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16 Cards in this Set
- Front
- Back
Parallel Structure
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o Showing two things have the same importance
o Phrases • Gerund form • Keeps all the direct objects in gerund form • Ex. Tierney likes hiking, swimming, and dominating the world. • Infinitive form • Keeps the direct objects in infinitive form • Ex. Tierney likes to hike, to swim, and to dominate the world. o Clauses • If a sentence uses clauses, it must keep using clauses • Ex. The coach told Maggie that she should get a lot of sleep and that she should do some warm-up exercises before the game. o Remember to be consistent with verb tenses throughout the sentence |
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Split infinitive
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o Consists of the function word to followed by an adverb, followed by a verb
• Ex. To quickly run o Split infinitives may or may not clear up ambiguity – should be avoided in formal writing • Ex. Incorrect: I was told to always pay attention in class. Correct: I was told always to pay attention in class |
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Like or as
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o “Like” is a preposition
• Should NOT come after a whole clause • Used to show similar characteristics or relationships • Ex. We lived like kings for a time. • Should be avoided in formal writing o When listing things that are similar, it is better to use “such as” instead of “like” o “As” • Introduces a clause containing a subject and a verb • Ex. As I told you, the car was parked behind the tree. |
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than
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o Used for comparisons
o Ex. He is taller than I am (tall). |
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adverb placement
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o Adverb: a word that modifies an adjective, verb, or another adverb
o Misplaced adverbs can change the meaning of a sentence • Ex. Jane bought one pair of pants. Only Jane bought one pair of pants. • Both sentences are correct, they just mean different things o Put the adverb as close as possible to the part of the sentence it modifies • Ex. Fast John ran. vs. John ran fast. |
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clauses
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o Def: a group of words with a subject and a verb
o Two basic types: • Dependent • Can’t stand on its own as sentences • Called subordinate clauses • Ex. My phone ran out of batteries. • Independent • Begin with relative pronouns (who, whom, which, that, whose) o Ex. Who ripped the paper (not as a question) That took a picture • Begin with subordinating conjunctions (after, although, as if, provided that, unless when, whenever, etc.) o Ex. When the phone rang • 2 types o Adjective clauses • Modify nouns or pronouns • Usually begin with relative pronouns o Adverb clauses • Modify adjectives, verbs, or adverbs • Answers questions about the words they modify • Ex. Where, in what manner, under what conditions, why, etc. |
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Prepositional phrase
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• Begin with a preposition and ends with a noun or pronoun
• Can act as an adverb o Ex. I ate a burger in a restaurant. • Can act as an adjective o Ex. I wrote a book about dogs. • Can have compound objects o Ex. I ran around the see-saw and the bench. |
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appositive phrase
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• Def of appositive: a noun or a pronoun placed after another noun or pronoun to identify, rename, or explain the preceding word
o Ex. The poet Robert Frost is awesome. • Phrases consist of appositives and their own modifiers • Modifiers can be adjectives or adjective phrases – can also be compound • Ex. The painting, a huge mural in many bright colors, was ugly. |
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verbal phrase
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• Def of verbal: the verb of a form used as another part of speech
o Participles: adjectives o Gerunds: nouns o Infinitives: nouns, adjectives, adverbs • Followed by a compliment or modified by an adverb or adverb phrase • Ex. A growing baby sleeps a lot. o Present: usually ending in –ing • Ex. The conquered territory was Turkey. |
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participle phrase
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• Participle modified by an adverb
• To avoid confusion, it’s best to use near the word it’s modifying • Ex. The waiter, eating his lunch, forgot to check on his customers. o Has a complement • Ex. The diner, chewing rapidly, called for a waiter. o Has an adverb |
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gerund phrase
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• Def of gerund: form of a verb that acts as a noun
o Always ends in –ing • Consist of a gerund with a modifier or a complement o Acts together as a noun • Ex. The loud, shrill howling continued all morning. o With adjectives • Ex. Using trees as lumber is an important part of the New Mexican industry. o With a direct object • Ex. He helped the police by telling about his experience. o With prepositional phrase • Ex. Pueblo tribe members astound spectators by dancing skillfully on stage. o With adverb and prepositional phrase |
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infinitive phrase
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• Def of infinitive: form of a verb that comes after the word “to”
• Acts as a noun or adjective or adverb • Infinitives with modifiers or complements all acting together as a single part of speech • Ex. It will be important to listen carefully. o With adverb • Ex. To ski in Mexico, you must travel high into the mountains. o With prepositional phrase • Ex. In 1912, the United States Legislature decided to admit New Mexico to the Union. o With direct object • Ex. I need to give you my new telephone number. o With indirect and direct objects |
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misplaced modifiers
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o Phrase or clause should be placed close to the word it modifies
o Ex. We rented a house in the mountains with a view. In the mountains, we rented a house with a view. • Different meanings |
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run-ons
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o Over-crowded sentences that have too much information
o Two or more complete sentences that are not properly joined or separated o Ex. The dog went to the park, he chased the ball. • Needs to be separated into two sentences o Ex. The dog was happy, and he frolicked with his pals. • Needs to be separated into two sentences o How to correct • Make sure the sentence only has one subject • Add an end-mark or form a compound by adding a comma |
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fragments
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o A group of words that does not express a complete idea
o A complete sentence has a subject and a verb, but a fragment does not o Ex. In the early evening, the train arrived. I felt happy and relaxed. o How to correct • You need to add to a fragment what it’s missing (subject, verb, commas, etc.) |
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subject-verb agreement
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o Singular subject needs singular verb
o Plural subject needs plural verb o “Everyone” and “everybody” are singular • Ex. Everyone associated with the project is proud to be part of the effort. o Focus on what the subject and verb are – don’t get confused! • Ex. Each of the project partners is responsible for writing a chapter summary. o Verb depends on whether the object is countable or not o Ex. Some of the students in the cafeteria have voted already. Some of the grain was ruined by the flood. o “None” is usually thought of as singular but it can be plural • Ex. None of the representatives has indicated how he or she will vote. None of the representatives have indicated how they will vote. • You can use fractional expressions (one-half) to make the object “countable” • Ex. Two-fifths of the grain was ruined. o Be careful of misleading phrases • Ex. Some of the hay in the barn, along with some other pieces of farm equipment, was ruined in the flood. • Other subject joiners include “together with” and “as well as” o When “either” and “neither” appear without “or” or “nor,” they’re singular • Ex. Neither of these choices appears to be satisfactory. Either is fine with me. o When “either” and “neither” act as correlative conjunctions, the subject that is closer to the verb determines the number (plural or singular) of the verb • Ex. Neither the principal nor the teachers are at fault. o When an expletive construction (there is, there are, here is, etc.) begins a sentence, the subject comes after the verb • Ex. There are several explanations for the Civil War. |