HN English I
Grammar- Tense Consistency (Adapted from OWL at Purdue)
Speech Introduction (Adapted from eHow)
Name__________________________________
Warm-up: Identify the error in the sentence below.
“About noon the sky darkened, a breeze sprang up, and a low rumble announces the approaching storm.”
General guideline: Do not shift from one tense to another if the time frame for each action or state is the same.
 Rely on past tense to narrate events and to refer to an author or an author's ideas as historical entities
(biographical information about a historical figure or narration of developments in an author's ideas over time).
 Use present tense to state facts, to refer to perpetual or habitual actions, and to discuss your own ideas or those
expressed by an author in a particular work. Also use present tense to describe action in a literary work, movie,
or other fictional narrative. Occasionally, for dramatic effect, you may wish to narrate an event in present tense
as though it were happening now. If you do, use present tense consistently throughout the narrative, making
shifts only where appropriate.
 Future action may be expressed in a variety of ways, including the use of will, shall, is going to, are about to,
tomorrow and other adverbs of time, and a wide range of contextual cues.
Exercise #1: Check the following sentences for confusing shifts in tense. If the tense of each underlined verb
expresses the time relationship accurately, write S (satisfactory). If a shift in tense is not appropriate, write U
(unsatisfactory) and make necessary changes. In most cases with an inappropriate shift, there is more than one way to
correct the inconsistency. Reading the sentences aloud will help you recognize differences in time.
___ 1. If the club limited its membership, it will have to raise its dues.
___ 2. While Barbara puts in her contact lenses, the telephone rang.
___ 3. Thousands of people will see the art exhibit by the time it closes.
___ 4. By the time negotiations began, many pessimists have expressed doubt about them.
___ 5. After Capt. James Cook visited Alaska on his third voyage, he is killed by Hawaiian islanders in 1779.
Exercise#2: Complete these sentences, using the tense suggested.
1. We stand patiently, hoping that ____________________. (use future tense)
2. Advertisers seem to believe that ______________________. (use present tense)
3. By the time the fog lifted, ___________________________. (use past perfect tense)
Hint: Past primary narration corresponds to Past Perfect (had + past participle) for earlier time frames.
Example: After everyone had finished (past perfect) the main course, we offered (past) our guests dessert.
4. We will leave for Florida as soon as __________________. (use present tense)
5. One student keeps repeating what __________________. (use present perfect tense)
Hint: Present primary narration corresponds to Present Perfect (has or have + past participle) for earlier time frames
Example: After everyone has finished (present perfect) the main course, we offer (present: habitual action) our guests dessert.
Exercise #3: In the following passage from Alex Haley's Roots, some of the verbs have been deliberately omitted.
Supply the appropriate tense for each missing verb, the plain form of which is given in brackets.
In Banjuh, the capital of Gambia, I met with a group of Gambians. They [tell] me how for centuries the history of
Africa has been preserved. In the older villages of the back country, there are old men called griots, who [be] in effect
living archives. Such men [memorize] and, on special occasions, [recite] the cumulative histories of clans or families or
villages as those histories [have] long been told. Since my forefather [have] said his name was Kin-tay (properly spelled
Kinte), and since the Kinte clan [be] known in Gambia, the group of Gambians would see what they could do to help me.
I was back in New York when a registered letter [arrive] from Gambia.
Words [have] been passed in the back country, and a griot of the Kinte clan [have], indeed, been found. His
name, the letter said, [be] Kebba Kanga Fofana. I [return] to Gambia and [organize] a safari to locate him.
Exercise #4: Read the following paragraph through, and determine the main tense. Then reread it and circle the
three verbs that shift incorrectly from the main tense.
For the past seven years, I have called myself a swimmer. Swimming, my one sport, provides a necessary outlet for my
abundant energy. I have always drawn satisfaction from exertion, straining my muscles to their limits. I don't know why
pushing forward in the water, as my muscles cried out in pain, sets off a booming cheer in my head. Many times when I
rounded the turn for the last lap of a race, my complaining muscles want to downshift and idle to the finish. My mind,
however, presses the pedal to the floor and yells, "FASTER!" The moment that I touched the wall my muscles relax; the
pain subsides. I am pleased to have passed the point of conflict. (adapted from Brendon MacLean, "Harder!")
Exercise #5: You will notice several shifts in tense in the following paragraph describing action in a fictional narrative.
Highlight the six faulty shifts in tense, and change the words so the tense maintain consistency throughout the
paragraph.
In "The Use of Force" William Carlos Williams describes a struggle involving a doctor, two parents, and their young
daughter. The doctor must obtain a throat culture from the girl, who was suspected of having diphtheria. This ordinarily
simple task is hindered by the frightened and uncooperative patient, Mathilda Olson. Adding to the doctor's difficulties
were the parents, who had to struggle with their own conflicting emotions. They want their daughter helped, but they
did not trust the doctor to do the right thing. Sensitive to the parents' uncertainty, the doctor became more and more
frustrated by Mathilda's resistance. Williams gives considerable attention to how each of the Olsons react, but it is clear
that his main interest was in the doctor and his responses. (adapted from a student essay)
Preparing for the Narrative Speech:
Task: You will have two minutes to deliver your story (I will time you). It might be the case that your story takes more
than two minutes to tell, if this is the case, you will need to lovingly cut your script, never butcher. In order to make time,
you most likely will have to trim or omit parts of the material you adore if they are not necessary for the story.

Remember basic plot design. The general outline of how a plot is typically organized is as follows: Exposition (introduction of characters,
setting, etc.) --> CONFLICT and Rising Action (the issue is discovered and problems arise due to the conflict) --> Climax (the height of
conflict and highest tension; everything is unleashed!) --> Falling Action (things begin to settle down and a solution is sought) -->
Dénouement (resolution)
Prepare Note cards: You will only use 5 note cards (front side only). DO NOT TYPE YOUR STORY VERBATIM on
these note cards. You should know your story well enough that the note cards will merely guide you, not serve as a
crutch. Not having to worry about what comes next will allow you to begin to fully act out the material and get "in the
moment." Knowing you speech does not mean you have to memorize you speech.
What should your note cards look like?
1. Take out your first note card and place the number 1 in the top left hand corner. Numbering your cards will help
you quickly put them in order if you accidentally drop them. Also, put your first and last name on the back of
each card, as you will turn these in following your speech.
1. Add a heading to the top of each card. Your headings should read, “Exposition,” “Rising Action,” “Climax,”
“Falling Action,” “What I learned/advice for others.”
2. List the important parts of each segment that you want to share. You can list these points next to some bullets,
or you can number them. Remember that you are not writing out your entire speech. Each supporting point
should be no more than one sentence to jog your memory as to what to say next.
3. Go back over your note cards and highlight any words that you feel are important. This will help catch your eye
during your speech so that you don't forget to mention something you really wanted to cover.
4. Rehearse your story by going over the note cards. Remember this story does not need to be memorized. If fact,
you might have to improvise at times. The goal is to tell your story in a way that engages the audience. Try to
maintain eye contact vs. merely stare at a sheet of paper.
Grading:
4= Excellent
3= Good
2=Minimal
1= Insufficient
Vocal Variety/Delivery:
____ Introduction: clearly gains audience’s attention and identifies the topic
____Preparation: sounds prepared, polished, and rehearsed
____ Voice: purposefully uses variance in pitch, rate, and volume to appropriately convey their meaning throughout.
____Energy/Confidence: facial expression and body language convey enthusiasm and interest appropriate to content
____Eye Contact/body language: eye contact is apparent most of the time- script is a reference not a crutch (brief
glances at text). Student’s body language enhances the meaning of the speech.
____Use of Language and pauses: pauses with purpose, not verbal filler (ex: er, um, uh, like)
____Conclusion: Cues the audience that the end is near, conclusion is not abrupt but purposeful
Overall Effect:
__ The presentation is easy to follow and complete, builds to a climax
__ Effectively illustrates the goal of the assignment
We will practice using note cards Monday. Plan on delivering your speech 10/18
and 10/19. The order of the speeches will be random. If you miss your speech
day, you will need to set up an appointment to deliver your speech after school.
Grammar Exercise Answers:
Exercise #1:
U_ 1. If the club limited its membership, it will have to raise its dues. (change will to would)
_U_ 2. As Barbara puts in her contact lenses, the telephone rang. (change puts to put) OR As Barbara puts in her contact
lenses, the telephone rings. (change rang to rings to illustrate ongoing action)
_S_ 3. Thousands of people will see the art exhibit by the time it closes.
_U_ 4. By the time negotiations began, many pessimists have expressed doubt about them. (change have to had)
_U_ 5. After Capt. James Cook visited Alaska on his third voyage, he is killed by Hawaiian islanders in 1779. (change is to
was)
Exercise #3:
In Banjuh, the capital of Gambia, I met with a group of Gambians. They told me how for centuries the history of Africa
has been preserved. In the older villages of the back country, there are old men called griots, who are in effect living
archives. Such men memorize and, on special occasions, recite the cumulative histories of clans or families or villages as
those histories have long been told. Since my forefather had said his name was Kin-tay (properly spelled Kinte), and
since the Kinte clan was known in Gambia, the group of Gambians would see what they could do to help me. I was back
in New York when a registered letter arrived from Gambia.
Word had been passed in the back country, and a griot of the Kinte clan had, indeed, been found. His name, the letter
said, was Kebba Kanga Fofana. I returned to Gambia and organized a safari to locate him.
Exercise #4: The main tense in this next paragraph is present. Incorrect shifts to past tense are indicated in bold.
For the past seven years, I have called myself a swimmer. Swimming, my one sport, provides a necessary outlet for my
abundant energy. I have always drawn satisfaction from exertion, straining my muscles to their limits. I don't know why
pushing forward in the water, as my muscles cried out in pain, sets off a booming cheer in my head. Many times when I
rounded the turn for the last lap of a race, my complaining muscles want to downshift and idle to the finish. My mind,
however, presses the pedal to the floor and yells, "FASTER!" The moment that I touched the wall my muscles relax; the
pain subsides. I am pleased to have passed the point of conflict. (adapted from Brendon MacLean, "Harder!")
Exercise #5
Since the following paragraph describes action in a fictional narrative, the main tense should be present. The six
incorrect shifts to past tense are underlined.
In "The Use of Force" William Carlos Williams describes a struggle involving a doctor, two parents, and their young
daughter. The doctor must obtain a throat culture from the girl, who was suspected of having diphtheria. This ordinarily
simple task is hindered by the frightened and uncooperative patient, Mathilda Olson. Adding to the doctor's difficulties
were the parents, who had to struggle with their own conflicting emotions. They want their daughter helped, but they
did not trust the doctor to do the right thing. Sensitive to the parents' uncertainty, the doctor became more and more
frustrated by Mathilda's resistance. Williams gives considerable attention to how each of the Olsons react, but it is clear
that his main interest was in the doctor and his responses. (adapted from a student essay)