13.1.1: Exercises on Grammar and Mechanics
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Sentence Pattern, Purpose, and Clause Exercises:
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Write ten very funny sentences using the seven patterns, in addition to the “weird” patterns.
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Write four sentences that demonstrate the four purposes.
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Take anything you’ve written and try out a few subordinate clauses to see if the sentence/thought becomes more complex.
CHECK YOUR UNDERSTANDING: SENTENCE LENGTH\(^{206}\)
Consider this long sentence from the children’s book, Stuart Little, by E.B. White:
In the loveliest town of all, where the houses were white and high and the elm trees were green and higher than the houses, where the front yards were wide and pleasant and the back yards were bushy and worth finding out about, where the streets sloped down to the stream and the stream flowed quietly under the bridge, where the lawns ended in orchards and the orchards ended in fields and the fields ended in pastures and the pastures climbed the hill and disappeared over the top toward the wonderful wide sky, in this loveliest of all towns Stuart stopped to get a drink of sarsaparilla.
Now, consider this excerpt from a piece by Ben Montgomery, written as he covered a state football championship:
Complete pass. Again. Clock’s ticking. Again. Down the field they go. The kid can’t miss. The Panthers are nearing the end zone….The whole place is on its feet. Ball’s on the 5-yard line. Marve takes the snap. Drops back. Throws.
Questions:
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The above passage by E.B. White is a single, long, complex sentence and is grammatically correct. How did you feel when you read it? What kind of mood or tone did it create? Could you imagine the place being described?
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Montgomery’s piece is built of short sentences, sentence fragments, and even single words. How did you feel when you read this? What kind of mood or tone did it create? Can you hear the difference from the Stuart Little passage?
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What have you discovered about the effect of sentence length?
Sentence Length Exercise:
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Try your hand at playing with sentence length. Imagine the most beautiful place you’ve ever been. Write a few lines that describe the place. Aim for writing long, flowing sentences that include lots of sensory description: sight, sound, texture, etc. Now imagine something you’ve done that made you anxious or frightened. Write a few sentences that recreate the scene and sensations. Use short, abrupt sentences to ramp up the tension.
PUNCTUATION\(^{207}\)
Here are the most common ways to join clauses. The examples below are demonstrated with these two clauses: “The two cats were constant companions. They truly loved each other.”
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Comma + FANBOYS (coordinating conjunction: for, and, nor, but, or, yet, so):
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“The two cats were constant companions, for they truly loved each other.”
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Semicolon:
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“The two cats were constant companions; they truly loved each other.”
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Semicolon with adverbial conjunction (semicolon words such as however, nonetheless, moreover). Semicolon words do not make a sentence dependent on another sentence (do not turn a complete clause into a dependent clause):
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“The two cats were constant companions; moreover, they truly loved each other.”
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Colon (rare):
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“The two cats were constant companions: they truly loved each other.”
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Make one sentence dependent on the other by adding a subordinating conjunction (dependent word such as while, though, when, if). Dependent words turn a sentence into a dependent sentence (a dependent clause):
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“Though the two cats were constant companions, they truly loved each other.”
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OR… “The two cats were constant companions because they truly loved each other.”
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Punctuation Exercise:
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To improve your punctuation, practice with clauses and phrases. First, try combining clauses with the correct punctuation. Create two sentences and then connect them using the five ways above.
Commas
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Listing comma: This comma is used to separate the items in a list of two or more. (The comma that comes before the final item is called the Oxford comma, and it is always used in academic writing. It can often be left out in informal writing as long as the meaning is clear; it is usually left out in newspaper articles to save space.)
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Here’s an example: “I bought bread, peanut butter, and jelly to make sandwiches.”
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Compound sentence comma (two independent clauses joined together): See the example in the previous section, Comma + FANBOYS. NOTE: Don’t add a comma every time you use “and” or another coordinating conjunction. Make sure first that the two things you are joining are actually two independent clauses. You can do that by looking at the words before “and” to make sure they make up a complete sentence, and then do the same with the words after “and.”
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Introductory comma: This comma is used after an introductory word, phrase, or clause. If the introductory element is very short, the comma is optional.
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Example: “After the storm, the spider carefully rebuilt its web.”
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Interrupting comma: This pair of commas is used to mark interruptions within a sentence—as long as the interruption is not essential to the meaning of the sentence.
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Example: “I wonder, you know, if you really love me.”
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Restrictive element: an essential element, whether a clause or phrase. Removing the essential element would change the meaning of the sentence. Restrictive elements/essential elements do NOT need commas.
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Here’s an example: “The monster that swallowed Los Angeles died of indigestion.” The phrase “that swallowed Los Angeles” can’t be removed from the sentence because essential in identifying which monster.
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Non-restrictive element: a non-essential element, either a clause or phrase. Removing the non-essential element does not change the meaning of the sentence. These elements need commas. One way to remember that is to think of comma handles so that you can lift the element in and out of the sentence.
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Here’s an example: “My third sister, who lives in Salem, is the baby of the family.” The phrase “who lives in Salem” could be removed from the sentence because it’s not essential in identifying which sister—we already know she’s the third sister.
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Comma Exercise:
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Next, practice correctly punctuating with commas. Write six sentences using the six elements of commas above, or find them in your own writing!
The Comma Comma\(^{208}\)
Once upon a time, way back in the third grade, Mrs. MaGee told me never to put a comma before the “and” in my lists. She said that the “and” means the same thing as a comma.
And so I never did. I wrote “balls, bats and mitts.”
Years later, another teacher told me that I should always put a comma before the “and” in my lists because it clarifies that the last two items in my list are not a set. He said to write “Amal, Mike, Jose, and Lin.”
Logic told me that the third-grade teacher was right because, if the last two in the list were a set, the “and” would have come sooner as “balls and bats and mitts” or “Amal, Mike, and Jose and Lin.” But that is also just odd. What if I really did mean to have two sets? Now I felt like I had to write “Balls. Also, bats and mitts.” It felt like juggling. If this is confusing, I’m pretty sure that I’ve made my point. These rigid rules felt so awkward! Things I can say effortlessly outloud are, all of a sudden, impossible on paper. Who wrote these rules?
That’s actually a valid question. Who did write them? Novices to the study of language sometimes imagine that language started back in a day when there were pure versions of all the world languages that younger and lazier speakers continue to corrupt, generation after generation. They imagine a perfect book of grammar that we should all be able to reference. Nothing about that scenario is actually true.
Questions:
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Take a guess as to who wrote these rules and then maybe research it for yourself.
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What “rules” confuse you the most about the English language?
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Read that last paragraph again. Do you agree with its message?
If You Want More Nerdy Information:
Here are some of our favorite online resources.\(^{209}\) You can search for a specific topic or just browse to find great resources about writing and editing.
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Grammar Girl: http://www.quickanddirtytips.com/grammar-girl
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Purdue OWL: https://owl.english.purdue.edu/owl/
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Grammarly: www.grammarly.com
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Grammar Monster: http://grammar-monster.com
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The New Yorker’s Comma Queen (videos): http://video.newyorker.com/series/comma-queen
Top Ten Errors\(^{210}\)
In case you want some nerdy help on errors, here it is. Sort of.
Teachers and editors don’t completely agree on the most common errors or even the most serious errors… so take in this list with “a grain of salt,” so they say.
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Comma splice: Two independent clauses (complete sentences) joined with a comma.
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Fragment: A dependent clause or a phrase punctuated as if it were an independent clause; an incomplete sentence.
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Run-on sentence: Two independent clauses joined with no intervening punctuation (i.e., run together).
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Verb form or verb tense error: A verb that is in the incorrect form or in the wrong tense.
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Missing comma: No comma after an introductory element; no comma in a compound sentence; no comma after a non-restrictive element/non-essential element; no comma before the last item in a list (the Oxford comma).
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Wrong preposition: The preposition chosen is incorrect.
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Misplaced modifier: A modifier, such as an adjective, adverb, or modifying phrase, that is placed too far from the word it modifies, seeming to modify another word.
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Unclear pronoun: Using a pronoun, such as he, she, they, etc., when it’s not clear what noun the pronoun is replacing.
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Apostrophe error: Using an apostrophe when one isn’t needed or leaving out the apostrophe when it is needed.
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Misspelled homonym or homophone: Using a word that sounds like the intended word\(^{211}\) but spelled differently and with a different meaning.
Checklists\(^{212}\)
Checklist for Grammar
__Are some sentences actually sentence fragments?\(^{213}\)
__Are some sentences run-on sentences? How can I correct them?
__Do some sentences need conjunctions between independent clauses?
__Does every verb agree with its subject?
__Is every verb in the correct tense?
__Are tense forms, especially for irregular verbs, written correctly?
__Have I used subject, object, and possessive personal pronouns correctly?
__Have I used who and whom correctly?\(^{214}\)
__Is the antecedent of every pronoun clear?
__Do all personal pronouns agree with their antecedents?
__Have I used the correct comparative and superlative forms of adjectives and adverbs?
__Is it clear which word a participial phrase modifies, or is it a dangling modifier?
Checklist for Sentence Structure
__Are all my sentences simple sentences, or do I vary my sentence structure?
__Have I chosen the best coordinating or subordinating conjunctions to join clauses?
__Have I created long, overpacked sentences that should be shortened for clarity?
__Do I see any mistakes in parallel structure?
Checklist for Punctuation
__Does every sentence end with the correct end punctuation?
__Can I justify the use of every exclamation point?
__Have I used apostrophes correctly to write all singular and plural possessive forms?
__Have I used quotation marks correctly?
Checklist for Mechanics and Usage
__Can I find any spelling errors? How can I correct them?
__Have I used capital letters where they are needed?
__Have I written abbreviations, where allowed, correctly?
__Can I find any errors in the use of commonly confused words, such as to/too/two?
Questions:
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Do you think you need to know the parts of speech to “write well”?
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Do you think you need to know all the kinds of sentence patterns in order to “write well”?
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After reading the top ten errors, which ones are you “guilty” of? Are you bothered by that? Which errors seem silly?
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After viewing the checklists, ask yourself: Which questions are absolutely necessary to answer when reviewing someone’s writing?
\(^{206}\)The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
\(^{207}\)The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
\(^{208}\)This snippet is from “Dash that Oxford Comma! Prestige and Stigma in Academic Writing” by Christie Bogle in Write What Matters. Write What Matters by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
\(^{209}\)The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
\(^{210}\)The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
\(^{211}\)Originally, there was a comma here that was an “error.” How funny, and ironic, is that?
\(^{212}\)These checklists come from Writing for Success; this text was adapted by The Saylor Foundation under a CC-BY-NC-SA license.
\(^{213}\)After each one of these questions, you might want to add – “And does this matter?”
\(^{214}\)Nerd Alert – The person who edited/compiled this book didn’t know the difference until grad school. If you can substitute “him,” then the correct usage is whom. “He” = “who.”