Guide to English Grammar, Slides of Grammar and Composition

Download Guide to English Grammar and more Slides Grammar and Composition in PDF only on Docsity! GUIDE TO ENGLISH GRAMMAR Comma Rules, Subjects and Verbs, Who vs. Whom, Independent and Dependent Clauses, Run-Ons, Comma Splices, and more! Reviewed December 2014 Get on the path to academic success! Part 1: You can navigate to specific sections of this handout by clicking the links below. Locating Subjects: pg. Locating Verbs: pg. Passive vs. Active Voice: pg. Independent and Dependent Clauses: pg. Punctuating Clauses Within Sentences: pg. Who vs. Whom: pg. Comma Rules: pg. Five Fixes for Run-Ons and Comma Splices: pg. Direct and Indirect Objects: pg. 3 4 5 6 7 9 10 14 15 Part 3: Passive vs. Active Voice Verbs can be either passive or active. Consider the following sentences: Of Mice and Men was published in 1937 by John Steinbeck. John Steinbeck published Of Mice and Men in 1937. These two sentences carry the same message, yet they are worded differently. The first sentence, written in passive voice, makes the subject (Of Mice and Men) receive the action of the verb (was published). The second sentence, written in active voice, makes the subject (John Steinbeck) the “doer” of the action (published). Sentences written in active voice are more direct since the subject does the action of the verb. Passive voice, on the other hand, is less preferable since it often omits the subject of the action. The following examples show that passive sentences do not give credit to the subject of the action while active sentences do: The key was lost. [passive] Linda lost the key. [active] The man was struck by lightning. [passive] Lightning struck the man. [active] Students should avoid using passive voice in academic writing; however, when the subject of the action is unknown, obvious, or unimportant, passive voice is acceptable. For example, in scientific lab reports, the passive voice is often used because the subject of the action is unimportant: Participants in the study were asked to record their responses. passive voice The original water level was subtracted from the final amount. passive voice Part 4: Independent and Dependent Clauses Sentences may contain both dependent and independent clauses, but they must always contain at least one independent clause. An independent clause is a group of words with a subject and verb that can stand alone and make sense. For example: Todd ate dinner. We entered the building. I was tired. The storm ended. A dependent clause, on the other hand, is a group of words which may contain both a subject and a verb; however, it cannot stand alone since it depends on the independent clause to give it meaning. In the following examples of dependent clauses, the subjects are in boldface while the verbs are underlined: While Todd ate dinner When we entered the building Because I was tired After the storm ended The words while, when, because, after, and since are all dependent marker words, or words that indicate a dependent clause. Other dependent marker words include: although, as, as if, before, even if, even though, if, in order to, since, though, unless, until, whatever, whenever, whether. Part 5: Punctuating Clauses Within Sentences Compound Sentences: Two or more independent clauses can be connected with a comma and a coordinating conjunction (for, and, nor, but, or, yet, or so). For example: The weather cleared up, and we went to the park. Two independent clauses can also be joined by a semicolon as long as the clauses are closely related: The boy raised his hand; he wanted to ask a question. Conjunctive adverbs can follow semicolons to show relationship between two independent clauses. Examples of conjunctive adverbs include: also, consequently, furthermore, hence, however, in fact, moreover, nevertheless, now, on the other hand, otherwise, soon, therefore, similarly, then, thus. For example: My alarm clock broke; therefore, I missed my first class. Complex Sentences: A sentence containing one independent clause and one dependent clause can be written without any punctuation when the independent clause comes first and the dependent clause comes second: [I watered the plant] [because it was dying.] independent dependent clause clause An exception to this rule is when the dependent clause begins with the words although, though, or even though. These words should have commas before them when the dependent clause comes after the independent clause: John continued playing, even though his mother told him to come inside. Part 7: Comma Rules Rule One Put a comma before coordinating conjunctions (for, and, nor, but, or, yet, so--remember the acronym FANBOYS) only if they connect two independent clauses (a clause that is capable of standing alone as a sentence). independent clause + conjunction + independent clause = comma before conjunction • Jerry picked vegetables, and Bob mowed the lawn. • I did not bring an umbrella in the rain, nor did I wear a raincoat. Rule Two Do not put a comma before coordinating conjunctions (FANBOYS) if they connect an independent clause with a dependent clause (a group of words that cannot stand alone as a sentence). independent clause + conjunction + dependent clause = no comma before conjunction • The teacher scolded the boy for being late and sent him to the office. • We watched the sky and hoped to see a shooting star. Rule Three Put a comma after words, phrases, and clauses in a series. • Dogs, cats, and birds are common household pets. (words) • The hound ran down the hill, through the meadow, and into the forest in pursuit of the rabbit. (prepositional phrases) • When the weather warms up, when the snow is melted, and when the roads are clear, school will be back in session. (three dependent clauses followed by an independent clause) Rule Four Put a comma between coordinate adjectives. (They are coordinate if they sound natural when they are either reversed or joined by and.) • The road dwindled into a rough, narrow path. or • The road dwindled into a narrow and rough path. The comma does not separate adjectives when they sound unnatural when switched or separated by and. • Correct: She gave the teacher a large red apple. • Incorrect: She gave the teacher a red and large apple. Rule Five Set off long introductory dependent clauses and phrases (four or more words) with a comma. These clauses and phrases do not include the subject and verb of the sentence, and they cannot stand alone as complete sentences. • At the beginning of spring, flowers began to bloom. • Although the prices were reduced, they were still absurdly high. • Having finished his homework, the boy was permitted to go outside and play. • Forgetting to set her alarm clock, Ann woke up to find she was three hours late for work. • A studious and hard-working student, Thomas turned in every assignment on time. Commas are optional after introductory word groups that are not four words or more. • During summer we go on vacation. • On Fridays we order pizza. Rule Six If the dependent clause comes after the independent clause, no comma is needed. • We went to the store to buy school supplies since the new school year was about to begin. • English is my favorite subject because I love to read and write. • The boy felt nervous even though he had been to the dentist before. Rule Seven Use commas around nonessential words, phrases, and clauses that interrupt the flow of the sentence. If these words are dropped, the sentence will still make sense and retain its basic meaning. • John, the boy who drives the ice cream truck, is my brother. • John is my brother. (the sentence retains its basic meaning without “the boy who drives the ice cream truck”) • The pillow, soft and fluffy, cushioned my head as I napped on the hammock. • The pillow cushioned my head as I napped on the hammock. (sentence still makes sense, retains basic meaning) Do not use the commas if the clause is essential to the meaning of the sentence and cannot be taken out. • Everyone who does their homework and studies will make an “A.” • Everyone will make an “A.” (meaning is not the same, it is not guaranteed that everyone will make an “A”) • All the apples which were brown and rotted were thrown away. • All the apples were thrown away. (meaning is not the same, not all of the apples will be thrown away) Part 9: Direct and Indirect Objects In a sentence, the subject and verb may be followed by an object. An object is a noun or pronoun that gives meaning to the subject and verb of the sentence. Not all sentences contain objects, but some may contain one or more. There are two kinds of objects within a sentence: direct and indirect objects. A direct object is a noun or pronoun that receives the action of a verb. Daniel fixes computers. direct object Try this technique when determining the location of the direct object in the above sentence: 1) First locate the subject and verb in the sentence. The subject in the above sentence is “Daniel” and the verb is “fixes.” 2) Now ask yourself the questions What? or Whom? about the verb “fixes.” 3) What does the subject, Daniel, fix? Daniel fixes computers. Sometimes a direct object is followed by an indirect object. An indirect object is the noun or pronoun for which the action is done. Daniel fixes computers for his family. indirect object 1) First locate the subject (Daniel) and the verb (fixes). 2) Now ask yourself the questions To Whom? To What? For Whom? or For What? about the subject and verb. 3) For whom does the subject, Daniel, fix computers? Daniel fixes computers for his family. **An indirect object may also come before the direct object: Susan gave me her notes. (To whom did Susan give her notes? me) Fredericksburg Area Campus (540) 891-3017 Locust Grove Campus (540) 423-9148 Barbara J. Fried Center (540) 834-1993 www.germanna.edu/academic-center-for-excellence/