|
Back to
GrefStartyfor the CHART
|
Grefs3, Cumulative REFERENCES
Copyright Terry Gibson, Updated May 2007
|
|
ok |
|
Please Note: By request, Grefs 4 and 8E
need your opinion of this course to be complete.
The three paragraphs are called "assignment 5"
|
|
Three Choices
GREFS are the grammar references presented
as self-instruction in eight units
AND in Allpoetry Classes:
TWO-TROPHY COURSE
if all five assignments of eight levels are attempted
(Choices exist)
ONE-TROPHY COURSE
if half the
assignments of eight levels are attempted
.*Points given for A's until my own are all gone. DeeCrepit*
.
Temporary Change ended June 1, 07
with thanks to Charlynn for continuing to help !
Ready to use but please scroll if links are still missing.
Please submit answers by e-mail to Terry or Charlynn
for full feedback (See end)
Did you download a copy of the Student Record
to keep track?
.
|
|
Quick-Clicks Main Menu
| |
|
|
|
|
| |
|
A3a
A3b
|
|
General paragraphing, Form, square or Indented,
punctuating conversation with indented . .
.
Change indirect to direct dialog.(dialogue)
|
| |
|
B3
.
|
|
Sentence structure, using adjectives, adverbs,
regular, irregular- What are subordinates?
Process of critical reading of subordinates.
|
| |
|
C3
|
|
Syntax: meaning by placement, structure,
Commas, Hidden rhythms for fun
|
| |
|
D3
.
|
|
Twins: homophone confusion when they sound alike,
D3a Meaning of rain, reign, rein, sight, site, cite
how to cope (great website) and dictionary Fun
D3a D3b
|
| |
|
E3
|
|
Beginning to analyse commands and questions
Using the codes. Assessment E3 |
. |
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.
Starting to claw back the Age of Literacy
You think I jest? Forsooth!
Updated USAGE
....
.... ...
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. |
. . . . . . . . . . . . And
so we continue
a Leisurely Crash Course in Written English. . . . .
. . . . . . . . . . Because the base has already
been set in the major areas
. . . . . . . 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.
i
. . . . A3
. . . . . . .PARAGRAPHING
AND
. . . . . . . . .CONVERSATION
A3a Paragraphing, Form, square or Indented,
.. . . . Se
A3b
Punctuating conversation with indented . . . al pl Indirect to direct dialog.(dialogue)
...
|
|
PARAGRAPHING Review
Start a new paragraph when there is:
[1.] Change of speaker, point of view.
[2.] Change of topic, time or place ..
EXAMPLES:
-----"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."
EXAMPLE A3 BEGAN as a REFERENCE
Indented paragraphs (like in published novels)have no blank lines between paragraphs. Software and e-mail may make 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.
YOURS SHOULD LOOK LIKE THIS.
-----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.
INCIDENTALLY...
Today I marked a piece with all paragraphs square 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, it is Software sabotage! Re-do!
Hitting space-space-space- space-space looks nice until after sending,
it goes Pffft !
FOR ALL WHO ARE STILL NEW TO ALL THIS
. . . . . . . . . . How to "copy-paste"
1. Make the five dots ..... , whatever.
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, and ASKED..
|
|
|
. . . . ... . . . . . . . ... . . . A3a
. . ... . . . . . . . ... . ..
.Assignment A3a
. . . . ... . . . . . . . ... . .PARAGRAPH AND PUNCTUATE.
. . . . . . . . . . . . . . . . . . . . . . the selection below
You have the job to edit and improve a story submitted by the boss so that
s/he thinks it's the best thing s/he has written. You need this job!
Decide early if the boss is a man.
Feel free to change it so dialog reads smoothly.
Clear all the Run-on sentences and Punctuate to make it read well.
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
Do you have a new paragraph for each change of speaker? Have you used direct
quotations?
.
|
|
|
..............................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,
beige and neither?
..........That's all right, you
say, we have spell-check.
..........And that is why we
have D3! Homophones! |
A3b
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.
(Exception, Kiddie books intended to be orally presented. )
Assignment A3b
. . . . ... . . . . . . . ... .. . . . . . .DIRECT
QUOTATIONS!
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.
A3b
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . ..
Assignment A3b
. . . . You got the job
to edit and improve a story submitted by the boss, but it is not as expected. Not a happy scene.
. . . . A friend walks
by before you have half finished. "New on the job?" he comments.
. . . . Frustrated, with sweat unnoticed on your brow, you ask, "It
shows?"
. . . . "They do this
to all new guys."
.. .. . "Ah."
Initiation. "A bit of a struggle." More so than you want to admit.
.. .. . "Do you mind
if I see?" At the dubious look, he adds, "It's OK. Treat it as an Exercise, not a test."
.. .. . "Hmm!"
(A pause.) "Hey, Not bad! I like how you organized it."
INDIRECT QUOTATION and CLUES ARE
GIVEN.
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 /
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:
1. What happens to most of the verbs that were in the past tense?
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)
.
|
|
|
. . . . . AND FOR The POETS,
. . . Assignment
A3b-b
(Continue and complete
at least 12 lines, (providing six 4-beat lines of your
own taDA taDA taDA taDA. We have
seen several really
enjoyable ballad-form poems already with an alternating tetrameter / trimeter form, as was suggested.
This time you are free to go with pentametered sonnets,
with the required words of two and more syllables included,
not exclusively, but to advantage.
Make use of the taDA taDA taDA
taDA taDA iambic rhythm to qualify
as an Elizabethan sonnet or a take-off invention
I call "Semi-sonnets" because they have part of the form,
in whatever order you choose, and change if any lines need changing. Yours may, but it does not have to rhyme.)
A large collection of lines follows, all with the correct rhythm, all of
them with a trimeter "--ence" end-rhyme.
Help yourself
ex-or-bi-tant ex-pense (3 beats) trimeter
taDA taDA taDA taDA (4 beats)
tetrameter
taDA taDA to hide in-tel-li-gence (pentameter 5 beats)
(your own choices)
These suggestions should be read
aloud before choosing. They do more than rhyme. They show how to use long
words (with many syllables) where their natural cadence and stressed syllables
to add to the beat.
ENJOY
taDA taDA taDA taDA
tre-men-dous-ly in-tense
taDA taDA taDA taDA
it made no dif-fe-rence
taDA taDA taDA taDA
in-cre-di-ble sus-pense
taDA taDA taDA taDA
su-preme in-com-pe-tence
in-ten-ded abs-ti-nence
and ea-ger con-fi-dence
then here the joy dis-pense
for-e-ver-more, si-lence
in-com-pe-tent-ly
dense
with bald-faced in-so-lence
em-pa-thic trans-fe-rence
com-pli-cit in-do-lence
un-kind im-per-ti-nence
in-dul-gent neg-li-gence
un-skilled bel-li-ge-rence
im-pres-sive e-mi-nence
with blea-ry self-de-fence
( A small point, truly successful rhythm hides even as its sense of unity
lends its grace. Enjambment works
to hide the dominant effect of end-rhymes.)
B3
i
. . . . .
B3
STUDYING SENTENCES
. .B3a Sentence structure, using adjectives, adverbs,. . . . .
. . . . . . .
..B3b What are subordinate clauses?
..........Enriching meaning with subordinates.
. . . . . .
|
---------EXAMPLE B3
BEGINS
Sentence structure, using adjectives, adverbs
Sentence structure, Like Duh?
Everyone knows what a sentence is; it is a set of words
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.
It is just to read, and to understand. Kids in sixth grade did them, 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.
Using adverbs: to describe how,
tell when, where,
why.
He ran very fast to the phone this morning for
help
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
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.
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--------- ----------------------------
. . . . .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.
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 . . . . . . . . . . . . . . .
3 Little boys play loudly.
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 . . . . . . . . . . . . . .
.
.
|
|
|
|
. . . .
. . . . Sentence structure :
using adjectives, adverbs
.. . . . . . ,. ... . . .
. Review.
from Swan.
. . . .
. . .
. . .. . . . . . ,. .Especially useful in B3b
. . . 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 |
"Relative" means they can relate clauses
. . . . . . . . to words to modify.
|
. .
|
. . . . . . . . .
. .. . .. . .. . .. . .. . .. . .. . .. . .. . .. . .. Uh-oh!
... . . 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.
.. . .. . .. . .. . .. . .. . ..So what is going on here?
. .. . .. . .. . . .. . .. Actually,
something pretty clever!
.. . .. . .. . .. . .. . .. . .. Two separate functions!.
.. . .. Relative Pronouns act as pronouns, subject of verbs.
.. ... Relative Pronouns act as subordinating conjunctions
. .. . .. . .. . .. to
introduce subordinate adjective
clauses.
.
|
Using ADJECTIVES:
To tell about or DESCRIBE NOUNS
An adjective may be an adjective phrase:
The rabbit (with one black ear) hopped... It tells which rabbit.
[a phrase: (with a preposition introducing the adjective phrase
------ . .-----one black two adjectives modifying the noun,
"ear"
------ . .-----ear) a noun,
object of the preposition "with"
An adjective may be a subordinate adjective clause:
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
Note verb phrase (had slept,
two or more related verbs that act as one.)
Using adverbs:
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"
------ . .--after a preposition introducing the adverb phrase
------ . .--eating
a noun, object of
the preposition "after"
[where] through a preposition introducing the adverb phrase
------ . .--the article modifying the noun "garden"
------ . .--garden, a noun, object of the preposition "through"
------ . .--over a preposition introducing the adverb phrase
------ . .--the article modifying the noun "fence"
------ . .--fence, a noun, object of the preposition "over"
[how] with, a preposition introducing the adverb phrase
------ . .--caution a noun,
object of the preposition "with"
An adverb can be a clause
too [a clause has a verb in it]
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
|
|
. . . . ... . . . . . . . ... . . .
. . ...
. ... . . . . . . . ... . ..
Assignment B3b
. . . . ... . . . . . . ..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:
.
Example, The white chair waited
there becomes
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):
Example, The white chair waited there becomes
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://
Example, The white chair waited there becomes
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:
Example, The white chair waited there becomes:
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.
----------------------------
|
|
|
C
i
. . . . .
C3
. .. .. .PARAGRAPHING
AND
. .. .. .. .. .CONVERSATION
. .. .. C3a Syntax: meaning by placement, structure
plurals,. ..
.. .. .. .Commas, punctuating.
.. . . . Se
ci. .. .. .. .. ...C3b Using phrases in free verse
plurals,. ..
.Hidden rhythms for fun and unity
...
|
... . . .C3 SYNTAX and MEANING
The definition of syntax according to the Oxford
Dictionary is simply, "the arrangement of words and phrases to create
sentences,"
with 2, "a set of rules for the formation of sentences." Webster agrees.
Nothing about the magic it makes possible.
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
. 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 said he would be home promptly at five.
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.
|
The Fragment
A freestanding subordinate clause is known as a fragment.
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.
Man without woman, is nothing.
Switch word order: Without man, woman is nothing. -------------------------------
|
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . ..
Assignment C3a
. . . . ... . . . . . . . ... . .PLAYING WITH SYNTAX.
. . . . . "Remember," she said, "that in quoted
speech, each change of speaker must have a new INDENTED paragraph."
. . . . . "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.
.
|
|
|
|
..................................PUZZLE POEMS
WHAT ARE STRESSED SYLLABLES? hidden
rhythms, concoct phrases that match
each other, in number of syllables, but NOT as a standard iambic or single other meter.
STRONG!
Strong weak strong weak
weak strong weak
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 !
Actually the rhythm was
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) (anapestic, galloping)
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.
ALL FOUR METERS WERE SHOWN:
trochee TAda TAda (trochaic ) marching feet
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 meters as in the examples
Name the / me-ters as
/ in the ex-/ am-ples,
.trochee . / .
dactyl . / . dactyl.
/ . trochee |
|
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . .. . . . . ... . .. Assignment C3b
. ... . . . . . . . ... . ..
. ... . . .For the Very Brave.
. . . . ... . . .. . . . WONKY-RHYTHM.
PUZZLE POEMS.
It's a "fun way" to become familiar with the four main meters. After
this, using a single one is easy!
Do your own quatrain at least
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. . .
|
.........................Phrase Poems
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.
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
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.
. ... . . . .. . . . . Assignment
C3c
Take the next part below.
It is yours to convert to free verse
2. Then continue with a lively piece
of dialogue . .. . . . . .. .concerning the
two statements above,
Man without woman, is nothing.
Switch word order:
Without man, woman is nothing.
Another version:
Without her man, woman is nothing.
Woman -- without her, man is nothing.
Without punctuation, it would not have worked. In this tongue-in-cheek example where word
order makes such a big difference in meaning, we use commas and where one cuts in, interrupting the other, a dash
(two hyphens) is best. Dashes may be used on both ends of an inserted
thought, if the original statement continues.
Any controversial topic can be chosen -- politics, family situations, clash
of history or cultures, personal convictions, teasing....
Using part or all of what is above, feel free to continue to a snappy ending.
|
.,
|
|
|
D3
i
. . . . .
D3
. ... TWIN AND
TRIPLET
HOMOPHONE CONFUSION
how to cope (great website) and dictionary
D3a In each set the words all sound
alike! . ... ... ... ..Meaning and spelling,
not. . .
D3b Dictionary:
choosing the correct one
Meaning of rain, reign, rein, sight, site, cite
plurals
|
.......Assignment
D3 ( By Request )
REFERENCES:
Twins Triplets, and Mistaken Identities
So, what is a homophone?
It is won / one of a pare / pear / pair, or / oar set
of words that sound the same but / butt have different
spelling, and of coarse / course, meaning. This is
Not / knot yet
a complete list: We fined /
find new / knew examples awl, all the time / thyme.
Caution: a bad
choice is at least a spelling mistake,
if confusion does not result. Dictionary
please / pleas!
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
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
|
|
|
|
| |
|
|
| |
|
3 |
|
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
|
|
|
|
| |
|
|
| |
|
5 |
|
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
|
|
|
|
| |
|
|
| |
|
6 |
|
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
|
|
|
|
|
|
|
| |
|
|
|
air,err
|
|
|
were, where, we're,wear
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
7
|
|
|
|
|
more coming?
|
|
|
|
|
|
|
| |
|
|
|
If you spot a duplicate, please report it. Reward.
|
|
|
|
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . ..
Assignment D3a
. . . . ... . . . . . . . ... . (under construction )
Twins, Triplets homophone confusion when they sound
alike, with a chart wirh some of them, dictionary)
------------ D3a ASSIGNMENT Correct the following:
Perhaps ewe mite sea sum inn hear.
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.
-ment is listed in Webster's and Oxford dictionary.
( 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:
. . .Please proofread all that
you write!
.. . . . .
..Use your
dictionary! your
..............That's all right, you
say, we have spell-check.
...............And
that is why we have D3! Homophones!.
............Homophones are correctly spelt and Spellcheck
........ . . . ........
catches only spelling mistakes.
. ...T.
|
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .. . . . Assignment D3b
. . . . ... . . . . . . . ...
. ... .CHOICE: do either 3a or 3b
PUNS AND FUNNY SPELLING
Twenty statements below play with spelling.
Do any twelve. Best ten will count.
To make it easier to grade, please paste the sentence
as it is at first.
Puns are like # 1 where the a spelling of a
well-known
description of movement is twisted to fit something else
in the sentence. (Dictionary: "poultry") Explain
the joke.
Funny spelling, like #2,
Please provide the correct spelling to replace the joke.
A chicken crossing the road is poultry in motion.
Those who jump off a bridge in Paris are in Seine.
A man's home is his castle, in a manor of speaking.
Reading while sunbathing makes you well red.
When two egotists meet, it's an I for an I.
A bicycle can't stand on its own because it is two tyred.
In democracy your vote counts. In feudalism your Count votes.
She was engaged to a boyfriend with a wooden leg but broke it off.
If you don't pay your exorcist, you get repossessed.
With her marriage, she got a new name and a dress.
You feel stuck with your debt if you can't budge it.
Local Area Network in Australia: the LAN down under.
He had a photographic memory that was never developed.
A midget fortune-teller who escapes from prison is a small
medium at large.
Once you've seen one shopping centre, you've seen a mall
Bakers trade bread recipes on a knead-to-know basis.
Santa's helpers are subordinate clauses.
Acupuncture is a jab well done.
A lot of money is tainted - It ‘taint yours and it ‘taint mine.
A boiled egg in the morning is hard to beat.
|
|
|
|
. . . . . . .Assignment
E3 References
In the previous section we we ended with:
//Next time// (all four) __kinds__ \\will be\\ //in one sentence.//
The sentence has a subject: (all four) __kinds__
In the subject, the bare subject --meaning without modifiers, is __kinds__ Telling WHICH kinds we have a adjective
phrase (all four)
. . . Jumping ahead:
Four is the ADJECTIVE describing the NOUN kinds .
. . Telling which four is the ADVERB 'all' modifying the ADJECTIVE
'four' |
The sentence has a predicate: \\ will be \\ //in
one sentence.// //Next time// where? when?
In it, the bare predicate--meaning without modifiers, is \\ will be \\
|
. . . . . Jumping ahead: 'will be' is
the VERB PHRASE .
. . . . . Telling when and how are the ADVERB phrases modifying
the VERB.
. . . . . //in one sentence.// the adverb phrase is introduced by a preposition 'in'
. . . . . In the phrase, Object of the preposition 'in" is the noun 'sentence'
The adjective 'one' tells how many sentences.
The adverb phrase //Next
time// answers when the verb will be.
|
We also ended with:
- - - - KINDS
OF SENTENCES: A LOOK AHEAD
r. . . .r. . .What
each kind does, subject, verb, punctuation.
(1) Assertive sentences tell. .
It is a beautiful day.
(2) Exclamatory sentences are excited.
.
What a beautiful day it is!
(3) Interrogative sentences ask.
. .
Are you sure?
(4) Imperative sentences command.
.
(You understood) Go out and look.
. . . . . . . . . . . . . . . . . . . "and"
is a conjunction.
| You will see this |
|
Code Summary repeatedly. |
.
Attention! Consider what it does in a sentence:
__Subject__ is a noun, pronoun, noun clause
(describes subject) adjective,
adjective phrase, adjective clause,
.Sometimes a noun that is the {[ same
as the subject ]}
\\ bare predicate.\\..verb or verb phrase
//describes the verb or verb
phrase// adverb, adverb phrase, . . . . . . . ..adverb clause answering how, when, where, why?
[[Object of a verb
]] a noun, pronoun,
or noun clause --
. . . . . . . . . . .. . . . . . . . .
hit what? .
I# Indirect Object # a noun or
pronoun usually after a . . . . . . . . .. . . . . . . . .verb, like in "Give # her
# the book."
. . . . . . . . .. . . . . . . . .It
means Give the book to her.
< joining two nouns, two verbs, two
clauses,\> . . . . . . . . .. . . . . . . . . .
. . . . .conjunction < and > < but > < or > . . . . . .
..
Copy / paste
to save time and to clarify:
__ Subject
__ .
\\ verb\\ . .
( word ) Adjective or Article ( the, a )(. . .
// word // Adverb .
[[ word ]] Object of verb
# word # Indirect object
.<
word > Conjunction
{( adjective )} subjective
complement
also called subjective completion.
{[ noun ]} same
as subject
Notice from this point forward
the Subjective-Comp CODE
must be updated if it differs from this.
.
|
.
|
r. . . .r. . .Here we are beginning to analyse commands and questions
r. . . .r. . .r. . . .r. . .
Interrogative
sentences ask
questions
Are you sure?
Test it You are sure
Using the codes:
Are you sure ?
. . . . . . . . .. . . . . . . . \\Are\\
__you__ {( sure )}?
Are they brothers?
. . . . . . . . .. . . . . . . . \\Are\\ __they__ {[ brothers ]} ?
They are brothers
Did the neighbours
get a dog?
The neighbours did get a dog
. . . . . . . . .. \\ Did\\ __the neighbours__ \\ get\\
[[a dog]]?
. . . . . . . .In later assignments:
. . . . . . . . .. \\ Did\\ __(the) neighbours__ \\
get\\ [[(a) dog]]?
. . . .
Imperative
sentences give commands
Go away!
Who? You! ( understood.) You.
. . Three dots un-der-stood
. . . . . . You. . . Go //away// !
Please bring the book with you.
Who? You! ( understood.) Bring what?
. . . . . .//Please // You. . . \\bring\\ [[the book]] //with you //.
. . . . . . . . . . Later:
. . . . . .// Please // You. . . \\bring\\ [[(the) book]] //with you //.
assE3
|
|
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . ..
Assignment E3
. . . . ... . . . . . . . ...
Allow yourself space to spread out, copy paste each sentence twice, one
for reference, and rearrange the other to make it easier to analyze with code.
Choose at six or more; your best five will count.
Bonus points if all perfect! More welcome!
Any order.
Pick the simplest ones first.
Write you name on the paper.
Is she an excellent teacher?
She's fast but is she fair?
Don't forget to check the spelling.
When do you expect your cousin ?
Always do your best in everything.
Did you see how much weight he lost?
Write your name on the paper.
When will the test results appear in the paper?
.
|
|
|
|
|
After completing the assignment (s)
keeping a back-up copy of everything,,
Preferred method:
E-mail work either to Terry (DeeCrepit) or to Charlynn
for marking, feedback, explanations "why," and to be sure
before submitting a bundle of assignments to the Homework Box.
|
|
When all work you wanted to do has returned,
|
Submit marked work to
"Enter Assignment"
Assignment content
and
submit Assignment
(found at end of AP Class assignments
(only you can do this)
to advance to AP's next level
and qualify later for trophy
|
No other student can see your answers.
|
|
For AP Class members only:
Your first submission of answers registers you officially.
.Copyright Terry Gibson, Updated Aug
2007
|
|
|