Review

1
Review Sentence Combining

• Coordinating
• 1.Use a comma a coordinating conjunction (101)
• The speaker rose to his feet, and the room
  became quiet.
• 2. Use a semicolon, an adverbial conjunction, and
  a comma (Pg 107) I worked hard therefore, I
  expected results.
• 3. Use a semicolon (pg 111)
• I worked hard I expected results

• Subordinating
• 1. Subordinating Conjunctions (pg 123)
• While he was eating breakfast, the news came on.
  
• 2. relative pronoun. (Who, whose, whoever, what,
  whatever, whichever, when, that)
• The researcher who was studying diabetes had a
  breakthrough.

2
Clauses Review (not in your book)

• A clause is a group of words with a subject and
  a verb

Subject Verb
You stink.
Sally is talking.

• Most clauses have further information after the
  verb

Subject Verb
I love grammar
Sally is talking loudly
3
Two Types of Clauses (review Chpt 7)

• Independent clause (Main clause)
• Can stand alone as a sentence
• Can be joined to another clause
• Fred filled a cardboard tube with gunpowder.
• Dependent clause (Subordinate clause)
• Cannot stand alone as a sentence
• Must be joined to an independent clause
• Because he wanted to make his own firecrackers.

A word that joins clauses is a conjunction
4
Joining Clauses

• A dependent clause can be joined to an
  independent clause to make a sentence
• Fred filled a cardboard tube with gunpowder
  because he wanted to make his own firecrackers.
• Or
• Because he wanted to make his own firecrackers,
  Fred filled a cardboard tube with gunpowder.

5
Practice Relay Race

• Combine Sentences! Follow instructions on the
  handout (Coordinate or Subordinate).
• As you finish each sentence, send 1 person up to
  check the answer.
• Each team may only send up 1 person at a time.
• You will be told Correct or Incorrect.
• If incorrect you must return to your group to fix
  it.
• If correct, the page will be initialed and you
  can move on to the next sentence.
• The first team to finish the relay race wins.

6
Fragments and Run-Ons

• Identifying and Correcting Sentence Errors

Chapter 8, pg 142
7
Correcting Fragments and Run-onsSome basic Info

• This presentation explains the following
  grammatical concepts
• Clauses (dependent and independent)
• Sentences
• Fragments
• Run-Ons
• Semicolons and conjunctive adverbs

8
Fragments (pg 143)

• A fragment is a piece of a sentence.
• A fragment can be missing a verb, missing a
  subject, or just not expressing a complete
  thought.
• Could be a phraseI sat down. In the school bus.
  Howard, the school bully, came and sat down
  beside me.
• Could be a dependent clauseAs I sat down.
  Howard, the school bully, came and sat beside me.
  
• Could be a combination of phrases and clausesOne
  Friday afternoon, as I sat in the school bus that
  was filled with screaming kids.

9
Correcting Fragments (pg 145)

• Drop the subordinate conjunction
• As I sat down in the school bus that wasfilled
  with screaming skills.
• I sat down in the school bus that wasfilled with
  screaming skills.
• Fragments can be joined together with an
  independent clause!
• As I sat down in the school bus that was filled
  with screaming kids.
• As I sat down in the school bus that was filled
  with screaming kids, Howards, the school bully
  came and sat down beside me.

10
Exercise 3, pg 145

• Read the paragraph. Find 5 fragments underline
  them. Then fix the fragments
• Fragment 1 Howard crane the shortest student in
  my entire seventh grade.
• Fragment 2 If youve ever known a bully.
• Fragment 3 One Friday afternoon, as we sat in
  the school bus on our way home.
• Fragment 4. Because our parents had told us to
  ignore Howard.
• Fragment 6. Saying Nothing.

Howard Crane was the shortest kid in my entire
seventh grade.
If youve ever known a bully, Howard was a prime
example.
One Friday afternoon, as we sat in the school bus
on our way home, Howard began taunting my younger
brother.
Because our parents had told us to ignore Howard,
my brother just looked straight ahead.
He said nothing.
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Run-ons (Pg 145)

• Run-ons are independent clauses that have been
  combined incorrectly.
• There are several types
• The AND run-on
• The Fused run-on
• The comma splice
• We will be going into detail on each one

12
The and run on (pg 146)

• The AND run-on two or more relatively long
  independent clauses with a coordinating
  conjunction without any punctuation.
• (Because this has no punctuation, we have to read
  it in one breath.)
• I met Charlyce in a yoga class at the YWCA and we
  liked each other immediately and we soon became
  friends and we often hang out at each others
  houses.

13
The Fused run on (pg 146)

• The Fused run-on two or more independent
  clauses run together without any punctuation.
• I met Charlyce in a yoga class at the YWCA we
  soon became friends.

14
The comma splice run-on

• The comma splice two or more independent
  clauses run together with only a comma.
• I met Charlyce in a yoga class at the YWCA, we
  soon became friends.
• Sounds right? It is actually two separate
  independent ideas/clauses. We COULD add a
  (semicolon) to make it correct, or we could
  separate into two sentences.

15
Run-ons

• In the story of Fred, identify what kind of
  run-on these are!
• Fred didnt throw the firecracker, he placed it
  between his legs, he wanted to put the lighter
  away first.

Comma splice
The fuse burned too quickly before he could throw
it the explosive blew up between his legs.
Fused
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There are 3 ways to fix Run-Ons

• We will look at each one individually
• Make into 2 (or more) separate sentences.
• Make a compound sentence using the methods of
  coordination
• Make a complex sentence using the methods of
  subordination

17
Ways to Correct Run-ons

• 1. Make separate sentences with end punctuation.
• Fred fell down screaming when the smoke cleared
  we all expected to see a bloody mess.
• Fred fell down screaming. The smoke cleared. We
  all expected to see a bloody mess.
• Fred fell down screaming. When the smoke cleared,
  we all expected to see a bloody mess.

18
Ways to Correct Run-ons (pg 146)

• 2. Make a compound sentence using one of the
  joining methods
• And, or, but, so, yet
• He wanted to put the lighter away first, so Fred
  placed the firecracker between his legs, and he
  didnt throw it.

19
Ways to Correct Run-ons

• You may include a conjunctive adverb along with
  the semicolon
• however, for example, therefore, moreover,
  indeed, consequently
• Fred hadnt taped the tube properly and most of
  the force was released out the ends of the tube
  the explosion did direct some pressure against
  his groin.
• Fred hadnt taped the tube well and most of the
  force was released out the ends of the tube
  however, the explosion did direct some pressure
  against his groin.

Notice how the sentence is punctuated
20
Ways to Correct Run-ons

• 3. Make a complex sentence using subordination
• Because, although, if, when, since, after
• Because the fuse burned too quickly before he
  could throw it, the explosive blew up between his
  legs.

21
Practice Mastery Test 1, pg 149-150

• Grab yourself a partner
• Identify each sentence in the paragraph as
  Sentence (S), Fragment (F), or Run-on (R).
• Re-write the paragraph, correcting the incorrect
  sentences (pg 150).

22
Mastery Test 1, pg 149-150

1. S
2. F
3. R
4. F
5. S

1. R
2. S
3. S
4. F
5. R

1. F
2. R
3. R
4. R
5. F

23
Correct the following

• Fred managed to make it home and change his
  clothes, and he told his parents he fell off his
  bicycle, he avoided punishment for playing with
  explosives.
• Fred managed to make it home and change his
  clothes. He told his parents he fell off his
  bicycle, thus avoiding punishment for playing
  with explosives.
• Fred managed to make it home. He changed his
  clothes and told his parents that he fell off his
  bicycle. He avoided punishment for playing with
  explosives.
• I left town shortly after. Didnt see him again
  for five years.
• I left town shortly after and didnt see him
  again for five years.

24
Correct the following

• Took a trip home last summer. I ran into Fred
  after my long absence he is unable to have
  children. Didnt ask if he still plays with
  firecrackers.
• During a trip home last summer, I ran into Fred
  after a long absence. He is unable to have
  children. I didnt ask if he still plays with
  firecrackers.
• After a long absence, I took a trip home last
  summer. I ran into Fred, who is unable to have
  children. I didnt ask if he still plays with
  firecrackers.

25
Interactive Exercise

• You can get further practise by clicking the
  button below or by following the link to the
  interactive exercise
• http//xnet.rrc.mb.ca/leshanson/Hot_Potato/Sentenc
  e_Structure_6.htm

26
Description

• Chapter 20, pg 387

27
Description

• Uses Sensory images to create a picture with
  words
• Read the descriptive paragraph on pg 388
• Answer the questions about the reading
• What do you see?
• What do you hear?
• What suggests touch (tin cups, wooden crates,
  sheepskin)?
• What can you smell?
• What can you taste?

1 room, fireplace, cabinets, dishes
Womans voice, soft ceremonial song
Tin would be cool, wood crates would feel rough
Odor of mothballs
Candy, cookies, Fig Newtons, coffee
28
Description Guessing Game

• In groups, look at the painting youre assigned.
  DONT SHOW ANYONE (or its an automatic F on the
  assignment)
• Activity on a separate paper, describe what you
• Hear
• Touch
• Smell
• Taste
• See
• When you are finished, well try to guess which
  painting is yours. If the class successfully
  guesses before we get to See then you
  automatically get an A on this assignment.

Words to avoid good, bad, nice, fine, okay,
normal, typical, interesting, beautiful
29
Using description

• In groups of 3
• On the note cards, each of you write down a
  location (keep it secret from the others!)
• 2 classmates ask sensory questions in this order
  of the 3rd, getting him/her to describe the place
  in question.
• What do you hear?
• What can you touch?
• What can you smell?
• What can you taste?
• What do you see?
• Write down on your card which they got to
  before they were able to guess.

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Description - Chapter 20 (pg 387)

• Uses sensory images to create a picture with
  words.
• Activity on a separate paper, describe what you
• See
• Hear
• Touch
• Smell
• Taste
• When was another time you had this?
• What was it like? How does this time compare?
• Where were you?
• How old were you?

Words to avoid good, bad, nice, fine, okay,
normal, typical, interesting, beautiful
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ITS VOCABULARY TIME!!!!

• Student presentation of vocab

32
Review Game

• RULES as soon as you know the answer, stand up
  and hold up
• 1 finger for sentence
• 2 fingers for Fragment
• 3 fingers for Run On
• Game 1
• http//www.quia.com/pop/37752.html?AP_rand1310284
  432
• Game 2
• http//www.quia.com/pop/35933.html

33
Mastery Test 2, pg 151

1. R
2. F
3. S
4. F
5. F

1. S
2. S
3. R
4. S
5. F

1. F
2. R
3. S
4. R
5. F
6. R
7. F

34
ReWriting the Paragraph

• Recently, I watched a daytime show on laser
  peels.
• Viewers watched a procedure that took less than
  two minutes.
• In front of the television cameras and the live
  audience, a guest had the wrinkles zapped away
  from around her eyes.
• These high-energy laser beams are said to be
  quick, painless, and safe.
• This technology can be added to face-lifts,
  dermabrasion, collagen injections, and chemical
  peels.

• Lasers were first used by dermatologists to