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Grefs5, Cumulative REFERENCES
Copyright Terry Gibson, Updated May 2007
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Please Note: By request, Grefs 4 and 8E
need your opinion of this course to be complete.
The three paragraphs are called "assignment 5"
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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*
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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?
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Quick-Clicks Main Menu
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. . . .
| A5 . .Indented paragraphs,
Recognizing questions |
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Punctuating Indented paragraphs, fragments, recognizing, punctuating questions
Assignment A5a A5b |
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| B5 . .Editing,
paragraphing, punctuating own work |
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Editing, paragraphing, punctuating own work,
Assignment B5 B5b |
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| C5 . .
.Proofreading to correct common errors, |
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Proofreading to correct common errors,
Using dictionary
Assignment C5a C5b C5c |
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| D5 . .
Irregular verbs in verb tenses and verb phrases |
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Irregular verbs in verb tenses and verb phrases
Assignment D5 |
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| E5 . .
Sentence analysis in real life advertisements |
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Sentence analysis in real life advertisements
Assignment E5 |
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Your highest score will be the one that counts, so please send many assignments for marking
to the e-mail address
to get
full value from this course. Your answers are not seen by other students. Detailed
feedback is given, and THEN, (no need
to change if it passed,) send your work through the answer box
at the end of this page to AP which then opens the next level
of assignments to you.
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The Source of All Knowledge (um...)
Grammar REFS
Grefs5
Your dictionary could tell these things, but this is a running list of terms.....
and definitions when first met, giving their meaning to remove all excuses.
Starting to claw back the Age of Literacy
You think I jest? Forsooth!
Updated USAGE
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.....
...... ......
And so we continue
a Leisurely Crash Course in Written English
Check out the Tool Box
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. . .. . .. . .. . .A5
. . . All About
Punctuating
Punctuating Indented paragraphs, fragments,
Recognizing, punctuating questions
Assignment A5 Two choices
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. . . ..Punctuating Indented paragraphs, fragments,
. . . .. . . .. . . .. recognizing, punctuating
questions
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---------------- -------------EXAMPLE A5 below
----------------------Study this selection
from Chapter 2.
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------THINK: (no need to
write.)
-----In the segment below, we have rejoined
the story after an
-----orientation meeting where other characters
have met Shawna,
-----the newest member of their staff. Only
two paragraphs appear.
-----It begins with a subordinate noun clause
(Noticing what? Object, )
-----"that that the meeting to introduce
the new office manager was
-----over," ...what do we see about Sonya's
state of mind?
-----She has had shocks and serious worry about
the fate of two -----workers on staff,
-----Ending with "tentacles," we
have an example of information.
-----they allow us to see the action, bit by
bit, and to hear Sonya.
-----EXAMPLE [pretend the ..... spaceholders match the
-----background.] In RICH TEXT, colour the
dots white to match the
-----paper and paste in. Spacebar spaces disappear
in AP software.
-----.....Noticing
that the meeting to introduce the new office manager
-----was over, Sonya pulled her thoughts back
from the edge of fright,
-----and tucked away its tentacles. When they
were filing out, and all
-----others had gone back to whatever they
had been doing, she
-----said, "Shawna, I'm Sonya, and if
you'll join me in the cafeteria
-----over brunch maybe I can answer any remaining
questions."
-----....."Yes!
Please, is there a map of this place, a floor plan?"
.
-----Note, It begins with Sonya, and does
not change to the next
-----paragraph until Shawna speaks. (or
in some cases, does
-----something different.)
-----In a script, it is called "Business"--when
a character is doing
-----something, so we can replace "he
said" altogether. Note too,
-----that we have no problem knowing who speaks
in that last line.
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AGAIN: Start a new paragraph when:
[1.] Change of speaker, activity, point of view.
[2.] Change of topic, time or place
There is no blank line between paragraphs.
A5a
. . ... . . . . . . . ... . . . .Assignment
A5a
. . PLEASE PUNCTUATE AND ADD CAPITALS IF NEEDED.
. .Note: Sonya speaks first. Decide where it becomes
. .what Shawna sees, so what she says will
be part of it.
. .yes ill get you one we can label it together it felt
good to be with
. .someone so vibrantly alive they walked north past dinas
desk in
. .the main lobby where she also acted as receptionist toward
the
. .seminar room across from which sat shawnas new desk a
nice
. .desk shawna saw a comfortable chair attractive decor
a large
. .eafy plant growing under lights on the other side of
a glass brick
. .wall I can get to like this office shawna remarked recalling
the
. .crowded cubicle she had before prestige and position
calmly
. .stated themselves even at a glance and that i presume
would
. .be mr newcombs office his suite yes ah of
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. . . All assignments are OPEN-BOOK, where help is available
. . . . .... . . .to make
the work easier. You just have to find it. m
--------------For help if needed, review these linked locations:
------------General info: Grefs.htm
the self-test + answers (1, 2)
----1. apostrophes in possessives (Grefs1, D1; Grefs2 B2;
------------------------------------------------------------Grefs4 C4;
----2. apostrophes in contractions (Grefs1,D1; Grefs2 B2
--------------------------------------------------------Grefs4 C4;(negatives)
----3 commas-- in a list or series (Grefs1, B1; Grefs2 A2a----
---4 commas in other uses ( Grefs4, A4, C4)
----5. quotation marks (Grefs1, A1,C1;
Grefs2 A2b, B2 A5b
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. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .Assignment A5b
. . . . ... . . . . . . . ... . .PROOF-READING:
. . Please LIST examples of the following that you found
. . in the assignment above. All have
been displayed
. . in
earlier Grefs.
----1. apostrophes in possessives
----2. apostrophes in contractions
----3. commas in a series (if any)
----4. commas in other uses
----5. quotation marks - |
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B5
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B5All About
Editing
Editing, paragraphing, The Use of the Dash
in punctuating own work, "Reporting Verbs"
Assignment A5, Two choices
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EDITING: No matter who we are, we should be aware
that typos--
typographical errors--happen. Double-checking pays!
REFERENCE, in section 482 of Swan's Practical English Usage,
over several pages, valuable information about "reporting verbs" (such as said, asked, replied, suggested...) which, if there is possible doubt, can add meaning and clarity to a
selection. As
you read novels be aware of this, and in your own writing use them ro add authenticity.
PUNCTUATION, Note also, use of the dash (used when speaker is interrupted or hesitating.) A
dash is made by two hyphens together.
-----There was noise in the hallway but two
salespersons of formidable seniority in the company sat unaware at the corner table on their coffee break, solving
all the problems of their firm. They obviously were not pleased and did not notice the intern shuffling foot to
foot trying to get their attention. "....and there she was flouncing past the door!"
-----At last he dared raise his voice, "Excuse
me--"
-----"....and so I told her in no uncertain
term--"
-----"Excuse me--"
-----"Terms!" The scorching glance
was designed to put him in his place. How dared he?
". . . that what the boss said is law!"
-----As the noise level rose, there was new
urgency in his words, "Excuse me--"
-----"We cannot st--"
-----"Can't you see we are--!"
-----"ON FIRE!"
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--------- ----ASSIGNMENT B5a, PARAGRAPHING
---.....
Please add at least one "REPORTING VERB"
to
---show
where her companion first speaks, as you edit into
---INDENTED
PARAGRAPHS. Punctuation is provided to.help.
---PASTE
( ..... ) to hold the
indentations.
---This-story is set in 1980; "electronics" were not
widely known.
"I wish you could have met Nellie Wheating," Sonya said, smiling. "She's the
reason this company grew at all, and still is a dear friend." "She would be a director?" "No,
she's a senior citizen now, long retired. She is as much the reason for our existence as she ever was." "What
did she do?" "Besides being a real inspiration, she invented very advanced products." "I don't
understand." "...Things that made us the first company to apply ideas in electronics--" "Like
remote control?" "Yes, and hidden things using miniaturization, before anyone else knew how."
"I would love to meet her." "You soon may. Let's find a table in the cafeteria!" |
. --- ---
--- --- ---Please proofread any changes.
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----------------------------PUZZLE-ASSIGNMENT B5b
.......At least read this segment, please.
Take it bit by bit.
.......From your work in Assignment A3,
copy-paste one example
.......of each,
or invent one of your own using the data as examples.
.......1. a phrase: Clue: no verb, Preposition
+ object
.......Either an (adjective phrase) or /adverb
phrase/ accepted.
.......2. /an adverb clause/: Clue, ask "when?
how? where? or why?"
.......The phrase has a verb
.......3. an (adjective clause): Clue, ask
"what kind?" The phrase has a verb
.
.......4. [[a noun clause]]: Clue: ask "what?"
or "whom?" object of a \verb\.
.......5. __a noun clause__: Clue: ask "what?"
or "who?" subject of a verb.
.......6. A participle modifying a noun. Clue:
acts like an (adjective) .......describing
a noun, \verb\ form ends in 'ing'.
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C5
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C5
.........All About
PROOFREADING FOR TYPOS
......... A summary of the Parts
of Speech and what they DO
......... ......... ......... Verbs
turn Phrases into Clauses
......... ......... .....So
what is a phrase? What's a clause?
.....
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t, review?
GOOD PROOF-READING
is a serious thing. It is SO easy to
miss errors! The most common is when you are sure it is right. It is the way you have *always* written it! That's
how it was taught in school because the teacher spells it like that too. I was caught like that just last week
with "laureat", and was called on it. On checking the dictionary, I was shocked to see I was wrong!
Check your dictionary!
Then there is the eyesight factor. Does the comma look like a period? Does it need an apostrophe or not?
Many words sound alike but their spelling is different--which is which? Is it two words, or is there a hyphen to
join them-- or is it really a longer word?
C5A
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--------------- --- ---ASSIGNMENT C5a
---Please PROOF-READ and correct these sentences. ---TYPOS ARE SO SNEAKY! (dictionaries help) (Caution: ---some things are correct already.)
---Copy-paste and change to save time:
---1. Thats alot of work.
---2. I dont agree with what your saying.
---3. You just got to see his work!
---4. As we walk, the water lays in puddles on the street.
---5. We wander who's boots are in the hall.
---6. He laid perfectly still till the robbers left.
---7. Investigators were pouring over the books.
---8. Whats the amount of people there.
---9. "Here ye, here ye, take shelter!" called
the Town Crier.
---10. After the struggle he will lay down and rest.
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toolbox1
THE TOOLBOX
Part 1
A summary of the Parts of Speech and what they DO
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CODE CHARTS
A SUMMARY OF FACTS ABOUT NOUNS
1. Subject of a verb- - - - - boy laughed.
2. Object of a verb- - - - - - he delivered newspapers
3. Object of a preposition :
- - - - - -
- - - - - - - - in
a phrase- - - - - in school- - -where?
- - - - - -
- - - - - - - - in
a phrase- - - - - without books- - - how?
- - - - - -
- - - - - - - - in
a phrase- - - - - after work- - - when?
- - - - - -
- - - - - - - - in
a phrase- - - - - as a reward- - - why?
4. Two nouns in apposition, meaning
the same, can be
- - - subjects - - - - - - - - -- - -her mother, a nurse, helped...
- - -or objects of a verb- - - she helped Sarah, my neighbour.
- - -or objects of a preposition- - - into a cave, a safe shelter.
5. Proper nouns are special names of persons,
- - - - -places, or things - - - - -Julius
Caesar, Athens, M.D.
Common nouns,
everything else- - - bread, thunder, friend.
It includes abstract concepts,- - -loyalty, truth, faith, evil.
6. Nouns are modified by adjectives: ripe, sweet, slow. . . .
- - - - - -
- - - - - - - - -
- - - - - -
- - - - - - - - -fresh, fresher, freshest
- - - - - -
- - - - -interesting,
more interesting, most interesting
Nouns are modified by adjective
phrases,
- - - - - -
- - - - - - - - -
"grapes of wrath" "commander in chief"
Nouns are modified by adjective
clauses,
- - - - - -
- - - - - - - - - -
The pioneers who settled in the valley
- - - - - - -
- - - - - - - - - -The
cash that is locked in the safe.
A SUMMARY OF FACTS ABOUT VERBS
1. Intransitive verb has no object: -
- - - - - - - - - boy laughed
2. Transitive verb has an object he delivered newspapers
3. Copula verb joins the subject and an adjective describing - - - - - - - - - - - -
- -the subject - - - - - - - - - -the boy is tall
- - Copula verb joins
the subject and a noun the same
- - -- - -- - -- - -- - -- - -as the subject
- - - - - -the girl is his sister.
4,- Verbs have TENSES, - - - - - -
- - - - present, past, future
- - Each of these have forms- - - - progressive, conditional
- - - - -
- - - - - - - - They are listed in full in section D.
5. Depending on word order, verbs
are active ----------------------------------The
team won the game
or Passive ----------------------------------the
game was won by the ...
6. Meaning of verb is indicative ---------- It was a fact!
If contrary to fact, subjunctive -------- If only it were so!
7. Verbs are modified by adverbs ---- fast, slowly, remarkably
Verbs are modified by adverb phrases,
------- phrase ran through town, where?
------- phrase ran without pausing, how?
------- phrase ran on weekends, when?
------- phrase ran for exercise , why?
Verbs are modified by adverb clauses,
------------ She sang while she worked
------------ he worked until he had it right.
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x
THE TOOLBOX Part 2
A summary of the Parts of Speech and what they DO
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Verbs turn Phrases into Clauses
.......Briefly, (among other things,) verbs are the action words that can .......change a phrase into a clause.
.
.......1. The PHRASE, "into
the room," becomes a CLAUSE when we .......add
the verb walk:
......."Walk into the room." A command, (Imperative) that stands alone and .......thus is a principal clause. The subject
"You" is understood, and the verb ......."walk"
is modified by the adverb phrase /into the room/ answering ......."where."
......."subordinating conjunction" and "relative
pronoun" in a noun ........clause... Those are clear if you see them used.
.......All conjunctions join. Check elsewhere in the website for this one:
.......2. Given that, add a subordinating conjunction like "when, if, while,
........or.as," it becomes "after he walked into the room," a subordinate
........adverb.clause
modifying the verb "walked" answering when? ........(how? where? or why?)"
.......3. With a subordinating conjunction like "which" it becomes ........"which walked into the room" a subordinate adjective clause for ........Cat. (The cat (which walked), ...not the one asleep in the chair.)
......."Who"
is a 'relative' pronoun; it is what it does. It relates. With a .......relative pronoun like "who" it is "The boy (who walked into the ........room,)" a.subordinate adjective
clause, modifying the subject, a ........noun
or pronoun,.boy. (i.e. not the other in the
hall.)
.......----------------
.......Just to confuse us, "who" can also be a subject, as in the question, ........"_Who_ walked into the room?" In that one 'who' is a subject ........pronoun. "What happened" is the same. "It is what it does."
.......----------------
.......4. As a relative pronoun like "who, whoever, what or whom"
.......if used with a transitive verb (a verb that takes a direct object).
becbecomes object of the verb in the noun clause......
.......Take the sentence:
......._What we are looking at_
is a need to understand our language.
.......Subject of the verb is the noun clause
"What we are looking at"
....... Suggestion: Read the above several
times until it makes sense.
........(If ever, you mutter?)
--------- --------- ---------
ASSIGNMENT C5b
.......Invent your own examples for 1, 2, 3,
and 4 to show it DOES make .......sense! In
each case, give the part it plays in its sentence.
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...........................................REVIEW
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.......Note: Participles end in "ing,"
(verb-adjectives.) That is, the verb
.......'to run' becomes an (adjective)
when 'ing' is added, running as in ......."Running water." Reminder: adjectives modify nouns and pronouns: ......."sleeping man," "waiting room,"
"flying sparks," "shining silver,"
......."nesting birds."
.
.......Adverbs modify verbs, other adverbs,
and adjectives. Very, too, .......quite, politely, unusually, and well are all adverbs answering "how?" ..... .like.this: "very tall," "too fast," "Quite
politely," "unusually well"
......("very often" they end in "ly").
.
.......Nouns and pronouns are subject of
a verb, or [[object]] of a verb .......or
in phrases, object of a preposition, such as "to him," "with us, ......."under the table," "after school."
----------------------------PUZZLE-ASSIGNMENT C5c
.......At least read this segment, please.
Take it bit by bit.
.......From your work in Assignment A5 or
B5 copy-paste one .......example of
each, or invent your own.
.......1. a phrase: Clue: no verb, Preposition
+ object
.......Either an (adjective phrase) or /adverb
phrase/ accepted.
.......2. /an adverb clause/: Clue, ask "when?
how? where? or why?"
.......The phrase has a verb
.......3. an (adjective clause): Clue, ask
"what kind?" The phrase has a verb
.
.......4. [[a noun clause]]: Clue: ask "what?"
or "whom?" object of a \verb\.
.......5. __a noun clause__: Clue: ask "what?"
or "who?" subject of a verb.
.......6. A participle modifying a noun. Clue:
acts like an (adjective) .......describing
a noun, \verb\ form ends in 'ing'.
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D5
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.....D5All
About IRREGULAR VERBS
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| . . . . .Irregular verbs in verb tenses and verb
phrases. . . . |
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Anyone who has studied a "foreign language" has studied the declensions of irregular verbs. Je vois, j'ai vu, je verrai... without being aware we have irregular verbs in English
too.
.
Section 300 in Swan has four pages of "common irregular verbs." in ALPHABETICAL ORDER, making them easy
to find. Much of our remaining four weeks will be spent digging through these four pages.
Will I type out all those pages? COPYRIGHT WILL NOT PERMIT
Buy the book! Ask your public library if they have it. Any good dictionary will fill in the gaps. In fact, any
grammar text will have most of them.
. . . .
. . .Any verb
will have three main parts.
We get our TENSES (TIME:
present, simple past, compound past, future, and conditional) from these three main parts.
the Infinitive - - to want,
gives us the present tense, I want NOW.
It is also used for future
forms. I will want to go later.
Simple past - -wanted, gives us even a few minutes ago.
I wanted.
but at any specific time in the past At age six I wanted a horse!
Past Participle has
wanted and
a wide variety of compound
forms with many past
and future
meanings.
I have often wanted. I
had wanted but not anymore.
I would have wanted but can't. I might have wanted it but have changed my mind....
. . . . . . . .
. . . . First, REGULAR verbs
1. the Infinitive - - Simple past -
-Past Participle
.
to want - - - -wanted - - - (has) wanted
to play - - - - played- - - - (has) played
to learn - - - . learned - - - (has) learned
Most (almost all) verbs are regular.
What is the difference in meaning between I wanted and I have wanted? How do you make it into a future? (See above)
. . . . . . . . Next, IRREGULAR verbs
2. Similar
Irregulars (All of these have "o" in the simple past.)
. . . .(Swan displays alphabetically.).
the Infinitive - - Simple past - -Past Participle
to arise - - - - arose - - - - - (has) arisen
to awake- - - -awoke - - - - (has) awoken
to break - - - - broke- - - - - (has) broken
to choose - - -chose- - - - - (has) chosen
to drive - - - - -drove- - - - - -(has) driven
to forget - - - - forgot - - - - - (has) forgotten
to freeze - - - - froze - - - - - -(has) frozen
to ride - - - - - -rode - - - - - - (has) ridden
to shake - - - - shook - - - - -(has) shaken
to speak - - - - spoke - - - - -(has) spoken
to steal - - - - - stole - - - - - -(has) stolen
to wake - - - - -woke - - - - - (has) woken (also awakened)
to write - - - - - wrote- - - - - -(has) written
to take - - - - - -took - - - - - - (has) taken
.
3 All have irregular past but share
the ..en ending of the p.p.
to be - - - - was, were- - - (has) been
to see - - - -saw- - - - - - - (has) seen
to bite - - - -bit- - - - - - - - -(has) bitten
to eat - - - - ate- - - - - - - - (has) eaten
to beat - - - beat - - - - - - -(has) beaten
to fall - - - - -fell- - - - - - - - (has) fallen
.
4. And my pet set: Probably
the most common mistakes.
a. lie, lied, lied,
- b. lie, lay,-lain
c.-lay, laid, laid -li
a. lie, lied, lied, to lie (untruths)-lied (untruths)- (has) lied
Present (now) I lie, you
lie, he lies, we lie, you all lie, they lie.
Past, (once) I lied, you lied, he lied, we lied, you lied, they lied
Past (compound form) I
had lied, you had lied, he had lied,
we had lied, you had lied, they had lied
Also I have lied, you have lied, he has lied, we have lied
they have lied
b. lie, lay,-lain (intransitive)
Present (now) to lie (down)
(now) When I sleep, I lie on a bed.
Past, (once) -lay (down yesterday) Tired, I
lay there for a hour.
Past before now. The dog had lain there every day.
- -(has)lain (down) repeatedly.
c. And most important of all, (transitive) lay, laid, laid
to lay (eggs)- -laid (bricks)- - (has) laid (books on
the table)
(In section 309, Swan has nothing about another popular use of one of them.)
.
Review:
Check out the references from last week.
"I don't know" has a verb phrase, Subject, "I", "do
know," verb phrase.
.
"not" is an adverb and not a part of the verb.
The auxiliary part (do) and principal part (know) show
that the action is or has been going on.
.
EXAMPLES TO HELP YOU DO D5
1. To write well is a privilege. (Infinitive as part of noun clause.
2. He wrote that song. (Simple Past tense)
.
3. They have written several poems. (Repeated, with Past Participle)
.
4. She writes every day (Simple Present tense.)
.
5. We will write many more. (With verb phrase, Future
tense ) .
6. Birds lay eggs, they laid them yesterday, birds have always laid
eggs.
. ............
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. . . . ...All assignments
are OPEN-BOOK,
where help is available to make the work easier.
. . . . ... . . . . ..You just have to find it. m
--------------------ASSIGNMENT D5
IRREGULAR VERBS: Please do all three parts.
....1. Use two of the first verbs (want, play, learn) as questions..
....2. From any
five of the examples (not 5 from each) in 2 ....copy-paste
and write a sentence showing the following:
....(Please number them)
....2a, an infinitive as part of a noun clause (subject or object.
....For instance, Tell me who..... )
.
....2b, Simple
past
.
....2c, Yesterday
with past participle
.
....2d, Simple present tense
.
....2e, Future
with verb phrase.
.
....3. Using the confusing set of three verbs,
lie, lay and lie,
....in the same tense as asked, give sentence-answers:
....3a, What
is the best thing to do when you feel sick?
.
....3b, Why
was the defendant in contempt of court?
.
....3c. What
task will the construction worker do every day?
.
....
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------------ASSIGNMENT 5E Revised version
Our website: Temporary announcement http://www.mattaweb.ca/web2006/Grefs5.htm
is being changed for review purposes.
PLEASE IGNORE part E in the website, in 5, 6, 7, and 8 until time permits updating, and further notice!
When it has been cleared,
Copy-paste to save time.
Sentence analysis: in commands, statements, and questions with verb phrases. (Keep phrases and subordinate clauses
intact.)
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Reminder, in commands the bare subject is understood to be "you..."
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Hints: In advertising and headlines, words are often omitted. If words are missing, you may add them--or not.
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This assignment includes indirect objects this time, because we use them so much. Refer to the chart of codes for
Graphic Analysis in an earlier week, adding the new #indirect object# to the set.
Example:
Dad gave us the car for the afternoon.
It means, Dad gave the car #to us# for the afternoon.
We leave out 'to' Graphically analysed they look like this:
Dad \\gave\\ #us# what? [(the)car] //for the afternoon//.
\\Did\\ __he__ \\report\\ [(the damaged) mailbox]?
did report what?
//If there is danger// __he__ \\will be\\ //there.//
When abverb clause
\\Give\\ #them# [credit] //for courage (in a time of need.)// Why? Which?
There is help in the examples above.
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E5
..
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: the Subjective-Comp CODE
must be updated if it differs from this.
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Sentence analysis in real life advertisements.
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This will be the first time that all parts of the exercise that follows will be taken from actual
written material around us.
Level 5 begins to get into the meat of the topic that has had bare bones presented before this. A rich source of
satisfaction for
those who complete it, we have here a source of strength that comes from increasing understanding of the mechanics
of our language: "what makes it tick."
Yes of course it will have its challenge!
Students still learning English as a second language will always
be welcome to join us again later, when there is better chance of success.
We have led to it with the toolboxes you have already seen, and with introductory items dating
back to Parts 2 and 3.
Please use the menu at the head of this Gref to find what may be needed now,
to cope with what will become a major part (E) of this and future
progress. By the end of level 8, students will be equipped
to succeed at advanced levels.
At least, that is our goal. |
...
To get you started:
.......Some help: this is the real world
after all! These might confuse.
Using the codes :...(Shivering,) _I_ \\sat\\
//in the car// \\thinking\\ [What?] OBJECT: [[that the
farmhouse must have been miles away.]]
Shivering describes the subject, "I"
.......I \\ sat...
thinking \\. Thinking could be two things: a participle: (a verbal-adjective,) .or just a progressive form of the verb to think, giving
a "sat-and-thought" verb=predicate for the subject
......."It seemed hours" has an omitted,
"like..." "It seemed like hours"
HOW?
.
.......If you have difficulty, feedback will
have a lot of help. Eventually you will be able to analyze everything you read. -- A lost art!
.......-----Some may rightly ask "why?"
.......In your own writing, both in prose and
in poetry, it will add variety, and help to avoid errors.
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Attention! What it does in a sentence: Being updated.
__Subject__ 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, 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 "her" . . . . . . . . in "Give #her# the book. " It means "Give the book to her..
< joining two nouns, verbs, 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:
the Subjective-Comp CODE
must be updated if it differs from this.
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----Assignment E5, GRAPHIC ANALYSIS
From Real Life:
All examples are from a 2005 Shoppers Drug Mart "The HOLIDAY BOOK." (Please note, no apostrophe on the trade name, SHOPPERS )
OPEN ANY CONTRACTIONS: I'm = I am
Phrases and subordinate clauses are left intact-- that is,
do not take them apart, treat each phrase as if it is a word.
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1. Give someone you love the best treatment.
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2. We're ready for your best shot.
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3. Know someone who'd like their tunes to go?
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4. Celebrate the season in style!
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5. When there's a scoop, you get it first.
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6. Passion is always in style.
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7. Introduce her to Fantasy by Britney Spears.
Copy-paste all of them. Your best five will count.
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