The Fantasy of Grammar

A Grammar Workbook By Kyra Todd

It is common knowledge that sentences can become cold and boring if the writer does not have the ability to command the language and use the proper mechanics. Here we will discuss some of the basics to give a little more flair to your presentation of the English language. We will begin by discussing the basic components of different sentences and how they all fit together. As we progress, our studies will take us to sentence punctuation which will allow us to add a little more color to and variety to our paragraphs. In conclusion, we will learn how to identify a run-on sentence as well as how it compares to one that is merely lengthy. In the end, we hope that you as the reader will be more capable of creating well formed paragraphs using a variety of sentence components.

Section 1: Sentence Components

Noun

A noun is a person, place, thing, or idea.

Nouns can be separated into categories by their characteristics. A noun can be defines as being abstract (dealing with concepts such as love, hate, justice, ect.) or concrete (physical objects such as bed, dirt, shoe, ect.).

Nouns can also be classified as being proper (noting something special or individual) or common (designating something as being only part of a group or the whole).

The last destination that can be made between nouns is whether they are regular (countable) or irregular (uncountable). Those things that can be counted include things such as friends, cups, spoons, and so on. Uncountable refers to quantities such as flour, sand, and water.

While the means by which one makes a noun plural vary, to make a noun possessive, one simply as an (‘s) to the end.

Pronoun

A pronoun is a word that replaces or takes the place of a noun

Nominative or Subjective Singular Plural

First Person I we

Second Person You You

Third Person He, she, it They

Objective Singular Plural

First Person Me Us

Second Person You You

Third Person Him, her, it Them

Reflexive or Intensive Singular Plural

First Person Myself Ourselves

Second Person Yourself Yourselves

Third Person Himself, herself, itself Themselves

With pronouns, there are two different possessive forms depending on whether the pronoun is acting in the sentence by itself or if it is standing in for a noun.

Pronoun Form Singular Plural

First Person Mine Ours

Second Person Yours Yours

Third Person His, hers, its Theirs

Determiner Form (adj) Singular Plural

First Person My Our

Second Person Your Your

Third Person His, her, its Their

Verb

A verb denotes either action within a sentence or the state of being of the subject.

Action verbs can be divided into two categories: Transitive Verbs and Intransitive Verbs Transitive verbs are always followed by the object that is being acted upon. Intransitive verbs are not acting upon any specific object and therefore are not followed by one.

Exercise 1.1Underline each noun and circle each pronoun in the following sentences

1. Harry Potter never had the things normal children had.2. His aunt and uncle preferred to keep him locked away in the cupboard under the stairs.3. The day he got to go to the zoo for his cousin’s birthday was the best he could remember

ever having.4. The smiling lady in the ice cream van asked him what he wanted before his aunt and uncle

could rush him away.5. He got a lemon pop and was able to eat it all before it melted.

State of being verbs fall into two categories as well: be verbs and linking verbs Be verbs include any forms of ‘am, is, are, were, was, been, or being’ Linking verbs are those verbs that can be substituted out for a ‘be’ verb without drastically changing the meaning of the sentence

Verbs can either stand by themselves or be part of a verb phrase containing auxiliaries. There are four types of auxiliaries that work together with verbs to make verb phrases:

1. Modals (shall, should, will, would, can, could, may, might, must, have to, had to, ought to)

2. Forms of have (has, have, had)

3. Forms of be (am, is, are, were, was, been, being)

4. Forms of do (does, do, did)

Adjectives and Adverbs

An adjective is a word that modifies a noun or a pronoun. It is most easily identified by asking either “which one?” “how many?” or “what kind?”

Depending on where the adjective appears in the sentence, it can serve two different purposes. An adjective can be either attributive (preceding the noun it describes) or what we call a predicate adjectiveor a subjective complement(an adjective that follows a verb).

An adverb modifies a verb, an adjective, or another adverb. It can be identified by asking either ‘how?’ ‘when?’ or ‘where?’

The biggest test when attempting to identify an adverb is the test of movability. If the adverb and any of its modifiers can be moved within the sentence, it is an adverb.

Exercise 1.2Underline each verb and label as being either a be, linking, transitive, or intransitive verb.

1. Harry believed himself to be just an ordinary boy to whom strange things happened.2. It wasn’t until he spoke to the snake at the zoo that Harry began to think anything different.3. Even after the half-giant Hagrid came to take Harry to wizarding school, Harry thought

there had been some mistake.4. He had believed all his life that he was ordinary.5. Nothing could have prepared him for what he was about to become.

Exercise 1.3:Above each word, label wether it is:

A. NounB. PronounC. VerbD. AdverbE. Adjective.F. Preposition

Circle any verb phrases. Place a box around any prepositional phrases.

Dumbledore lowered his hands and surveyed Harry through his half-moon glasses. “It is

time,” he said, “for me to tell you what I should have told you five years ago, Harry.

Please sit down. I am going to tell you every thing.” Since the beginning of the summer

holiday, Harry has been desperate to get back to school and find out why his friends have

been so secretive all summer. However, what Harry is about to discover turn his whole

world inside out.

Exercise 1.4:Write your own 4-5 sentence paragraph labeling each of the components discussed

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Preposition

A preposition is word that proceeds a noun or pronoun that relates said noun or pronoun back to the rest of the sentence. The noun or pronoun that follows the preposition is called the object of the preposition.

Prepositions commonly refer to location or place (such as in, on, around, behind or beneath) but can also refer to concepts of time and condition (such as during or despite)

Once a prepositional phrase has been identified, one must determine whether the phrase is being used as an adverb or an adjective, for each phrase more often than not acts as one of the two. On special occasions, prepositional phrases have been known to function as nouns, but those instances are few and far between.

Conjunction

A conjunction is a word used to connect clauses (groups of words that contain both a subject and a verb), phrases (groups that do not contain both a subject and a verb), sentences or to coordinate words in the same clause.

Conjunctions fall into four different classifications:

1. Coordinating conjunctions:

For (because) Yet And

Or Nor Yet

2. Subordinating conjunctions:Conjunctions that join an adverb clause to the main clause of the sentence

After Although As Because

Before Even though If Once

Since So that Though Unless

Until When, whenever Where, wherever Whereas

Whether or not While

3. Correlative conjunctions:Correlative conjunctions always come in pairs Both/and Either/ or Neither/ nor Not only/ but also Whether/ or

4. Conjunctive adverbs.Conjunctive adverbs can be found following a semicolon joining two complete sentences

Accordingly Additionally Also Consequently Finally

Furthermore Hence However In addition In conclusion

In contrast Indeed In fact Instead Likewise

Meanwhile Moreover Nevertheless Nonetheless On the contrary

On the other hand Otherwise Still Then Therefore

Thus

Section 2: Basic Punctuation

Comma:

Commas can be used for a variety of reasons:1. To give a separation between two different clauses in a sentence connected by a coordinating

conjunction.

Percy loved to swim, but he didn’t know he could breath under water.

2. Following an adverb clause that begins or introduces a sentence.

After finding out that his teacher was literally a monster, Percy was taken to Camp Half-blood where he would spend the rest of the summer.

3. Following a conjunctive adverb that follows a semicolon.

At the camp, Percy met other demi-gods who were just like himself; however, none of them seemed to like him after finding out he was a son of Poseidon.

4. Following an introductory clause or element.

Back in school, Percy would never have thought that he best friend was half goat; at camp, Grover was the only friend he had.

5. To separate a list of three or more things or ideas.

When leaving on their quest, Percy and his friends only carried took a pen, a pair of shoes, and a baseball cap.

6. To separate extra information (as in an appositive) from the main clause of the rest of the sentence.

Commas are to be used when separating nonrestrictive relative clauses. A nonrestrictive clause refers of a clause that does not limit the meaning of the noun it follows. A clause that follows a proper noun is always non-restricting, merely commenting on the noun it modifies rather than defining it. Commas used to offset nonessential information can also be substituted for parentheses or the non-formal use of the dash.

While pursuing his quest, traveling across the continental U.S., Percy continued to learn more about the Greek world.

Do NOT insert commas if the information is essential to the meaning of the sentence. Commas are used to separate NON-essential information, not to break apart the sentence.

7. To separate two adjectives that modify an noun when the word “and” could be used instead of a comma.

Being the caring, loyal friend that he was, Grove stood by Percy through all his trials.

8. To introduce a quote into a sentence.

When asked why Luke despised the quest his father had given him, he told Percy that his quest had been one given to Hercules many years ago. Luke asked further, "where's the glory in repeating what others have done?"

9. In dates and addresses to separate the individual components (except for zip codes).

According to Percy Jackson and the Olympians, Hades can be found under DOA Recording Studios, West Hollywood, California.

Colon:1. Indicates that a writer is introducing a quotation or a list of items.

No one liked Percy because he was a child of one of three most powerful gods: Zeus, Poseidon, and Hades.

2. Indicates that a writer is separating two clauses of which the second expands or illustrates the first.

Percy had to remember one simple fact: some of the gods were on his side and some of them weren’t.

3. Indicates a statement of proportion between two numbers

1:2 (meaning one out of every two)

4. Indicates the separation of hours from minutes (and minutes from seconds) in a statement of time given in numbers

It is currently 4:32.

Semicolon: A semicolon has the potential to take the place of either a period or a comma depending on the circumstances.

1. You may use a semicolon to connect two independent clauses to form a compound sentence. These clauses are connected by a coordinating conjunction.

Percy’s most powerful weapon against the monsters was his pen; his pen, when uncapped, turned into a sword.

2. A semicolon can be used to separate to independent clauses joined by a coordinating conjunction.

This sword was invaluable; but, despite his efforts, he was not always able to hold onto it.

3. You can also use a semicolon to separate items in a series when the items themselves contain commas

Percy had his pen, which magically turned into a sword; Anabeth had her cap, which made her go invisible; and grover had a pair of sneakers, which allowed him to fly.

Hyphen: The hyphen indicates that the two words have a combined meaning or that they are linked in the grammar of a sentence (as in pick-me-up, rock-forming), to indicate the division of a word at the end of a line, or to indicate a missing or implied element (as in short- and long-term).

Dash: “The dash is a handy device, informal and essentially playful, telling you that you're about to take off on a different tack but still in some way connected with the present course — only you have to remember that the dash is there, and either put a second dash at the end of the notion to let the reader know that he's back on course, or else end the sentence, as here, with a period.”

__ Lewis ThomasRules for using the dash:1. Dashes can be used to show an interruption in the thought process.

Percy knewor thought he knewwho was behind the theft of Zeus’s lightning bold.

2. Dashes can be used in the place of a colon but tend to give the sentence a less formal and more casual feel or mood.

Percy traveled all the way across the United Statesescaping traps, solving puzzles, and fighting monsters.

3. Dashes can also be used to offset an appositive when there are commas used in the appositive itself.

Many in the counsel of the godsAres, Athena, Zeus, and Heradidn’t believe that Percy was innocent and wanted him punished for his supposed crimes.

4. Dashes can be used in place of a comma who the writer wants to place extra emphasis on non-essential information

Percy Jacksonson of Poseidonwas not the lightning thief.

Exercise 2.1:Write two sentences utilizing each of the punctuation principles

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Section 3: On SentencesCommon Sentence Structures are listed as:Pattern I: Subject Be Verb Adverb of Time or Place The four siblings were from London.Pattern II: Subject Be Verb Predicate Adjective Lucy was curious.Pattern III: Subject Be Verb Predicate Noun Edmond was her brother.Pattern IV: Subject Linking Verb Predicate Adjective

Exercise 2.2:Punctuate these sentences correctly.

1. Before Percy set out on his journey he was sent to speak with the oracle

2. The oracle told him to beware of the gifts he received from others for they would be his undoing

3. She also told him something troubling that a friend would be the one to betray him

4. Percy didn’t understand what that meant no one could have

He felt bored with the games they were playing.Pattern V: Subject Linking Verb Predicate Noun Lucy became the subject of his entertainment.Pattern VI: Subject Intransitive Verb Lucy explored.Pattern VII: Subject Transitive Verb Direct Object She found the magic land of Narnia.Pattern VIII: Subject Transitive Verb Indirect Object Direct Object The queen gave Edmond magic candy that placed him under a spell.Pattern IX: Subject Transitive Verb Direct Object Adjective Peter and Susan thought Lucy silly for talking about Narnia.Pattern X: Subject Transitive Verb Direct Object Noun Edmond called Lucy a fool.

The most common problem with dealing with the structures of sentences are run-on sentences. Run-on sentences are sentences that contain two or more independent clauses with no punctuation between the clauses. Run-ons can be corrected by inserting a comma along with some form of conjunction (see section 2).

Incorrect: Lucy kept checking the wardrobe she was not able to use it to get back to Narnia.

Correct:Lucy kept checking the wardrobe, but she was not able to use it to get back to Narnia.

Exercise 3.1Identify the Sentence structure for the following sentences

1. Lucy made friends with Mr. Tumnus.2. She and Mr. Tumnus talked for hours before Lucy thought to go back home.3. Mr. Tumnus told her that he had already called some bad people to come take her away.4. Lucy couldn’t believe what he had done.5. He told her to run home before they arrived.

Run-on Sentences vs. Lengthy Sentences

One must be careful when correcting others’ works. It is easy when you are not paying attention to mistake a run-on sentence for a sentence that is merely lengthy. For example, consider the following sentence.

Now if nature should intermit her course and leave altogether, though it were but for awhile, the observation of her own laws; if those principal and mother elements of the world, whereof all things in this lower world are made, should lose the qalities which now they have; if the frame of that heavenly arch erected over our heads should loosen and dissolve itself; if celestial spheres should forget their wonted motions, and by irregular volubility turn themselves any way as it might happen; if the prince of the lights of heaven which now as a giant doth run his unwearied course, should, as it were through a languishing faintness, begin to stand and to rest himself; if the moon should wander from her beaten way, the times and seasons of the year blend themselves by disordered and confused mixture, the winds breathe out their last gasp, the clouds yield no rain, the earth be defeated of heavenly influence, the fruits of the earth pine away as children at the withered breasts of their mother no longer able to yield them relief — what would become of man himself, whom these things now do all serve?

—from Of the Laws of Ecclesiastical Polity

Exercise 3.2Correct these run-on sentences by inserting punctuation, conjunctions, ect.1. When Lucy got back home she knew she had been gone for hours and hours it only turned

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2. The next time Lucy went to Narnia Edmond followed behind her and got lost and captured by the White Witch.

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The Entire passage is one long sentence. Looking at the length, one might think that it needs to be broken up to make a paragraph rather than simply one sentence. However, it was the choice of the author to place everything within the confines of a single sentence to draw attention to the concepts discussed.

Exercise 3.3Take the time to practice writing lengthy sentences based on the concepts and mechanics discussed in the previous sections. Use the Paragraph above as a guide.

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Now that you have had ample practice in lengthy sentences, take a look at the following sentence.

Knowing that millions of people around the world would be watching in person and on television and expecting great things from him — at least one more gold medal for America, if not another world record — during this, his fourth and surely his last appearance in the World Olympics, and realizing that his legs could no longer carry him down the runway with the same blazing speed and confidence in making a huge, eye-popping leap that they were capable of a few years ago when he set world records in the 100-meter dash and in the 400-meter relay and won a silver medal in the long jump, the renowned sprinter and track-and-field personality Carl Lewis, who had known pressure from fans and media before but never, even as a professional runner, this kind of pressure, made only a few appearances in races during the few months before the Summer Olympics in Atlanta, Georgia, partly because he was afraid of raising expectations even higher and he did not want to be distracted by interviews and adoring fans who would follow him into stores and restaurants demanding autographs and photo-opportunities, but mostly because he wanted to conserve his energies and concentrate, like a martial arts expert, on the job at hand: winning his favorite competition, the long jump, and bringing home another Gold Medal for the United States, the most fitting conclusion to his brilliant career in track and field.

Make sure that you keep in mind while writing lengthy sentences that the most important aspect of a sentence is the subject-verb correlation. While reading the paragraph above, you should have noticed that there was a lot of confusion when it came to who was doing what. Keep in mind that the reason most people tend to stick to shorter sentence is to avoid that chance of confusion. However, if you feel you can proceed without that worry, than I advise you challenge yourself to compose more lengthy sentences.

Answer KeyExercise 1.11. Harry Potter never had the things normal children had.2. His aunt and uncle preferred to keep him locked away in the cupboard under the stairs.3. The day he got to go to the zoo for his cousin’s birthday was the best day he could remember having.4. The smiling lady in the ice cream van asked him what he wanted before his aunt and uncle could rush

him away.5. He got a lemon pop and was able to eat it all before it melted.

Exercise 1.21. Harry believed himself to be just an ordinary boy to whom strange things happened.2. It wasn’t until he spoke to the snake at the zoo that Harry began to think anything different.3. Even after the half-giant Hagrid came to take Harry to wizarding school, Harry thought there had been

some mistake.4. He had believed all his life that he was ordinary.5. Nothing could have prepared him for what he was about to become.

Exercise 1.3

Dumbledore lowered his hands and surveyed Harry through his half-moon glasses. “It is time,” he

said, “for me to tell you what I should have told you five years ago, Harry. Please sit down. I am

going to tell you every thing.” Since the beginning of the summer holiday, Harry has been

desperate to get back to school and find out why his friends have been so secretive all summer.

However, what Harry is about to discover will turn his whole world inside out.

Exercise 1.4(Answers will vary)

Exercise 1.5(Answers will vary)1. I went to the store for milk and eggs.2. I wanted to drive but I forgot my wallet.3. I went to the store after I did my homework.4. I always check my eggs before I buy them.5. Neither I nor my sister know where we got the habit from.6. However, both she and I have it.7. It unnerves us if we haven’t looked; consequently, we can not leave the store without checking.8. We think our mother might have had os do it when we were young; nevertheless, it is something

that she and I share now.

Exercise 2.1(Answers will vary)

1. Percy Jackson thought he was a normal twelve-year-old boy; little did he know, he was the son of Poseidon.

2. Camp Half-blood is the only place Percy is safe; only there is he out of reach from the monsters3. Back in school, Percy would never have thought that he best friend was half goat.4. Percy loved to swim, but he didn’t know he could breath under water.5. Along their journey, Percy and his friends only carried a few items: a pen, a pair of shoes, and a

baseball cap.6. No one liked Percy because he was a child of one of three most powerful gods: Zeus, Poseidon,

and Hades.7. Anabethdaughter of Athenswas Percy’s biggest rival and one of his best friends.8. No one believed Percy would survive being chased by monsterswithout his sword, he probably

wouldn’t have.

Exercise 2.2:1. Before Percy set out on his journey, he was sent to speak with the oracle.2. The oracle told him to beware of the gifts he received from othersfor they would be his undoing.3. She also told him something troubling: that a friend would be the one to betray him.4. Percy didn’t understand what that meant; no one could have.

Exercise 3.1:1. Lucy made friends with Mr. Tumnus. Pattern 72. She and Mr. Tumnus talked for hours before Lucy thought to go back home. Pattern 63. Mr. Tumnus told her that he had already called some bad people to come take her away. Pattern 84. Lucy couldn’t believe what he had done. Pattern 75. He told her to run home before they arrived. Pattern 7

Exercise 3.2:1. When Lucy got back home, she knew she had been gone for hours and hours. It turned out that she

had only been gone for a couple minutes.2. The next time Lucy went to Narnia, Edmond followed her. He got lost in the woods and was captured

by the White Witch.

Exercise 3.3(Answers will vary)