u></b><br />
Word = a symbol (something one is taught)<br />
Phrase = a group of words (2 phrases)<br />
Clause = subject, verb, thought (independent and dependent)<br />
- a thought is direct and makes a point<br />
<br />
<b>Phrases</b> - prepositional and participial<br />
- <b>Prepositional</b> phrases - preposition followed by a noun<br />
10 examples of prepositional phrases:<br />
along around<br />
above in<br />
to on<br />
found for<br />
over with<br />
Example of prepositional phrase: The boy rode <u>on the horse</u>.<br />
on = preposition<br />
the = article (not needed all the time)<br />
horse = noun<br />
*<b>Noun</b> in prepositional phrase is called <b>object of preposition</b>.<br />
<b><br /></b>
- <b>Participial phrases</b> - a word group (2 or more words) consisting of a present or past participle plus any modifies, objects, and complements. (definition found on about.com)<br />
- placement of participle must be <b>closest to the noun/pronoun it modifies</b>, otherwise it becomes a <b>dangling participle</b> (misplaced participle).<br />
Correct: Smiling, David gave Victoria a flower. The present participle is modifying the pronoun David.<br />
Incorrect: Shaken, the wrecked car frightened Victoria. The past participle shaken in this sentence is modifying car, when one really means to modify Victoria. This is a dangling participle because it is misplaced.<br />
- <b>Comma</b> is essential when starting sentence with participle.<br />
* Phrases are not essential for sentence structure. They add info to the base of the sentence.<br />
ex. Sleeping in class (participial phrase) + comma + Sarah missed the lesson. (independent clause)<br />
<br />
<b>Clauses</b>: the two clauses are independent and dependent clauses<br />
<b>Independent</b> clauses: AKA <b>simple sentence</b><br />
- subject, verb, COMPLETE thought<br />
- capitalize first letter of independent clause and end with end punctuation (? ! .).<br />
ex. Sarah fell down the stairs.<br />
Sarah = subject<br />
Fell = verb<br />
Has a complete thought/gets to point.<br />
<b>Dependent</b> clauses: <br />
- subject, verb, INCOMPLETE thought.<br />
A fragment lacks either a subject, verb, or complete thought.<br />
ex. Because he was late.<br />
He = subject<br />
Was = verb<br />
Does not have a complete thought/does not get to the point.<br />
Combine independent + dependent clause to get a complex sentence.<br />
Ex. Because she was mad, Julian rejected her.<br />
<br />
<u><b>Quotations</b></u> (do not write quotes)<br />
Quotations - <u>exact</u> words<br />
- only quote when text is available and do not make up a quote<br />
Quotations are short, focused, and frequent.<br />
Tradition - begin with <b>attribution</b><br />
attribution - source of quotation who said/wrote it. <br />
ex. Victoria said,<br />
<b>Punctuation</b> follows - usually use <b>comma</b>, but <b>colon</b> is formal and is used when something has an unusual importance.<br />
ex. Victoria said: "I am singing at the Metropolitan Opera."<br />
- Writer decides what is important.<br />
- When quoting an eminent figure, always use a comma. The person must be iconic (like Mandela, not like Snooki).<br />
- If quoting from a literacy, use a colon<br />
* Only use a colon when attribution comes first.<br />
- colon is followed by a double quotation (") and a capital letter - NO fragments!<br />
- <b>end with end punctuation INSIDE THE QUOTES</b>.<br />
ex. Ralph Waldo Emerson stated: "Trust thyself."<br />
- If beginning with a quote, end with attribution.<br />
ex. "I am singing at the Met?" asked Victoria.<br />
- When attribution follows quote, comma, question mark, and exclamation points are used.<br />
Direct quotation = exact words<br />
Indirect quotation = not exact words - paraphrase<br />
- When paraphrasing, one is putting ideas of another person in own words.<br />
- No quotation marks are needed.<br />
- Still need attribution<br />
<br />
First person: I love<br />
Second person: you love<br />
Third person: he/she/it loves<br />
<br />
<b>Run-ons</b>, or <b>comma splices</b> are when two sentences are separated by a comma.<br />
ex. Victoria loves, bagels, she ate five for dinner.<br />
<br />
Possessive is NOT on test<br />
Indefinite - NOT on test<br />
<br />
GOOD LUCK!!!!!<br />
Dario ;)Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-21186437644742151762014-01-04T17:54:00.002-08:002014-01-04T17:54:46.170-08:00Vocabulary List 5 - TEST ON WEDNESDAY 1/8/141. admonition - n.<br />
a gentle reproof; counsel; advice; a firm warning; reproach; reprimand; rebuke.<br />
ex. 1. Jane defiantly ignored Mrs. Reed's harsh admonitions and verbally rebuked her.<br />
ex. 2. The student should heed the teacher's admonition to study more.<br />
<br />
2. latent - adj.<br />
present but not visible, apparent, or actualized; existing as potential; existing in the unconscious but potentially able to achieve expression; hidden; undeveloped; potential.<br />
ex. 1. Latent in the lithesome ballerina was an extraordinary dramatic expression.<br />
ex. 2. The visual artist had latent talent in math which may lead him to become an architect someday.<br />
<br />
3. absolve - v.<br />
to free from guilt or blame; to grant pardon for; to set free; to release from duty, responsibility, or obligation.<br />
ex. 1. The court absolved the defendant of all guilt in her husband's murder.<br />
ex. 2. Being polite does not absolve us from speaking the truth.<br />
ex. 3. Jane absolved her aunt of all guilt for abusing her as a child.<br />
<br />
4. ephemeral - adj.<br />
lasting a short time; transitory; short-lived; evanescent; transient; fleeting.<br />
ex. 1. Helen Burns believed life on earth was ephemeral and embraced death as an opportunity to return to God.<br />
ex. 2. The beauty of each season is ephemeral.<br />
<br />
5. render - v.<br />
to cause to be or become; to do; to perform; to exhibit or show obedience; to present for consideration, approval, or payment.<br />
ex. 1. The lawyer rendered his bill to his client.<br />
ex. 2. The student rendered his service to the community by helping to clean up Central Park after the parade.<br />
ex. 3. The student was rendered incompetent on the exam because of his excessive anxiety in taking it.<br />
<br />
6. ascribe - v.<br />
to attribute; to impute; to credit or assign as to a cause or source; to accredit; to refer.<br />
ex. 1. Never ascribe to one's enemy meaner motives than one's own.<br />
ex. 2. Jane ascribed her Christian perspective to the teaching of Helen Burns.<br />
<br />
7. bard - n.<br />
any poet; a person who composed and recited heroic or epic poetry while playing a lyre or a harp; a Celtic order of composers and reciters; a lyricist.<br />
ex. 1. William Shakespeare is often referred to as the bard of English literature.<br />
ex. 2. Rappers are often characterized as contemporary bards.<br />
<br />
8. sage - adj.<br />
profoundly wise; judicious; prudent; enlightened; having achieved wisdom, judgment, experience.<br />
ex. 1. Youth sometimes rejects sage advice to pursue their own paths.<br />
ex. 2. Charlotte Bronte provides sage insights about human nature in <u>Jane Eyre</u>.<br />
<br />
9. alienate - v.<br />
to make indifferent, hostile, or unfriendly; to estrange; to turn away from.<br />
ex. 1. Jane was alienated from the entire Reed family.<br />
ex. 2. The corrupt politician alienated funds from their intended purposes to finance his own campaign.<br />
<br />
10. transcendental - adj.<br />
surpassing ordinary or common experience, though or beliefs; metaphysical; preternatural; abstract; spiritual.<br />
ex. 1. Art is a transcendental expression of the human spirit.<br />
ex. 2. True love must be a transcendental attraction, or it is not love at all.<br />
<br />
11. usurp - v.<br />
to seize power, title or land without legal right; to arrogate authority; to appropriate; to assume.<br />
ex. 1. The king's wicked brother tried to usurp the throne.<br />
ex. 2. The Germans usurped control of Poland during World War II.<br />
<br />
12. pious - adj.<br />
having reverence from God; religious; godly; reverent; spiritual devout; virtuous; holy.<br />
ex. 1. Helen Burns was a pious soul.<br />
ex. 2. Mr. Brocklehurst pretended to be pious, but he really was a hypocrite.<br />
<br />
13. expediency - n.<br />
a regard for what is politic or advantageous rather than what is right or just; a sense of self-interest; the equality of being suited to the end in view; adherence to self-serving means.<br />
ex. 1. Contemporary politicians are guided by expediency rather than principle.<br />
ex. 2. Jane's decision to flee Thornfield Hall was based on spiritual principle not expediency.<br />
<br />
14. efface - v.<br />
to erase; to obliterate; to wear away as by time; to eradicate; to erode.<br />
ex. 1. Jane could not efface her love for Edward Rochester by running away.<br />
ex. 2. Even on her dying bed, Mrs. Reed could not efface her hostility toward Jane Eyre.<br />
<br />
15. plight - n.<br />
an unfortunate condition, state, or situation; a predicament; a condition of extreme hardship or danger; quandary.<br />
ex. 1. Destitute and homeless, Jane found herself in a sorry plight when she left Thornfield Hall.<br />
ex. 2. President Obama has vowed to improve the plight of illegal immigrants in this country through new legislation.<br />
<br />
Good luck! Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-91926272548635352882013-12-10T18:04:00.000-08:002013-12-10T18:05:02.416-08:00QuotationsQuotations=good<br />
Quotes=bad<br />
Quotations is proper and classy.<br />
<br />
Quotations: exact words<br />
Synonym: direct quotation<br />
Attribution: person who said/wrote it, the source of the quotation<br />
(We are learning the classic attribution.)<br />
<br />
Ex: Bob said_<br />
If the person/source is a great authority figure, you use a colon. <b>:</b><br />
If the person is not, then you use a comma. <b>,</b><br />
<b>BUT</b>: IF what the person is saying is astounding and worthy of amazing-ness, no matter who they are, you use a colon. <b>:</b><br />
<br />
Ex: Bob said<b>:</b>"Give me liberty or give me death!"<br />
Punctuation=colon:<br />
Bob may not be important, but what he's saying is very important.<br />
<br />
Ex: Bob said<b>,</b>"I like watermelons."<br />
Punctuation=comma:<br />
Bob is not important, and neither is his dialogue.<br />
<br />
Ex: Martin Luther King Jr. said<b>:</b>"I have a dream."<br />
Punctuation=colon:<br />
Martin Luther King Jr. is very important, and so is what he's saying.<br />
<br />
*Colon can only be used in instances where the attribution comes first* <br />
<br />
<br />
End Punctuations:<br />
-The three end punctuations you can use are the period <b>. </b>, question mark <b>? </b>, and exclamation point <b>! </b>. <br />
*The punctuation goes INSIDE the quote. ALWAYS. Just because.*<br />
<br />
<br />
Starting With the Quotation:<br />
Ex: "I like watermelons<b>,</b>" said Bob. CORRECT <br />
"I like watermelons"<b>,</b> said Bob. INCORRECT<br />
"I like watermelons<b>.</b>" said Bob. INCORRECT<br />
"I like watermelons<b>.</b>"<b>,</b> said Bob. INCORRECT<br />
"I like watermelons"<b>.</b> said Bob. INCORRECT<br />
"I like watermelons"<b>.,</b> said Bob. INCORRECT<br />
<br />
"Do you like watermelons<b>?</b>" said Bob. CORRECT<br />
"Do you like watermelons<b>?,</b>" said Bob. INCORRECT<br />
"Do you like watermelons<b>?</b>"<b>,</b> said Bob. INCORRECT<br />
<br />
*If a quote would end with a period, change it to a comma*If a question mark or exclamation point just leave it inside the quotes and DO NOT add a comma*<br />
<br />
<br />
Paraphrase: putting the words/ideas of another person into your own words.<br />
Synonym: indirect quotaton<br />
Ex: Bob said that he ate six watermelons for breakfast. CORRECT<br />
Bob said that <u>I</u> ate six watermelons for breakfast. INCORRECT<br />
^You do not become Bob when saying this. You cannot use I. THIRD PERSON.<br />
*There is no comma after Bob said. I know, it's weird. Instead of a comma, write that, which is the correct way to write the sentence according to Latin.* <br />
<br />
Remember:<br />
First person- I love<br />
Second person- You love<br />
Third person- She/he/it/ loves.<br />
<br />
<br />
Fragments: incomplete thoughts.<br />
AKA: dependent clause.<br />
Fragments are incorrect.<br />
Ex: When Bob ate.<br />
<br />
Bob= subject<br />
ate=verb<br />
But no complete thought.<br />
<br />
ALSO: Bob being hungry.<br />
*Being is NOT a main verb it is a PARTICIPLE*<br />
*Meaning is the same way*<br />
<br />
<br />
Run on: 2 sentences separated by a comma.<br />
AKA: comma splice.<br />
Run ons are incorrect.<br />
<br />
Ex: <u>Bob loves watermelons</u>, <u>he ate six of them for breakfast</u>.<br />
one complete thought another complete thought<br />
*No more than one complete thought per sentence (until we get to connectors, but that's later)*<br />
*A comma is not an end punctuation, which is why run ons are incorrect*<br />
:) <br />
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izhjhttp://www.blogger.com/profile/00173147340427319966noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-33996655223113816392013-12-10T17:25:00.000-08:002013-12-10T17:25:35.764-08:00LIST OF PREPOSITIONS 1-18(Lesson on prepositional phrases is below. This is JUST a list.)<br />
<br />
<ol>
<li>in</li>
<li>on</li>
<li>to</li>
<li>found</li>
<li>for</li>
<li>from</li>
<li>at</li>
<li>with</li>
<li>along</li>
<li>around</li>
<li>through</li>
<li>below</li>
<li>beneath</li>
<li>above</li>
<li>under</li>
<li>over</li>
<li>hear</li>
<li>between </li>
</ol>
izhjhttp://www.blogger.com/profile/00173147340427319966noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-57270768559118060322013-12-10T17:22:00.003-08:002013-12-10T17:22:49.306-08:00Prepositional Phrases Lesson1. Start with the preposition<br />
2. Identify the noun that follows it<br />
i.e. <u>In the classroom</u>, Terrence is quiet.<br />
*ALWAYS followed by a comma if beginning the sentence*<br />
Remember:<br />
-Articles= the, a, an<br />
^function as adjectives<br />
Ex: I <u>am writing</u> <u>on a chalkboard</u>.<br />
progressive prepositional<br />
tense phrase<br />
<br />
<br /><u>Above the board</u>, she hung the <u>poster</u>. <br />
prepositional phrase common noun<br />
functioning as direct object<br />
<br />
Above= preposition<br />
the= article functioning as adj.<br />
board= common noun functioning as the object of the preposition<br />
<br />
<u>In the hot room</u>, John turned on the fan. <br />
prepositional phrase<br />
<br />
In= preposition<br />
the= article functioning as adj.<br />
hot= adj. modifying "room"<br />
room= common noun functioning as the object of the preposition<br />
<br />
Sitting <u>on the table </u>, the turkey was carved into pieces.<br />
prepositional phrase<br />
<br />
Sitting= present participle<br />
on= preposition<br />
the= article functioning as an adj.<br />
table= common noun functioning as the object of the preposition<br />
<br />izhjhttp://www.blogger.com/profile/00173147340427319966noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-8358151295664200922013-12-08T08:48:00.001-08:002013-12-10T16:02:40.735-08:00List 4 - Jane Eyre Vocabulary1. philanderer - noun<br />
a man who carries on many love affairs with women whom he does not take seriously; a man who engages in extramarital affairs with women whom he has no intention of marrying; a man who carries on many flirtations with women.<br />
eg. 1 Before he met Jane, Mr. Rochester was a notorious philanderer.<br />
eg. 2 Philanderers debase marriage as a holy institution.<br />
<br />
2. inexorable - adjective<br />
not capable of being stopped or changed; relentless; unyielding; not persuaded, moved, or affected by prayers or pleas.<br />
eg. 1. Jane was inexorable in her quest for truth.<br />
eg. 2. The student was inexorable in her determination to ear high grades.<br />
<br />
3. adversary - noun<br />
an opponent; an enemy; one who contends with another.<br />
eg. 1. The argument turned old friends into adversaries.<br />
eg. 2. On the tennis court, close friends become fierce adversaries.<br />
eg. 2. Jane Eyre viewed Blanche Ingram as her adversary for Mr. Rochester's attentions.<br />
<br />
4. filial - adjective<br />
of or befitting a son or daughter; having the relationship of a child to a parent.<br />
eg. 1. Jane Eyre felt no filial bond for Mrs. Reed.<br />
eg. 2. Taking care of their aged parents is a filial responsibility of children.<br />
<br />
5. mitigate - verb<br />
to lessen in force or intensity as wrath, grief, pain, harshness; to moderate; to make less severe; to make milder or more gentle.<br />
eg. 1. The support of Helen Burns helped mitigate the draconian tortures of Jane by Mr. Brocklehurst at the Lowood institute.<br />
<br />
6. recalcitrant - adjective<br />
refusing to obey; resisting authority or control; refractory; defiant; rebellious; insubordinate.<br />
eg. 1. Recalcitrant students disrupt the class by talking during lessons. <br />
eg. 2. The recalcitrant dog refused to stop barking even though he was punished daily.<br />
eg. 3. It was Jane's recalcitrant nature which so irritated Mrs. Reed.<br />
<br />
7. disenfranchise - verb<br />
to deprive a person of the rights of citizenship; to exclude some people of their access to power; to stop some from achieving representation.<br />
eg. 1. There is a political movement to disenfranchise the poor by requiring a driver's license to vote.<br />
eg. 2. Jane Eyre was disenfranchised of her inheritance by Mrs. Reed who refused to inform her uncle of her whereabouts.<br />
<br />
8. err - verb<br />
to be wrong; to be mistaken or incorrect; to blunder; to sin.<br />
eg. 1. The teacher erred in judgment when she failed the hardworking student.<br />
eg. 2. Mr. Rochester erred in denying Jane Eyre's knowledge of his wife.<br />
<br />
9. equivocate - verb<br />
to use ambiguous or unclear expressions usually to mislead or avoid commitment; to prevaricate; to hedge; to avoid making explicit statements; to palter.<br />
eg. 1. Jane Eyre equivocated when St. John Rivers proposed marriage to her.<br />
eg. 2. When asked if he cheated on the test, the student equivocated.<br />
<br />
10. prescient - adjective<br />
having foreknowledge; knowing ahead of time; able to foretell; having knowledge of things before they exist.<br />
eg. 1. Jane was prescient of Mr. Rochester's need for her even though she was far away.<br />
eg. 2. Many writers of science fiction were prescient of the changes in society due to technology.<br />
<br />
11. imply - verb<br />
to indicate or suggest without being explicitly stated in words; to express or indicate indirectly; intimate; insinuate; hint.<br />
eg. 1. Mr Brocklehurst's mien implied a deep devotion to the Christian faith, but actually he was a hypocrite.<br />
eg. 2. The teacher's tone of voice implied disapproval.<br />
<br />
12. abscond - verb<br />
to sneak away and hide; to depart in a sudden and secret manner; to avoid capture.<br />
eg. 1. In the confusion following her wedding, Jane absconded into the night.<br />
eg. 2. Edward Snowden absconded to the Soviet Union after being accused of treason for leaking governmental secrets to the media.<br />
<br />
13. felicity - noun<br />
the state of being happy; bliss; joy; delight; happiness; beatitude.<br />
eg. 1. Jane achieved felicity through her love for Edward Rochester.<br />
eg. 2. Children feel felicity at Christmas.<br />
<br />
14. mendacious - adjective<br />
telling lies specially habitually; dishonest; untruthful; false.<br />
eg. 1. The reports on the positive effect of Vitamin E were mendacious.<br />
eg. 2. The stories of the soldier's heroism were mendacious.<br />
<br />
15. chagrin - noun<br />
a feeling of vexation through humiliation; a keen feeling of mental unease as of annoyance or embarrassment caused by failure or disappointment; hurt; pride; abashment.<br />
eg. 1. Jane felt chagrin as a result of Mr. Brocklehurst's false accusation.<br />
eg. 2. To her chagrin, the girl arrived just as the party ended.Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-62934802098617463622013-11-17T14:06:00.001-08:002013-11-17T14:06:10.908-08:00Grammar Lesson - Sentence Structure Cont.This lesson was basically reiterating the points from the previous grammar lesson.<br />
<br />
Independent clause: subject, verb, complete thought.<br />
A complete thought is direct and makes a point. <br />
<br />
Example of a complete thought: Sarah fell down the stairs.<br />
Sarah=subject, fell=verb, down the stairs=prepositional phrase<br />
Two more examples: He is happy.<br />
She is sleeping.<br />
*The independent clause is also known as a simple sentence.*<br />
<br />
<br />
Dr. Rowes told us: Sophistication is simplicity. Simplicity is elegance. <br />
(Why the simple sentence is so powerful.)<br />
<br />
<br />
Simple sentence is divided into the subject and predicate. <br />
<br />
Phrases
give information that is additional, not essential to sentence
structure, ie the dependent clause in a complex sentence. <br />
<br />
Participial Phrase: Sleeping in class. <br />
(dangling participle)<br />
<br />
<br />
Sleeping in class, Sarah missed the lesson. <br />
Sleeping=present participle, Sleeping in class,=participial phrase, Sarah=proper noun.<br />
<br />
<br />
*When starting a sentence with a participle or a participial
phrase, it is always followed by a comma. (Before the simple
sentence.) The noun closest to the participle is what it describes.<br />
izhjhttp://www.blogger.com/profile/00173147340427319966noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-41771162378963390682013-11-11T18:54:00.001-08:002013-11-11T18:54:37.800-08:00Grammar Lesson - Sentence StructureHere are some basic notes on sentence structure:<br />
<br />
<b><u>Word</u></b> is a symbol (something one is taught)<br />
<b><u>Phrase</u></b> is a group of words<br />
<b><u>Clause</u></b> is a subject, a verb, and a thought<br />
<br />
There are two phrases - the <b>prepositional</b> and the <b>participial</b> phrase.<br />
There are two clauses in the English language - <b>independent</b> and <b>dependent</b> clause.<br />
- All simple sentences are built from two clauses.<br />
- Both clauses have a subject, a verb, and a thought.<br />
Subject is what the clause is about.<br />
Verb is an action word or it describes a state of being.<br />
Thought makes a point<br />
- independent: complete thought = simple sentence<br />
- dependent: incomplete though = fragment<br />
The thought is complete when one gets to the point.<br />
* Independent stands alone while the dependent cannot stand alone and is always paired with an independent clause.<br />
Ex) Because she was mad (dependent clause), Julian rejected her (independent clause).<br />
The sentence used in the sentence above is known as a complex sentence.<br />
<br />
Ex) Independent: I love you. I is the subject, love is the verb, and the simple sentence gets to the point and creates a thought.<br />
Ex) Dependent: Because she was mad. There is no complete thought, and it is just a fragment.<br />
<br />
All independent clauses must start with a capitalized letter and end with end punctuation (question mark, exclamation point, period)Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-71084815108391026272013-11-02T14:13:00.000-07:002013-11-03T17:11:49.556-08:00Grammar Lesson 11-1-13<u>Grammar Quiz Review</u><br />
1) What is Grammar?<br />
Rules of the language.<br />
2) What is its purpose?<br />
Clarity<br />
3) In what mode or style of writing is grammar essential?<br />
Formal.<br />
4) Define mode.<br />
Unfamiliar reader.<br />
5) Give an example of mode of writing.<br />
Essay.<br />
6) What is the other style of writing?<br />
Informal writing.<br />
7) Define it.<br />
Familiar reader.<br />
8) Give example of style of writing.<br />
Texting.<br />
9) Define verbal.<br />
Verb which functions as a different part of speech.<br />
10) Name all verbals.<br />
Gerund, infinitive, participle.<br />
11) Define them.<br />
<b>Gerund</b> is a verb that acts as a noun by adding ing.<br />
<b>Infinitive</b> verb - functioning as a noun, adjective, or adverb by adding to plus the stem of the verb.<br />
<b>Participle</b> - verb acting as an adjective and form of verb by adding ing or ed.<br />
<br />
There are two forms of the infinitive:<br />
to infinitive/full infinitive and the bare infinitive<br />
<b>To infinitive</b>: functioning as a noun, adjective, or adverb by adding to plus the stem of the verb.<br />
An example using the to infinitive: Izzy loves <u><b>to kiss</b></u>.<br />
<b><br /></b>
<b>Bare infinitive</b>: verb functioning as a verb, adjective, or adverb by dropping the preposition to the stem of the verb. <br />
To identify the bare infinitive, one must have certain verbs followed by a direct object. <br />
To identify the <b>direct object</b>, go to the main verb and ask the question <b>what or who</b>.<br />
<b>Special verbs</b>: let, make, see, watch, hear, feel, sense, help, bid, have - These verbs help create the bare infinitive.<br />
An example using the bare infinitive: Amir made Sarah <u><b>laugh</b></u>. <u>Made</u> is one of the special verbs that help identify the bare infinitive. The bare infinitive in this sentence is <u>laugh</u>.<br />
Ex 2 - bare infinitive) I watched the plane <b><u>take</u></b> off.<br />
Ex 3 - bare infinitive) John helped Suzan <b><u>study</u></b>.<br />
<br />
<b>Participle</b> - verb acting as an adjective and is formed from verb by adding ing or ed. <br />
<b>Present participle</b> - verb functioning as an adjective by adding ing<br />
<b>Past participle</b> - verb functioning as an adjective by adding ed.<br />
(article) (present participle) (common noun)<br />
Ex) The crying baby was hungry.<br />
<br />
(present participle) (proper noun) (main verb)<br />
Ex 2) Smiling, Dario bought breakfast for Izzy.<br />
** When a participle is in a phrase, it must be close to the noun/pronoun it is modifying.<br />
Participles used as <b><u>adjectives</u></b> can <u><b>come before</b></u> the noun they modify.<br />
Ex) <b>Shaken</b>, <u>Victoria</u> walked away from the wrecked car. Shaken is the past participle and Victoria is the proper noun that the participle modifies.<br />
<br />
<b>Dangling participle</b> - misplaced participle.<br />
<br />
<u style="font-weight: bold;">CORRECT: </u>Shaken, Victoria walked away from the wrecked car.<br />
The past participle <u>shaken</u> modifies the proper noun <u>Victoria</u>, and the past participle <u>wrecked</u> modifies the common noun <u>car</u>.<br />
<br />
<u style="font-weight: bold;">INCORRECT: </u>Shaken, the wrecked car frightened Victoria.<br />
The past participle <u>shaken</u> becomes a <u>dangling participle</u> because it is not modifying the closest noun/pronoun (Victoria).<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-9643579959242292572013-10-20T13:59:00.001-07:002013-10-27T17:45:23.335-07:00Vocabulary List 3<h2>
<b>Test - November 6th</b></h2>
<h3>
<b>Words taken from Jane Eyre</b></h3>
<div>
<b><br /></b></div>
1. punctuality - noun<br />
strict observance in keeping engagements; promptness; the characteristic of always keeping to arranged times for appointments or meetings.<br />
Sentence 1: Punctuality is a virtue for success.<br />
Sentence 2: Interviewers for colleges expect punctuality in the students who arrange to meet with them.<br />
<br />
2. aversion - noun<br />
a strong feeling of dislike; repugnance; abhorrence; hostility; antagonism; loathing; an unreasoning desire to avoid that which displeases.<br />
Sentence 1: Mrs. Reed had a strong aversion to Jane Eyre.<br />
Sentence 2: Many students have a strong aversion to studying when they could be spending that time on Facebook.<br />
<br />
3. peruse - verb<br />
to read thoroughly; to survey with care; to examine in detail; to scrutinize; to study.<br />
Sentence 1: Students need to peruse Jane EYre to retain the facts and details rather than skimming the pages for a broad outline of the plot. <br />
Sentence 2: Have you perused the newspaper to understand what is occurring in Egypt at this time?<br />
<br />
4. insuperable - adjective<br />
incapable of being passed over, overcome, or surmounted; overwhelming; unconquerable; insurmountable; extremely great and severe.<br />
Sentence 1: Jane Eyre faced insuperable difficulties at the Lowood institute where orphans were not given enough to eat or warm clothes to wear in winter.<br />
Sentence 2: The cost of college has become an insuperable obstacle to achieving a first rate education for many students.<br />
<br />
5. imp - noun<br />
a little devil; a little demon; a mischievous child; an evil spirit; a scamp; a rogue; a rascal.<br />
Sentence 1: Mrs. Reed characterized Jane as a little imp due to her unusual curiosity.<br />
Sentence 2: The world of fairy tales is populated by goblins and imps. <br />
Sentence 3: Huckleberry Finn is the most famous imp in American literature.<br />
<br />
6. defer - verb<br />
to put off action; to delay; to postpone; to procrastinate; to keep something from occurring at a future time.<br />
Sentence 1: In the matter of disciplining a contumacious student, the teacher deferred to the authority of the principal.<br />
Sentence 2: The student deferred completing his homework in order to play video games into the night.<br />
<br />
7. malevolent - adjective<br />
wishing evil or harm to another or others; showing ill will; malicious; injurious; pernicious; spiteful.<br />
Sentence 1: Since he claimed to be a man of God, Mr. Brocklehurst had malevolent intentions towards the orphans whom he was supposed to help.<br />
Sentence 2: Helen Burns fought malevolent feelings and believed in loving even her enemies.<br />
<br />
8. debase - verb<br />
to reduce in value and quality; to adulterate; to lower in dignity, significance, or rank; to degrade; to lower; to depreciate.<br />
Sentence 1: Jane Eye refused to debase herself by saying she loved Mrs. Reed.<br />
Sentence 2: The government has debased the value of the dollar.<br />
<br />
9. apothecary - noun<br />
archaic word for pharmacist; druggist; chemist; one who prepares and sells medicine.<br />
Sentence 1: The apothecary often served as the medical doctor in England during the nineteenth century for patients who could not afford a physician.<br />
Sentence 2: The apothecary actually diagnosed Jane Eyre as an abused child and prescribed a change of residence.<br />
<br />
10. eerie - adjective<br />
uncanny as to inspire superstitious fear especially of places and atmosphere; mysteriously frightening; ghostly; weird; strange.<br />
Sentence 1: Being shut up in the red room was an eerie experience for Jane Eyre.<br />
Sentence 2: The eerie laughter in Thornfield Hall frightened Jane Eyre.<br />
<br />
11. abhor - verb<br />
to shrink away with horror; to feel disgust; to hate very, very much; to regard with extreme repugnance or aversion; to detest utterly; to loathe; to abominate.<br />
Sentence 1: Dr. Rowes abhors racism.<br />
Sentence 2: Helen Burns taught Jane Eyre not to abhor any human because we are all children of God.<br />
<br />
12. pariah - noun<br />
a member of the low caste; a person despised or rejected by society; an outcast.<br />
Sentence 1: Jane Eyre was the pariah of the Reed Family.<br />
Sentence 2: Many politicians are treated as pariahs after the exposure of their scandalous personal conduct.<br />
<br />
13. quandary - noun<br />
a feeling of puzzlement or doubt; a state of uncertainty or perplexity; a predicament; a situation from which extrication is difficult.<br />
Sentence 1: Jane was in a quandary as to whether to marry Edward Rochester.<br />
Sentence 2: Seniors at LaGuardia Arts face the quandary of which college to attend.<br />
<br />
14. nuptials - noun<br />
wedding; marriage; marriage ceremony; holy matrimony; a legal joining of two people.<br />
Sentence 1: One the day of their nuptials, Jane Eyre and Edward Rochester faced the greatest trial of their love for each other.<br />
Sentence 2: The nuptials of Kate Middleton and Prince William were a celebration of young love.<br />
<br />
15. beguile - verb<br />
to mislead by cheating or tricking; to deceive; to influence by flattery; to pass the time pleasantly; to charm or delight.<br />
Sentence 1: The young man was beguiled of all his money by a thief posing as a friend.<br />
Sentence 2: Mr. Rochester seemed to be beguiled by Blanche Ingram.<br />
<br />
Quizlet created by Yeliz: <a href="http://quizlet.com/29203330/vocabulary-list-3-drrowes-flash-cards/#">http://quizlet.com/29203330/vocabulary-list-3-drrowes-flash-cards/#</a>Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-4345347506141774052013-10-14T07:08:00.000-07:002013-10-14T17:19:03.602-07:00Grammar Lesson - VerbalsThe three verbals are:<br />
1. Gerund<br />
2. Infinitive<br />
3. Participle<br />
<br />
Verbals are in a different category from nouns<br />
Verbal - category of a verb which functions as another part of speech<br />
<b><br /></b>
<b>Gerund</b> - functions as a noun by adding ing.<br />
e.g. Jackie went jogging with her dog.<br />
<br />
<b>Infinitive</b> - verb acting as a noun, adjective, or adverb by attaching the preposition to the stem of the verb.<br />
<br />
The basic definition is: <b> to plus the verb.</b><br />
<br />
examples: to kiss, to cuddle, to snore<br />
"to" is the preposition, and "kiss, cuddle, snore" are the stems of the verb<br />
<br />
In a sentence the infinitive functions as a noun, adjective, or adverb.<br />
<br />
e.g. 1.<br />
Prepositional phrase: To sneeze in someone's face is rude and unhealthy.<br />
to sneeze = infinitive<br />
<br />
e.g. 2.<br />
Prepositional phrase: John likes to play guitar with his friends.<br />
to play = infinitive<br />
<br />
<b>Participle</b> - verbal that functions as an adjective<br />
Present participle example: The <b>boiling</b> water on the stove is hot.<br />
<b>Present participles</b> always end in ing and are created from the form of a verb used with the verb <b>to be</b> as an auxiliary verb (progressive tense).<br />
<b>Past participles</b> usually<b> end in ed or en</b> and are created from the form of a verb used with the verb <b>to be</b> as an auxiliary verb.<br />
Past participle example: The window <b>was broken</b> on Thursday. Or: The windows <b>were cracked</b> by vandals.<br />
<br />
<b><u>SPECIAL VERBS</u></b>: feel, help, hear, let, make, see, watch<br />
e.g. The tourist <b>watched</b> the plane take off.<br />
<br />
Other sites: <a href="http://chompchomp.com/">chompchomp.com</a><br />
<a href="http://owl.english.prudue.edu/">owl.english.prudue.edu</a>Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com1tag:blogger.com,1999:blog-5484203700019321278.post-78330988781019232982013-10-08T17:52:00.001-07:002013-10-14T17:28:25.105-07:00Grammar Quiz 2 - Answers1. What is Grammar? Grammar is a set of rules for communication in the English language.<br />
<br />
2. What is its purpose? Grammar allows one to communicate with another person clearly. <b><u>Clarity</u></b><br />
<br />
3. What are the parts of speech? The parts of speech are building blocks of sentence structure.<br />
<br />
4. Define noun: A person, place, thing, idea, or activity.<br />
<br />
5. Name the different types of nouns: Proper noun, common noun, collective noun, gerund.<br />
<br />
6. Define each one that we have gone over in class: <br />
Proper noun is capitalized and specific<br />
Common noun is general and not capitalized<br />
Collective noun is a group functioning in unison as one entity or individual<br />
Gerund is a verb acting as a noun by adding -ing.<br />
<br />
7. Which noun poses special problems for number? The collective noun.<br />
<br />
8. Name ten collective nouns: Team, crowd, audience, troop, school, band, tribe, committee, army, navy, etc.<br />
<br />
9. Give a sentence for a singular collective noun with regard to usage of number in question seven. <br />
e.g. The rock band performed a concert.<br />
<br />
10. Give a sentence for a plural collective noun with regard to usage of number in question seven.<br />
e.g. The cast performed their individual roles.<br />
<br />
11. What are the two styles of writing? The two styles of are informal and formal writing.<br />
<br />
12. What is the difference?<br />
Formal - The writer is unfamiliar with the reader, and the reader only knows about the writer by what is on the paper.<br />
Informal - The writer is familiar with the reader, and the reader knows more about the writer than what is on the paper.<br />
<br />
Extra notes:<br />
<br />
Verbal - category of a verb acting as another part of speech.<br />
1. Gerund - A verb acting as a noun by adding -ing.<br />
2. Infinitive - to plus the verb.<br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-30929249300389528792013-10-05T14:01:00.002-07:002013-10-05T14:01:56.706-07:00Structure of an Essay & Grammar Lesson 10-2-13<u><b>Structure of an Essay</b></u><br />
<br />
* Must have five paragraphs (5-12 sentences) or more<br />
* For every paragraph, make a statement, explain the statement, and give an example.<br />
* Read for facts to create more factual essays & read the passage more than once<br />
* Think about what the author is trying to say<br />
<br />
<b><u>Thesis --> Truth --> Thinking</u></b><br />
<br />
* <u>Communication</u> - Make your expression clear to one.<br />
* Be <u>focused</u> - Whatever questions are asked, be sure to answer each question clearly.<br />
* <u>Write down the question</u> and figure out what the question is trying to ask.<br />
* Be <u>involved</u> in the reading even if you don't enjoy it.<br />
* Create a <u>study</u> group to get some extra help.<br />
* <u>Thesis</u> must be a simple sentence (subject, verb, and one thought), be clear, and include info about what you are writing about; don't assume the reader knows what you are writing about.<br />
* <u>Explanation</u> - requires extensive reading<br />
<br />
Do <u>NOT</u> use: I, me, my, in my opinion, etc.<br />
Instead, use: seems, appears, suggests, etc.<br />
<br />
* For each body paragraph (3+ paragraphs), do not repeat your statements (have different examples for each paragraph) and start with the strongest evidence in the first paragraph.<br />
<br />
---------------------Grammar---------------------<br />
<br />
<b><u>Verbals</u></b> - verb form in which the verb functions as a different part of speech (verbals do not want to be verbs).<br />
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The <u><b>gerund</b></u> is a verbal (verb functioning as a noun)<br />
- Thought of as the "transgender of grammar".<br />
* Add "-ing" to the end of the verb to make it a gerund.<br />
e.g. Dario runs to class. "Runs" is a verb in this sentence. By adding -ing, we can turn it into a verbal: Running is Dario's favorite sport.<br />
e.g. 2. Dario likes running. "Running" is functioning as the direct subject of the sentence.<br />
* When a verbal is proceeded by "to be, is, was, were, etc." they bond together and the verbal becomes the <u>progressive tense</u> of a verb (<u>participle verbal</u>).<br />
* Infinitive verbal - includes "to" plus the verb<br />
e.g. to sleep, to kiss, to hug, to study<br />
* The three verbals are: <u><b>Gerund, Participle, Infinitive.</b></u><br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-79611825292148909662013-09-28T15:12:00.001-07:002013-10-07T16:31:13.423-07:00Vocabulary List 2 - 9-26-13<h3>
Words taken from <u>Jane Eyre</u></h3>
<h4>
<u>Vocabulary quiz #2 Wednesday (October 9)</u></h4>
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<u><br /></u></div>
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1. protagonist (noun)</div>
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the leading character, hero, or heroine of a drama or other literary work; the principal character of a story; a proponent for or advocate of a political cause or social program.</div>
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e.g. 1. Jane Eyre is the protagonist in the novel by her name.</div>
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e.g. 2. We are all the protagonists in our own autobiographies.</div>
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2. antagonist (noun)</div>
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a person who is opposed to, struggles against, or competes against; opponent; adversary; the enemy of a hero of protagonist; rival foe.</div>
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e.g. 1. Barrack Obama's leading antagonist in the Congress is John Boehner, speaker of the house of Representatives.</div>
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e.g. 2. On the golf course, Tiger Wood's worst antagonist is Sergio Garcia.</div>
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3. refractory (adjective)</div>
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hard or impossible to manage; stubbornly disobedient; incorrigible; intractable; rebellious; headstrong. </div>
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e.g. 1. Mrs. Reed viewed Jane as a refractory child who needed discipline.</div>
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e.g. 2. The dean gave the refractory student detention for four days for being late to class repeatedly.</div>
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4. chide (verb)</div>
<div>
to scold; to reprove; to mildly rebuke; to criticize; to express displeasure with.</div>
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e.g. 1. Mrs. reed chided Jane for her rebellious behavior.</div>
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e.g. 2. The teacher chided her students for not paying attention to the lesson on grammar.</div>
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5. torpid (adjective)</div>
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dormant; inactive; lethargic; sluggish; apathetic; listless; indolent.</div>
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e.g. 1. The caged animals in a zoo often are torpid.</div>
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e.g. 2. The energetic boy because increasingly torpid as he felt a cold developing.</div>
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6. thwart (verb)</div>
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to stop something from happening; to hinder; to oppose; to frustrate; to prevent from accomplishing a purpose.</div>
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e.g. 1. Bad weather thwarted our plans for a picnic.</div>
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e.g. 2. John Reed deliberately thwarted Jane's pleasure in reading.</div>
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7. mettle (noun)</div>
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courage; inner spirit, quality of disposition or temperament; pluck; inner resource; fortitude.</div>
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e.g. 1. War tests the mettle of soldiers.</div>
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e.g. 2. Jane Eyre had the mettle to stand up to Mrs. Reed when her aunt accused her unjustly of disobedience.</div>
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8. antipathy (noun)</div>
<div>
a natural and basic dislike; an aversion; repugnance; an instinctive opposition in feeling; habitable antagonism; animosity.</div>
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e.g. 1. Mrs. Reed felt a natural antipathy to Jane.</div>
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e.g. 2. The student felt an inexplicable antipathy to math even though he excelled in solving problems in geometry.</div>
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9. divest (verb)</div>
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to strip; to deprive; rid of; to free from; to dispossess.</div>
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e.g. 1. The wind divested the trees of their leaves.</div>
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e.g. 2. Mrs. Reed divested herself of all responsibility for Jane when she sent her away to Lowood Institute.</div>
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10. bilious (adjective)</div>
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irritable; ill-tempered; suffering caused by trouble with the liver or bile; peevish; cranky; extremely unpleasant; grumpy; cross; dyspeptic; grouchy.</div>
<div>
e.g. 1. Mr. Brocklehurst's bilious nature was destructive to the orphans dependent on his charity.</div>
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e.g. 2. Though Mrs. Reed was surrounded by luxury, she was bilious in her dealings with less fortunate people.</div>
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11. infer (verb)</div>
<div>
to derive by reasoning; to conclude from evidence; to guess; to surmise to draw a conclusion based on reasoning.</div>
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e.g. 1. The student inferred the teacher's disappointment in her by the fact that she did not smile at her when she returned the test.</div>
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e.g. 2. In forecasting the weather, meteorologists often infer favorable conditions by the gradual shifting of the cloud covering.</div>
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12. shroud (verb)</div>
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to cover or hide from view; to veil as in a mystery; to wrap or clothe for burial.</div>
<div>
e.g. 1. The room where her husband died was shrouded in darkness.</div>
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e.g. 2. Jane Eyre shrouded her fear in rebellion.<br />
<br />
Here are some Quizlet flashcards made by Yeliz and Johnnie:<br />
<a href="http://quizlet.com/27163197/new">quizlet.com/27163197/new</a><br />
<a href="http://quizlet.com/27722769/dr-rowes-vocab-2-jane-eyre-flash-cards/" rel="nofollow" style="background-color: white; color: #2e57aa; cursor: pointer; font-family: 'Helvetica Neue', Helvetica, Arial, 'lucida grande', tahoma, verdana, arial, sans-serif; font-size: 14px; line-height: 18px; text-align: left;" target="_blank">http://quizlet.com/27722769/dr-rowes-vocab-2-jane-eyre-flash-cards/</a><br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-41278081492003281062013-09-28T14:48:00.004-07:002013-09-28T14:48:51.058-07:00Grammar Lesson 9-27-13<u><b>Grammar test is on Wednesday (October 2) and 10 collective nouns in your grammar notebooks are also due Wednesday.</b></u><div>
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* When writing informally, you are familiar with your audience (e.g. writing to someone who knows you personally and knows more about you than what is on the page you wrote).</div>
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* When writing formally, you aren't familiar with the audience and they only know about you by what is written on the paper.</div>
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<b><u>Review</u>:</b></div>
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<b><br /></b></div>
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* proper nouns - capitalized, specific</div>
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* common nouns - general, not capitalized</div>
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* parts of speech - building blocks of sentence structure</div>
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* number noun - noun is either singular or plural; collective noun as the subject determines the form of the verb and pronoun.</div>
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<b><u>Singular collective noun examples:</u></b></div>
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<b><u><br /></u></b></div>
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singular collective nouns - group functioning in unison as one entity</div>
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The <u>board</u> allows the <u>girl</u> to go free of all charges.</div>
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The <u>congregation</u> walks down <u>my</u> street.</div>
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The <u>rock band</u> performed <u>a</u> concert.</div>
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<b><u>Plural collective noun examples:</u></b></div>
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<b><u><br /></u></b></div>
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plural collective nouns - group functioning in unison as one entity OR individuals</div>
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- Think of a group working separately.</div>
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* When people in a group work individually - <b>plural</b></div>
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The <u>faculty</u> shared <u>their</u> ideas with their boss.</div>
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The <u>soccer team</u> ate <u>their</u> victory cake after they won <u>their</u> game.</div>
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The <u>cast</u> performed <u>their</u> roles well.</div>
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The <u>crew</u> ate dinner at <u>different</u> restaurants.</div>
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Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-64710639870245937972013-09-24T17:40:00.000-07:002013-09-24T17:40:14.334-07:00Grammar Lesson 9-24-13 - Collective Nouns<u><b>Collective Nouns </b></u><br />
Examples:<br />
1. class 9. student body<br />
2. school 10. pack<br />
3. family 11. committee<br />
4. legislature 12. audience<br />
5. troop 13. troupe<br />
6. army 14. company<br />
7. navy 15. orchestra<br />
8. faculty 16. band<br />
17. team<br />
<br />
<b><u>The noun-number:</u></b><br />
Is the noun singular or plural?<br />
* Pronouns + subject must coordinate<br />
* e.g. <u>Matthew(subject)</u> wave <u>their(pronoun)</u> hand. - INCORRECT ("Matthew" is singular while "their" is plural.)<br />
Matthew waves <u>his</u> hand. - CORRECT (Pronoun and subject coordinate. Both are singular.)<br />
Question: Is the subject "orchestra" singular or plural when used in this example? <i>The orchestra performed its concert.</i> <br />
Answer: "orchestra" is singular because the orchestra is playing in <b>unison</b>.<br />
<u style="font-weight: bold;">Note:</u> To make the orchestra plural, you must make the pronoun plural. <i>The orchestra performed <u>their</u> individual solos during the concert. </i>When the subject works separately as individuals, then it becomes plural.<br />
Another example is: <i>The <u>cast</u> played their roles.</i> "Cast" is plural because each member in the cast is working individually (not in unison).<br />
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<b><u>FORMAT FOR THE VOCAB TEST ON 9-25-13</u></b><br />
<b><u><br /></u></b>
<b>Verb: </b>Include 2 definitions (must be infinitive) and 1 sentence.<br />
<b>Nouns + Adjectives:</b> 1. Spellcheck. 2. Choose either 4 synonyms, 2 definitions, or 1 definition AND 2 synonyms. 3. Include 1 sentence with correct punctuation and capital letters (or no credit).Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-27731081159883217712013-09-19T18:31:00.000-07:002013-09-19T18:31:09.240-07:00Grammar Lesson 2 - 9-19-13Aim: Grammar - <b>NOUN</b><br />
<b><br /></b>
<b><u>Noun</u></b> - person, place, thing, idea, or activity<br />
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<u style="font-weight: bold;">Common noun</u> - general, generic - not capitalized<br />
e.g. high school, school, college, teacher, mother, father, ice cream<br />
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<u style="font-weight: bold;">Proper noun</u> - specific, particular, capitalized<br />
e.g. Fiorello H. LaGuardia High School of Music and Arts and Performing Arts<br />
* Major/important words must be capitalized<br />
* Write full titles (e.g. for colleges, write Yale University instead of Yale)<br />
- Teachers:<br />
* Don't address the authority by their first name. The first time you introduce them, you may say "Dr. Barbara Rowes", and after that you can address the teacher as "Dr. Rowes".<br />
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Extra note: Only use mother and father because mom, mommy, dad, daddy, are informal. ("guys" and "kids" --> also informal)<br />
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Question: Is civil rights movement capitalized?<br />
Answer: It is not capitalized, but it may change over time.<br />
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* * * * * * * * * * *<br />
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- Organizations - American Red Cross<br />
- Institutions - Department of Education, University of Mexico<br />
- Stores - Armani Exchange<br />
- Companies - Apple, Inc.<br />
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<b><u>NOTE: MAKE SURE PROPER NAME IS SPECIFIC!</u></b><br />
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Do not use periods when abbreviating organizational names and capitalize all letters. (e.g. University of California, Los Angeles (UCLA)) <br />
Correct: UCLA Incorrect: U.C.L.A, u.c.l.a, ucla<br />
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<b>Historical events: </b>Periods of time (e.g. The Middle Ages), documents (e.g. Declaration of Independence) are capitalized.<br />
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<b><u>Capitalize</u>:</b> B.C., A.D, B.C.E., C.E., A.M., P.M. and include periods between letters and after last letter.<br />
Correct: B.C. Incorrect: BC, B.C, b.c., bc, b.c<br />
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Capitalize ALL months, days of the week, and holidays.<br />
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Do <b>not</b> capitalize seasons.<br />
<br />Anonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0tag:blogger.com,1999:blog-5484203700019321278.post-75535800918504075212013-09-13T14:16:00.002-07:002013-09-13T14:16:54.840-07:00Grammar Lesson 1 9/13/13Many people speak English informally (pigeon talk) , rather than formally.<br />
<br />
Here are some examples of <b>informal grammar</b>:<br />
<br />
* Talking to friends<br />
* Personal correspondence (e.g. sending an e-mail)<br />
* Tweeting/Facebook<br />
* Texting<br />
* Creative writing (e.g. writing a novel)<br />
* Journalism - the writer determines rules for writing<br />
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Here are some examples of <b>formal grammar</b>:<br />
<br />
* Academic writing<br />
* Research papers<br />
* Business reports<br />
* Applications for jobs/colleges<br />
* College essays<br />
* Resumes<br />
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In the end, it is not grammar that has decreased in America. It is our level of education that is falling.<br />
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<b>Extra Notes:</b><br />
<b><br /></b>
The <b>verb</b> is the most important part of a sentence in English.<br />
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<b><u>Noun:</u></b><br />
<b><u><br /></u></b>
* A person, place, thing, idea, or activity<br />
* Proper noun - specific and capitalized<br />
* Common noun - general and NOT capitalized<br />
* Collective noun - function as a group<br />
* Gerund - a verb acting as a nounAnonymoushttp://www.blogger.com/profile/04117575064544876305noreply@blogger.com0