Grammar
Packet
English Language Arts
Fall 2014
Name: _________________________________
1
Lesson #1: Titles
Rules (see textbook p.974-975)
Use quotation marks for:
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Use italics/underline for:
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Example
When should you italicize a title?
When should you underline a title?
Notes:
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Lesson #1: Titles
Complete Exercise 8 on textbook page 974-975. Rewrite the titles correctly.
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Notes:
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Lesson #2: Quotations & Apostrophes
Rules (see textbook p.971-974)
 An apostrophe is used to form the possessive of a singular noun.
Example:
 To form the possessive of a plural noun that ends in –s, add an apostrophe only.
Example:
 Use an apostrophe in contractions to show where letters have been omitted.
Example:
 Use an apostrophe to show the omission of figures in a date.
Example:
Complete Exercise 7 on textbook page 972. Rewrite each word that has an error
in apostrophe usage. If the word is correct, write correct.
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Notes:
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Lesson #2: Quotations & Apostrophes
Rules
 Use quotation marks to begin and end a direct quotation.
Example:

Put quotation marks and exclamation points inside the quotation marks if they
are part of the quotation. Put question marks and exclamation points outside the
quotation marks if they are not part of the quotation. Put commas and periods
inside the quotation marks.
Example:
 Enclose both parts of a divided quotation in quotation marks.
Example:
 In punctuating dialogue, begin a new paragraph to indicate a new speaker.
Example:
Notes:
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Lesson #2: Quotations & Apostrophes
Complete Exercise 8 on textbook page 974-975. Rewrite the sentences adding
quotation marks belong. If a sentence has no errors, write correct.
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Notes:
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Lesson #3: Semi-Colon, Colons, & Hyphens
Use a semi-colon when (p. 969-971):
 separating items in a series if one or more of these items contains commas
Example:

joining parts of a compound sentence if no coordinating conjunction is used
Example:

before a conjunctive adverb
Example:
Use a colon when (p. 969-971):
 introducing a list of items
Example:

introducing a long quotation
Example:

between two independent clauses when the second clause explains the first
Example:

using a greeting in a formal letter
Example:
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between numbers showing hours and minutes
Example:
Use a hyphen when (p. 969-971):
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between syllables divided at the end of a line
Example:

in fractions
Example:
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in compound numbers (example: twenty-one)
Example:
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in certain compound nouns (example: drive-in movie)
Example:
Notes:
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Lesson #3: Semi-Colon, Colons, & Hyphens
Complete Exercise 6 on textbook page 971. Rewrite the sentences adding the
appropriate punctuation.
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Notes:
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Lesson #4: Commas & End Marks
Rules (p. 962-969):
Use a comma when/for…
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Example
Use a period when/for…
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Example
Use a question mark when/for…
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Example
Use an exclamation point when/for…
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Example
Notes:
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Lesson #4: Commas & End Marks
Complete Exercise 6 on textbook page 963-964. Rewrite the sentences adding the
appropriate punctuation.
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Notes:
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Lesson #5: Capitalization
Rules (see textbook p.956-961)
•
Capital letters call attention to important, meaningful words.
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Capital letters distinguish general nouns from specific ones.
Use a capital letter for:
Example
Notes:
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Lesson #5: Capitalization
Complete Exercise 8 on textbook page 974-975. Indicate what word or words
should be capitalized.
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Notes:
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Lesson #6: Run-on and Fragmented Sentences
Rules

Avoid using run-on and fragmented sentences in your writing.
A run-on sentence is two or more sentences written as one sentence.
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Run-on: The flood victims were rescued they were taken to a shelter.
Sentence: The flood victims were rescued. They were taken to a shelter.
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Run-on: The barn needed repairs, it finally collapsed.
Sentence: The barn needed repairs. It finally collapsed
Using a comma (instead of a period) to connect two separate thoughts is called a comma splice. A
sentence with a comma splice is the same as a run-on sentence.
YOUR TURN:
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
Run-on: I love going to English class, I enjoy learning about grammar.
Sentence: _______________________________________________________
A fragmented sentence is group of words that does not express a complete thought.
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Fragment: Onto the stage.
Sentence: The winner ran onto the stage.
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Fragment: Described the homework assignment.
Sentence: The teacher described the homework assignment.
YOUR TURN:
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Fragment: Reading my SSR book.
Sentence: _______________________________________________________
Notes:
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Lesson #6: Run-on and Fragmented Sentences
Complete the exercise below. First, determine if the sentence is a fragment (F),
run-on (R), or a complete sentence (S). Circle your choice. Next, re-write the
sentence in its correct form. If the sentence is already correct, do not rewrite it.
F
R
C
1. Arielle loves the library, she welcomes the quiet.
______________________________________________________________________
F
R
C
2. After being in the noisy halls and cafeteria.
______________________________________________________________________
F
R
C
3. Leisurely browsing through numerous magazines.
______________________________________________________________________
F
R
C
4. Sometimes she studies with friends.
______________________________________________________________________
F
R
C
5. Read twenty books last year.
______________________________________________________________________
F
R
C
6. Often recommended by friends.
______________________________________________________________________
F
R
C
7. She enjoys science fiction, she likes Ray Bradbury’s works.
______________________________________________________________________
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Lesson #7: Dangling and Misplaced Modifiers
Rules

Dangling Modifiers are words or phrases that do not have a clear term to
modify in a sentence. Often, they can be found at the beginning of sentences,
though they can also appear at a sentence’s end. They frequently include an –
ing word (gerund) and to + verb (infinitive) phrase near the start of a sentence.
o Dangling Modifier: At the age of six, my mother sang hymns to me.
o Correction: When I was six, my mother sang hymns to me.

Misplaced Modifiers are words or phrases that do not clearly point to the word
or phrase they modify, in this way obscuring meaning.
o Misplaced Modifier: We were told at midnight the concert would begin.
o Correction: We were told the concert would begin at midnight.
Notes:
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Lesson #7: Dangling and Misplaced Modifiers
Complete the exercise below. In the blank beside each sentence, indicate whether
that sentence contains a dangling modifier (DM) or a misplaced modifier (MM).
Then rewrite the sentence to correct it.
1. The car on the bridge which is green is mine.
2. Expecting confusion, our plans were made.
3. Feeling hot, sweaters were taken off.
4. I showed my dog to the veterinarian with the fleas.
5. Larry told me he was getting married that afternoon at night.
6. This typewriter is used by a secretary with a wide carriage.
7. Swimming out into the sea, the current grew stronger.
8. Walking along the bridge, a ship suddenly appeared.
9. The Honda was stalled on the road out of oil.
10. He kept a black book of all the girls he had dated in his desk.
11. On entering the room, the messages are easily seen.
12. While at the park, the sun shone brightly on the sunbathers.
13. Mary should jump at whatever is demanded quickly.
14. He kept all his medicine in the medicine cabinet that had been prescribed for him.
15. When only a baby, Mom took me scuba diving.
Notes:
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