Grammar Guide and Student Tools
Acronym is a word formed from initials and pronounced as a word. When using an
acronym in academic papers, be sure to use the formal spelling of the word first,
followed by the acronym. After you have spelled out the word, you may use the
acronym throughout the rest of the paper. Don’t use periods after each letter.
Active vs. Passive voice- For clear and concise sentence construction consider using the
active voice. APA requires active voice; it is especially important in experimental
reports because it clearly identifies the subject doing the action (Experiments have
been conducted—passive, vs. Researchers at the University of Washington conducted
experiments . . . .—active).
Active voice- when the subject is doing the action. For example: Jane ate the turkey
sandwich. Using the active voice keeps the writing succinct and dynamic. It focuses
attention on the subject.
Passive voice- when the object of the verb becomes the subject. For example: The
turkey sandwich was eaten by Jane. Passive voice keeps the focus on the object of the
verb.
For more information see- http://owl.english.purdue.edu/owl/resource/539/01/
APA
For more information on APA formatting (bullets below) see:
http://owl.english.purdue.edu/owl/resource/560/01/
GENERAL APA GUIDELINES:
“Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11")
with 1" margins on all sides. APA recommends using 12 pt. Times New Roman font.
Include a page header (also known as the "running head") at the top of every page.
To create a page header/running head, insert page numbers flush right. Then type
"TITLE OF YOUR PAPER" in the header flush left using all capital letters.
The running head is a shortened version of your paper's title and cannot exceed 50
characters including spacing and punctuation.”
APA Title Page, according to Purdue OWL:
The title page should contain the title of the paper, the author's name, and the
institutional affiliation. Include the page header flush left with the page number
flush right at the top of the page. Please note that on the title page, your page header
should look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
Major Paper Sections: title page, abstract, main body, references.
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APA In-text documentation In parentheses, include the author, date of
publication, and page # (p. ____)for summaries, paraphrases, and direct quotations.
When introducing the author in the text, follow the name with the date of
publication. For example: “Jones (2009) stated that the fallout of the volcano….”
APA References (list of sources) A complete list of source information used in the
paper should be compiled on a separate page titled References.
APA Reference Entry Format For basic rules and examples, see
http://owl.english.purdue.edu/owl/resource/560/05/
APA Sample Paper See http://owl.english.purdue.edu/owl/resource/560/18/
Apostrophes An apostrophe has 3 uses:
1. To form possessives of nouns (dog’s leash, guest’s suitcase)
2. To show omission of letters in contractions (didn’t, can’t, don’t)
3. To form plurals of lower case letters (mind your p’s and q’s)
For more information and examples, see
http://owl.english.purdue.edu/owl/resource/621/01/
Avoiding Personal References
Avoid using personal references such as "I" or "In my opinion." It is very easy to say
"I feel" or "I think," but this adds little to your essay except a weak argument. If your
sentence reads, I think the Internet is a great source of information, what do the
words I think add? Rather than supplying a reason for the Internet being a great
source of information, the reason given here is “because I think so.”
EDITED VERSION: The Internet is a great source of information because it offers so
many informative websites and articles, and because it is so easy to access.
In addition to providing a weak argument, using "I" also takes the focus off the
subject and places it on you, the writer, which is sometimes desired in creative
writing, but undesirable in an academic essay where the focus is supposed to be on
a specific topic. You can usually recast your sentence in a way that omits personal
references . . . .
(From “10 Steps to Writing an Essay,”
http://www1.aucegypt.edu/academic/writers/language_style.htm)
More Examples:
Personal Reference: I think that dePaola’s use of animals in his pictures enhance the
story because they add humor and charm to Strega Nona’s character.
Revised: Tomie dePaola’s use of animals in his pictures enhances the story because
they add humor and charm to Strega Nona’s character.
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Personal Reference: In my opinion, Katniss is a well-drawn character.
Revised: Katniss is a well-drawn character.
Capitalization Capitalize:
The first word of a sentence
The pronoun I
Proper nouns (specific people, places, organizations, things: John
Wayne, Casa Grande, Golden Gate Bridge, Alcoholics
Anonymous)
Family relationships when used as proper names (“Did you send
Mother a card?”, Aunt Abby, Uncle Rob)
The names of God, specific religious deities and figures, holy books
(God, Moses, Shiva, Buddha, Zeus, the Bible); do not
capitalize non-specific use of the word god (Greek gods)
Titles preceding names (Mr. Smith, Mrs. Jones, Mayor Hadley)
Days of the week, months of the year, holidays
Countries, nationalities, languages
Parts of the country (the South, the Southwest, the East)
The first word in a sentence that is a direct quote (He said, “Let’s go!”)
Major words in titles of books, articles, songs, movies (Hunger Games,
The Catcher in the Rye)
Periods and events (the Great Depression, the Victorian Era)
Trademarks (Coke, Pepsi, IBM)
For more information on capitalization see
http://owl.english.purdue.edu/owl/resource/592/1/
Citing Sources MLA format is generally for the humanities: art, history, literature, English,
languages, etc. APA format, on the other hand, is for the sciences: biology,
agriculture, chemistry, nursing, education, psychology, sociology, etc. Always ask
your instructor what format he/she wants you to use on assignments.
If you are using the CAC Library Online, look out for the citation tool, usually
located at the top, at the right margin, or at the bottom. Choose MLA or APA, and the
citation is provided for you. You then copy/paste the citation onto your document.
Remember that when copy/pasting, the format will be altered, so you must tweak it
so that the margins and spacing are correct.
Here are 2 helpful, user-friendly sites for citing sources:
http://www.bibme.org/
http://citationmachine.net/index2.php
On both of these sites, you will be providing the necessary information, and the
citation will be created for you. You then copy/paste the citation onto your
document. Remember, when copy/pasting, the format (hanging margin, spacing)
will be altered, so you must tweak it! It is never OK to simply copy/paste an URL for
Grammar Guide and Student Tools
a website—your web source must be put in MLA or APA format, just as a print
source would be.
Clauses
Independent An independent clause contains a subject, verb, and a complete
thought (I was late to my appointment.)
Dependent A dependent clause has a subject and a verb, but it does not have a
complete thought; it cannot be a sentence (Because my alarm clock did not work.)
For further information, see
http://owl.english.purdue.edu/handouts/grammar/g_clause.html
Colons :
There are four rules to using colons.
1) Use a colon before a list (There are three ways to travel: by land, by sea, and by
air.)
2) Use a colon before a long quotation at least five lines or more.
3) Use a colon after an independent clause, and before an independent clause
explaining the previous clause (John has a serious problem: he does not know how to
relax.)
4) Use a colon after the salutation of a business letter. For further information, see
http://owl.english.purdue.edu/handouts/grammar/g_overvw.html
Do not use a colon directly after a verb (such as a form of be or include), a
preposition, or such as.
Do not use a colon after for example, especially, or including.
Commas Common Uses http://owl.english.purdue.edu/owl/resource/607/01/
Comma before coordinating conjunctions Place a comma before the
coordinating conjunction separating two independent clauses. For example, I love
vanilla ice-cream, but I don’t like chocolate ice cream.”
Comma use after a dependent or subordinating clause- For example, Although it
is cold out, I love walking.” Do not use a comma if the subordinating clause follows an
independent clause (I love walking although it is cold outside).
Comma use after non-essential information Non-essential information can take
the form of interrupting words, and expressions, words of direct address or words
and phrases that provide information. To check, see if you can eliminate the
information, and if the sentence still makes sense, it is nonessential information. Use
a comma before and after nonessential information. For example, Pat Conroy, who is
a writer, is my neighbor.
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Comma use between items in a series Use commas to separate three or more
words, phrases, or clauses written in a series. For example, I eat bananas, oatmeal,
toast, and juice for breakfast.
Comma use with introductory phrase Use a comma after an introductory word,
phrase, or clause. For example, Yes, I have finished my homework. After the work, we
will play. If you are happy, clap your hands.
Comma use with quotations Use a comma to set off a direct quotation. For
example, Dr. Martin Luther King said, “I have a dream.”
Comma use with letters Use a comma after the salutation of a letter and at the
end of the letter; for example, Dear Professor Smith, Sincerely yours, John.
Comma use with geographical names, items in dates (except month and day),
addresses (except street number and name), and titles in names (Jane Smith,
M.D.)
Commonly Confused Words
your=possessive
you’re=you are
to= a preposition
two=2
too=adverb meaning also or extremely
there=adverb, a place
their=possessive
they’re=they are
accept=receive
except=excluding, but
affect=verb, to act on or impress effect=noun, result or consequence
a lot=2 words, many
alot=1 word, incorrect
it’s=it is
its=possessive
For more examples, see
http://writing2.richmond.edu/writing/wweb/conford.html#alot
Conjunctions
Coordinating conjunctions can link nouns, verbs, adjectives, prepositional phrases
and complete ideas. They can be identified by the acronym FANBOY: for, and, nor,
but, or, yet. When used to link complete ideas (independent clauses) they are
preceded by a comma. I don’t like ice-cream, but I love cookies.
Subordinating conjunctions can link ideas making one of the ideas subordinate or
dependent on the other idea in order to make sense (creating a subordinating or
dependent clause). Some examples of subordinating conjunctions are: after, as long
as, before, so that, unless, although. A comma needs to follow a subordinating or
dependent clause before an independent clause (After I rushed to get there, I had to
wait in line.)
Correlative conjunctions work just like coordinating conjunctions, but in pairs.
When you use one, you must use its partner in order to create proper parallel
structure in your sentence. Here is the complete list of correlative conjunctions:
both…and, either…or, neither…nor, not only…but also, whether… or.
Grammar Guide and Student Tools
Dangling Modifier A modifier is a word that gives more information about the subject,
verb or object in a clause. A dangling modifier is a word or phrase that describes
something that has been left out of the sentence. To fix a dangling modifier, make
sure you name the doer of the action. For example, Having arrived late for practice,
a written excuse was needed is revised as Having arrived late for practice, the team
captain needed a written excuse. For further information, see
http://owl.english.purdue.edu/owl/resource/597/1/
Dash Dashes are used to set off or emphasize the content enclosed within dashes, or what
follows a dash. Example: Her job—we all know that she likes to keep busy!—was to
tend the children while the parents attended church. Dashes can be used to set off an
explanatory phrase, or one that already has commas. Example: The cousins—Tina,
Todd, and Sam—arrived at the party together. Dashes can be used for a change of
topic or structure: This is very important—are you listening to me? For further
information, see http://owl.english.purdue.edu/owl/resource/566/01/
Dialogue Proper formatting for dialogue paragraphs
A new paragraph is required every time a new person speaks. For example,
“My mother is not in New Jersey.”
“Yes she is; I saw her last week.”
“How do you know it was her?”
“She was wearing the locket.”
Due To
Due to means "caused by." It should be used only if it can be substituted with
"caused by." It is not the same as "because of."
Incorrect: The game was postponed due to rain.
Correct: The game was postponed because of rain.
Correct: The game's postponement was due to rain.
The wordy expression due to the fact that should be replaced by because or since.
http://englishplus.com/grammar/00000208.htm
Ellipses An ellipsis is a series of three points with spaces between them (. . .) inserted into
a quotation to indicate the omission of material from the original quotation. For
more information, see
http://grammar.ccc.commnet.edu/grammar/marks/ellipsis.htm
End marks at the end of sentences consist of a period, exclamation mark, or question
mark. You may only use one end mark at the end of the sentence. For further
information, see
http://owl.english.purdue.edu/engagement/index.php?category_id=3&sub_categor
y_id=7
Fragments A sentence fragment is a group of words that does not express a complete
thought. Most often, a fragment is missing a subject, a verb, or both (The leaves on
the tree, Running around in circles). Other times, a fragment may have a subject and
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a verb, but still does not express a complete thought (Because I dropped the ball).
For further information, see http://owl.english.purdue.edu/owl/resource/620/1/
Hyphens Use hyphens to connect compound words such as ice-cream, son-in-law. For
further information, see http://owl.english.purdue.edu/owl/resource/576/1/
It’s or its Its and it's are not the same word. It's is a contraction for "it is," while its is a
possessive pronoun meaning "belonging to it." It's raining out= It is raining out. The
dog chewed its bone shows that the bone belongs to the dog. A simple way to
remember this rule is the fact that you don't use an apostrophe for the possessives
his or her, so you don't use an apostrophe with its either.
MLA For more general information, see
http://owl.english.purdue.edu/owl/resource/747/01/
MLA Formatting first page
According to the Purdue Owl: “In the upper left-hand corner of the first page, list
your name, your instructor's name, the course, and the date. Again, be sure to use
double-spaced text.
Double space again and center the title. Do not underline, italicize, [bold] or place
your title in quotation marks; write the title in Title Case (standard capitalization),
not in all capital letters.” For more information see
http://owl.english.purdue.edu/owl/resource/747/01/
MLA Citing Indirect Sources
According to OWL at Purdue, “Sometimes you may have to use an indirect source.
An indirect source is a source cited in another source. For such indirect quotations,
use "qtd. in" to indicate the source you actually consulted. For example:
Ravitch argues that high schools are pressured to act as "social service centers, and
they don't do that well" (qtd. in Weisman 259).
Note that, in most cases, a responsible researcher will attempt to find the original
source, rather than citing an indirect source.” For more information, see
http://owl.english.purdue.edu/owl/resource/747/02/
MLA In-text Citations
According to OWL at Purdue, “MLA format follows the author-page method of intext citation. This means that the author's last name and the page number(s) from
which the quotation or paraphrase is taken must appear in the text, and a complete
reference should appear on your Works Cited page. The author's name may appear
either in the sentence itself or in parentheses following the quotation or paraphrase,
but the page number(s) should always appear in the parentheses, not in the text of
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your sentence.” For more information and many examples see
http://owl.english.purdue.edu/owl/resource/747/02/
MLA In-text citation-punctuation in quotes
According to Owl at Purdue, “Punctuation marks such as periods, commas, and
semicolons should appear after the parenthetical citation. Question marks and
exclamation points should appear within the quotation marks if they are a part of
the quoted passage, but after the parenthetical citation if they are a part of your
text.” For more information see:
http://owl.english.purdue.edu/owl/resource/747/03/
MLA Long Quotations formatting
According to OWL at Purdue, “For quotations that extend to more than four lines of
verse or prose, place quotations in a free-standing block of text and omit quotation
marks. Start the quotation on a new line, with the entire quote indented one inch
from the left margin; maintain double-spacing. Only indent the first line of the
quotation by a half inch if you are citing multiple paragraphs. Your parenthetical
citation should come after the closing punctuation mark. When quoting verse,
maintain original line breaks. You should maintain double-spacing throughout your
essay.” For more information, see
http://owl.english.purdue.edu/owl/resource/747/03/
MLA Works Cited: specific information.
Publication Medium
According to Owl at Purdue, “Every entry receives a medium of publication marker.
Most entries will be listed as Print or Web, but other possibilities include
Performance, DVD, or TV. Most of these markers will appear at the end of entries;
however, markers for Web sources are followed by the date of access.” For further
information see http://owl.english.purdue.edu/owl/resource/557/15/
New Abbreviations
According to Owl at Purdue, “Many web source entries now require a
publisher name, a date of publication, and/or page numbers. When no publisher
name appears on the website, write n.p. for no publisher given. When sites omit a
date of publication, write n.d. for no date. For online journals that appear only online
(no print version) or on databases that do not provide pagination, write n. pag. for
no pagination.” For further information see:
http://owl.english.purdue.edu/owl/resource/557/15/
MLA Complete Sample Paper
http://owl.english.purdue.edu/owl/resource/747/16/
Grammar Guide and Student Tools
Numbers When dealing with numbers, the rule is to spell out single-digit whole numbers.
Use numerals for numbers greater than nine. However, be consistent within a
sentence. For example, if you choose numerals because one of the numbers in the
sentence is greater than nine, use numerals for all numbers in the sentence. If you
choose to spell out numbers because one of the numbers is a single digit, spell out all
numbers in that sentence. For more information see:
http://www.grammarbook.com/default.asp
Paragraph Development/Cohesiveness It is important to organize your explanations in
a logical and orderly manner. The following are some organizational patterns:
1.) Chronological order: This pattern organizes things in the order in which they
occur. This results in a narrative paragraph, usually of details or examples.
2.) Space order: This pattern organizes things according to their placement and
arrangement within a given space. This results in a descriptive paragraph, usually
built out of details.
3.) Order of importance: The topic sentence in this paragraph is followed by
evidence that builds up to the most important point.
4.) Expository support: In this pattern, the topic sentence comes first and is
followed by specific evidence. The points may be arranged in various other patterns,
such as order of importance.
5.) Expository climax: This is the opposite of #4. The data comes first and the
topic sentence at the end.
6.) Compare/contrast: In this pattern, the details either highlight similarities or
distinguish differences.
7.) Definitions: The paragraph may give details or material to define a term
8.) Cause/effect: The paragraph details show either why something happened or
what happened because of some other occurrence.
Inserted from
<http://www.csbsju.edu/writingcenters/handouts/paragraph_development.htm>
Parallel Structure OWL at Purdue describes parallel structure as “using the same pattern
of words to show that two or more ideas have the same level of importance. This can
happen at the word, phrase, or clause level. The usual way to join parallel structures
is with the use of coordinating conjunctions such as ‘and’ or "or.’” Example: I like to
swim, to jog, and hiking (not parallel) becomes I like to swim, to jog, and to hike
(parallel). For further information see
http://owl.english.purdue.edu/owl/resource/623/1/
Parts of Speech The eight parts of speech are: nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions, and interjections. For more information, go to the Online
Writing and Resource Center, located in Blackboard, and click on the tab, Writing
FAQs.
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Possessive Nouns Only nouns can show possession. Rules to create possessive nouns
using apostrophes:
1. Add an apostrophe and an s to singular nouns: dog’s leash, George Washington’s
hat, teacher’s pen.
2. Add an apostrophe after the s with plural nouns ending in s; for example: the
dogs’ leashes, the presidents’ wives, teachers’ meeting.
3. Add an apostrophe and an s with plural nouns not ending in s; for example:
men’s hats.” For further information, see
http://owl.english.purdue.edu/owl/resource/621/01/
Prepositions A preposition links nouns, pronouns, and phrases to other words in a
sentence. Some prepositions are: above, across, below, beneath, through, toward,
near, from, in, by, behind, until, off, since, and down. A sentence should not end with a
preposition. For further information, see
http://owl.english.purdue.edu/owl/resource/594/01/
Quotation Marks Use quotation marks to set off direct quotations and titles of short
works such as poems, songs, stories, and magazine or journal articles. For further
information, see http://owl.english.purdue.edu/owl/resource/577/01/
Run-ons, comma splices, and fused sentences These are all terms for when two
independent clauses are not punctuated correctly. Remember, an independent
clause contains a subject, verb, and a complete thought. To punctuate correctly, you
need to do one of the following:
1) Separate the two independent clauses with a period. For example, She heard the
boy cry he had just fallen off his bike. Revised to: She heard the boy cry. He had just
fallen off his bike.
2) Separate the two independent clauses with a semi-colon.
3) Join the two clauses by a comma, followed by a coordinating conjunction such as
for, and, nor, but, or, yet.
4) Join the two clauses by using a semi-colon with a conjunctive adverb such as
however. For example, He has the chicken pox; however, he is no longer
contagious. For further information, see
http://owl.english.purdue.edu/owl/resource/598/02/
Semi-colon There are three ways to use a semi-colon:
1. Place a semi-colon in between two independent clauses. For example, He has a
fever; I think he has the chicken pox.
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2. Add a semi-colon to join independent clauses when one or both clauses contain a
comma. For example, If you don’t want to play, stay away; if you don’t care, come
and play video games.
3. Use a semi-colon after using a conjunctive adverb. For example, He has the
chicken pox; however, he is no longer contagious. For further information see
http://owl.english.purdue.edu/owl/resource/598/02/
Sentence clarity Strategies for improving sentence clarity can be found at
http://owl.english.purdue.edu/owl/resource/600/01/
Spelling/Spell Check How do you become a better speller without constantly consulting
a dictionary? Here’s a website with some good tips: http://www.wordbuff.com/improve-spelling.html
On Word, a red squiggly line indicates a misspelled word. If you
highlight the word and right click the mouse, a box will open providing spelling
options. You may also click on to the Review tab (at the top of the screen) and look
to the far left. The icon will have a check mark with ABC. Click on the icon, and it will
designate misspelled words with the red squiggly line. Make sure to do a spell check
before turning in your paper 
Split Infinitives An infinitive consists of the word to + a verb; for example, to run, to
write, to buy, to improve—these are all infinitives. A split infinitive is when words
are added between the to and the verb: To boldly go where no man has gone before . .
. . Sometimes this can be confusing, and it should be avoided in academic writing.
APA requires that you avoid all split infinitives. Example:
I like to every now and then watch a scary movie. (incorrect)
Every now and then I like to watch a scary movie. (correct)
For more information, see http://owl.english.purdue.edu/owl/resource/627/03/
Structure, basic essay
Introductory Paragraph In your introductory paragraph, you want to introduce
the subject of your paper. Some introductory paragraphs use anecdotes (stories),
statistics, or quotes from authorities to introduce the subject. The introductory
paragraph should conclude with a thesis: a statement explaining your claim or
argument, and the specific points you will address. A good source that discusses
thesis statements can be found at
http://www.unc.edu/depts/wcweb/handouts/thesis.html
Body Paragraphs The paragraphs following your thesis statement should discuss
the specific points or subtopics outlined in the thesis. Each paragraph should begin
with a sentence that introduces one of the subtopics mentioned in the thesis. Each
paragraph should address one topic, and paragraphs should be organized in a
logical order.
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Conclusion A concluding paragraph ends your paper by summarizing the points
you have made throughout the body of the paper. Your conclusion gives you the
opportunity to reinforce your argument, and leave the reader with a lasting
impression. It is a summary of what you have written, without repeating what you
have already said. A good source that discusses conclusions can be found at
http://www.unc.edu/depts/wcweb/handouts/conclusions.html
Subject /Verb Agreement Verbs must agree in number with the subject of the sentence. A
singular subject must be combined with a singular verb; a plural subject must be
combined with a plural verb. Example: Her friends is at the movies is corrected to
Her friends are at the movies.
Sub/Verb Agreement Rules When the subject is made up of two nouns or
pronouns connected with or, nor, not only, but, or also, the verb will agree with the
noun closest to the verb. When dealing with collective nouns (nouns that describe
groups such as, class or choir) the noun is considered singular (it forms one unit)
and therefore requires the use of the singular form of the verb. Each, everyone,
everybody, someone, somebody, and either are singular. For further information, see
http://owl.english.purdue.edu/owl/resource/599/01/
Thesis Statement A thesis statement is essential in college essay-writing. It tells the
reader the subject of the paper, but it also includes a claim that will then be
supported in the body of the paper. A strong thesis serves as a roadmap for the rest
of the paper. For more information and examples, see
http://owl.english.purdue.edu/owl/resource/545/1
Title A title is the first tool the writer has to capture the attention of the reader. With this
in mind, what ideas do you have for an attention-grabbing title? 
Titles Titles of short works such as poems, songs, and short stories are placed in quotation
marks. Titles of longer works such as books and films are italicized.
Tone and Style In college writing, instructors expect academic vocabulary and tone.
Generally, first and second person (I, me, you, your, etc.) is considered
conversational and not used in academic papers. It is an easy fix. Simply replace the
pronouns with nouns such as people, society, students, consumers, etc. The idea is to
maintain a more formal and objective tone.
Transitions Transitional words and phrases connect one idea to another, one paragraph
to another, and help you develop your ideas logically. Some transitional devices
include: in addition, whereas, on the other hand, although, for the same reason,
nevertheless, etc. For more examples, see
http://owl.english.purdue.edu/owl/resource/574/02/
Using Information from Sources
It is important to note that when writing a paper, you are taking the role of the
expert. Your words are based on research that you have done on the subject. Using
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source information (whether paraphrased or directly quoted) is one way to show
that your point has support. When using source information, it is important to
“sandwich” it between your words. Think of it as a pattern: your thoughts, followed
by the source information, followed by your thoughts, or Writer + Source + Writer.
Example:
Chocolate changes moods (writer). In fact, a study made by Dr. Cheri
Bordeaux, researcher at Central Arizona College, shows those women who
consumed small amounts of chocolate on a daily basis are less likely to complain of
mood swings (source information, paraphrased). She states, “Chocolate makes
people feel good” (source information, quoted) (57). Consuming chocolate is not
just a matter of pleasing the taste buds; there is an emotional and psychological
justification for a chocolate break during the day (writer).
Remember, you are the writer presenting and explaining information, and then
drawing conclusions to make your points. For more information, check out P.I.E.
@http://www.writingcenter.txstate.edu/StudentResources/Handouts/contentParagraph/013/document/PIE+Paragraph.pdf
Verb tense consistency
1).Do not shift from one tense to another if the time frame for each action or state is
the same.
2). Do shift tense to indicate a change in time frame from one action or state to
another.
3). Establish a primary tense for the main discourse, and use occasional shifts to
other tenses to indicate changes in time frame. For more information and examples
see http://owl.english.purdue.edu/owl/resource/601/04/
Verbs For an excellent resource that provides explanations of both regular and irregular
verbs in all their forms, see http://owl.english.purdue.edu/owl/resource/601/01/
Revised May 2012, Sylvia Vega
PLANNING/PREWRITING OUTLINE
Title
I. PARAGRAPH # 1
Grammar Guide and Student Tools
a. Introductory Sentence – tells the reader what your paper is
all about
i. Detail # 1 (mention)
ii. Detail # 2 (mention)
iii. Detail # 3 (mention)
iv. Detail # 4 (mention)
b. Thesis Statement – tells the reader what your position is on
the topic; the details of your essay should support your thesis
statement
II. PARAGRAPH # 2
a. Detail # 1 ( topic sentence)
i. Explain
ii. Explain
iii. Explain
III. PARAGRAPH # 3
a. Detail # 2 (topic sentence; use transitional words/phrases)
i. Explain
ii. Explain
iii. Explain
IV. PARAGRAPH # 4
Grammar Guide and Student Tools
a. Detail # 3 (topic sentence; use transitional words/phrases)
i. Explain
ii. Explain
iii. Explain
V. PARAGRAPH # 5
a. Detail # 4 (topic sentence; use transitional words/phrases)
i. Explain
ii. Explain
iii. Explain
VI. PARAGRAPH # 6
a. CONCLUSION (restates the thesis statement)
i. Summarize main ideas (details 1-4)
ii. Restate thesis statement