Updated Apr 7 for 2007 edition
GREFS are the grammar references presented as self-instruction
in eight units Grefs3, Cumulative REFERENCES
. Quick-Clicks
Main Menu
Starting to claw back the Age of Literacy Updated USAGE
. . . . . . . . . . . . And
so we continue . . . . . . . . . . Because the base has already
been set in the major areas i . . . . A3 . . . . . . .PARAGRAPHING
AND A3a Paragraphing, Form, square or Indented, ...
PARAGRAPHING Review
Start a new paragraph when there is: EXAMPLES: EXAMPLE A3 BEGAN as a REFERENCE FOR ALL WHO ARE STILL NEW TO ALL THIS 1. Make the five dots ..... , whatever.
(Exception, Kiddie books intended to be orally presented. )
. . . . ... . . . . . . . ... . . . . . . . ... .This EXERCISE is not a test, so check the quotations
from the copy/pasted selection --"Do AS DIRECT QUOTATIONS!" it was not as far as I thought we stopped in front of the barn while the men worked on
the car I was told to go up to the house for tea
I was a sorry-looking visitor indeed I did not want to track mud in but the
farmer's wife said not to worry the warmth was very nice and she asked where we were going and nodded when
I told her you're not from around here are you
no we were visiting relatives for the holiday
she said there was a better road I knew Bob would
be very glad to know that when he came in he said that
the car started with no trouble at all, and seemed more angry than glad he
wanted to pay the farmer for his help but was
told no need that the look on his face when the car started first crack was better than
any pay on our way home along the different road Bob said he had decided to trade in that car for a new one we can trust out of sight of a garage 1. What happens to most of the verbs that were in the past tense? .
i . . . . .
B3 . .B3a Sentence structure, using adjectives, adverbs,. . . . .
. . . . . . .
---------EXAMPLE B3
BEGINS Sentence structure, using adjectives, adverbs Everyone knows what a sentence is; it is a set of words It is just to read, and to understand. Kids in sixth grade did them, Using adverbs: to describe how,
He ran very fast this morning to the phone for help Several rules are shown above. 1. Adjectives modify (what?) 2. Adverbs can modify 3 things: 3. Phrases act as units and do what adverbs or adjectives do.
. . . . ... . . . . . . . ... . . .
. . . . .Paste to notepad and
submit. . . . Identify what each word does
in its sentence.
Copy-Paste the blanks below. [20] 1 A lonely hound howled mournfully.
3 Little boys play loudly.
. . . . . . . . Sentence structure :
using adjectives, adverbs
.. . . . . . ,. ... . . .
. Review.
from Swan.
. . . . . . .
. . .. . . . . . ,. .Especially useful in B3b "Relative" means they can relate clauses . . . . . . . . . . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. Uh-oh! .. . .. . .. . .. . .. . .. . ..So what is going on here? . .. . .. . .. . . .. . .. Actually,
something pretty clever! .
Using ADJECTIVES:
To tell about or DESCRIBE NOUNS [a phrase: (with a preposition introducing the adjective phrase An adjective may be a subordinate adjective clause:
Note verb phrase (had slept, Using adverbs:
------ . .--after a preposition introducing the adverb phrase [where] through a preposition introducing the adverb phrase
------ . .--over a preposition introducing the adverb phrase [how] with, a preposition introducing the adverb phrase An adverb can be a clause
too [a clause has a verb in it]
. . . . ... . . . . . . . ... . . . . ... . . . . . . . ... . ..
Assignment B3b Example, The white chair waited
there becomes Example, The white chair waited there becomes Example, The white chair waited there becomes Example, The white chair waited there becomes: C i . . . . .
C3 . .. .. C3a Syntax: meaning by placement, structure ...
... . . .C3 SYNTAX and MEANING The definition of syntax according to the Oxford Dictionary
is simply, "the arrangement of words and phrases to create sentences," Fair enough, we know that a sentence has a subject and a predicate and that it should stand
alone, complete. It has many phrases and clauses, and Charles Dickens may hold the record for length of a sentence.
So?
. . ,,..Use of the Comma He said he would be home promptly at five.
The Fragment A freestanding subordinate clause is known as a fragment. Man without woman, is nothing.
. . . . ... . . . . . . . ... . . . . . . . . "Remember," she said, "that in quoted speech, each change of speaker
must have a new INDENTED paragraph." ..................................PUZZLE POEMS WHAT ARE STRESSED SYLLABLES? hidden
rhythms, concoct phrases that match STRONG! Strong weak strong weak
weak strong weak Actually the rhythm was a-na-pest
i-amb a-na-pest) (anapestic, galloping) ALL FOUR METERS WERE SHOWN: trochee TAda TAda (trochaic ) marching feet
Name the meters as in the examples
. . . . ... . . . . . . . ... . . . It's a "fun way" to become familiar with the four main meters. Do your own quatrain at least
.........................Phrase Poems EXAMPLE: 1. Continue a discussion about this
lesson between at least two people. Make use of the information about sentence fragments which are heard in conversation,
and how in elementary grades they mark fragments wrong, because students do not know what sentences are yet. 1. Continue . ... . . . .. . . . . Assignment
C3c
Take the next part below. 2. Then continue with a lively piece
of dialogue concerning the two statements above,
Man without woman, is nothing. where word order makes such a big difference in meaning. Use ellipses where possible,
and where one cuts in, interrupting the other, a dash (two hyphens) is best. (Please feel free to add a suitable ending.)
i . . . . .
D3
D3a In each set the words all sound
alike! . ... ... ... ..Meaning and spelling,
not. . . .......Assignment
D3 ( By Request )
REFERENCES: Twins Triplets, and Mistaken Identities
OVER 200 HOMOPHONES
1
here, hear
air, ere, err
seen, scene
no, know
write, right, rite, wright
who's, whose
its, it's
to, two, too
grate, great
lie, lye
their, there, they're
peak, peek
or, oar
your, you're, yore
wrote, rote
sea, see
by, buy, bye
wine, whine
in, inn
reign, rain. rein,
blue, blew
we, wee
I, aye, eye
sweet, suite
so, sew
you, ewe, yew
mite, might
of, off
more, mower
word, ward
2
all, awl
site, sight, cite
read, reed
but, butt
coarse / course
herd, heard
aid, aide
pare, pair, pear
find, fined
not, knot
ware, where, wear
what, watt
feet, feat
knew, gnu, new
beet, beat
be, bee
nose, knows
wait, weight
new, knew
mall, maul, moll
told, tolled
gone, gun
flu, flew, flue
build, billed
or, oar
sent, cent, scent
died, dyed
red, read
for, fore, four
seed, cede
led, lead
chased, chaste
warn, worn
hour, our
picture, pitcher (2)
road, rode
hall, haul
aloud, allowed
bean, been
just, jest
nice, gneiss
moat, mote
hail, hale
broach, brooch
mold, mould
real, reel
straight, strait
team, teem
lean, lein
missed, mist
road, rode
pain, pane
threw, through
hole, whole
call, caul
weight, wait
loop, loupe
sail, sale
cot, caught
rest, wrest
4
pray, prey
rot, wrought
way, weigh
wet, whet
night, knight
eight, ate
sum, some
rhyme, rime
bread, bred
pour, pore
break, brake
flower, flour
half, have
side, sighed
phase, faze
tale, tail
weather, whether
style, stile
rap, wrap
muscle, mussel
clique, click
roll, role
strait, straight
cash, cache
I'll, isle
please, pleas
clImb, clime
sale, sail
stalk, stock
whale, wail
son, sun
stare, stair
ring, wring
tern, turn
piece, peace
tot, taught
hare, hair
lesson, lessen
bite, bight
pale, pail
which, witch
hunt, haunt
jam, jamb
world, whorled
plum, plumb
tax, tacks
clod, clawed
main, mane
peel, peal
warm, worm
rung, wrung
ball, bawl
need, knead
week, weak
wok, walk
bow, bough
hawk, hock
odd, awed
stock, stalk
bear, bare
hew, hue
council, counsel
seem, seam
flee, flea
medal, meddle
root, route
one, won
chute, shoot
would, wood
tale, tail
serge, surge
Rome.roam
lay, lei
horse, hoarse
steel, steal
pole, pol
corner, coroner
steer, stear
lap, Lapp
stake, steak
then, than
fin, Finn
finish, Finnish
were, we're
7
more coming?
If you spot a duplicate, please report it. Reward.
. . . . ... . . . . . . . ... . . . Twins, Triplets homophone confusion when they sound ------------ D3a ASSIGNMENT Correct the following: Perhaps ewe mite sea sum inn hear. -ment is listed in Webster's and Oxford dictionary. .............. . . .Please proofread all that
you write! ..............That's all right, you
say, we have spell-check. . ...T.Temporary end until the next
section is ready.
OR
TWO TROPHY COURSES if all five assignments of eight levels
are attempted
ONE TROPHY COURSE if half the assignments from eight levels are attempted
*Points
given for A's until my own are all gone. DeeCrepit
. . . . . . . . .. . COURSE ONE
. . . . . . . Basic and Intermediate
. . . . . . . . . . COURSE TWO
. . .. . .Intermediate and Advanced
.Grefs7A
.Grefs
7E.Grefs8A
.Grefs8E
.
General paragraphing, Form, square or Indented,
punctuating conversation with indented . .
.
Change indirect to direct dialog.(dialogue)
Sentence structure, using adjectives, adverbs,
regular, irregular- What are subordinates?
Process of critical reading of subordinates.
Syntax: meaning by placement, structure,
Commas, Hidden rhythms for fun
Twins: homophone confusion when they sound alike,
D3a Meaning of rain, reign, rein, sight, site, cite
how to cope (great website) and dictionary
Beginning to analyse commands and questions
Using the codes.
The Source of All Knowledge, (finally?)
Grammar REFS
Grefs3
(Modified by Usage)
Your dictionary could tell these things,
but this is a running list of terms and definitions
to clarify their meaning.
You think I jest? Forsooth!
....
.... ...
Practical English Usage, by Michael Swan, published by Oxford,.... ...
The 1995 text that serves as reference is recent but will be replaced within
the next year or so as we get more and more muddled. Keep current.
. . . . . New
Views about PARAGRAPHING
. . . . . .This assignment, as the one before
it, starts with an
unbroken block of text. Familiar to parents and teachers of
young children, we know that some of the most imaginative
and exciting stories hide in such.unbroken
text. Even in this
one, a story hides, in a very long run-on sentence.
. . . . . .Probably the best way to set its ideas
free would be to
find the indirect speech, and to separate its sentences.
. . . . . .After that, to.add periods where sentences seem to end. Whether to
punctuate as direct quotations next, or to sort out paragraphs is a matter of choice, but certainly a new paragraph
begins when a speaker changes.
. . . . . . Item 2 will probably be the last
thing to consider before considering it done.
a Leisurely Crash Course in Written English. . . . .
. . . . . . . of
grammar, .familiarity with the first two web
pages will be useful. . . . . . . . . . . . . . . . You
may find more here than you will need just now, and when it
. . . . . . . will
be needed at a later time, it will return as REVIEW
in a later
. . . . . . . assignment.
. . . . . . . . . . Because language fascinates
me, it has an unruly eagerness
. . . . . . . to
far exceed our need. Be assured there is a carpet of continuity
. . . . . . . beneath what might otherwise
appear to be arbitrary rules, in what
. . . . . . . still is, a remarkably consistent,
logical system of communication.
. . . . . . . Use what you need, leave the
rest for another time.
. . . . . . . . .CONVERSATION
.. . . . Se
A3b
Punctuating conversation with indented . . . al pl Indirect to direct dialog.(dialogue)
[1.] Change of speaker, point of view.
[2.] Change of topic, time or place ..
-----"Don't worry," Bob said, "my old Ford has seen worse." Just
then it coughed and stalled in the middle of a big one.
[1]----- "You spoke too soon." --change of speaker
[2]----- He just grunted as he
reached for a rag and opened the door. --Change of topic
[1]----- "Where are you going?" --Change of speaker
[1]----- He looked at me funny,
as if he thought some things need no answers. --Change of person
[2]----- I took the umbrella and
stood up to my knees in water trying to keep the rain off the motor while he wiped the spark plugs dry. By then
we were both thoroughly soaked. He tried to start it up again without success. It was getting dark as we sat in
the car wondering what to do because there had been no other cars on the road. [All in
the same paragraph concerning both of them.
[1]----- "I think we passed
a farmhouse a while back," Bob said. "Wait here while I go for help."
Indented paragraphs (like in published novels)have no blank lines between paragraphs. Software and e-mail makes it hard to indent, collapsing the space.
With HTML, color those dots, whatever space holder ( . . . ) to match the background, and paste them to indent
and "disappear."
Elsewhere type in ----- or copy paste your choice of space holder.
See Week 2 for help. AGAIN:
[1.] Change of speaker, point of view.
[2.] Change of topic, time or place
.
A short example, (pretend that the indent ----- or ..... is invisible.)
(----- )space-holder for indentations may be typed or pasted.
-----I sat in the car shivering, thinking we should not have left before morning. The farmhouse must have been
miles away. "Come on, Bob!" I said to no one at all, "It'll be dark soon!"
-----It seemed hours before he got back with the farmer, leading a Clydesdale.
-----"Wow, is he ever big!" I said. "Bigger than any horse I've ever seen!" I was so relieved
I didn't mind that they didn't answer.
-----Without delay the car was hitched and we were on our way with a one-horsepower motor snorting, splashing his
way through the water.
Today I marked a piece with all paragraphs where each new paragraph started at the margin, with no blank spaces
to indent it, but no blank line between paragraphs. Error, surely? At first it looked that way, but no,
Software sabotage!
. . . . . . . . . . How to
"copy-paste"
2. Put the cursor over the dot on the left, hold down the left-front of the mouse, pull it over them.
3. Release the left-front, and the dots are in a dark box, hi-lighted.
4. Click Edit on the top bar, choose and click "copy"
5. Click where you want it to go, return to Edit on the top bar, then you click on "Paste" ..... and
the dots are there. (or hyphens ----- .)
6. Repeat paste paste paste in all the places where you need the dots,(or whatever.)
If you needed that, thank a fellow student who did too.
A3b
..............................New for You
..........Proof-reading our own
writing needs attention, even
after we have developed automatic habits. Although most
of it will be correct we must still watch out for awkward things
that other readers would notice. It is especially important if
you are hoping to submit the peice for publication!
..........Did you catch the typo?
(Piece of pie! Believe the lie?
Create your own list of tricky words to help remember them.)
"I before E except after C, or when heard as 'A' as in neighbour
and weigh." So how about feisty, either and neither?
..........That's all right, you
say, we have spell-check.
..........And that is why we
have D3! Homophones!
If you are planning to write a story or book (even
for young children so they need not "unlearn bad habits") this exercise will be a real help, especially
since almost any published novel will be a good example.
B3
. . ... . . . . . . . ... . ..
Assignment A3b
.
A3b: Paragraphing using indented paragraphs, AND
Indirect quotations to be CHANGED into direct dialog.
Copy-paste your answer from A3a, and [using a page of dialogue from any published novel as a guide,] revise it
as dialogue, with correct paragraphing, to show the difference when we
hear what people say. Submit for marking.
space"What
we hear is inside quotation marks," she said, but only a smile was added, a good thing, too.
space(Private thoughts are not heard, and thus do not need separate punctuation. If long,
they may be in separate paragraphs. Parentheses used too.) Our
work will not show it in another colour. Swan does not mention its punctuation, thus, none.
INDIRECT QUOTATION CLUES ARE GIVEN.
Since this was NOT A TEST, after you have done
your best, GO to check out some answers
to the following questions. Make changes in your own version.
AND/OR give answers to the following:
2. Why are some extra comments added?
3. Does every comment need to give who says it?
4. How punctuation and paragraphing has changed,
with dialogue. (dialog US)
STUDYING SENTENCES
..B3b What are subordinate clauses?
..........Enriching meaning with subordinates.
. . . . . .
Sentence structure, Like Duh?
to express a thought.
It has a person or something that does something,
somehow... Right ballpark.
. . . . . . . Let's expose the form.
It, a pronoun, subject of the verb "has."
a "bare subject"
has, verb, the action word, a "bare predicate"
-----------"bare" because they have
no modifiers shown. Yet.
a, article to modify "person" [an article
is a kind of adjective]
person, object
noun answering "has what?"
or, a conjunction that joins "person," to "something."
something, noun,
object of the verb "has."
that, a relative
pronoun, subject of the verb "does," and
-----------introducing the subordinate noun
clause,
-----------object of the verb "has"
somehow is an adverb... modifying the verb "does"
Too much too soon? Just all jumbled up?
That vertical listing of words is called parsing.
To parse a sentence, list words an tell what each word is
and does. It gets easy, but I guess, not yet.
but you won't be asked to do more than just read and see how
the sentence works.
-------------------
Basically a sentence needs a subject noun
or pronoun,
and a predicate, verb
+. Take 'Rabbits hop.'
rabbits, noun.
hop, verb
Using adjectives:
to describe To tell
WHAT KIND
To tell WHAT KIND of rabbit it is, use an adjective.
Tame rabbit... Brown rabbit... Seven rabbits.
tell when, where,
why.
He, pronoun, subject of the verb 'ran'
ran, verb, bare predicate in
the sentence
*very, adverb, modifying the adverb
'fast' telling how fast.
fast, adverb, modifying the verb 'ran' telling how.
*this, adjective, modifying the noun 'morning'
*morning, noun, part of the adverb phrase 'this morning'
-----------------------------------------------------------------telling when
*to the phone adverb phrase, modifying
the verb 'ran'
-----------------------------------------------------------------telling-where-
-
*for help, adverb phrase, modifying the verb 'ran' telling why
And 4. Consider the subtle difference in meaning:
Here you are! Here, you! You are here.
In the assignment, consider the location of the adverb.
. . ... . . . . . . . ... . Assignment
B3a
. . . . ... . . . . . . . ..WHAT MAKES SENTENCES TICK.
-------------Sentence structure,
using adjectives, adverbs
-------------------to
extend meaning in short sentences.
t--------- ----------------------------
subject noun:
predicate verb:
adjective(s):. . . . . . . . . .modifying . . . . . . . . . . . . . .
adverb(s):. . . . . . . . . .modifying . . . . . . . . . . . . . . .
2 The neighbour's cat patiently waited.
subject noun:
predicate verb:
adjective(s):. . . . . . . . . .modifying . . . . . . . . . . . . . .
adverb(s):. . . . . . . . . .modifying . . . . . . . . . . . . . . .
subject noun:
predicate verb:
adjective(s):. . . . . . . . . .modifying . . . . . . . . . . . . . .
adverb(s):. . . . . . . . . .modifying . . . . . . . . . . . . . . .
4 Sweetly, ten girls sang.
subject noun:
predicate verb:
adjective(s):. . . . . . . . . .modifying . . . . . . . . . . . . . .
adverb(s):. . . . . . . . . .modifying . . . . . . . . . . . . . . .
5 The brisk wind blew steadily.
subject noun:
predicate verb:
adjective(s):. . . . . . . . . .modifying . . . . . . . . . . . . . .
adverb(s):. . . . . . . . . . . .modifying . . . . . . . . . . . . . .
.
.
. . . Examples of Subordinate Clauses
. .
. . . . .
. . . . .
. . . . .
. . . B. .
. .
. . . . Relative Adverbs
. . . . Relative Pronouns
...sits when he gets home
...letter which came first
...finds where it will be
...man who drove away
...told why he came
...directions what to say
...saw how it moved
...book that sat on the shelf
. Adverb
clause is like an
adverb, modifying a verb
. . Adjective
clause is like an
adjective, modifying a noun
. . . . . . . . to words to modify.
... . . They used to be called subordinating conjunctions)
. .. . .. . .. . . .. . .. . ..( Where was their proofreader? )
. .. . ....In Swan, it had been
renamed a Relative Pronoun?
.. . . ..
. ... . .. Pronouns do not modify nouns, they replace them.
. .. . .. . .. . .. . .. . .. . ..Adjectives
modify nouns.
.. . .. . .. . .. . .. . .. . .. Two separate functions!.
.. . .. Relative Pronouns act as pronouns, subject of verbs.
.. ... Relative Pronouns act as subordinating conjunctions
. .. . .. . .. . .. to
introduce subordinate adjective
clauses.
An adjective may be an adjective phrase:
The rabbit (with one black ear) hopped... It tells which rabbit.
------ . .-----one black two adjectives modifying the noun,
"ear"
------ . .-----ear) a noun,
object of the preposition "with"
the rabbit (that had slept)
hopped... All the others did not...
a clause: (that, a
relative pronoun introducing
the adjective -
----- . .----------- . ----- . .-----clause "(that
had slept)"
------ . .-----that a relative pronoun also acts as subject of the verb
------ . .----- ----- . .----(a verb phrase)
------ . .-----had slept) verb phrase
two or more related verbs that act as one.)
To modify verbs telling HOW, WHEN, WHY ,-WHERE
How did it hop? An adverb
tells how: hopped quickly,
suddenly, (where?) high, away (when) yesterday
An adverb may be an
adverb phrase:
It hopped [when]without delay, after eating [where]
through the garden, over the fence, [how] with
caution
[when] without a preposition introducing the adverb phrase
------ . .--delay, a noun, object of the preposition "without"
------ . .--eating
a noun, object of
the preposition "after"
------ . .--the article modifying the noun "garden"
------ . .--garden, a noun, object of the preposition "through"
------ . .--the article modifying the noun "fence"
------ . .--fence, a noun, object of the preposition "over"
------ . .--caution a noun,
object of the preposition "with"
It hopped when a relative adverb a introducing the adverb ----
- . .----------- . ----- . .-----clause "when
the dogs barked"
-----. . . . .--the article modifying the noun "dogs"
------ . .--. . dogs a noun, subject of the verb "barked"
------ . .-- barked. a verb bare predicate in the subordinate clause
It hopped while a relative
adverb a introducing
the adverb -
---- . .----------- . ----- . .-----clause "while the others sat"
------ . .-- the article modifying
the noun "others"
------ . .-- others a noun, subject of the verb "sat"
------ . .-- sat. a verb bare predicate in the subordinate clause
It hopped because a relative
adverb a introducing
the adverb -----
. .----------- . ----- . .-----clause "because it wanted attention"
------ . .-- it a pronoun, subject of the verb "wanted"
------ . .-- wanted a verb bare predicate in the subordinate clause
------ . .-- attention a noun, object of the verb "wanted"
A sentence needs noun Subject / verb Predicate plus Modifiers
. . ...
. . . . ... . . . . . . ..MAKING SENTENCES TICK BETTER
. . . ... . . WITH PHRASES AND
SUBORDINATE CLAUSES
--------Sentence structure, using
adjective and adverb-phrases,
--------------and subordinate
adjective and adverb clauses.--
---------------------------Paste to notepad and submit.
To each sentence below, add an
adjective phrase:
(with no verb) describing or answering which one:
.
The white chair (in the hall)
waited...or
the chair (with new cushions) waited...
1. A dog howled mournfully.
4. The girls sang sweetly.
To each sentence, replace with
an adjective clause:
(has a verb ) describing or answering which one):
The white chair (we had forgotten) waited...or
the chair (that Dad preferred) waited...
2. The neighbour's cat sat
3. Little boys play
5. The brisk wind blew
NOW, VERBS! To each sentence below, replace
with an //adverb phrase: (no verb ) telling how, when, why, or where://
The white chair waited // for
me//...or
the white chair waited // under
many boxes//...
The slants show // where
adverbs are//
1. A lonely dog howled
4. Ten girls sang
AGAIN, VERBS! To each sentence below,
replace with an //adverb clause Bold the verb // telling how, when, why, or where:
The white chair waited //while
we packed //..or
The white chair waited //because
we had a full load//
2. The neighbour's cat sat
3. Little boys play
5. The brisk wind blew
---------------------20 answers,
best 16 counted.
----------------------------
. .. .. .PARAGRAPHING
AND
. .. .. .. .. .CONVERSATION
plurals,. ..
.. .. .. .Commas, punctuating.
.. . . . Se
ci. .. .. .. .. ...C3b Using phrases in free verse
plurals,. ..
.Hidden rhythms for fun and unity
with 2, "a set of rules for the formation of sentences." Webster agrees.
Nothing about the magic it makes possible.
. Change Meaning with
Syntax
. ..... (meaning
by placement)
Subtle but useful to know is the element of syntax,
(not a tax on sin...) where the meaning changes with the
placement of a phrase. Read them and see.
Note the commas! There is a space after
each comma.
He would be home,
he said, promptly at five.
He would be home promptly, he said, at
five.
He would, he said, be home promptly
at five.
He would be home promptly at five,
he said.
Location puts the emphasis on different things. The jokes
about "church bulletins" have a lot of fun with this.Poems,
all writing, can be stronger with attention to syntax.
By the rules, fragments need a good reason
to exist. Like ending in a dash-- What was I saying? Was it about Commas, punctuating?
Incomplete,
a fragment has its own meaning where such structure, using a dash, indicates an interruption of thought or action. If it ends
in an ellipsis, now .
. . . That would mean there is a lot more to be said, but
the fourth one is a period.
Sorry, we will not be told any of it.
If it ends in an ellipsis, now . . . ?
Ending in a question, the meaning is changing. And exclamation mark
. . . ! There's a
lot to tell . . .
And you'd better be sitting.
.........Meaning
by Placement, Structure
...........................
That's where the fun begins. Unsure
of the source of this statement, but It came once in my e-mail. It is about word order.
Switch word order: Without man, woman is nothing. -------------------------------
. . ... . . . . . . . ... . ..
Assignment C3a
. . . . ... . . . . . . . ... . .PLAYING WITH SYNTAX.
. . . . . "And not only when they say something?"
. . . . . "Right. If the other person sneezes, or stamps out of the room angrily, if both
are not involved, it is a new paragraph."
. . . . . "Thank you. I had wondered. . . ."
1. Continue a discussion about this
lesson between at least two people. Make use of the information about sentence fragments which are heard in conversation,
and how in elementary grades they mark fragments wrong, because students do not know what sentences are yet. 2. Then continue with a lively piece of dialogue
(dialog in US) concerning the two statements
above, where word order makes such a big difference in meaning. Use ellipses where possible, and where one cuts
in, interrupting the other, a dash (two hyphens) is best.
3. Proofread, being sure that there is a space
after each comma, and two spaces after each period or other punctuation ending the sentence.
.
each other, in number of syllables, but NOT as a standard iambic or single other meter.
Mixed or stag-ger-ing rhy-thms
when re-pea
-ted un-no-ticed
with a pat -tern of nor
-mal
stress-es snea-ki-ly craf -ted,
soon con-vin-ces that rhy-thm
ac-tu-al-ly ex-ists with
all i-den-ti-fi-ca-tion
quite im-poss-ib-ly hid-den !
trochee-dac-ty-lic trochee
(pronounced trokay)
trochee-dac-ty-lic trochee
trochee-dac-ty-lic trochee
Come a-long it's late and we're here
There's a storm they said co-ming on!
I see thun-der clouds to the west
a-na-pest
i-amb a-na-pest)
a-na-pest i-amb
a-na-pest)
Get one line of words first, with stresses acurately shown.
iamb taDA taDA (iambic)
dactyl TA-da-da TA-da-da (dactylic) Waltz, the dance
. . . . . . . . . . . "ONE more un-FOR-tu-nate"
anapest da-da TA da-da TA (anapestic) galloping horse
spondee .TA-TA Two
stresses together-- seldom.
a. Bold eve-ry stressed syl-la-ble in it.
b. Se-pa-/
rate in-/ to met- / ric feet
c. Naming all the
complete feet
Try for at least 2 lines that work and repeat them.
Se-pa-/
rate in / to met- / ric feet
. trochee
/ iamb / iamb / iamb / .
Name the / me-ters as
/ in the ex-/ am-ples,
.trochee . / .
dactyl . / . dactyl.
/ . trochee
. . ... . . . .. . . . . ... . .. Assignment C3b
. ... . . . . . . . ... . ..
. ... . . .For the Very Brave.
. . . . ... . . .. . . . WONKY-RHYTHM.
PUZZLE POEMS.
After this, using a single one is easy!
Mixed or stag-ger-ing rhy-thms
when re-pea
-ted un-no-ticed
with a pat -tern of nor
-mal
stress-es snea-ki-ly craf -ted,
soon con-vin-ces that rhy-thm
ac-tu-al-ly ex-ists with
all i-den-ti-fi-ca-tion
quite im-poss-ib-ly hid-den !
Option 1 If you enjoy puzzles, write a puzzle poem.
. . ... . . . .. . . . .. . Assignment
C3c
Easier, Alternately, option 2
We have studied phrases. . .
.,
For this example we are taking a very unlikely paragraph from the previous
assignment. Paragraph 1. Hit enter at the end of every phrase to get a reasonable example of Free Verse.
a discussion
about this lesson
between at least two people.
Make use
of the information
about sentence fragments
which are heard
in conversation,
and how
in elementary grades
they mark fragments wrong,
because
students do not know
what sentences are yet.
It is yours to convert to free verse
Switch word order: Without man, woman is nothing.
. ... TWIN AND
TRIPLET
HOMOPHONE CONFUSION
how to cope (great website) and dictionary
D3b Dictionary:
choosing the correct one
Meaning of rain, reign, rein, sight, site, cite
plurals
So, What is a homophone?
It is won / one
of a pare / pear / pair
or / oar set
of words that sound the same but have different
spelling, and of coarse / course, meaning.
Not / knot a complete list:
3
5
6
. . ... . . . . . . . ... . ..
Assignment D3a
. . . . ... . . . . . . . ... . (under construction )
alike, with a chart wirh some of them, dictionary)
Reed it, sew wee here the wards.
Eye no its -ment two aide awl off yew
too fined mower wear there e-roars
are herd, butt knot scene.
( Answer on request but check the chart above.)
OR, better yet!
If some of them inspire a
poem THAT SHOWS MEANINGS, (rhymes are provided) have fun!
.
.......................... . .Again, With Feeling:
.. . . . .
..Use your
dictionary! your
...............And
that is why we have D3! Homophones!.
............Homophones are correctly spelt and Spellcheck
........ . . . ........
catches only spelling mistakes.
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