ENGLISH 101
Professor Jennifer Martin
*Students: You are responsible for knowing all of the material
in this PowerPoint and you will be quizzed on this information.
It is recommended that you print a copy of this PPT to study.
Material on English Quiz #1
Avoiding Sentence Errors
Review the Eight Parts of Speech
1.
2.
3.
4.
5.
6.
7.
8.
Nouns, pp. 440-441
Pronouns, pp. 441-442
Verbs, pp. 442-443
Adjective, pp. 444-445
Adverbs, pp. 445-446
Prepositions, p. 447
Conjunctions, pp. 447-448
Interjections, pp. 448-449
What is a sentence?
• A sentence starts with a capital letter and finishes
with a period, question mark, or exclamation
point.
• A sentence contains at least one independent
clause and makes complete sense on its own.
• A sentence must contain both a subject and a
predicate (contains the verb), and may also
contain objects, complements, modifiers,
appositives and phrases.
See pages 449-457
What is a clause?
See pages 457-461
• A clause is a group of words with both a
subject and a predicate. Clauses are either
independent (main) clauses, or dependent
(subordinate) clauses.
– An independent clause contains a subject and a
predicate and can stand alone as a sentence.
– A dependent clause contains a subject and a
predicate but cannot stand alone as a sentence.
Sentence Types
See pages 461-436
There are four sentence types:
1. Simple sentences: Comprised of one main clause (independent clause)
that contains at least one subject and at least one verb.
–
–
2.
Compound sentences: Comprised of two independent clauses connected
with a comma and a coordinating conjunction or a semicolon.
–
–
3.
Example: I went to the library, but I forgot my library card.
Example: I went to the library; however, the librarian could not help me.
Complex sentences: Comprised of one independent clause and one
dependent clause (note, dependent clauses usually begin with
subordinating conjunctions—a.k.a. “dependent words”)
–
–
4.
Example: I went to the library on Tuesday.
Example: Sam and Tia went to the library and studied.
Example: I went to the library because I needed a quiet place to study.
Example: Since my house was so noisy, I went to the library to study.
Compound-complex sentences: Comprised of two independent clauses
and at least one dependent clause.
–
Example: Because my paper is due in two days, I am going to the library to
work on it, and I am not coming home until it’s finished.
*Tip: You must really know how to define these for Quiz #1
Coordinating Conjunctions
(a.k.a. FANBOYS)
•
•
•
•
•
•
•
For
And
Nor
But
Or
Yet
So
Use a comma before these conjunctions
only when the conjunction separates
two independent clauses.
– Example: Rose is only a child, but she is really
intelligent.
– Example: John hit a homerun, so the team
went out for pizza to celebrate.
– Example: I like peanut butter and jelly.
(no comma needed in this sentence)
Subordinating Conjunctions
(a.k.a. dependent words)
•
•
•
•
•
•
•
•
After
•
Although •
As
•
Because
•
When
•
Where
•
Even though •
Whether or •
not
•
• Since
•
• Unless
• So
Though
Until
Before
Whenever
Wherever
Whereas
While
That
Once
If
These conjunctions are usually
begin dependant clauses. If the
dependent clause comes at the
beginning of the sentence, then
it requires a comma to set it
apart from the rest of the
sentence.
–Example: Even though Rose is a
child, she is really intelligent.
But, if the dependent clause
comes at the end of the
sentence, then it typically does
not require a comma.
–Example: Rose is intelligent even
though she is only a child.
Avoiding Sentence Errors: Fragments
A fragment is an incomplete sentence because it doesn’t
contain an independent clause. A fragment is merely an
unattached phrase or dependent clause. A fragment may
lack either a subject, a verb, or both; in any case, it
DOES NOT EXPRESS A COMPLETE THOUGHT.
–
–
–
–
Walked across campus. [Lacks a subject]
The car next to the fence. [Lacks a verb]
Alert and ready. [Lacks a subject and verb]
While I was waiting in line. [Dependent clause]
See pages
527-537
How to spot a fragment
• Does the sentence have a verb?
• Does the sentence have a subject?
– The bookstore opens at eight o’clock.
• Does the sentence begin with a subordinating conjunction (such as after,
although, as, because, however, since or that)? If so, it must be attached to
an independent clause to form a complete sentence.
– While I waited for the train.
– While I waiting for the train, I saw Robert DeNiro.
• Does the sentence begin with a relative pronoun (that, what, whatever,
which, who, whom, whose)? If so, it must form a question or be attached to
an independent clause to form a complete sentence.
– Who lost the keys.
– I am looking for the person who lost the keys.
– Who lost the keys?
• Does it begin with a coordinating conjunction (FANBOYS)? If so, it must be
attached to an independent clause to form a complete sentence.
– The dog saw the mail carrier. And barked ferociously.
– The dog saw the mail carrier and barked ferociously.
Correcting Fragments
There are several ways to correct a fragment:
1. Attach the fragment to an independent clause. Often,
this means attaching it to a sentence that comes either
before or after the fragment.
– I did not finish the book. Because I found it boring.
– I did not finish the book because I found it boring.
2. Remove the subordinating conjunction or relative
pronoun and let it stand alone as its own complete
sentence:
– I did not finish the book. I found it boring.
3. Add the missing subject or verb or both:
– Started complaining loudly. [Who? Missing subject]
– The angry patient started complaining loudly.
Avoiding Sentence Errors:
Run-On Sentences and Comma Splices
• A run-on sentence contains two independent clauses that
are not separated by any punctuation or a coordinating
conjunction (FANBOYS).
– RUN ON: We watched the football game we ordered pizza.
– CORRECTED SENTENCE: We watched the football game, and
then we ordered pizza.
• A comma splice contains two independent clauses joined
only by a comma (the coordinating conjunction is missing). A
comma by itself cannot join two independent clauses.
– COMMA SPLICE: The average person watches 15 hours of
television per week, I watch only two hours of television per
week.
– CORRECTED SENTENCE: The average person watches 15 hours of
television per week, but I watch only two hours of television per
week.
How to Correct Run-on Sentences
& Comma Splices
1.
Create two separate sentences:
– RUN ON: We went for a walk in the woods we saw the leaves turning red and
brown.
– CORRECTED SENTENCE: We went for a walk in the woods. We saw the leaves
turning red and brown.
2.
Use a semicolon:
– RUN ON: It is unlikely taxes will increase this year citizens expressed their
opposition.
– CORRECTED SENTENCE: It is unlikely taxes will increase this year; citizens
expressed their opposition.
3.
Insert a comma and a coordinating conjunction (FANBOYS):
– RUN ON: Americans are changing their eating habits they still eat too much red
meat.
– CORRECTED SENTENCE: Americans are changing their eating habits, but they still
eat too much red meat.
4.
Make one clause subordinate to the other:
– RUN ON: I left the store I shut off the light.
– CORRECTED SENTENCE: Before I left the store, I shut off the lights.
Practice
with these
methods:
Ex. 34-1 &
Ex. 34-2
Avoiding Sentence Errors: Word Choice
AVOID ANNOUNCEMENTS
Avoid: In this paper, I will discuss . . . It is my opinion that . . . I believe . . . I will show . . .
AVOID “BEING AS” AND “BEING THAT”
Avoid: Being that final exams are next week, I must take off from work to study.
Instead use: Since final exams are next week, I must take off from work to study.
DO NOT USE “OF” TO MEAN “HAVE”
Avoid: He could of gone home with me.
Instead use: He could have gone home with me.
DO NOT USE “ETC.” OR “SO FORTH” TO SUGGEST YOU HAVE MORE TO SAY
Avoid: To class, I brought pens, my notebook, my textbook, etc.
Instead use: To class, I brought pens, my notebook, my textbook, highlighters, and a pocket dictionary.
AVOID REFERREING TO PEOPLE WITH THE RELATIVE PRONOUNS “WHICH” AND “THAT;” INSTEAD USE
“WHO” OR “WHOM”
Avoid: Donna is the woman that won the contest
Instead use: Donna is the woman who won the contest
AVOID DOUBLE-NEGATIVES UNLESS YOU WANT TO EXPRESS A POSITIVE
Avoid: She can’t hardly wait for class to end. (This sentence means she can wait)
Instead use: She can hardly wait for class to end. OR She can’t wait for class to end.
Commonly Confused Words
it’s its
• It’s is the contraction of it is or it has: It’s unfair to accuse Lee of lying without proof.
• Its is a possessive pronoun: The dog buried its bone.
than, then
• Than is used for comparisons: The car I bought is more fuel efficient than yours.
• Then is a time reference; it also means “next”: I went to class, and then I went to the library.
there, their, they’re
• There indicates place: I thought my car was parked there.
• There is also a sentence opener: There are 12 people going on the ski trip.
• Their is a possessive pronoun: Children rarely appreciate what their parents do for them.
• They’re is a contraction of they are: Lyla and Jim said they’re coming.
to, too, two
• To means “toward,” and it is also used with a verb to form the infinitive: Kathleen saved enough
money to go to Italy.
• Too means “also”: The children wanted to go too.
• Too also means “overly”: When the curtain went up, I was too frightened to say my lines.
• Two is the number: Lenny gets along with his two roommates.
whose, who’s
• Whose is the possessive form of who: Whose books are on the kitchen table?
• Who’s is the contraction of who is and who has: Who’s been in the cookie jar?
your, you’re
• Your is the possessive form of you: Your car is parked in a tow-away zone.
• You’re is the contraction of you are: Let me know when you’re coming.
Using Pronouns Correctly (see Ch. 30)
Pronouns are substitutes for nouns. Using pronouns helps writers and speakers avoid
monotonous repetition.
–
–
Avoid: Jane went to Lisa’s house. Jane goes to Lisa’s house every day after class.
Correction: Jane went to Lisa’s house. She goes there every day after class.
The noun that a pronoun replaces is called an antecedent. Pronouns must agree with
their antecedents in gender and number.
–
–
–
–
John lost his textbook.
John and Tabitha lost their textbooks.
The students studied their notes.
Anyone who finishes his or her essay may leave early.
Who or what a pronoun refers to should be clear to avoid pronoun reference errors
–
–
Avoid: When I threw my cell phone at the window, I broke it. (what broke, the cell phone or
the window?)
Correction: When I threw my cell phone at the window, I broke my phone.
Unstated reference occurs when a pronoun does not have antecedent to refer to.
–
–
–
–
Avoid: When I arrived at the office, they said my appointment was cancelled.
Correction: When I arrived at the office, the receptionist said my appointment was
cancelled.
Avoid: Carla is very ambitious; it causes her to work 60 hours per week.
Correction: Carla is very ambitious. Her ambition causes her to work 60 hours per week.
Use of Third-Person Pronouns
in Academic Writing
First-Person
Pronouns
Second-Person
Pronouns*
Third-Person
Pronouns
(use when you are
referring to yourself)
(use when you are
speaking to your readers
directly)
(use when you are
referring to other
people/things)
I, we, me, us, my, mine,
our, ours
You, your, yours
He, she, it, they, his, him,
her, hers, its, their, theirs,
them
*Do not use in your essays
Avoid: Time management is important so you have
enough time to study. You need to be well-prepared for
tests.
Corrected: Time management is important so college
students have enough time to study. They need to be
well-prepared for tests.
Generally, use third-person
pronouns in academic writing
Avoiding Errors With Verbs:
Don’t Shift Verb Tense
Past
Present
Future
She said
She says
She will say
She saw
She sees
She will see
They went
They go
They will go
• Pick a tense and be
consistent throughout
your entire essay (past
or present tend to work
best)
Inconsistent Tense: Last year, I aced all of my classes and am on the Dean’s List.
Corrected: Last year, I aced all of my classes and got on the Dean’s List.
Material on English Quiz #2
Essay Structure
Use the writing process to write
clear, well-organized, and
correct essays
Step
1:
Planning
(generate
and organize
ideas)
Step
2:
Drafting
(write a first
draft)
Step
3:
Revising
(write a
second, third
draft, etc.)
Step
4:
Editing and
Proofreading
(make it A+
quality!)
Essay Structure
Introductory
Paragraph
• Capture readers’ attention (“Hook”)
• Provide background info
• State THESIS
First Body
Paragraph
• Topic sentence (1st point of thesis)
• Major/minor supporting details
Second Body
Paragraph
• Topic sentence (2nd point of thesis)
• Major/minor supporting details
Third Body
Paragraph
• Topic sentence (3rd point of thesis)
• Major/minor supporting details
Conclusion
Paragraph
• Summarize thesis and main supporting points
• Provide additional insight on topic
Types of Professors
I was day-dreaming in my English class one day about the various types of professors I’ve
had since I started at Salem Community College. Some of my professors have been down-right
boring, whereas others have been really lively and interesting. Some have also been easy graders,
while others have been so tough that I had to study around the clock just to get a “C” in their class.
When it comes down to it, I can basically categorize all the professors I’ve had at SCC into the
following types: those who give easy A’s, those who are challenging, and those who are
impossible to please.
First of all, I’ve had several professors who gave easy-A’s. For instance, during my first
semester here at SCC, I took Math 092 with Professor Smith. He was so laid-back and carefree that
he barely taught his classes. He would lecture for five, ten minutes maybe, and then let his whole
class leave early. Mr. Smith rarely assigned homework and when he did, he never collected it or
checked it the next day. Then, on test days, Mr. Smith would give us most of the answers. Acing his
course was so easy. I also had another easy professor during my first semester—Dr. Allen. I took
Dr. Allen’s sociology class, and just as long as I participated in class discussions, I was guaranteed an
A.
The second kind of professor that I’ve encountered at SCC is the challenging type.
Challenging professors are the ones who make you do a lot of work both in and out of the
classroom. I had one particularly challenging professor last spring. Her name is Mrs. Lee and she
teaches biology. Professor Lee expects all of her students to read at least three chapters of the
textbook every night and she gives quizzes every other class session. Even though, I didn’t like all
the work that I had to do in Mrs. Lee’s class, I can say that I learned a ton from her. Actually, I
learned so much in Mrs. Lee’s biology class that the anatomy and physiology class that I am taking
this semester is a breeze.
In addition to professors who give easy-A’s and those who are challenging, there is a third
kind of professors that I’ve encountered here at SCC, and they are the ones who are impossible to
please. One such professor, Dr. Smith, teaches history. I took Dr. Smith’s class last semester and it
was beyond hard. One of Dr. Smith’s requirements is that his students write a fifteen-page paper on
the American Revolution. I worked on that assignment for three weeks, and when I finished, my
paper was seventeen pages long; however, I only earned a C-. In addition, the final exam in Dr.
Smith’s class was the hardest test that I’ve ever taken. It included over 150 multiple-choice
questions and three short essay questions. Despite the fact that I studied for this final exam for
really hard, I only got a 78%.
I know I haven’t taken every professor here at SCC, but I am willing to bet that they can all
be categorized into the groups I mentioned above. Regardless of which types of professors I have
this year or next, I know they will all help me get one step closer to graduation.
Thesis
Topic
Sentences
Transitions
Conclusion
Writing your thesis statement
(See textbook, 5E)
• Your thesis is your main point of your essay.
• Your thesis should be a single, clear, and
complete sentence that states your topic and
your position on your topic.
– Example: Playing on a college sports team has
many advantages but also several drawbacks.
• Your thesis cannot be a question.
• Your thesis should not be an announcement.
– Example: In this essay, I will discuss the
advantages and disadvantages of playing sports in
college.
Three Functions of Introductory Paragraphs
1. “Hook”
reader—
capture
reader’s
attention
2. Provide
background
information on
your topic
3. State your
thesis
Did you know that a common plant is
considered illegal in America? The
marijuana plant is grown, dried, and
smoked by many, yet this plant is
considered an illegal drug. However,
marijuana is not as dangerous or addictive
as alcohol and tobacco, which are legal
drugs. It costs the United States millions of
dollars to prosecute and detail people who
grow and possess marijuana when the
government could instead make money by
taxing the substance. The argument for the
legalization of marijuana is a strong one
and all Americans should support a law
that would take this action.
Techniques for Writing “Hooks” for
Introductory Paragraphs
Ask a
provocative
question
What would you do if you were sound asleep
and woke to find a burglar in your bedroom?
State a
startling fact
or statistic
Every seven minutes someone dies from
alcoholism.
Begin with a
story or
example
It was 7:00am on March 1st when I went into
labor with my first child. I was only sixteen years
old and terrified of becoming a parent. . . .
Use a
quotation
Gandhi famously said, “if everyone lived by the
premise of an eye for an eye, then the world would
be blind.”
See more
examples on pp.
86-87
Body Paragraphs
• The body paragraphs of your essay is where you will provide
evidence to support your thesis.
• You may choose to include any of the following types of evidence in
your body paragraphs: facts, reasons, examples, definitions,
descriptions, effects, and statistics and direct quotations from
source material.
• Each body paragraph must begin with a clear topic sentence that
supports the thesis.
– Example: The first advantage of playing sports in college is the
opportunity for scholarships. (This paragraph would then detail—
provide evidence—how an opportunity for scholarships can be an
advantage.)
• Often, writers like to begin their body paragraph topic sentences
with transition words and phrases:
– First of all, . . .
– In addition, . . .
– A second consideration is . . .
In the first place, . . .
Another reason why . . .
A final example of . . . is . . .
Concluding Paragraph
• The final, concluding paragraph of your essay has
two functions: (1) it should emphasize your thesis
statement, and (2) it should draw your essay to a
close.
• Here are a few effective ways to write a conclusion:
1. Restate your thesis (in different words)
2. Summarize your main points
3. Look ahead—consider consequences or outcomes in
the future
4. Suggest a new direction for future thought or action
*See more strategies for writing conclusions on p. 105
Titles
Your title should identify the topic of your essay in
an interesting way. You want to capture your
reader’s attention with your title.
Here are some tips for writing titles:
1. Write a question that your essay answers
Why Change Minimum Wage?
2. Use key words that appear in your thesis
statement
Reasons College Students Drop Out
3. Brainstorm! Write 3 or 4 titles and ask your
friends which one they like best.
Revising your first draft
• Read your first draft slowly and carefully to yourself.
• Underline trouble spots, draw arrows, and write in the
margins to straighten out problems.
• Here are some questions to keep in mind as you revise:
 Is my thesis statement clear?
 Does the body of the essay fully support my thesis statement?
 Does the essay have unity; does every paragraph relate to the
thesis statement?
 Does the essay have coherence; do the paragraphs follow a
logical order?
 Are my topic sentences clear?
 Does each paragraph provide good details, well-chosen
examples, and so on?
 Is the language exact, concise, and fresh?
 Are my sentences varied in length and type?
 Does the essay conclude, not just leave off?
Material on English Quiz #3
MLA Format & Citation Style
(Refer to Ch. 25 in your textbook)
Proper MLA Format
• MLA stands for Modern
Language Association
• MLA format is the
standard for most
academic writing in the
humanities.
• You should always follow
the MLA format
guidelines when writing
papers for this course.
MLA Format Guidelines:
• Essays should be typed in
regular 12-pt. font (e.g.
Times New Roman)
• Essays should be doublespaced
• Essays should have oneinch margins
• Essays should have
standard MLA headings
MLA Headings
Smith 1
Mark Smith
Running header (last
name & page #) on
every page
Mrs. Martin
Student’s name
English 101-01
Professor’s name
September 24, 2013
Course and section
An Argument for the Legalization of Marijuana
*1st
page header is justified to the left. Running header is
justified to the right. All text is double-spaced.
Use one-inch margins.
Date
Title (centered with
1st letter caps)
MLA Parenthetical Citation
• MLA citation is the standard for academic writing.
• Any time you quote or reference information or ideas
that are not your own, you must provide proper
parenthetical citation using the MLA citation rules.
(See your textbook, grammar handbook, and the
Purdue OWL website for complete information on MLA
citation rules.)
http://owl.english.purdue.edu/owl/resource/747/01/
• If you fail to cite your sources or incorrectly cite your
sources, your work will be considered plagiarized and
you will be penalized.
Writing Parenthetical Text Citations
• Introduce source material in the present tense
– Joan Smith agrees . . .
– Another researcher remarks . . .
– According to the American Academy of Pediatrics . . .
• Paraphrase, directly quote, or summarize the source
material
– Joan Smith agrees that corporal punishment is not a
legitimate form of discipline in schools (104).
– Another researcher remarks, “Corporal punishment
teaches children to solve problems with violence” (Hayes
20).
– According to the American Academy of Pediatrics, all
corporal punishment should be banned in schools
(“Corporal Punishment in Schools”). *Note, this source did not
have a named author or page number.
Create a “quotation sandwich”
• The statement that
introduces the quote is
the top slice of bread.
• The quote is filling the
sandwich.
• The interpretation/
explanation is the
bottom slice of bread
Create a “quotation sandwich”
According to Smith and
Jackson, “One of out five
drivers has driven while
drowsy (205).” This
means that it is likely that
we have been on the road
at the same time as
someone else who is too
tired to drive, and thus
putting our lives in danger.
Examples of ways to introduce source material
(in-text citation for quotes, summaries,
and paraphrased material)
•
•
•
•
X states, “_____________” (73).
The critic asserts, “_________” (Smith 3).
X writes, “___________” (73).
In her article, “Time Suckers,” X maintains that
____________ (89).
*It is better to vary the way you introduce source
material. Don’t use the same approach every time!
MLA Works-Cited Page
At the end of an essay in which you include
cited material, you must include a works-cited
list. This alphabetically-organized list will
include the authors’ names, titles of works,
and publication information for all of the
sources you referenced. There are very
specific rules for how to present and format
this information. You will see a few examples
in the following slides, but be sure to
reference your textbook, grammar handbook,
and MLA websites for complete rules.
Sample Works Cited Page
• The works cited page is
an alphabetical listing all
sources from which you
paraphrased,
summarized, and quoted
(it is not a listing of all
the sources you
consulted during your
research).
• Consult your textbook
and the Purdue Owl
Website for instructions
on how to format your
works cited page.
MLA Works-Cited Examples
Works-cited entry for a book (one author)
Doctorow, Ethan. The March. New York: Random,
2005. Print.
Author’s name.
Title of book.
Publication information.
Works-cited entry for a book (two authors)
Merriam, Sharon, and Rosemary Caffarella. Learning
in Adulthood. San Francisco: Jossey-Bass, 1999.
Print.
MLA Works-Cited Examples
Works-cited entry for periodical (e.g. magazine or journal article)
Author’s name. “Title of article.” Publication information.
Example:
Danielewicz, Jane. “Personal Genres, Public Voices.” College Composition and Communication 59.3
(2008): 420-50. Print.
Works-cited entry for web source
Author’s name. “Title of work.” Title of overall website. Publisher or sponsor of the site, date of
publication. Medium of publication (Web). Date of access.
Example:
Dickler, Jennifer. “Economy Makes People Sick.” Cable News Network, 7 June 2011. Web. 7 June 2011.
Works-cited entry for database source
Author’s name. Print publication information. Name of database. Medium of publication (Web). Date of
access.
Example:
Hede, Jasper. “Jews and Muslims in Dante’s Vision.” European Review 16.1 (2008): 101-14. Academic
Search Premier. Web. 14 Sept. 2011.
Resources in the
Simon & Schuster
Handbook for Writers
• MLA Models for the Works
Cited Page, pages 320-346
• A sample student research
paper in MLA format, pages
350-360
Practice writing a works cited page
Instructions: Write MLA citations in the exact format they would appear on a
works cited page for each of the following sources (do not include the information
in brackets):
Strategies for success in education: Time management is more important for part-time
than full-time community college students [article title]
Carolyn MacCann, Gerard J. Fogarty, Richard D. Roberts, and Michael L. Smith [authors]
Learning & Individual Differences, vol. 22, issue 5 [journal title and volume]
2012 [publication year]
p. 618-623 [page numbers]
Academic Search Premier [name of database]
October 10, 2013 [date of access]
Time Management in the Context of Elite Sport Training [article title]
Anne-Clair Macquet [author]
Sport Psychologist, vol. 24, issue 2 [journal title and volume]
2010 [publication year]
p. 194-210 [page numbers]
Print [medium of publication]
Practice works cited page (answer)
MacCann, Carolyn, et al. “Strategies for success in
education: Time management is more important for
part-time than full-time community college students.”
Learning & Individual Differences 22.5 (2012): 618-623.
Academic Search Premier. Web. 10 Oct. 2013.
Macquet, Anne-Clair. “Time Management in the Context of
Elite Sport Training.” Sport Psychologist 24.2 (2010): 194210. Print.
Material on English Quiz #4
Mechanics
Using Correct Punctuation: Commas (Ch. 42)
There are seven main uses of commas:
1. Between two complete thoughts joined by a conjunction
I have moved six times since the seventh grade, but I have maintained
many friendships.
2. After an introductory clause or phrase
After class, I did my homework.
3. To separate items in a series
Dan, Tim, and John all work at the Tutoring Lab.
4. To separate coordinate adjectives
Some postcards feature appealing, dramatic scenes.
5. On both sides of nonrestrictive elements (phrases that add information to a
sentence, but are not necessary)
The paper, after it was revised and edited, received a higher grade.
6. With direct quotes
“If you don’t have anything nice to say,” Sara said, “don’t say anything at all.”
7. With everyday material like dates, addresses and numbers
My sister lives at 22 Vesper Avenue, Anywhere, New Jersey.
The surprise party will be on January 23, 2013.
She has a total of $88,000 in her bank account.
Using Correct Punctuation: Semicolons
(Ch. 43)
• Use a semicolon (;) to separate two closely
related independent clauses that are not
connected by a coordinating conjunction.
Tia had a 98 average in English; she earned an A.
• You can also use a semicolon to separate two
independent clauses joined by a conjunctive
adverb.
Edgar earned an A on his last math test; consequently, he
was exempt from taking the final exam.
Using Correct Punctuation: Colons
(Ch. 44)
• Use a colon (:) to introduce items in a series after an independent
clause.
– I am wearing three popular colors: lime green, hot pink, and neon
purple.
• Use a colon to signal a list or a statement introduced by an
independent clause ending with “the following” or “as follows.”
– The directions are as follows: take Main Street to Oak Avenue and
then turn left.
• Use a colon to introduce a quotation that follows an introductory
independent clause.
– My brother made his point clear: “Never borrow my car without
asking me first!”
• Use a colon to introduce an explanation.
– Mathematics is enjoyable: it requires a high degree of accuracy and
peak concentration.
• Use a colon to separate titles and subtitles.
– Biology: The Study of Life
Using Correct Punctuation:
Apostrophes (Ch. 45)
Apostrophes are used for two reasons:
1. To show ownership or possession
– My mom’s iPhone
– Aretha’s best friend
– The dog’s ball
2. To indicate the omission of one or more letters
in a word (contractions)
– doesn’t
– can’t
– Note: “it’s” indicates a contraction of “it is,” whereas
“its” indicates possession: “its roof”
Using Correct Punctuation:
Quotation Marks (Ch. 46)
• Quotation marks (“Hello”) are always used in pairs to
separate a direct quotation from the sentence that
contains it.
– “I’m going to fail this test,” Kyle admitted, “because I didn’t
study.”
• Quotation marks are also used to indicate titles of songs,
short stories, articles, reports, and essays.
– Amy Tan wrote a terrific essay titled, “Mother Tongue.”
• Note, punctuation goes inside of quotation marks, with
the only exception being question marks and exclamation
points when they are not part of the quoted material.
– What did Kyle mean when he said, “I didn’t study”?
Other Punctuation:
Dashes and Parentheses (Ch. 47)
• The dash (—) is used to separate nonessential elements
from the main part of a sentence and can be used to
emphasize an idea or create a dramatic effect.
– My sister—the friendliest person I know—will visit me this
weekend.
– My brother had a high paying job—or so I thought until I heard
of his bankruptcy.
• Parentheses ( ) are used in pairs to separate extra or
nonessential information that often clarifies or acts as an
aside to the main point. Unlike dashes, parentheses deemphasize information.
– Some large breeds of dogs (golden retrievers and
Newfoundlands) are susceptible to hip deformities.
– The prize was dinner for two (maximum value $50).
Using Correct Capitalization (Ch. 48)
•
Capitalize the first word in every sentence
– Prewriting is useful.
•
Capitalize the first word in a direct quote
– Sarah commented, “That exam was difficult.”
•
Capitalize the names of people, including the pronoun “I”
– Mr. Thomas Smith
•
Capitalize the names of specific places, cities, states, and geographic areas
– Carneys Point, New Jersey
•
Capitalize government and public offices and buildings and names of organizations
– House of Representatives; the White House; Boy Scouts
•
Capitalize the names of months, days of the week, holidays, and major historical events
– Tuesday, January 23rd; Thanksgiving; World War II
•
In titles, capitalize the first letter of each word except articles, prepositions and
conjunctions
– Biology: The Study of Life
•
Capitalize races, nationalities, languages, and religions.
– African American; English; Hinduism; God, the Bible
•
Capitalize the names of products
– Pampers; Pepperidge Farm Goldfish
•
Capitalize specific course titles
– English Composition I
Abbreviations
When to abbreviate:
• You can abbreviate some
titles before and after
people’s names
– Mr. Ling
– Samantha Smith, M.D.
• You can abbreviate time
references
– 7:30 a.m.
When not to abbreviate:
•
Do not abbreviate geographic or
other place names in a sentence.
–
–
–
–
•
Write: I went to New York.
Not: I went to N.Y.
Write: Hollywood Avenue
Not: Hollywood Ave.
Do not abbreviate parts of written
works in a sentence.
– Write: I read chapter three.
– Not: I read ch. 3.
•
Do not abbreviate days, months or
holidays.
– Tuesday not Tues.
•
Do not abbreviate or use symbols
for common words like “and,” “at,”
and “etcetera.”
– Do not use: & @ etc.
Numbers
Numbers can be written as numerals (600) or words (six hundred).
Here are the guidelines for when to use numerals and when to use words:
Use numerals:
•
For numbers 11 and higher
–
•
For days and years
–
•
Chapter 12
For addresses
–
•
9:27 a.m.
$5.60
For pages, chapters, volumes
–
•
57 percent
1 2/3 cups
For exact times and exact amounts of
money
–
–
•
January 23, 2014
For decimals, percentages and fractions
–
–
•
547 students
460 Hollywood Avenue
Scores and statistics
–
23—33
Use words:
• For numbers ten and under
– Nine students
• When numbers begin a
sentence
– Fifteen students ate lunch.