Domain 2 - Nonwritten and written communcation

Question 1

SUBJECT VERB AGREEMENT

Answer 1

First focus on verb or verbs.
A plural subject goes with a plural verb, a singular with a singular.
Ex: Here on the table is an apples and three pears.
**wrong b/c what is the subject of the verb IS? Remember a plural verb goes with plural subjects.
Ex: Here on the table are an apple and three pears.
** correct b/c since the subject is plural the verb must be plural = are instead of is

Question 2

VERB TENSES

Answer 2

Another verb error occurs when the verb tenses (past, present,future) are inconsistent. Most verbs are regular.
Ex:(PAST) I walked yesterday.
Ex:(Present) I walk today.
Ex: (Future) I will walk tomorrow.

Question 3

VERB TENSES

Answer 3

If there are two verbs in the sentence, make sure that the verb tense of each is appropriate. Here’s an example of an incorrect verb tense:
Ex: He walked for miles and finally sees a sign of civilization.
** this is wrong b/c Walked is in the past, Sees is in the present.
** Sees must be changed to Saw so that the whole sentence describes the past.
Ex: (correct) He walked for miles and finally saw a sign of civilization.

Question 4

VERB TENSES

Answer 4

Some of the verbs are irregular and require special constructions to express the past and past participle. Here are some of the most troublesome irregular verbs.

Question 5

Some troublesome irregular verbs
PR= PRESENT
PA= past
PP= Past participle

Answer 5

PR = begin PA= began PP= begun
PR=do PA= did PP= done
PR= go PA= went PP=gone
PR= hang (to execute) PA= hanged PP= hanged
PR= hang (to suspend) PA= hung PP= hung
PR= lay ( to put in place) PA= laid PP= laid
PR= lie (to rest) PA= lay PP= lain
PR= sit (to be seated) PA= sat PP= sat
PR= raise (to lift up) PA= raised PP= raised
PR= rise ( to get up) PA= rose PP=risen
PR= swim PA= swam PP= swum

Question 6

Adjectives and adverbs

Answer 6

A common error is using an adjective when an adverb is required or vice versa. Adjectives describe things (nouns and pronouns) and adverbs describe actions (verbs).

Question 7

Adjectives and adverbs

Answer 7

The mechanic repaired my engine and installed a new clutch very quick.

• • this is wrong b/c actions are being described (repaired and installed are verbs) so the word that describes those actions should be an adverb, “quickly” instead of quick. As you might notice, adverbs often end in -ly. The correct use of the adj. “quick” in a sentence occurs in the following:
    ex: The quick work of the mechanic please me very much.
• • in this case, a thing is being described (work), so an adj. is appropriate.

Question 8

Pronouns

Answer 8

pronouns takes the place of a noun. Watch for correct pronoun references and note whether the pronoun should be in the subjective or objective case.
ex: We rewarded the workers whom, according to the manager, had done the most imaginative job.
**incorrect b/c to test “who and whom” try replacing with either him or them
** to text whether “who “ is correct instead, try substituting he or they,
** remember if him or them fits when substituited then “whom “ is correct.
** if he or they fits when substituted “who “ is correct.
Ex: (correct) We rewarded the workers who, according to the manager, had done the most imaginative job.

Question 9

Parallelism

Answer 9

Phrases in a sentence are parallel when they have the same grammatical structure. Ex: He liked swimming, weight lifting and to run.
** to run is incorrect b/c it should be an -ing verb like the other items.
Ex: correct= He liked swimming, weight lifting and running.

Question 10

Idioms

Answer 10

To native English speakers, certain expressions “sound right’ b/c they are so commonly used. Such expressions are idiomatic and are correct simply b/c they are so widely accepted. Ex: The young man had been addicted of drugs ever since his 13th bday.
** incorrect no addicted of but correct = addicted to.

Question 11

Dangling or misplaced modifiers

Answer 11

Dangling modifier = an introductory phrase that does not refer clearly or logically to a subsequent modifier (usually the subject) in a sentence. A misplaced modifier is one that is placed too close to a word that it could but should not modify.
Ex: Strolling along the beach, a wave suddenly drenched us.
** this sentence sees to say that the wave is doing the strolling. Correct= clarifies the modifier as follows: While we were strolling along the beach, a wave suddenly drenched us.

Question 12

misplaced modifiers

Answer 12

Ex: Ann prepared a roast for the family that was served burned.
** in this case, b/c that was served is so close to family, the sentence seems to say that the family was burned.
Correct= Ann served burned roast to the family.
** this correction also eliminates unnessary words.

Question 13

Punctuation- The comma

Answer 13

Certain parts of sentences are separated from one another by using a comma.
-Use a comma before a coordinating conjunction in a compound sentence.
Ex: I felt happy about my new job, but the pay was not quite enough.
-Use a comma to set off interrupting or introductory words or phrases.
Ex: Safe in the house, we watched the rain fall outside.
-Use a comma to separate a series of words or word groups.
Ex: Diet, exercise, and rest all contribute to good health.

Question 14

Punctuation-the comma

Answer 14

-use the comma to set off nonessential clauses and phrases that are descriptive but not needed to get across the basic meaning of the sentence. such phrases are termed non restrictive
Ex: Harold, who dislikes school, is failing English.
-use a comma to set off appositives (second houn or noun equilvalents that give addtl info. about a preceding noun)
Ex: Mr. Johnson, a teacher, ran for chairman of the school board.

Question 15

The semi colon

Answer 15

The semi colon is like a balance. It always seperates elements of equal power of meaning: two or more words, phrases, sentences. It should never seperate a main clause from a subordinate claruse or word, or phrase from a clause.
Use a semicolon to seperate main clauses when the separtation is not done by a coordinating conjunction (and, but, or, not, for)
Ex: Ask Joe for the book; he still has it.
-use a semicolon to separate items in a series when there are commas within the items.
Ex: Nora’s dress was red, blue and green; Lucy’s was lilac and white; and Helen’s was black, turquioise, and white.

Question 16

PUnctuation: the colon

Answer 16

The colon is the formal introducer. It is usually translated to mean as follows. The colon should be employed sparingly and never after is, are, was, or were when presenting a series. The major use of the colon is to introduce a formal appositive, list, summary, quotation, example, or other explanatory material when or not the words as follows or the follwing are used.
Ex: The following attended (or those who attended are as follows:) Bob, Mary, Jack, and Sue.
Ex: Patrick Henry’s words were the rallying cry of the revolt: “ Give me liberty or give me death.”

Question 17

Writing strategies:

Answer 17

Steps 1-5 
1/ PREWRITING
2/ DRAFTING
3/ REVISING
4/ EDITING
5/ PROOFREADING

Question 18

STEP 1- PREWRITING

Answer 18

• the initial brainstorming step in which the writer gathers ideas and examples.
• purpose is to organize one’s thoughts and plan the order to present points, examples, arguments, and so on.
• most popular methods= clustering, webbing, outlining, and note taking

Question 19

STEP 1- PREWRITING

Answer 19

CLUSTERING AND/OR WEBBING: you take a few moments to think about all of the elements of the topic and connect them to the central topic. The writer starts with the main idea in the cneter of the page inside a circle. Then related ideas are written in groups, and their circles are connected to the main idea with lines.

Question 20

Step 1- prewriting

Answer 20

Outlining: is the most formal and traditional form of organizing. The main advantage is that it clearly organizes each main idea, which examples or ideas will be discussed, and the order in which they will all be presented.
-this visually displays the diff. between main ideas (by roman numerals) and supporting ideas (by capital letters) and minor points (by numbers)
NOTE taking= a versitile prewriting method that can take many forms, such as listing, free writing, mapping, charting, bulleting, and so forth.

Question 21

Step 2- DRAFTING

Answer 21

THIS follows prewritiing. at this stage you develop the initial draft of actual sentences and paragraphs. You should not worry about correctness or editing, rather you should follow the organizational plan set up int he prewriting stage and incorporate all ideas into the essay . This purpose is to simply get all of the prewriting ideas into print.

Question 22

STEP 3- revising

Answer 22

REVISING: writers begin to fine tune the wording of the draft and or rearranging the ideas or paragraphs. This is the time to think about changes that will make the writing more logival and forceful. Ex: you may decide to move a paragraph to a diff. location, rewrite a topic sentence, add a new example or improve the essay thru addition or deletion. The goal si to ensure that the ideas flow logically and that the writer’s points are presented with clarity.

Question 23

STEP 4- editing

Answer 23

EDITING: writers clean up diction and syntax. You may decide to combine some sentences for effect or reword others for clarity. Of course, you may choose to move entire paragraphs around or comgine them during editing, but the more you practice planning in the prewrtiing phase the less you should need to make such major changes during the editing step. The purpose of editing is to check the flow of ideas and precision of presentation.

Question 24

Step 5 - proofreading

Answer 24

THis is the final step: this allows writers to check the text for mechanical and diction errors (spelling, punctuation, grammar ) this step allows you to ensure that the final draft is as accurate and error free as possible using the convections of standard written english.