Revision Rules There will be a major exam on these. Fill in the blanks in your packet as we go.

Leads What is the difference between a QUOTATION lead and a DIALOGUE lead? Quotation – from a famous _______ or ________, play, etc. (“To be or not to be.”) Dialogue – a character actually ________ _________(“My mom is gonna barf!”)

Leads What is the difference between a QUOTATION lead and a DIALOGUE lead? Quotation – from a famous _______ or ________, play, etc. (“To be or not to be.”)

Leads What is the difference between a QUOTATION lead and a DIALOGUE lead? Quotation – from a famous person or book, play, etc. (“To be or not to be.”)

Leads What is the difference between a QUOTATION lead and a DIALOGUE lead? Quotation – from a famous person or book, play, etc. (“To be or not to be.”) Dialogue – a character actually ________ _________(“My mom is gonna barf!”)

Leads What is the difference between a QUOTATION lead and a DIALOGUE lead? Quotation – from a famous person or book, play, etc. (“To be or not to be.”) Dialogue – a character actually says something (“My mom is gonna barf!”)

Leads What is the difference between a THOUGHT lead and a STATEMENT lead? Thought – starting off with what went through the narrator’s or character’s mind at a _________________________. Statement – the narrator makes a ______ remark that is ______________________ of action, description, or any of the other leads.

Leads What is the difference between a THOUGHT lead and a STATEMENT lead? Thought – starting off with what went through the narrator’s or character’s mind at a _________________________.

Leads What is the difference between a THOUGHT lead and a STATEMENT lead? Thought – starting off with what went through the narrator’s or character’s mind at a given moment.

Leads What is the difference between a THOUGHT lead and a STATEMENT lead? Thought – starting off with what went through the narrator’s or character’s mind at a given moment. Statement – the narrator makes a ______ remark that is ______________________ of action, description, or any of the other leads.

Leads What is the difference between a THOUGHT lead and a STATEMENT lead? Thought – starting off with what went through the narrator’s or character’s mind at a given moment. Statement – the narrator makes a factual remark that is not a strong example of action, description, or any of the other leads.

For And Nor But Or Yet So Comma Rule #1 Use a comma and a FANBOYS (for, and, nor, but, or, yet, so) between two sentences or INDEPENDENT CLAUSES. I (SENTENCE) I (SENTENCE),

I, FANBOYS I I = Independent Clause: it includes a subject and a verb, and it is a complete thought. subj. verb She had loads of money, and she thought she was happy. Notice that on each side of the FANBOYS there is a subject/verb and they make a complete thought. We must have a comma before the FANBOYS (in this case, “and”).

I, FANBOYS I What about this: subj. verb subj. She had a nice car and loads of money. There is no independent clause after the FANBOYS because there is no subject and verb, so no comma is needed before the “and.”

Comma Rule #2 Put a comma AFTER ANYTHING which precedes the independent clause in a sentence. subj. verb (and this makes a complete thought) Before we went to class we talked to our friends in the hall. subj. verb (but “Before we went to class” is not a complete thought) So...the comma goes right before the complete thought Do NOT use a comma if the independent clause comes first: We talked to our friends in the hall before we went to class. NOT We talked to our friends in the hall, before we went to class. ________________, I,

Again, look for the I (independent clause) by finding the subject/verb and asking yourself if it is a complete thought: subj. subj.verb In regard to your request for an extension it is likely that it will be granted. We need to add a comma before that independent clause: In regard to your request for an extension, it is likely that it will be granted.

________________, I Where does the comma go? subj. subj. verb During the last twenty years the company’s profits have tripled.

________________, I Where does the comma go? subj. subj. verb During the last twenty years, the company’s profits have tripled. subj. verb subj. verb The matter being settled the boss continued his report. (first S-V is not a complete thought)

________________, I Where does the comma go? subj. subj. verb During the last twenty years, the company’s profits have tripled. subj. verb subj. verb The matter being settled, the boss continued his report. (first S-V is not a complete thought)

Comma Rule #3, unnecessary, Put commas around anything which is UNNECESSARY to the meaning of the sentence. Ex. Mr. Irish, our teacher, is crazy. (UNNECESSARY) The actor Tom Cruise is a scientologist. (NECESSARY)

, unnecessary, Other examples: Henry Jones, Jr., found the Holy Grail. This is the office of David Banner, M.D.

Comma Rule #4 ________, __________, and __________ When listing things in a series, separate the elements with commas. Newspapers and magazines like to omit the last comma to save space/money, but this can cause confusion, so it is better to include it.

________, __________, and __________ Incorrect: The street was filled with angry protestors, shouting spectators and police. (Leaving out the last comma makes it look like the police were shouting, too.) Correct: The street was filled with angry protestors, shouting spectators, and police. (Makes it clearer.)

Four Comma Rules

I, FANBOYS I __________, I, unnecessary, _________, _________, and _________

Four Comma Rules What does the “I” mean? ________________, which is… ________________ What does the “__________” mean? ________, which is… ________________

Four Comma Rules What does the “I” mean? ________________, which is…

Four Comma Rules What does the “I” mean? Independent Clause, which is… ________________

Four Comma Rules What does the “I” mean? Independent Clause, which is… a complete thought

Four Comma Rules What does the “I” mean? Independent Clause, which is… a complete thought What does the “__________” mean? ________, which is…

Four Comma Rules What does the “I” mean? Independent Clause, which is… a complete thought What does the “__________” mean? Phrase, which is… ________________

Four Comma Rules What does the “I” mean? Independent Clause, which is… a complete thought What does the “__________” mean? Phrase, which is… incomplete thought

Fix this sentence: Next year we’re planting snapdragons, lilies and tulips and we’re planting an herb garden as well.

Next year, we’re planting snapdragons, lilies, and tulips, and we’re planting an herb garden as well. ________, I____, ____, and ____ I, FANBOYS I I = Independent Clause (begins w/ the subject)

Fix this sentence: Luke’s father the dark lord of the Sith told Luke the secret of his heritage. As a result Luke resented Ben Kenobi for lying to him.

Luke’s father, the dark lord of the Sith, told Luke the secret of his heritage. As a result, Luke resented Ben Kenobi for lying to him., unnecessary phrase, ________, I

Fix this sentence: Living in a small agricultural community a person feels close to the earth, and in control of his world.

Living in a small agricultural community, a person feels close to the earth, and in control of his world. ________, I This does not begin with a subject (is not independent). Therefore, the I, FANBOYS I rule does not apply.

Fix this sentence: When I watch Raiders of the Lost Ark I flip in my chair, because it is the greatest film ever made.

When I watch Raiders of the Lost Ark, I flip in my chair, because it is the greatest film ever made. This is an adverb clause because, like adverbs, it tells when, why, how, or to what extent. When an adverb clause begins the sentence, it follows the _______, I rule.

When I watch Raiders of the Lost Ark, I flip in my chair, because it is the greatest film ever made. This is an adverb clause, too. When an adverb clause finishes the sentence, there is no need for a comma.

________________, I with Participial Phrases Participles –end with –ing or –ed –look like verbs (actions) –act like adjectives (describe nouns) –Examples: “playing children” or “disgusted teacher” Participial phrases –are more than one word –one of the words ends with –ing or –ed –the whole phrase describes a noun –Example: Running for his life, Tom eventually escaped. describes the noun teacher describes Tom

Participial Phrases allow you to combine sentences for more variety: Sergeant Simpson reprimanded the private very severely. He forcefully removed one of his stripes. COMBINED: (Underline the participial phrase) Reprimanding the private very severely, Sergeant Simpson forcefully removed one of his stripes. ________________, I with Participial Phrases

Participial Phrases allow you to combine sentences for more variety: Sergeant Simpson reprimanded the private very severely. He forcefully removed one of his stripes. COMBINED: (Underline the participial phrase) Reprimanding the private very severely, Sergeant Simpson forcefully removed one of his stripes. ________________, I with Participial Phrases

Participial Phrases allow you to combine sentences for more variety: Sergeant Simpson reprimanded the private very severely. He forcefully removed one of his stripes. COMBINED: (Underline the participial phrase) Reprimanding the private very severely, Sergeant Simpson forcefully removed one of his stripes. You can also put the participial phrase AFTER the noun it describes: Sergeant Simpson, reprimanding the private very severely, forcefully removed one of his stripes. Putting the participial phrase AFTER the noun follows the rule of, unnecessary, ________________, I with Participial Phrases

Participial Phrases allow you to combine sentences for more variety: Sergeant Simpson reprimanded the private very severely. He forcefully removed one of his stripes. COMBINED: (Underline the participial phrase) Reprimanding the private very severely, Sergeant Simpson forcefully removed one of his stripes. You can also put the participial phrase AFTER the noun it describes: Sergeant Simpson, reprimanding the private very severely, forcefully removed one of his stripes. Putting the participial phrase AFTER the noun follows the rule of, unnecessary, ________________, I with Participial Phrases

Climbing over the hill, a rock hit me on the head. Is the participial phrase modifying the correct noun? No. (Did a rock climb over the hill?) Climbing over the hill, _______________ _________________. ________________, I with Participial Phrases

Climbing over the hill, a rock hit me on the head. Is the participial phrase modifying the correct noun? No. (Did a rock climb over the hill?) Climbing over the hill, I was hit on the head by a rock. ________________, I with Participial Phrases

Sensory Details Must SHOW what happens, using one of the ____________ NOT sensory: The old tomcat looked mean. SENSORY: The tomcat with _____________ showed its teeth and bore its ________.

Sensory Details Must SHOW what happens, using one of the five senses NOT sensory: The old tomcat looked mean. SENSORY: The tomcat with _____________ showed its teeth and bore its ________.

Sensory Details Must SHOW what happens, using one of the five senses NOT sensory: The old tomcat looked mean. SENSORY: The tomcat with knotted hair showed its teeth and bore its ________.

Sensory Details Must SHOW what happens, using one of the five senses NOT sensory: The old tomcat looked mean. SENSORY: The tomcat with knotted hair showed its teeth and bore its claws.

Sensory Details NOT sensory: I felt sad after my friend moved to Austin. SENSORY: When my friend moved to Austin, tears ___________________ and I walked on the ____________ by myself.

Sensory Details NOT sensory: I felt sad after my friend moved to Austin. SENSORY: When my friend moved to Austin, tears streamed down my face and I walked on the ____________ by myself.

Sensory Details NOT sensory: I felt sad after my friend moved to Austin. SENSORY: When my friend moved to Austin, tears streamed down my face and I walked on the crunchy leaves by myself.

Sensory Details NOT sensory: The pick-up was old and beat up. SENSORY: The red paint of the old Chevy had faded to a __________, blending with the rusty _____________.

Sensory Details NOT sensory: The pick-up was old and beat up. SENSORY: The red paint of the old Chevy had faded to a burnt orange, blending with the rusty _____________.

Sensory Details NOT sensory: The pick-up was old and beat up. SENSORY: The red paint of the old Chevy had faded to a burnt orange, blending with the rusty patches of dents.

The Voice of Verbs Active Voice vs. Passive Voice

Active Voice The river carved the rocks. Subject performs the action

Passive Voice The rocks were carved by the river. Subject receives the action Performer of action is NOT subject BE verb is used before main verb

Passive Voice BE verbs –be ___ ____

Passive Voice BE verbs –be –am –is –are –was –were

Passive Voice BE verbs –be –am –is –are –was –were –being –been –has –had –have

PARAGRAPH WRITTEN ENTIRELY IN PASSIVE VOICE The room was entered by Mrs. Cook, at which point words of advice regarding active verbs were spoken by her. It was decided by the rebellious class that the final paper of the semester would be written entirely in passive voice. Remarks were made by a distraught Cook; protests were made by the students. A seat was gotten out of by one student. His desk was stood upon by him, and a vow was made by him that he would never write another active sentence. He was challenged to a duel. Blood was shed. Butts were kicked. Lives were lost. Shrieks could be heard. The halls of GHS were run down by people who were concerned. When the room was entered by them, carnage was seen by them. When Cook was found standing over the bodies, only these words were spoken by her: "Mistakes were made."

Passive Voice Sometimes the performer is not even stated but implied: –When was Mt. Everest conquered? Subjectaction BE verb (performer implied)

Passive Voice Passive voice exists for a reason. One reason is that not stating the performer of an action “saves face”: –A number of students were told whether or not they passed the TAKS test. Those TAKS results were preliminary and confidential, meant only for teacher use. Passive voice isn’t bad; it just shouldn’t be overused.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –The bottom of her shoe was full of traction. no activity, just a BE verb You can make it more active: active verb –The ______ on her shoe ______ a problem.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –The bottom of her shoe was full of traction. no activity, just a BE verb You can make it more active: active verb –The traction on her shoe ______ a problem.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –The bottom of her shoe was full of traction. no activity, just a BE verb You can make it more active: active verb –The traction on her shoe created a problem.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –We were awake before anyone else. no activity, just a BE verb You can make it more active: active verb –We ______________ before anyone else.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –We were awake before anyone else. no activity, just a BE verb You can make it more active: active verb –We jumped out of bed before anyone else.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –The bananas had been there for weeks. no activity, just a BE verb You can make it more active: active verb –The bananas had _____ for weeks.

Passive Voice Often, BE verbs are just linking verbs to connect the subject to a predicate noun or adj.: –The bananas had been there for weeks. no activity, just a BE verb You can make it more active: active verb –The bananas had rotted for weeks.

Apostrophes NEVER, NEVER, NEVER add an apostrophe to show that a noun is plural! CORRECT: We were blessed with three granddaughters this year. INCORRECT: We were blessed with three granddaughter’s this year.

Apostrophes NEVER, NEVER, NEVER add an apostrophe to a noun unless: – it is a contraction (like we’re) – or there is ownership (possessive)…

Add an apostrophe and an S to form the possessive of ALL singular words (words naming ONE thing.) and plural words that do not end in S. Possessive Apostrophes A boy + = Two deer + =

Add an apostrophe and an S to form the possessive of ALL singular words (words naming ONE thing.) and plural words that do not end in S. Possessive Apostrophes A boy ’s + = A boy’s book Two deer + =

Add an apostrophe and an S to form the possessive of ALL singular words (words naming ONE thing.) and plural words that do not end in S. Possessive Apostrophes A boy ’s + = A boy’s book Two deer Two deer’s thicket ’s+ =

Add an apostrophe and an S to form the possessive of ALL singular words (words naming ONE thing.) Below is plural, but the only reason we add an apostrophe is that there is OWNERSHIP. Possessive Apostrophes A boy ’s + = A boy’s book Two deer Two deer’s thicket ’s+ =

Add JUST an apostrophe to form the possessive of plural words (which name MORE THAN ONE thing) already ending in S. Apostrophes to Form Possessives: Plural Words Already Ending in S Boys +=

Add JUST an apostrophe to form the possessive of plural words (which name MORE THAN ONE thing) already ending in S. Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team

Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team A boy’s book had an apostrophe because there was ownership (he owns the book).

Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team A boy’s book had an apostrophe because there was ownership (he owns the book). The boys’ team also shows ownership (they own the team), but adding both an apostrophe and an S looks repetitive: boys’s. Use just the apostrophe:

Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team A boy’s book had an apostrophe because there was ownership (he owns the book). The boys’ team also shows ownership (they own the team), but adding both an apostrophe and an S looks repetitive: boys’s. Use just the apostrophe: _______________ _______________________

Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team A boy’s book had an apostrophe because there was ownership (he owns the book). The boys’ team also shows ownership (they own the team), but adding both an apostrophe and an S looks repetitive: boys’s. Use just the apostrophe: BUT if it is a person’s name ending in S, you still add both: Tess’s journal (NOT Tess’ journal)

Apostrophes to Form Possessives: Plural Words Already Ending in S Boys ’ += Boys’ team A boy’s book had an apostrophe because there was ownership (he owns the book). The boys’ team also shows ownership (they own the team), but adding both an apostrophe and an S looks repetitive: boys’s. Use just the apostrophe: REMEMBER: the only reason we add an apostrophe is that there is ownership. “The boys lost the game,” wouldn’t need an apostrophe because there is NO ownership—it doesn’t matter that boys is plural.

Use apostrophes with gerunds When a gerund is used, it functions as a noun. Use the same apostrophe rules to show that someone or something OWNS this noun as with other nouns. –Ex. She had not heard of John’s leaving. –(Leaving is a gerund. John OWNS the leaving. You need an apostrophe and an s to show possession here.)

Fix this sentence: Chris took the ball from his own teammates. Chris friend’s decided he was not being considerate of his teammates’s desire to play.

Chris took the ball from his own teammates. Chris’s friend’s decided he was not being considerate of his teammates’s desire to play.

Fix this sentence: When we were new parents, Savannahs crying kept us up all night.

When we were new parents, Savannah’s crying kept us up all night.

Semicolons Use semicolons to separate two sentences to avoid a _______________. –She wanted to go to the football game Jeremy was playing quarterback. Use a semicolon before a connecting word and a comma after the connecting word when these words are used between two sentences. The connecting words include ______________, ____________________________, and others. –Jessica was late for class however she had a pass from the attendance office. Use semicolons when a series of things are listed which are _________________to avoid confusion. –I met with Mrs. Grissom, the principal Mr. Boedeker, the assistant principal and Mrs. Harrington, the counselor.

Semicolons Use semicolons to separate two sentences to avoid a _______________. –She wanted to go to the football game Jeremy was playing quarterback.

Semicolons Use semicolons to separate two sentences to avoid a run-on sentence. –She wanted to go to the football game; Jeremy was playing quarterback.

Semicolons Use semicolons to separate two sentences to avoid a run-on sentence. –She wanted to go to the football game; Jeremy was playing quarterback. Use a semicolon before a connecting word and a comma after the connecting word when these words are used between two sentences. The connecting words include ______________, ____________________________, and others. –Jessica was late for class however she had a pass from the attendance office.

Semicolons Use semicolons to separate two sentences to avoid a run-on sentence. –She wanted to go to the football game; Jeremy was playing quarterback. Use a semicolon before a connecting word and a comma after the connecting word when these words are used between two sentences. The connecting words include nevertheless, however, moreover, therefore, and others. –Jessica was late for class; however, she had a pass from the attendance office.

Semicolons Use semicolons to separate two sentences to avoid a run-on sentence. –She wanted to go to the football game; Jeremy was playing quarterback. Use a semicolon before a connecting word and a comma after the connecting word when these words are used between two sentences. The connecting words include nevertheless, however, moreover, therefore, and others. –Jessica was late for class; however, she had a pass from the attendance office. Use semicolons when a series of things are listed which are _________________to avoid confusion. –I met with Mrs. Grissom, the principal Mr. Boedeker, the assistant principal and Mrs. Harrington, the counselor.

Semicolons Use semicolons to separate two sentences to avoid a run-on sentence. –She wanted to go to the football game; Jeremy was playing quarterback. Use a semicolon before a connecting word and a comma after the connecting word when these words are used between two sentences. The connecting words include nevertheless, however, moreover, therefore, and others. –Jessica was late for class; however, she had a pass from the attendance office. Use semicolons when a series of things are listed which are separated by commas to avoid confusion. –I met with Mrs. Grissom, the principal; Mr. Boedeker, the assistant principal; and Mrs. Harrington, the counselor.

Hyphenated Words Certain words are always hyphenated. – _______________________ –________________________ Compound adjectives used before a noun (but NOT after) –________________(Her eyes are dark green)

Hyphenated Words Certain words are always hyphenated. – anti-American, Anglo-American, trans-Canadian, etc. –great-grandfather, etc. –twenty-seven, etc. –words that start with “self” (self-employed) Compound adjectives used before a noun (but NOT after) –dark-green eyes (Her eyes are dark green)

Dash Use a dash to show a big interruption in thought. –There are many differences aside from the physical ones between men and women.

Dash Use a dash to show a big interruption in thought. –There are many differences—aside from the physical ones—between men and women.