Grammar and Usage for Better Wirting_1

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Grammar tải và sử dụng Grammar Viết tốt hơn và sử dụng tải về cuốn sách viết tốt hơn. Sách Ngữ pháp Chỉ có bạn từ trước tới giờ. Hướng dẫn thân thiện với người sử dụng của bạn để nói và viết tiếng Anh tốt hơn ...

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Nội dung Text: Grammar and Usage for Better Wirting_1

AMSCO AMSCO SCHOOL PUBLICATIONS, INC. 315 Hudson Street, New York, N.Y. 10013
Contributing Editors Auditi Chakravarty Director of Language Arts Amsco School Publications, Inc. Bonnie Boehme Editor Nesbitt Graphics, Inc. This book has been adapted from the following Amsco publications: Building Power in Writing By Henry I. Christ English Alive: Complete Edition By Harold Levine Text and cover design: Nesbitt Graphics, Inc. Composition: Nesbitt Graphics, Inc. When ordering this book please specify: Either R 798 W or GRAMMAR AND USAGE FOR BETTER WRITING Please visit our Web site at www.amscopub.com ISBN 1-56765-117-8 NYC Item 56765-117-7 Copyright © 2004 by Amsco School Publications, Inc. No part of this book may be reproduced in any form without written permission from the publisher. Printed in the United States of America. 1234 6789 08 07 06 05 04
Contents Introduction: How to Use This Book vii Part ONE Parts of Speech 1 The Subject 3 The Predicate 7 Verbs 10 Action and Linking Verbs 13 Helping Verbs and Verb Phrases 16 Verbs in Contractions 19 Nouns 22 Common and Proper Nouns 24 Plural Nouns 27 Possessive Nouns 34 Compound Subjects 38 Compound Verbs 41 Nouns as Direct Objects 45 Nouns as Indirect Objects 48 Pronouns and Antecedents 52 Personal Pronouns 55 Pronouns in Contractions 58 Review of Verbs, Nouns, and Pronouns 61 Adjectives 68 Predicate Adjectives and Predicate Nouns 72 Adverbs 79 Forming Adverbs from Adjectives 84 Recognizing Adverbs and Adjectives 86 iii
Review of Adjectives and Adverbs 89 Prepositions 94 Prepositional Phrases 98 Conjunctions 102 Interjections 108 Review of Prepositions, Conjunctions, and Interjections 111 Part TWO Sentence Composition 115 Characteristics of Good Sentences 116 Comparing Sentences 117 Writing Sentences 120 Revising Sentences 121 Clear, Forceful Sentences 123 Conciseness (Economy) 123 Clarity and Specificity 126 Varying Sentences 132 Unity 145 Part THREE Common Usage Errors 149 Problems with Sentence Structure 150 Simple Sentences 150 Compound Sentences 151 Complex Sentences 152 Sentence Fragments 155 Run-on Sentences 164 Problems with Nouns 171 Plurals of Nouns 171 Possessives of Nouns 172 Problems with Verbs 175 Using the Correct Tense 175 Principal Parts of Verbs 177 Agreement of Subject and Verb 181 Troublesome Verb Pairs 185 Problems with Modifiers 189 Adjectives and Adverbs Confused 189 Double Negatives 190 Other Errors 191 iv CONTENTS
Problems with Pronouns 193 Personal Pronouns 193 Indefinite Pronouns 196 Possessive Pronouns 198 Problems with Punctuation 201 End Punctuation 201 The Comma 202 Quotation Marks 209 Punctuating Titles 210 Problems with Capitalization 214 In Letters 214 In Quotations 214 First Words 214 Proper Nouns and Proper Adjectives 215 Problems with Spelling 221 Frequently Misspelled Words 221 Words Often Confused 223 Seven Helpful Spelling Rules 224 Contractions 230 Part FOUR Basic Paragraph Composition 231 The Paragraph 232 A Note About Paragraph Length 233 Unity in the Paragraph 235 The Topic Sentence 239 The Clincher Sentence 242 Developing a Paragraph with Reasons 244 Arranging the Reasons 245 Arranging the Reasons—Another Look 248 Developing a Paragraph with Examples 249 Varying Sentence Beginnings 253 Index 259 CONTENTS v
Introduction How To Use This Book Grammar and Usage for Better Writing is a basic workbook that can provide a founda- tion for further study in English grammar and usage. It will benefit students who are learn- ing the essentials for the first time as well as those who wish to review concepts they have previously learned. The premise of this book is that understanding how language works enables us to use it more effectively. This skill can enhance our personal communications, schoolwork, and professional lives. The workbook is organized into four major parts. The parts in turn consist of brief lessons, each with explanations, examples, and practice to ensure that students understand the concepts being introduced. The book is structured sequentially, with the most basic elements—the parts of a sentence—introduced in Part One, followed by the composition of sentences in Part Two. Part Three focuses on some common problems that people en- counter when using English, and it places more emphasis on applying the rules. Students who are new to grammar study should begin with Part One and work through each section in order; more advanced students who already know the parts of speech may want to start with Part Two and use the first section for reference. Once writers learn the parts of sentences and how they work together to determine the meaning and effect of a sentence, they can begin to understand what good writing is all about. Part Four is designed to help students make the transition from crafting sentences to developing good paragraphs, the foundation for most kinds of writing. It serves as an in- troduction to further study of rhetoric and composition. Study the rules, review the examples, and look for more examples of good writing in books, newspapers, magazines, Web sites, and other available sources. Complete the exer- cises to practice what you have learned, but also remember to apply the rules whenever you speak and write. The more you use what you learn in this book, the better and more natural your use of the English language will be. In the end, you will be a stronger, more effective speaker and writer. You’re on your way—good luck! INTRODUCTION vii
Part ONE Parts of Speech In a sentence, a word may play one of eight parts. It may be either 1. a noun, 5. an adverb, 2. a pronoun, 6. a preposition, 3. a verb, 7. a conjunction, or 4. an adjective, 8. an interjection. These eight parts are known as the parts of speech. We use the parts of speech to build sentences. For example, if we put together the noun sunburn and the verb itches, we can make the following statement: Sunburn itches. N. V. We can expand this statement by adding the adjective my: My sunburn itches. ADJ. N. V. We can also add the adverb painfully: My sunburn itches painfully. ADJ. N. V. ADV. If we should want to ask a question, we can begin with a verb. Here is a question made up of the verb is, the noun sunburn, and the adjective painful. Is sunburn painful? V. N. ADJ. 1
Of course, we can expand this question. For example, we can add the adverb usually. Is sunburn usually painful? V. N. ADV. ADJ. The system that our language uses to put parts of speech together into sentences is known as grammar. The first two lessons focus on the two basic parts of any sentence: the subject and the predicate. 2 PA R T S O F S P E E C H
Lesson 1 The Subject A sentence has two parts: (1) a subject and (2) a predicate. This lesson deals with the subject. The subject is the part of the sentence about which something is told or asked. The seats on the bus are very comfortable. QUESTION: About what is the sentence telling something? ANSWER: The seats on the bus. SUBJECT: The seats on the bus. Amelia Earhart disappeared over the Pacific. QUESTION: About whom is the sentence telling something? ANSWER: Amelia Earhart. SUBJECT: Amelia Earhart. Has your brother Tom found a summer job? QUESTION: About whom is the sentence asking something? ANSWER: your brother Tom. SUBJECT: your brother Tom. Position of the Subject The subject is usually found at the beginning of the sentence, but it can also appear in other positions. SUBJECT AT THE BEGINNING OF THE SENTENCE: An experienced pilot was at the controls at the time of the crash. SUBJECT AT THE END OF THE SENTENCE: At the controls at the time of the crash was an experienced pilot. THE SUBJECT 3
SUBJECT WITHIN THE SENTENCE: At the time of the crash, an experienced pilot was at the controls. Finding the Subject A sure way to find the subject is to answer one or the other of these questions: • About whom or about what is the sentence saying or asking something? • Who or what is doing, or has done, or will do something? What is the subject of the following sentence? Question 1: The score at the end of the quarter was 12–12. Ask yourself: “About what is the sentence saying something?” Procedure: Obviously, The score at the end of the quarter. The subject is The score at the end of the quarter. Answer: (The subject tells about what the sentence is saying something.) What is the subject of the following sentence? Question 2: The orchestra members tuned their instruments. Ask yourself: “Who did something?” Procedure: The subject is The orchestra members. Answer: (The subject tells who did something.) What is the subject of the following? Question 3: Wait outside, please. Ask yourself: “Who is to wait outside?” Procedure: The subject is You (understood). Answer: (You) wait outside, please. In an imperative sentence (a sentence expressing a command or mak- Note: ing a request), the subject You is not expressed but understood. What is the subject of the following? Question 4: Is the door to the basement locked? Ask yourself: “Is what locked?” Procedure: The subject is the door to the basement. Answer: (The subject tells about what the sentence is asking something.) 4 PA R T S O F S P E E C H
EXERCISE 1. Write the subject in the space provided. Sample: The apples in the fruit bowl were all sour. The apples in the fruit bowl 1. Next to the hardware store is a ski shop. 2. Will your father drive us to the game? 3. Is the noise from the next room bothering you? 4. Our math teacher coaches the bowling team. 5. The bowling team is coached by our math teacher. Simple Subject and Complete Subject When a subject consists of more than one word, the main word in that subject is called the simple subject. The seats on the bus are very comfortable. SIMPLE SUBJECT: seats The simple subject and the words that describe it are to- gether known as the complete subject. COMPLETE SUBJECT: The seats on the bus Does a simple subject ever consist of more than one word? Question: Yes, especially if it is a name. For example: Answer: The late Amelia Earhart was a pioneer in aviation. COMPLETE SUBJECT: The late Amelia Earhart SIMPLE SUBJECT: Amelia Earhart THE SUBJECT 5
EXERCISE 2. Write the complete subject in the C.S. space and the simple subject in the S.S. space. Sample: The first reporters on the scene did not get all the facts. reporters The first reporters on the scene C.S. . S.S. Hint: You can be sure that you have correctly chosen the simple subject if you can prove to yourself that it cannot be omitted. If The, first, and on the scene were omitted from the C.S., above, the sentence would still make sense. But if reporters were omitted, the sentence would not make sense. This proves that reporters is the sim- ple subject. 1. The famous Mona Lisa is a painting by Leonardo da Vinci. C.S. . S.S. 2. Did a letter from your sister come this morning? C.S. . S.S. 3. Farther up on the hill is a house with white shutters. C.S. . S.S. 4. Asleep in the crib was a six-month-old baby. C.S. . S.S. 5. My older brother is graduating in June. C.S. . S.S. 6 PA R T S O F S P E E C H
Lesson 2 The Predicate Before we talk about the predicate, remember that The subject is the part of the sentence about which something is told or asked. Prices are higher. subject What Is the Predicate? The predicate is the part of the sentence that tells or asks something about the subject. Prices are higher . predicate You can easily find the subject and the predicate of a sentence by asking two simple questions: Prices are higher. QUESTION 1: About what is the sentence telling something? ANSWER: Prices. The subject is Prices. 2: What is the sentence saying about Prices? QUESTION ANSWER: Prices are higher. The predicate is are higher. My sister Karen is waiting for us. QUESTION 1: About whom is the sentence telling something? ANSWER: My sister Karen. The subject is My sister Karen. T H E P R E D I C AT E 7
2: What is the sentence saying about My sister Karen? QUESTION ANSWER: My sister Karen is waiting for us. The predicate is is waiting for us. Was Andy angry? QUESTION 1: About whom is the sentence asking something? ANSWER: Andy. The subject is Andy. 2: What is the sentence asking about Andy? QUESTION ANSWER: Was Andy angry? The predicate is Was angry. Position of the Predicate The predicate usually comes after the subject, but it can also appear in other positions. PREDICATE AFTER THE SUBJECT: The parking lot is next to the stadium. S. P. PREDICATE BEFORE THE SUBJECT: Next to the stadium is the parking lot. P. S. PREDICATE PARTLY BEFORE AND PARTLY AFTER THE SUBJECT: Is the parking lot next to the stadium? P. S. P. EXERCISE 1. First draw a single line under the complete subject of the sentence. Then, above the double line at the right, write the predicate. Samples: SUBJECT PREDICATE dropped suddenly The temperature dropped suddenly. Has . . . landed Has the plane landed? Under the tree lay Under the tree lay many rotting apples. 8 PA R T S O F S P E E C H
1. Has our teacher recovered from the flu? 2. Behind the wheel was my sister Maria. 3. How comfortable these new seats are! 4. Finally, the suspect surrendered to the police. 5. A flock of seagulls landed on the beach. EXERCISE 2. Complete the sentence by adding a predicate. Samples: The apple was not ripe. A speck of dust flew into my eye. 1. The onion soup 2. Your suede jacket 3. Her new pen 4. The owner of the car 5. My desk at home T H E P R E D I C AT E 9
Lesson 3 Verbs The main word in the predicate is called the verb. Here are a few examples: 1. The temperature dropped rapidly. PREDICATE: dropped rapidly VERB: dropped 2. José often visits exhibits at the natural history museum. PREDICATE: often visits exhibits at the natural history museum VERB: visits 3. Have you no sense? PREDICATE: Have no sense VERB: Have Without a verb, the predicate cannot tell or ask anything about the subject. For in- stance, if the verb dropped is left out of the first sentence above, the resulting sentence cannot convey any clear meaning: The temperature. . . rapidly. Does a verb ever consist of more than one word? Question: Yes, often. A verb may consist of one to four words: Answer: SENTENCE VERB They have no questions. have Do you have any questions? Do . . . have We have been calling John all week. have been calling His phone may have been disconnected . may have been disconnected 10 PA R T S O F S P E E C H
EXERCISE 1. Find the verb and write it in the blank space. Samples: was Ben was at the door. must have been treated They must have been treated badly. 1. Mindy has a lot of friends. 2. The water is boiling in the microwave. 3. I should have listened to you. 4. He must have been pushed by someone in the crowd. 5. Did the light bother you? EXERCISE 2. Write the simple subject in the S.S. space, the predicate in the P. space, and the verb in the V. space. Samples: pond The pond froze during the night. S.S. froze during the night P. froze V. You (understood) Wash your hands. S.S. Wash your hands P. Wash V. You Did you hear the wind? S.S. Did hear the wind P. Did hear V. 1. Comb your hair. S.S. P. V. 2. The bus will come at any minute. S.S. P. V. VERBS 11
3. Has it been coming on time lately? S.S. P. V. 4. For some time, light rain has been S.S. falling. P. V. 5. It must have been raining since dawn. S.S. P. V. 6. In my pocket was the missing glove. S.S. P. V. 7. Fuel bills have been increasing S.S. every year. P. V. 8. The cold weather has been affecting S.S. the spring crops. P. V. 9. Does your remote control need fresh S.S. batteries? P. V. 10. Someone must have taken my books S.S. by mistake. P. V. 12 PA R T S O F S P E E C H

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