0120 Basic Grammar and Composition

Sergeants Distance
Education Program

Basic Grammar and
Composition

8011B
EXAM ADMINISTRATION THROUGH
COMMAND UNIT VERIFICATION
REPORT, RANDOM ONLINE EXAMS
(ROLE)

1. This is to amplify the procedures as per MARADMIN
370/07.

2. Exams will not be distributed with this MCI unless
specifically requested by the Marines Training
Representative. Marines are strongly encouraged to use
ROLE.

3. Marines should contact their Command Unit
Verification Report representative to complete the final
examination using the Random Online Examination
(ROLE).

4. Marines who do not have access to a computer may
request the final examination material by contacting
MCIs Student Services Division at 1-800-MCI-USMC.

BASIC GRAMMAR AND COMPOSITION
(8011B)
Course Introduction

Scope The Basic Grammar course is designed to provide the Marine sergeant with a
basic knowledge of English grammar and composition fundamentals. It
includes a review of the parts of speech, the basic elements of writing
including phrases, clauses, sentence structure, punctuation, capitalization, and
spelling, and an overview of composition fundamentals from outlining to
final proofing.

References The following reference was used in the writing of this course:

Effective Army Writing Subcourse Number IS1460, Edition A. Center for
Army Leadership, Command and General Staff College, Fort Leavenworth,
Kansas. Edition Date: J une 1999.

Table of
Contents
The following is a table of contents for this course.

Study Unit Title Page
-- Course Introduction i
1 Parts of Speech 1-1
2 Phrases, Clauses, and Sentences 2-1
3 Punctuation 3-1
4 Capitalization and Spelling 4-1
5 Effective Composition 5-1

Estimated
Study Time
You will spend about 10 hours 45 minutes completing this course. This
includes the time required to study the text, complete the exercises, and take
the final exam.

Continued on next page
MCI Course 8011B i Course Introduction
MCI Course 8011B ii Course Introduction
Course Introduction, Continued

Reserve
Retirement
Credits
You earn four retirement credits for completing this course. You earn reserve
retirement credits at the rate of one credit for each 3 hours of estimated study
time.

Note: Reserve retirement credits are not awarded for the MCI study you do
during drill periods if awarded credits for drill attendance.

Summary The table below summarizes all important gateways needed to successfully
complete this course.

Step When you Then you will For more
information
1 Enroll in the program Receive your program
material
Refer to the Program
Introduction
2 Complete the self-
paced text
Arrange to take the
final examination
Introduction
3 Pass the final
examination
Receive a course
completion certificate
Introduction

STUDY UNIT 1
PARTS OF SPEECH
Overview

Estimated
Study Time
2 hours, 25 minutes

Unit Scope Putting our thoughts on paper is important, but only if what we have written
clearly communicates our intentions. Our understanding of English grammar
can help make sure that we communicate clearly. The objective of this study
unit is to help you sharpen your understanding of English grammar by briefly
reviewing the parts of speech.

Learning
Objectives
After completing this study unit, you should be able to

Identify the parts of speech.

Identify the relationship between sentence elements joined by a
conjunction.

Unit Content The following table lists the lessons covered in this study unit.

Topic See Page
Overview 1-1
Lesson 1 Nouns 1-3
Lesson 2 Pronouns 1-13
Lesson 3 Verbs 1-21
Lesson 4 Adjectives and Adverbs 1-33
Lesson 5 Prepositions 1-41
Lesson 6 Conjunctions 1-45
Study Unit 1 Exercise 1-49

MCI Course 8011B 1-1 Study Unit 1

(This page intentionally left blank.)

LESSON 1
NOUNS
Introduction

Estimated
Study Time
15 minutes

Lesson Scope Nouns are your people, place, and thing words. Nouns typically serve as the
subjects and objects of verbs and prepositions. This lesson will help you
identify the nouns in a sentence and how these nouns relate to other sentence
elements.

Learning
Objectives
After completing this lesson, you should be able to

Define the characteristics of nouns.

Identify the function of nouns.

Form plurals of nouns correctly.

Select the nouns in a sentence.

Lesson Content The following table lists the topics covered in this lesson.

Topic See Page
Introduction 1-3
Definition 1-4
Gender 1-6
Number 1-7
Person 1-9
Case 1-10

MCI Course 8011B 1-3 Study Unit 1, Lesson 1
Definition

Naming Words Naming is a function of nouns. Nouns can be

Concrete
Officer
Weapon
Tank

Abstract
Invisible substances (air, gases)
Qualities (leadership, honor)
Actions (marching, commanding)
Measurements (month, pounds)

Function Nouns function as

The subject these nouns do the action described by the verb.

Corporal Wrigley fired the rifle. (Corporal Wrigley is the noun that
did the action.)

Sergeant Baker taught the maintenance class. (Sergeant Baker is the
noun that did the action.)

Objects of the verb or of a preposition these nouns generally receive the
action.

Private J ones fired the rifle expertly to win the championship. (Rifle
is the noun that was acted on.)

The honored guest for todays parade is Colin Powell. (Parade is the
object of the preposition for.)

The function is further explained in study unit 1, lesson 1, Case.

Definition, Continued

Proper Nouns Proper nouns begin with a capital letter. Proper nouns name particular
people, places, or things:

President Bush
Parris Island
American

Compound
Nouns
Compound nouns are two or more words that express a single idea.
Sometimes compound nouns are written as

One word
Keyboard
Machinegun
Breechblock

Hyphenated words
Brother-in-law
Commander-in-chief
Court-martial

Gender

Explanation One characteristic of nouns is gender. Gender is obvious for some nouns.
Noun gender may be

Male
Man
Boy

Female
Woman
Lady

Neutral
Weapon
Barracks
Integrity

Number

Definition Another characteristic of nouns is number. Number tells if the noun is
singular (one) or plural (more than one). Most plurals are formed based on
the spelling of the singular form of the noun.

Adding S Nouns ending in a sound that can be smoothly united with s usually form their
plurals by adding s:

Officer, officers
Radio, radios
Regulation, regulations

Nouns ending in ay, ey, oy, or uy form their plurals by adding s:

Day, days
Key, keys
Boy, boys

Adding ES Nouns ending in a sound that cannot be smoothly united with s form their
plurals by adding es:

Bush, bushes
Torch, torches
Wrench, wrenches

Changing Y to I
and Adding ES
Nouns ending in y preceded by a consonant form their plurals by changing y
to i and adding es:

Mercy, mercies
Nursery, nurseries
Army, armies
Number, Continued

Plurals of
Compound
Nouns
Compound nouns form their plurals by making the main word plural:

Sergeant major, sergeants major
Lieutenant colonel, lieutenant colonels
Court-martial, courts-martial

Plurals of
Borrowed
Nouns
Plurals of nouns borrowed from French, Greek, and Latin frequently retain
the plural of the original language:

Alumna (feminine), alumnae
Alumnus (masculine), alumni
Analysis, analyses
Basis, bases
Datum, data

Special Plurals Some nouns form their plurals differently. These types of nouns do not
follow specific rules:

Man, men
Mouse, mice
Sheep, sheep

Person

Type The third characteristic of nouns is person. Person determines the function of
the noun. The noun can be

First person
Second person
Third person

First Person A noun in first person is serving as the speaker; generally this is the subject of
a sentence, the person who does the action.

Example: Private J ones talked. (Private Jones is a noun in first person.)

Second Person A noun in second person is the person spoken to or to whom action is done.

Example: Private J ones talked to Sergeant Smith. (Sergeant Smith is a noun
in second person.)

Third Person A noun in third person is the one spoken of.

Example: Corporal J ones talked to Sergeant Smith about Private Mason.
(Private Mason is a noun in third person.)

Case

Definition The last characteristic of nouns is case. Case describes whether a noun is
functioning as

Subjective
Objective
Possessive

Subjective Case A subject (subjective case)

The wind blew. (Wind is a noun and the subject of the sentence.)

The platoon marched away. (Platoon is a noun and the subject of the
sentence.)

The general spoke eloquently to the command. (General is a noun and
the subject of the sentence.)

Objective Case An object of a verb or of a preposition (objective case)

The commander assigned the guards. (Guards is a plural noun that is the
object of the verb assigned.)

The general spoke eloquently to the command. (Command is a collective
noun that is the object of the preposition to.)

Staff Sergeant Lyon placed first at the rifle competition. (Competition is a
noun that is the object of the prepositions at.)

Possessive Case A possessive (possessive case)

SGT Smith locked the door of the cell. (Cell is a noun that is the object of
the preposition of.)

The commanders policy is no drinking at company functions.
(Commanders is the possessive form of the noun commander.)

This evenings storm cancelled the parade. (Evenings is the possessive
form of the noun evening.)
Case, Continued

Form Nouns have only two case forms:

Common
Possessive

Common Form The common form serves as either the subjective or objective case. The
common form is generally the noun in singular or plural form.

Possessive
Form
The possessive forms show ownership. Generally the possessive form
follows the phrase of the or has an apostrophe s or a plain apostrophe at the
end of the noun:

The storm of the evening (the evenings storm)
Angelas book (book belongs to Angela)
Marines rifles (rifles that belong to many Marines)

Check on
Learning
What are the four characteristics of nouns?

The four characteristics of nouns are

Gender (male, female, neutral)
Number (singular, plural)
Person (1
st
, 2
nd
, 3
rd
)
Case (subjective, objective, possessive)



LESSON 2
PRONOUNS
Introduction

Estimated
Study Time
20 minutes

Lesson Scope Another part of speech that is critical for good writing is the pronoun.
Pronouns function like nouns; they are naming words. Pronouns are words
that substitute for nouns. This lesson will describe the characteristics of
pronouns and provide you examples of pronouns so you can identify them in
a sentence.

Learning
Objectives

Define the characteristics of pronouns.

Identify pronouns by type.

Identify the pronouns in a sentence.

Define pronoun-antecedent agreement.


Topic See Page
Introduction 1-13
Basic Characteristics 1-14
Types 1-16
Pronoun-Antecedent Agreement 1-18

Basic Characteristics

Pronoun
Characteristics
Because pronouns substitute for nouns, they have the same characteristics as
nouns:

Gender
Number
Person
Case

Gender Because pronouns substitute for nouns, pronouns also note gender
differences. Pronouns may be

Male (he)
Female (she)
Neutral (it, you)

Person Like nouns, pronouns function in

First person the speaker (I, we)
Second person - the one spoken to (you)
Third person the one spoken of (he, she, it, they)

Number Pronouns can be singular or plural. The following table shows number and
person for some pronouns.

Number
Person
Singular Plural
1
st
I We
2
nd
You You
3
rd
He, she, it They

Basic Characteristics, Continued

Case As with nouns, case describes whether a pronoun is functioning as

A subject (subjective case)
An object (objective case)
A possessive (possessive case)

Examples of
Case
The following table lists some pronouns by case.

Subjective Possessive Objective
I Mine Me
You Your, yours You
He, she, it His, hers, its Him, her, it
We Our, ours Us
They Their, theirs Them
Who Whose Whom

Types

Eight Types of
Pronouns
There are eight types of pronouns:

Demonstrative
Indefinite
Intensive
Interrogative
Reciprocal
Reflexive
Relative
Personal

Demonstrative
Pronouns
A demonstrative pronoun points out the noun it refers to and distinguishes it
from others. Some demonstrative pronouns are

This
That
These
Those

Example: Those Marines are the ones who helped validate this course.
(Those is the demonstrative pronoun that refers to a specific group of
Marinesthe ones who helped validate this course.)

Indefinite
Pronouns
Indefinite pronouns refer to an unidentified person or thing. Some indefinite
pronouns are

One
Any
Each
Anyone
Somebody
All

Example: Anyone can apply for the position. (Anyone is the indefinite
pronoun that refers to the unknown person who can apply for the position.)
Types, Continued

Intensive
Pronouns
Intensive pronouns strengthen or emphasize the antecedent. The antecedent is
the noun to which the pronoun refers. Some intensive pronouns are

Myself
Yourself
Himself

Example: The commander, himself, took out the garbage. (Himself is the
intensive pronoun that refers to the antecedent commander to emphasize it.)

Interrogative
Pronouns
An interrogative pronoun indicates a question. Some interrogative pronouns
are

Who
Which
What

Example: Who was the honor graduate? (Who is the interrogative pronoun in
the question; it refers to the person who was the honor graduate.)

Reciprocal
Pronoun
Reciprocal pronouns denote mutual action or cross relationship between
members comprised in a plural subject. Some reciprocal pronouns are

Each other
One another

Example: Corporal J ones and Corporal Smith helped each other prepare for
the promotion board. (Each other is the reciprocal pronoun that refers to the
antecedents Corporal Jones and Corporal Smith.)
Types, Continued

Reflexive
Pronoun
Reflexive pronouns refer to the subject of the sentence, clause, or verbal
phrase in which it stands. Generally it is a personal pronoun compounded
with self. Some reflexive pronouns are

Myself
Yourself
Himself

Example: He helped himself get promoted by working and studying
diligently. (Himself is the reflexive pronoun that refers to the subject of the
sentence he.)

Relative
Pronoun
Relative pronouns introduce an adjective clause. The relative pronoun
connects the adjective clause to the independent clause by showing
relationship to the noun (the antecedent). Some relative pronouns are

Who, Whom
Whose
Which
That

Example: Corporal Smith is the Marine who won the rifle competition. (Who
is the relative pronoun that refers to the Marine that won the rifle
competition.)

Personal
Pronouns
A personal pronoun represents a person or persons. Some common personal
pronouns are

I
You
He, She
It
We
They

Example: J ohn and I attended basic training together; we were combat
buddies there. (We is the personal pronoun that refers to the antecedent John
and I.)

Pronoun-Antecedent Agreement

Antecedent
Definition
An antecedent is the noun that the pronoun represents or stands for.
Generally it is the closest noun that comes before the pronoun in the sentence.

Agreement Pronouns must always agree in person and number with their antecedents.
The pronoun gender should also be the same as its antecedent. The following
table describes this agreement further.

If the noun is Then the pronoun
In first person Must be first person
In second person Must be second person
In third person Must be third person
Singular Must be singular
Plural Must be plural
Male Should be male
Female Should be female
Neutral Should be neutral

Check on
Learning
When a pronoun is in objective case, what do you know about it?

When a pronoun is in objective case, you know that it is functioning as an
object of a verb or of a preposition.



LESSON 3
VERBS
Introduction

Estimated
Study Time
15 minutes

Lesson Scope When we write, we not only use nouns and pronouns, but also we express
action. Predicating (stating or asserting) is a function of the verb. Verbs
express state of being (seem, be, and all other forms of to be) or action (run,
eat, think, etc.). This lesson will teach you the characteristics of verbs and the
relationship between verbs and other sentence elements.

Learning
Objectives

Classify verbs by type.

Define the characteristics of verbs.

Identify the tenses of verbs.

Select the correct verb form for subject-verb agreement in a sentence.


Topic See Page
Introduction 1-21
Classification 1-22
Person and Number 1-25
Voice 1-27
Tense 1-28
Mood 1-30

Classification

Categories Verbs are predicating (stating or asserting) words. They express state of
being or action. We classify verbs as

Transitive
Intransitive
Linking
Auxiliary

Transitive
Verbs
A transitive verb

Expresses a transfer of action from the subject to the object
Requires a direct object to complete its meaning; that is, it must be
followed by a word that answers the question whom or what.

Examples:

The commander wrote the award citation. (Wrote is the transitive verb;
citation is the object that answers the question wrote what?)

The officer pushed the suspect. (Pushed is the transitive verb; suspect is
the object that answers the question pushed whom?)

Sergeant J ohnson drove the bus. (Drove is the transitive verb; bus is the
object that answers the question drove what?)

Intransitive
Verbs
An intransitive verb expresses no transfer of action; consequently, it does not
require an object to complete its meaning. An intransitive verb is also called
a finite verb.

Examples:

The troops marched all day. (Marched is the intransitive verb.)
The old man died. (Died is the intransitive verb.)
Classification, Continued

Linking Verbs A linking verb

Links the subject to some other word that names or describes it
Denotes a state of being or condition
Is always followed by a subject complement that identifies or describes
the subject of the sentence

Note: When the subject complement is a noun or pronoun, it is called a
predicate nominative. When the subject complement is an adjective
that modifies the subject of the verb, it is called a predicate adjective.

Common
Linking Verbs
The most common linking verbs are

Forms of the verb to be (is, are, was, were, be, being, been, am)
Seem
Become
Appear
Prove
Look
Remain
Feel
Taste
Smell
Sound
Turn
Grow

Examples:

He is my friend. (Is represents the linking verb; friend is the noun serving
as the subject complement that identifies or describes who he is.)

The room appears different. (Appears is the linking verb; different is the
adjective serving as the subject complement that describes the subject
room.)
Classification, Continued

Auxiliary Verbs An auxiliary verb helps another verb. Some verbs commonly used as
auxiliaries are

Have
Has
Had
Do
Did
Does
Shall
Will
Must
May
Can
Might
Could
Would
Should
Forms of to be

Examples:

She is going to Okinawa. (Is is the auxiliary verba form of the verb to
bethat helps the verb going.)

You should check with your platoon leader for the information. (Should
is the auxiliary verb that helps the verb check.)

Verb Phrase A verb with its auxiliary verb is called a verb phrase. Some examples of verb
phrases are

Can go
Had been done
Will be able to

Verb phrases are discussed more in study unit 2, lesson 1, Verb Phrases.

Person and Number

Characteristics Like nouns and pronouns, verbs can be

First, second, or third person
Singular or plural

Based on the person and number, the form of the verb is different. Creating
these different forms is called conjugation.

Conjugating
the Verb To
Take
The following table is an example of the verb to take based on person and
number.

Number
Person
Singular Plural
1
st
(the speaker) I take We take
2
nd
(the one spoken to) You take You take
3
rd
(the one spoken of) He, she, or it takes They take

Adding S to
Form Third
Person Singular
Verbs
Verbs ending in a sound that can be smoothly united with s form their third
person singular by adding s.

Verb blacken becomes blackens
Verb criticize becomes criticizes
Verb radiate becomes radiates

Verbs ending in a y and preceded by a, e, o, or u also form their third person
singular by adding s.

Verb buy becomes buys
Verb enjoy becomes enjoys
Verb sway becomes sways
Person and Number, Continued

Adding ES to
Form Third
Person Singular
Verbs
Verbs ending in a sound that cannot be smoothly united with s form their
third person singular by adding es.

Verb pass becomes passes
Verb tax becomes taxes
Verb march becomes marches

Changing Y to I
and Adding ES
to Form Third
Person Singular
Verbs
Verbs ending in a y preceded by a consonant form their third person singular
by changing the y to i and adding es.

Verb pity becomes pities
Verb carry becomes carries
Verb bury becomes buries

Subject-Verb
Agreement
Because the verb takes different forms based on person and number, it is
important to use the correct form. The verb form must match the form for the
person and number of the subject noun. That is, if the subject is singular and
third person, the verb form must also be singular, third person; generally this
means the verb will end in s.

Voice

Active Voice Voice is a characteristic unique to verbs. Active voice is when the subject
performs the action.

The private cleaned the floor. (The private is the subject and the person
doing the cleaning.)

Sergeant Smith directed traffic away from the accident. (Sergeant Smith
is the subject and the person directing traffic.)

Corporal J ensen fired the rifle expertly. (Corporal Jensen is the subject
and the person firing the rifle.)

Passive Voice The passive voice is when the subject is acted upon. A form of the verb to be
combined with a phrase by someone or something generally indicates passive
voice.

The floor was cleaned by the private. (The floor is the subject and it is
being cleaned.)

Traffic was directed away from the accident by Sergeant Smith. (The
traffic is the subject and it is being directed.)

The rifle was fired expertly by Corporal J ensen. (The rifle is the subject
and it is being fired.)

Note: Use passive voice when the doer is not important. For example, The
words lets go were heard.

Tense

Definition The verb characteristic of tense refers to the action or state of being of the
verb. It describes the point in time the action or state of being occurs.

Six Tenses The six verb tenses are

Present
Past
Future
Present perfect
Past perfect
Future perfect

Present Tense Present tense refers to action or state of being that is currently occurring:

I take
He marches
They grow

Past Tense Past tense refers to action or state of being that has already occurred.

I took
He marched
They grew

Future Tense Future tense refers to action or state of being that will occur in the future.

I shall take
He shall march
They shall grow
Tense, Continued

Present Perfect Present perfect tense refers to action or state of being that began in the past
and is continuing in the present.

I have taken
He has marched
They have grown

Past Perfect Past perfect tense refers to action or state of being that has occurred before
another past action.

I had taken
He had marched
They had grown

Future Perfect Future perfect tense refers to action or state of being that will be completed by
a certain time in the future.

I shall have taken
He shall have marched
They shall have grown

Mood

Definition Mood, another characteristic of verbs, shows how the speaker views the
action. It tells what type of sentence it will be; it can be a statement or
opinion, question, command, warning, or doubt.

Four Moods The four moods a verb can express are

Indicative
Interrogative
Imperative
Subjunctive

Indicative
Mood
Indicative mood states a fact or an opinion.

The Marine Corps is one of the smaller branches of service. (fact)
The Marine Corps is the best branch of service. (opinion)

Interrogative
Mood
Interrogative mood asks a question.

Do you believe the Marine Corps is the best branch of service?
Do you want to join the Marines after you graduate?

Imperative
Mood
Imperative mood expresses a command, warning, or request. The subject of
the sentence (you) is often omitted.

Ready, aim, fire!
Be wary of files from unknown sources.
Please complete this survey.
Mood, Continued

Subjunctive
Mood
Subjunctive mood expresses doubt, wish, or condition contrary to fact.

The platoon leader recommended that he study the drill and ceremony
manual more often.

The boss insisted that they work five days a week.

Regulation requires that all students be enrolled before the new fiscal
year.

Check on
Learning
What are the six tenses of a verb?

The verbs six tenses are present, past, future, present perfect, past perfect,
and future perfect.



LESSON 4
ADJECTIVES AND ADVERBS
Introduction

Estimated
Study Time
10 minutes

Lesson Scope Modifying words add color to our writing. Adjectives and adverbs are
modifying words. That is, they describe or limit the meaning of another word
or group of words. This lesson will explain the differences between
adjectives and adverbs.

Learning
Objectives

Identify the function of adjectives.

List the types of adjectives.

Identify the function of adverbs.

Select the adjectives in a sentence.

Select the adverbs in a sentence.


Topic See Page
Introduction 1-33
Adjectives 1-34
Adverbs 1-36
Conjunctive Adverbs 1-38
Importance of Location 1-39

Adjectives

Definition Adjectives are words and phrases that describe or limit the meaning of a noun
or its equivalent. Adjectives answer the questions what kind, how many, or
which one.

Attributive
Adjectives
Adjectives that describe a quality of a noun are called attributive adjectives.
Attributive adjectives are placed next to the nouns they modify.

Dressed in his fatigues, the sergeant looked like a formidable foe.
(Formidable describes the noun foe.)

She demonstrated her professional attitude in that situation. (Professional
describes the noun attitude.)

He married a woman of great means. (Of great means describes the noun
woman. Additionally, great describes the noun means.)

Predicative
Adjectives
Adjectives that occur after a linking verb or words such as appear, sound,
look, feel, taste, seem, become, and smell are called predicative adjectives.

The food tasted bad.
He is handsome in his dress uniform.
The section became disorganized.

Three Types Attributive and predicative adjectives can be divided into three categories:

Descriptive
Proper
Limiting
Adjectives, Continued

Descriptive
Adjectives
Descriptive adjectives name a particular quality.

Green vehicle
Powerful Marine
Leaking radiator

Proper
Adjectives
Proper adjectives are derived from proper nouns.

Roman fountain
American custom
Marine Corps hero

Limiting
Adjectives
Limiting adjectives may

Indicate possession
My puppy
Their challenge
Your commitment

Point out
This manual
Former president
That regulation

Number
Three forces
Second platoon
Tenth vehicle

Be articles
A division
The Marine
An idea

Adverbs

Definition Like adjectives, adverbs are modifying words. Adverbs are words and
phrases that describe or limit the meaning of a verb, an adjective, or a whole
sentence. Adverbs answer the questions when, where, why, in what manner,
or to what extent.

Modify Single
Words
By definition, adverbs are words and phrases that modify single words (either
verbs or adjectives).

The day went quickly.
Nearly all men want success.
The funeral detail slowly marched to the cadence.

Modify
Sentences
Adverbs can also modify complete sentences.

Maybe he will go.
Very quickly the crowd dispersed.
The parade was cancelled, because it was raining.

Ask Questions Adverbs can also serve to ask questions.

When did he go?
Where is the book?
How quickly can you disassemble the rifle?

Indicate
Manner
Adverbs can indicate the manner in which the action is taken.

Secretly embarrassed, the woman held her head high.
Speaking quietly, the chaplain admonished the little boy.
I only found the secret.
Adverbs, Continued

Indicate Time Another function of adverbs is to indicate time.

Never healthy, she decided to retire.
I called today.
Yesterday the Marines celebrated their victory.

Indicate Place Adverbs can describe location or place.

Outside the office, it was raining hard.
Here at MCI, we produce distance training products.
Within the organization, the morale was low.

Indicate Degree Adverbs indicate the degree something happens.

Quite easily distracted, the editor failed to finish her project.
She was very happily married.
The meal was mostly vegetarian.

Conjunctive Adverbs

Definition A conjunctive adverb is an adverb that serves as a conjunction; it joins two
complete sentences.

Common
Conjunctive
Adverbs
Some common conjunctive adverbs are

Consequently
Furthermore
However
Moreover
Nevertheless
Otherwise
Therefore
Thus

Examples:

He was the top student in his platoon; therefore, he was the honor
graduate.

Corporal Brooks finished second in the marksmanship competition;
consequently, his platoon finished second in the company competition.

Importance of Location

Specific Rules
for Adjectives
Attributive adjectives, you may remember, are placed next to the noun they
modify. Predicative adjectives are placed after the linking verb or verb of
sense (appear, sound, feel, taste, smell).

General Rule Generally, place the adverb or adjective closest to the word or words that it
modifies. Placement of the adjective or adverb affects the meaning of a
sentence. Be sure to place the adjective or adverb so that it modifies exactly
what you mean for it to modify!

Consider the following sentences to see how the placement of only, which
can be an adjective or an adverb, affects the meaning of each sentence.

Only I lost a million dollars. (J ust me, nobody else.)
I only lost a million dollars. (J ust lost, not found, won, etc.)
I lost only a million dollars. (J ust $1 million, not more or less.)

Check on
Learning
Adjectives and adverbs are modifying words. What is the basic difference
between the two?

Adjectives modify nouns and pronouns; adverbs modify verbs or the
predicate part of the sentence.



LESSON 5
PREPOSITIONS
Introduction

Estimated
Study Time
5 minutes

Lesson Scope Prepositions are connecting words. Connecting words helps us link one word
or word group with another. They help us establish relationships between the
words in a sentence. This lesson will teach you about the group of connecting
words called prepositions.

Learning
Objectives

Define the function of prepositions.

Identify prepositional phrases in a sentence.

Lesson Content The following table lists the contents of this lesson.

Topic See Page
Introduction 1-41
Definition 1-42
Prepositional Phrases 1-43

Definition

Relationship to
Nouns and
Pronouns
Prepositions are specific words that connect a noun or pronoun (called its
object) with some other word in the sentence. The preposition shows the
relationship between the object and the other word.

Common
Prepositions
The most common prepositions are

About, above, across, after, among, around, as, at
Before, behind, below, beside, by
Down, during
Except
For, from
In, inside, into
Near, next
Of, off, on, out, over
Past
Since
Through, to, toward
Under, until, up, upon
With, within, without

Example: The company under the leadership of Captain J ohnson excelled in
competition. (Under is the preposition that relates leadership to company. Of
is the preposition that relates Captain Johnson to leadership. In is the
preposition that relates competition to excelled.)

Prepositional Phrases

Definition A preposition and its object form a prepositional phrase.

Examples of
Prepositional
Phrases
Some prepositional phrases are

After the ceremony (After is the preposition; ceremony is its object.)
Toward the enemy (Toward is the preposition; enemy is its object.)
Under the leadership (Under is the preposition; leadership is its object.)

Prepositional phrases are discussed more in study unit 2, lesson 1,
Prepositional Phrases.

Check on
Learning
What is the function of prepositions?

Prepositions connect nouns or pronouns (called the object of the preposition)
with some other word in the sentence. The preposition shows the relationship
between the object and the other word.



LESSON 6
CONJUNCTIONS
Introduction

Estimated
Study Time
10 minutes

Lesson Scope Like prepositions, conjunctions are connecting words. A conjunction joins
words, phrases, or clauses. Conjunctions show the relationship between the
sentence elements they connect. This lesson will teach you to identify
conjunctions and the relationship between the elements they connect.

Learning
Objectives

Identify the classes of conjunctions.

Identify correlative conjunction pairs.

Identify the relationship between elements joined by subordinating
conjunctions.

Identify the conjunctions in a sentence.


Topic See Page
Introduction 1-45
Coordinating Conjunctions 1-46
Correlative Conjunctions 1-47
Subordinating Conjunctions 1-48

Coordinating Conjunctions

Definition One category of conjunctions is the coordinating conjunction. Coordinating
conjunctions join words, phrases, or clauses of equal rank.

Common
Coordinating
Conjunctions
The common coordinating conjunctions are

For
And
Nor
But
Or
Yet
So

Note: An easy way to remember the common coordinating conjunctions is to
remember the acronym fan boys (from the first letter of each of the
common coordinating conjunctions).

Examples The following sentences contain coordinating conjunctions.

The Marine and the soldier competed together.
The Marine Corps collects toys at Christmas, so the chapel staff can
distribute gifts to children.
The commander devised the plan, but the NCOs carried out the orders.

Correlative Conjunctions

Definition Another type of conjunction is the correlative conjunction. Correlative
conjunctions work in pairs to join words, phrases, clauses, or whole
sentences.

Common
Correlative
Conjunction
Pairs
The most common correlative pairs are

Both and
Either or
Neither nor
Not but
Not only but also

Relationship
Between Joined
Elements
Elements joined with a correlative conjunction pair are generally equal in
rank.

Examples The following sentences contain correlative conjunctions.

Both the Marines and the Navy live on that base.

Not only the enlisted Marines, but also the officers participated in the
disaster relief.

Neither sleet, nor rain, nor dark of night shall keep them from their
appointed duties.

Subordinating Conjunctions

Subordinating
Conjunctions
The third category of conjunctions is subordinating conjunctions.
Subordinating conjunctions join clauses that are not equal in rank. When
subordinating conjunctions are used, one clause is dependent on the other;
that is, the dependent clause is not a complete sentence by itself.

Common
Subordinating
Conjunctions
The most common subordinating conjunctions are

After, although, as, as if, as though
Because, before
Even if, even though
If, in order that
Rather than
Since, so that
Than, that, though
Unless, until
When, whenever, where, wherever, whether, while

Examples The following sentences contain subordinating conjunctions.

Although the weather was stormy, the Marine patrolled the perimeter.
She accepted the job, so that she could be closer to home.
Corporal Smith worked after duty hours even though his supervisor did
not ask him to.

Check on
Learning
What are the three categories of conjunctions?

Conjunctions can be divided into three categories: coordinating, correlative
pairs, and subordinating.

Study Unit 1 Exercise

Estimated
Study Time
1 hour, 10 minutes

Directions Complete the following items. Check your answers against the correct
answers at the end of this study unit. If you have any questions, refer to the
reference page listed for each item.

Item 1 What is the major function of nouns?

a. Naming
b. Modifying
c. Connecting
d. Predicating

Item 2 To form the plural of nouns that end in y preceded by a consonant, you

a. add es.
b. add s.
c. change the y to e and add s.
d. change the y to i and add es.

Item 3 To form the plural of compound nouns, you

a. add s to the last word.
b. make the last word plural.
c. make the main word plural.
d. make the first word plural.

Item 4 Case refers to whether a noun is

a. singular or plural.
b. female, male, or neutral.
c. first, second, or third person.
d. subjective, objective, or possessive.
MCI Course 8011B 1-49 Study Unit 1 Exercise
Study Unit 1 Exercise, Continued

Directions for
Item 5 Through
Item 7
Refer to the following sentence to answer items 5 though 7.

Lance Corporal Maclains ability to accomplish multiple, complicated tasks
simultaneously enabled his superiors to focus on other important issues.

Item 5 Identify the nouns in the sentence.

a. Ability, multiple, superiors, important issues
b. Ability, superiors, issues
c. Lance Corporal Maclains, ability, tasks, superiors
d. Lance Corporal Maclains, ability, tasks, superiors, issues

Item 6 Identify the noun in the possessive case.

a. Ability
b. Lance Corporal Maclains
c. Important issues
d. Superiors

Item 7 Identify the noun in the objective case.

a. Issues
b. Multiple
c. Lance Corporal Maclains
d. Ability

Item 8 What is the major function of pronouns?

a. Connecting
b. Modifying
c. Naming
d. Predicating

Item 9 Through
Item 11
Matching: In the space provided, place the letter of the type of pronoun from
column 2 that best describes the list of pronouns in column 1. The answers in
column 2 may only be used once.

Column 1

List of Pronouns

Column 2

Type of Pronouns
___ 9. Who, which, what
___ 10. This, that, these, those
___ 11. Myself, yourself, himself,
etc.
a. Interrogative
b. Reflexive
c. Reciprocal
d. Demonstrative

Directions
For Item 12
Through
Item 14
For items 12 through 14, select the answer that describes the problem and the
correction (problem; correction).

Item 12 Our company clerk is a man in who you can put a great deal of trust.

a. Wrong case of pronoun who; whom
b. Pronoun-antecedent disagree; whose
c. Wrong person of pronoun who; whom
d. Wrong person of pronoun who; whose

Item 13 The cub scouts played his first game.

a. Wrong number of pronoun his; their
b. Wrong number of pronoun his; theirs
c. Pronoun-antecedent disagree; their
d. Pronoun-antecedent disagree; theirs

Item 14 Everyone had taken off their heavy equipment.

a. Pronoun-antecedent disagree; his or her
b. Pronoun-antecedent disagree; theirs
c. Wrong number of pronoun their; theirs
d. Wrong person of pronoun their; theirs

Item 15 What does a transitive verb do?

a. Helps another verb
b. Links to some word that names or describes it
c. Expresses a transfer of action from subject to object
d. Expresses no transfer of action from subject to object

Item 16 Verbs of sense (such as be, appear, feel, taste, smell, sound) are types of
_____ verbs.

a. auxiliary
b. linking
c. transitive
d. intransitive

Item 17 Active voice is when

a. the subject performs the action.
b. the subject is acted upon.
c. action transfers from subject to object.
d. the subject is linked to another word that names or describes it.

Item 18 Verb tense refers to the action or state of being of the verb. What are the six
verb tenses?

a. Pluperfect, future perfect, past perfect, future, past, present
b. Future perfect, past perfect, present perfect, aorist, past, present
c. Future perfect, past perfect, present perfect, future, past, present
d. Future perfect, past perfect, present pluperfect, future, past, present

Directions
For Item 19
Through
Item 21
For items 19 through 21, fill in the blank with the correct form of the verb.

Item 19 One of the Marines ____ completed the land navigation course.

a. has
b. have

Item 20 He was one of those Marines who ___ to be honored for conspicuous valor.

a. is
b. are

Item 21 Second platoon _____ expert on the rifle range.

a. shooted
b. shot

Item 22 What is the function of adjectives and adverbs?

a. Naming
b. Modifying
c. Connecting
d. Predicating

Item 23 Adjectives answer the following questions:

a. When, why, what kind
b. When, what kind, how many
c. What kind, how many, where
d. What kind, how many, which one

Item 24 Limiting adjectives

a. indicate possession or number.
b. indicate manner in which action is taken.
c. indicate time.
d. indicate to what extent something occurs.

Item 25 Not counting the article the, list the adjectives and adverbs in the following
sentence (adjectives; adverbs):

The Continental Congress authorized the formation of two battalions of
Marines under Captain Samuel Nicholas, who is traditionally considered the
first Commandant of the Marine Corps.

a. two, Captain; first
b. two, first; traditionally
c. first; Captain, traditionally
d. two, Continental; first


Item 26 Adverbs answer the questions

a. when, which one, why, where.
b. in what manner, when, where, how many.
c. who, what, when, where, why.
d. when, where, why, in what manner, to what extent.

Item 27 What is the function of prepositions?

a. Naming
b. Modifying
c. Connecting
d. Predicating

Directions
For Item 28
Through
Item 31
For items 28 through 31 identify the prepositions and the objects (preposition,
object; preposition, object; etc.) in each sentence.

Item 28 Lieutenant OBannon led a Marine detachment in the storming of the harbor
fortress of Derna, Tripoli in 1805.

a. in, storming; of, fortress; of, Derna, Tripoli; in, 1805
b. led, Marine; of, fortress; in, 1805
c. of, harbor; of, Derna; in, 1805
d. led, detachment; of, harbor; of, Tripoli, in 1805

Item 29 Marines deployed as part of a multinational peacekeeping force.

a. deployed, as; of, peacekeeping
b. deployed, part; of, multinational
c. as, part; of, force
d. as, part; of, peacekeeping


Item 30 In J anuary 1968, Marines defended the firebase at Khe Sanh from an attack
force.

a. In, J anuary 1968; at, Khe Sanh; from, attack
b. At, Khe Sanh; from, force
c. In, J anuary 1968; at Khe Sanh; from, force
d. In, J anuary 1968; from, force

Item 31 Marines occupied the Halls of Montezuma after the Battle of Chapultepec
in Mexico City.

a. of, Montezuma; after, Battle; in, City
b. of Montezuma; after, Battle; of, Chapultepec; in, Mexico City
c. of Montezuma; after, Battle, of, Chapultepec
d. after, Battle; of, Chapultepec; in, Mexico City

Item 32 What is the function of conjunctions?

a. Predicating
b. Naming
c. Modifying
d. Connecting

Item 33
Through
Item 36
Matching: In the space provided, place the letter of the class of conjunction
from column 2 that best describes the conjunction in column 1. The answers
in column 2 may be used more than once.

Column 1

Conjunction

Column 2

Class of Conjunction
___ 33. Nor
___ 34. Bothand
___ 35. Notbut
___ 36. As if
a. Coordinating
b. Correlative
c. Subordinating

Answers The table below provides the correct answers to the exercise items. If you
have any questions, refer to the reference page listed for each item.

Item Number Answer Reference Page
1 a 1-4
2 d 1-7
3 c 1-8
4 d 1-10
5 d 1-4
6 b 1-10
7 a 1-10
8 c 1-13
9 a 1-17
10 d 1-16
11 b 1-18
12 a 1-15
13 c 1-19
14 a 1-19
15 c 1-22
16 b 1-23
17 a 1-27
18 c 1-28
19 a 1-26
20 a 1-26
21 b 1-28
22 b 1-33
23 d 1-34
24 a 1-35
25 b 1-35; 1-36
26 d 1-36
27 c 1-41; 1-42
28 a 1-42; 1-43
29 c 1-42; 1-43

Answers
(continued)

30 c 1-42; 1-43
31 b 1-42; 1-43
32 d 1-45
33 a 1-46
34 b 1-47
35 b 1-47
36 c 1-48

STUDY UNIT 2
PHRASES, CLAUSES, AND SENTENCES
Overview

Estimated
Study Time
1 hour, 10 minutes

Unit Scope Now that you have learned the different parts of speech, you need to learn
how to put them together to write effectively. The subject is usually a noun,
noun phrase, or pronoun. The predicate is what is being written about the
subject. The predicate consists of a verb or a verb phrase and may also
contain modifiers or objects that the subject acts on. Study unit 2 teaches you
about the basic elements of writing: phrases, clauses, and sentences.

Learning
Objectives
After completing this unit, you should be able to

Identify the difference between a phrase, a clause, and a sentence.

Identify a complete sentence from a sentence fragment.

Unit Content The following table lists the lessons covered in this unit.

Topic See Page
Overview 2-1
Lesson 1 Phrases 2-3
Lesson 2 Clauses 2-11
Lesson 3 Sentences 2-21


LESSON 1
PHRASES
Introduction

Estimated
Study Time
10 minutes

Lesson Scope This lesson teaches the first element of putting parts of speech together to
communicate effectively. The first element of word groups is the phrase.
This lesson will define different types of phrases so that you will be able to
identify them in sentences.

Learning
Objectives

Define a phrase.

List types of phrases

Identify phrases in a sentence.


Topic See Page
Introduction 2-3
Types of Phrases 2-4
Absolute Phrases 2-5
Verb Phrases 2-6
Prepositional Phrases 2-7
Adjective Phrases 2-8
Adverb Phrases 2-9

Types of Phrases

Definition A phrase is a group of words that relate to each other but lack a related
subject and predicate. Phrases do not make sense alone. A phrase by itself is
a sentence fragment; that is, it is not a complete sentence.

Categories The different categories of phrases are

Absolute
Verb
Prepositional
Adjective
Adverb

Absolute Phrases

Definition An absolute phrase is a noun and a participle (a verb functioning as an
adjective; normally ends with ing) that is not grammatically connected to the
rest of the sentence. It is related only by thought.

Examples Some sentences with absolute phrases (in italics) are

Knees trembling, Private Smith approached the promotion board.
Eyes flashing, the first sergeant reprimanded the unshaven Marine.

Verb Phrases

Definition A verb phrase is a verb plus its auxiliary (helping verb). You will remember
from the lesson on verbs that some common auxiliary verbs are

Have
Has
Had
Do
Did
Does
Shall
Will
Must
May
Can
Might
Could
Would
Should
Forms of to be

Examples Some sentences with verb phrases (in italics) are

After you have moved the handle to the safe position, you will be able to
connect the chain to the block.
Travelers should be aware of strangers lurking near their luggage.
You have loaded the weapon.

Prepositional Phrases

Definition A prepositional phrase is a preposition plus its object. A few common
prepositions, as stated in an earlier lesson on this subject, are

About, above, across, after, among, around, as, at
Before, behind, below, beside, by
Down, during
Except
For, from
In, inside, into
Near, next
Of, off, on, out, over
Past
Since
Through, to, toward
Under, until ,up, upon
With, within, without

Examples Some sentences with prepositional phrases (in italics) are

When placing the ammunition into the weapon, make sure the bolt is in
the closed position.
Each step of the process is covered in more detail later in this lesson.
How can we make sure we retain the integrity of the plan?

Adjective Phrases

Definition An adjective phrase is a prepositional phrase that serves as an adjective. The
adjective phrase modifies a noun or pronoun, and it answers questions such
as: what kind, how many, or which one?

Examples Some sentences with adjective phrases (in italics) are

The commander of the troops is responsible for the commands.
Careless omission of pertinent facts will hinder mission success.

Adverb Phrases

Definition An adverb phrase is a prepositional phrase that is used as an adverb. The
adverb phrase modifies the verb, and it answers questions such as: when,
where, how, or why?

Examples Some sentences with adverb phrases (in italics) are

Because it started to rain, the troops marched at a fast pace.
The party began after the parade.

Check on
Learning
What kind of information does an adjective phrase provide?

An adjective phrase is a prepositional phrase serving as an adjective. It
modifies a noun or pronoun. An adjective phrase tells what kind, how many,
or which one.


LESSON 2
CLAUSES
Introduction

Estimated
Study Time
15 minutes

Lesson Scope The next element of effective writing is the clause. This lesson defines
clauses and explains the different types of clauses you will use to write well.
You will learn words that may signal the different types of clauses in a
sentence.

Learning
Objectives

Define a clause.

List types of clauses.

Identify clauses in a sentence.


Topic See Page
Introduction 2-11
Types of Clauses 2-12
Noun Clause 2-13
Adjective Clause 2-14
Adverb Clause 2-15
Restrictive Clause 2-16
Nonrestrictive Clause 2-17
Dependent Clause 2-18
Independent Clause 2-19

Types of Clauses

Definition A clause is a group of words that relate to each other, contains a subject and a
predicate (verb), but may or may not form a complete thought.

All clauses that do not form a complete thought are incomplete sentences or
sentence fragments.

Listing of
Categories
Types of clauses are

Noun
Adjective
Adverb
Restrictive
Nonrestrictive
Dependent
Independent

Noun Clause

Definition A noun clause functions as a noun. Because it is a clause, it has a subject and
a predicate. A noun clause is generally essential to the sentence and cannot
be omitted.

Signals Some signal words that a noun clause is beginning are

How
That
What
Whether
Why

Examples Some sentences with noun clauses (in italics) are

The manual describes how the machinegun is cleaned.
The awards board determines whether the award nomination is approved.

Adjective Clause

Definition An adjective clause is a clause that functions as an adjective. The adjective
clause modifies a noun or a pronoun; it comes after the word it modifies.

Signals Adjective clauses are introduced by relative pronouns. There are five main
relative pronouns.

That
Which
Who
Whom
Whose

Examples Some sentences with adjective clauses (in italics) are

The secondary road that runs south from the junction at the river is your
left boundary.

Honor graduate is awarded to the Marine whose grades and performance
greatly excelled above the rest.

Adverb Clause

Definition An adverb clause functions as an adverb. The adverb clause tells how,
on/under what condition, when, where, or why. The adverb clause has a
subject and a predicate, but it cannot stand alone.

Signals Adverb clauses are introduced by subordinate conjunctions. The
subordinating conjunctions that signal the beginning of an adverb clause
depend on the type of information the clause tells. The following table lists
the subordinating conjunctions for adverb clauses.

If the subordinating
conjunction is
Then the adverb clause tells
As if, as though How
Although, if, provided that, though,
unless
On/under what condition
After, as, as soon as, before, since,
until, when, whenever, while
When
Where, wherever Where
Why As, because, since, so that

Examples Some sentences with adverb clauses (in italics) are

Although we have no units adjacent to us, we have a company to our rear
for support.

Move your platoon forward 600 meters, as soon as your equipment
arrives.

Restrictive Clauses

Definition A restrictive clause limits the meaning of the word it modifies, and it limits
the interpretation to only one. The restrictive clause is an essential element of
the sentence.

Examples Some sentences with restrictive clauses (in italics) are

The company that won the softball tournament celebrated their victory at
the picnic.

Turn the switch that powers the tank to the off position, before you begin
disassembly.

The Marine presented the bouquet to the lady whose husband just retired.

Nonrestrictive Clauses

Definition A nonrestrictive clause merely adds information about the word it modifies.
The nonrestrictive clause is not essential to the meaning, and it is set off with
a comma.

Examples Some sentences with nonrestrictive clauses (in italics) are

Before testing the adapter, the silver part of the machine, remove the
circuit card.

The M250 smoke grenade launcher, mounted on the side of the tank,
screens your tank from enemy observation.

Personnel having open lesions, particularly on their hands, face, and
neck, are prohibited from performing further duty in the mess hall.

Dependent Clauses

Definition A dependent clause is introduced by a subordinating conjunction; a dependent
clause does not make sense when it stands alone.

You will remember from the lesson on conjunctions, the most common
subordinating conjunctions are

After, although, as, as if, as though
Because, before
Even if, even though
If, in order that
Rather than
Since, so that
Than, that, though
Unless, until
When, whenever, where, wherever, whether, while

Examples Some sentences with dependent clauses (in italics) are

When you have 12 smoke grenades in the storage boxes, firmly seat 6
grenades into the barrels of the launchers.

Your professionalism is evident, because you have chosen to study
distance education materials.

As a dedicated Marine, your job performance will improve when you take
these courses.

Independent Clause

Definition An independent clause contains a subject and a predicate. However, it is
really a sentence. An independent clause not only contains a subject and a
predicate, it also makes sense by itself; it is a complete thought.

Examples Some independent clauses are

All Marines learn basic infantry skills.
The Marine Corps celebrates its birthday on November 10.
Corporal J ones received his first Good Conduct Medal.

Check on
Learning
What is a restrictive clause?

Unlike a nonrestrictive clause, a restrictive clause is necessary for the
accuracy of the sentence. A restrictive clause limits the meaning of the word
it modifies; it limits the interpretation to only one.



LESSON 3
SENTENCES
Introduction

Estimated
Study Time
15 minutes

Lesson Scope This lesson teaches you how to put together everything you have learned to
form properly structured sentences. In this lesson you will learn how to
create simple, compound, and complex sentences. Once you have these
mastered, you are well on the way to effectively communicating.

Learning
Objectives

Define a sentence.

Identify sentences by type.

Lesson Content The following table lists the contents of this lesson.

Topic See Page
Introduction 2-21
Sentence Structure 2-22
Simple Sentences 2-23
Compound Sentences 2-24
Complex Sentences 2-25

Sentence Structure

Definition of a
Sentence
A sentence is a word group that has a subject and a predicate and makes sense
by itself. At a minimum, it is the equivalent of an independent clause that
makes sense by itself.

Subject The subject is the naming part of the sentence. It consists of a noun, a noun
phrase, or a pronoun. It is what the sentence is about.

Predicate The predicate is what is being written about the subject. It consists of a verb
or verb phrase. It may also contain modifiers or objects that the subject acts
upon.

Types of
Sentences
The three basic types of sentences are

Simple
Compound
Complex

Note: Learn to use the three types of sentences. It improves your writing if
you can mix simple, complex, and compound sentences within your
paragraphs.

CAUTION: Be careful not to put too much information into one sentence.
It is better to provide the information in several shorter
sentences instead of one cumbersome one.

Consider the following sentence, for example: During the
summer, Marines at Marine Barracks Washington, D.C.
perform in ceremonial parades on Tuesdays and Fridays at 8
th

and I Streets and the Iwo J ima Memorial.

It would be better to present the information in several shorter
sentences: During the summer, Marines at Marine Barracks
Washington, D.C. perform in many ceremonial parades. These
parades are held on Tuesdays and Fridays. Tuesdays parades
are at the Iwo J ima Memorial. Fridays parades are at the 8
th

and I Streets barracks.

Simple Sentences

Definition A simple sentence is a subject and a predicate that makes sense by itself. An
independent clause is a simple sentence.

Examples Some simple sentences are

She was promoted.
The Marines will defend the perimeter.
Health and sanitation within the food service field go hand in hand.

Compound Sentences

Definition A compound sentence consists of two simple sentences joined by the
conjunctions or, but, or and.

Examples Some compound sentences are

The planning team has developed a sound plan, but the operations section
is having trouble executing it.

The preventive medicine personnel are instructors of sanitation training,
and they perform the sanitation inspections at the mess hall.

Complex Sentences

Definition A complex sentence contains one or more dependent clauses and an
independent clause. The dependent clauses must relate to the independent
clause in thought.

Examples Some complex sentences are

When war broke out in Europe in 1914, the balance of power system
pitted two European alliances of roughly equal military strength and
national resources.

Although annual training may be recorded on the reverse side of the
certificate, for Marines transferring, the departments at new duty stations
may prefer to issue new certificates.

Check on
Learning
What is the difference between a compound and complex sentence?

A compound sentence is two independent clauses joined by the conjunction
or, but, or and. A complex sentence is an independent clause joined with one
or more closely related dependent clauses.


Estimated
Study Time
30 minutes


Item 1 What is a phrase?

a. A group of words that relate to each other, but lack a related subject and
predicate
b. A group of words that relate to each other, and have a subject and a
predicate
c. A group of words that relate to each other, have a subject and a predicate,
and form a complete thought

Item 2 Through
Item 5
Matching: In the space provided, place the letter of the type of phrase from
column 2 that best describes the phrase in column 1. The answers in column
2 may be used more than once.

Column 1
Phrase
Column 2
Type of Phrase

___ 2. At the Harpers Ferry arsenal
___ 3. Teeth gnashing
___ 4. May be infected
___ 5. Did report to
a. Absolute
b. Verb
c. Prepositional

Item 6 What is a clause?

a. A group of words that relate to each other, but lack a related subject and
predicate
b. A group of words that relate to each other, have a subject and a predicate,
and may or may not form a complete thought
c. A group of words that relate to each other, have a subject and a predicate,
and form a complete thought


Item 7 Through
Item 10
Matching: In the space provided, place the letter of the type of clause from
column 2 that matches the definition in column 1. The type of clause may
only be used once.

Column 1

Definition
Column 2

Type of Clause

___ 7. Clause that may begin with
that, which, who, whom,
whose
___ 8. Clause that is introduced with
a subordinating conjunction
___ 9. Clause that may begin with
how, that, what, whether, or
why
___ 10. Clause that limits the meaning
of the word it modifies
a. Noun clause
b. Adjective clause
c. Restrictive clause
d. Dependent clause
e. Adverb clause

Directions For
Item 11 and
Item 12
For items 11 and 12, identify the restrictive clause in each sentence.

Item 11 Although the crowd was small, the ceremony in which the silent drill team
performed impressed both the young and old there.

a. Although the crowd was small
b. In which the silent drill team performed
c. Both the young and old

Item 12 Marines deployed to Lebanon as part of a multinational peacekeeping force
were withdrawn from the war-torn country in 1984.

a. Deployed to Lebanon as part of a multinational peacekeeping force
b. As part of a multinational peacekeeping force
c. From the war-torn country
d. In 1984


Item 13 What is the definition of a sentence?

a. A group of words that has a subject and a predicate and makes sense by
itself
b. A group of words that relate to each other but lack a related subject and
predicate
c. A group of words that relate to each other that have a subject and a
predicate

Item 14
Through
Item 17
Matching: In the space provided, place the letter of the type of sentence from
column 2 that best describes the example sentence in column 1. The type of
sentence may be used more than once.

Column 1

Example Sentence
Column 2

Type of Sentence

___ 14. Chesty, the Marine Corps
mascot, is named for Lieutenant
General Lewis B. Puller.
___ 15. A suicide truck bombed the
headquarters building, and more
than 200 Americans were killed
or wounded.
___ 16. By the end of World War II,
Major Boyington was the top-
ranking flying ace in the Marine
Corps.
___ 17. When Private Opha Mae
J ohnson enlisted into the Marine
Corps, her enlistment reflected
the dramatic changes in womens
status brought about by the U.S.
entry into World War I.
a. Simple
b. Compound
c. Complex



1 a 2-4
2 c 2-7
3 a 2-5
4 b 2-6
5 b 2-6
6 b 2-12
7 b 2-14
8 d 2-18
9 a 2-13
10 c 2-16
11 b 2-16
12 a 2-16
13 a 2-22
14 a 2-23
15 b 2-24
16 a 2-23
17 c 2-25



STUDY UNIT 3
PUNCTUATION
Overview

Estimated
Study Time
1 hour, 20 minutes

Unit Scope Punctuation is a device we use to clarify the meaning of written text. The
general principles governing the use of punctuation are that

If it does not clarify the text it, should be omitted.
In the choice and placing of punctuation marks, the sole aim should be to
bring out more clearly the writers thought.

Punctuation should aid in reading and prevent misreading. Careless omission
of a punctuation mark can greatly alter the meaning of a sentence. Likewise,
excessive punctuation tends to break the smooth flow of words and makes the
sentence hard to understand. This unit teaches you the proper way to use
different punctuation marks in a sentence.

Learning
Objectives

Define the purpose or function of each punctuation mark.

Identify correct use of each punctuation mark in a sentence.


Topic See Page
Overview 3-1
Lesson 1 The Comma 3-3
Lesson 2 The Colon 3-9
Lesson 3 The Semicolon 3-13
Lesson 4 The Apostrophe 3-17
Lesson 5 End Punctuation 3-21
Lesson 6 Quotation Marks 3-27


LESSON 1
THE COMMA
Introduction

Estimated
Study Time
10 minutes

Lesson Scope In its simplest sense, punctuation in writing takes the place of pauses and
emphasis in speaking. One test for effective punctuation is to read your
writing aloud; if you pause or use emphasis where the punctuation appears,
you have probably punctuated correctly. About half of the errors in
punctuation are comma errors. This lesson will not cover all of the minute
details of the comma; however, it will teach you the proper and most common
uses of the comma.

Learning
Objectives

Define the purpose or function of the comma in a sentence.

Identify correct use of the comma in a sentence.


Topic See Page
Introduction 3-3
In Compound Sentences 3-4
With Phrases and Clauses 3-5

In Compound Sentences

The Rule Commas set off independent clauses that are joined by a coordinating
conjunction.

Examples The following sentences are examples of compound sentences that use a
comma to set off the independent clauses (in italics) joined by a coordinating
conjunction.

The commander is Colonel Jensen, and the executive officer is Major Roe.
The Marines practiced the ceremony every day, so the crowd enjoyed
each performance.

With Phrases and Clauses

Introductory
Elements
Commas set off introductory elements (in italics).

Adverb clauses
If you register now, you can vote by mail
When you first handle a weapon, you must clear it.

Long prepositional phrases
In the cool air of the April morning, we prepared for the field
problem.
Military personnel often complete substantial work, by the time
civilians are just beginning to wake up.

Verbal phrases
Speaking off the record, the Senator addressed the battalion.
The lieutenant handled the situation, serving as the acting
commander.

Items in a
Series
Commas separate the items in a series (in italics) when there are more than
two items.

The book is available in bookstores, at newsstands, or by mail.
Basic issue items include fatigues, boots, and BAWs.
Some benefits of military service are the travel opportunities, the medical
care, and the exchange privileges.

With Phrases and Clauses, Continued

Coordinate
Adjectives
Commas separate coordinate adjectives (in italics) when they are of equal
importance.

Tall, stately trees lined the boulevard.
Courageous, dedicated Marines traveled to the area on a relief mission.
The mess sergeant cooked large, delicious burgers to order.

Parenthetical
Expressions
Commas set off parenthetical expressions (in italics). These words and
phrases interrupt the flow of the sentence and are not essential to its meaning.

General parenthetical expressions
She was, in my opinion, an outstanding officer.
The entire briefing, moreover, lacked vitality.

Nonrestrictive clauses
Parsons Boulevard, which runs past my house, is being repaved.
The editors supervisor, who recently took another job, received an
award for her service.

Nonrestrictive phrases
Mrs. Atlee, wearing red, is the commanders sister.
The Marine, dressed in his blues, becomes a handsome escort.

Nonrestrictive appositives
Americas first general, George Washington, crossed the Delaware
River.
The Marine Corps Commandant, General Jones, recently took
command.

Absolute
Phrases
Commas set off absolute phrases (in italics).

The day being warm, we headed for the beach.
The corporal hurried to clean the rifle, the command being a lawful order.

With Phrases and Clauses, Continued

Direct Address Commas set off names or words used in direct address (in italics).

Sergeant Jones, what are you doing?
How are you this morning, Mrs. Snyder?

Yes or No Commas set off yes or no at the beginning of a sentence.

Yes, a lot of information is covered in this course.
No, you do not disassemble the weapon before you clear it.

Check on
Learning
List three instances when a comma is used.

A comma is used to

Set off independent clauses joined by a coordinating conjunction
Set off introductory elements (adverb clauses, prepositional phrases,
verbal phrases)
Separate items in a series when there are more than two items
Separate two coordinate adjectives when they are of equal importance
Set off parenthetical expression or nonrestrictive clauses
Set off absolute phrases
Set off direct address words or names and yes or no at the beginning of a
sentence


LESSON 2
THE COLON
Introduction

Estimated
Study Time
10 minutes

Lesson Scope The colon is a mark of anticipation. The material that follows the colon
illustrates, restates, or depends on the information that precedes the colon.
This lesson will teach different situations in which to use a colon.

Learning
Objectives

Define the purpose of the colon.

Identify correct use of the colon in a sentence.


Topic See Page
Introduction 3-9
To Introduce 3-10
To Separate 3-12

To Introduce

A List Colons introduce a list, but only after as follows, the following, or a noun that
represents or stands for the list that follows it.

Each soldier will carry the following: MREs for three days, a survival
knife, and a sleeping bag.

The division had four new officers: Lieutenants Smith, Tucker, Fillmore,
and Lewis.

A Long
Quotation
Colons introduce a long quotation (one or more paragraphs).

In The Killer Angels Michael Shaara wrote: You may find it a different
story from the one you learned in school. There have been many versions
of that battle [Gettysburg] and that war [the Civil War].

Note: The brackets indicate that the comment was added by the person
quoting the author.

In the DLTD Style Manual, styles are defined as: A series of formats
that can automatically apply to any part of your document. Instead of
applying formats one at a time by clicking toolbar buttons, keyboard
shortcuts, or dialog boxes, you choose a style and it automatically applies
all the formatting for you. When you need to change the appearance of
any document, all you have to do is change the styles.

A Formal
Quotation or
Question
Colons introduce a formal quotation or question.

The President declared: The only thing we have to fear is fear itself.
The question is: What can we do about it?

To Introduce, Continued

A Second
Independent
Clause
Colons introduce a second independent clause that explains the first.

Potters motive is clear: he wants the assignment.
The commander was transferred: he was reassigned to Headquarters,
Marine Corps.

A Business
Letter
Colons introduce a business letter. That is, a colon follows the introduction
of a business letter.

Dear Sir or Madam:
Dear Senator Smith:

Details of an
Announcement
Colons introduce details following an announcement.

For sale: Large lakeside cabin with dock.
Attention: The parade will be cancelled due to rain.

A Formal
Resolution
Colons introduce a formal resolution. That is, a colon follows the word
resolved.

Resolved: That this council petition the mayor
Resolved: That this court-martial will

Words in a
Script
Colons introduce the words of a speaker in a play or script.

Macbeth: She should have died hereafter.
Narrator: If you will please take your seats, we will now begin the
ceremony.

To Separate

Parts of a Title,
Reference, or
Numeral
Colons separate the parts of a title, reference, or numeral.

Principles of Mathematics: An Introduction
Luke 3:4-13
8:15 AM

Bibliographies In bibliographies, colons separate the place of publication from the publisher
and the volume number from the pages.

Miller, J onathan. The Body in Question. New York: Random House,
1978.

J archow, Elaine. In Search of Consistency in Composition Scoring.
English Record 23.4 (1982): 1819.

Check on
Learning
When do you use a colon with two independent clauses in the same sentence?

You use a colon after an independent clause when what follows the colon is
another independent clause that explains the first.

LESSON 3
THE SEMICOLON
Introduction

Estimated
Study Time
10 minutes

Lesson Scope Another frequently used punctuation mark is the semicolon. Using the
semicolon allows you to vary the sentence construction within a paragraph.
However, there are specific rules for using the semicolon correctly. This
lesson will teach you acceptable uses of the semicolon in a sentence.

Learning
Objectives

Define the purpose of the semicolon.

Identify the correct use of the semicolon in a sentence.


Topic See Page
Introduction 3-13
Independent Clauses 3-14
With Commas 3-15

Independent Clauses

No
Coordinating
Conjunction
The semicolon separates two or more independent clauses when closely
related and not joined by a coordinating conjunction.

Since the mid-1970s Americas campuses have been relatively quiet;
todays students seem interested more in courses than causes.

You will set up an anti-armor ambush in their vicinity; the ambush will
cover the road running northwest to southwest.

With
Conjunctive
Adverb
The semicolon separates two independent clauses joined by a conjunctive
adverb (see Conjunctive Adverbs, study unit 1, lesson 4).

On weekdays the club closes at eleven; however, on weekends its open
until one.

MCI Marines help produce distance learning products; furthermore, they
perform ceremonial duties at the Marine Corps Barracks.

With Commas

Clauses with
Commas
The semicolon punctuates clauses joined by a coordinating conjunction (in
italics) when the clauses have commas within them.

Today people can buy what they need from department stores,
supermarkets, and discount stores; but in colonial days, when such
conveniences did not exist, people depended on general stores and
peddlers.

You must draw rations, water, ammunition, radios, and radio batteries at
the company command post; and then draw four sound-powered
telephones and communication wires from the company gunnery sergeant.

Series with
Commas
The semicolon punctuates items in a series when there are commas within the
series.

At the alumni dinner, I sat with the schools best-known athlete, Gary
Wyckoff; the editor of the paper, two stars of the class play, a fellow and
a girl who later married each other; and Tad Frump, the class clown.

The Marines came from Fargo, North Dakota; Norfolk, Virginia; Austin,
Texas; and Barstow, California.

Check on
Learning
How are semicolons used to punctuate sentences with two independent
clauses?

You use a semicolon to separate two or more independent clauses that are
closely related and not joined by a coordinating conjunction. You also use a
semicolon when two independent clauses are joined by a conjunctive adverb
such as however, therefore, thus.


LESSON 4
THE APOSTROPHE
Introduction

Estimated
Study Time
10 minutes

Lesson Scope Another often misused punctuation mark is the apostrophe. Misuse or
omission of an apostrophe can hamper the understanding of the sentence.
This lesson will teach you the function of the apostrophe so you can use it
correctly when you write.

Learning
Objectives

Define the function of the apostrophe.

Identify the correct use of the apostrophe in a sentence.


Topic See Page
Introduction 3-17
To Show Possession 3-18
To Mark Omissions 3-19

To Show Possession

Possessive Case
of Nouns
The apostrophe forms the possessive case of nouns.

Generally, form the possessive noun by adding an apostrophe s to the end
of the noun.

Mrs. Smiths car
The court-martials outcome
The Marines uniform (singular)

For nouns that end in an s, form the possessive case by adding only an
apostrophe.

The bus tires (singular noun)
The buses tires (plural noun)
The gas aroma
The Marines uniforms (plural)

Note: Be careful when forming the possessive case of nouns ending in s. If
the noun is singular, make it possessive by just adding the apostrophe.
If you want a plural possessive noun, make it plural first and then add
the apostrophe.

To Mark Omissions

In Contractions Apostrophes show the omission of letters in contractions.

Do not becomes dont
Would not becomes wouldnt
I am becomes Im
It is becomes its

Note: Be careful not to confuse the contraction its with the possessive case
of the pronoun it (its). Use the apostrophe only for the contraction of it
is.

For Numbers Apostrophes can also show the omission of numerals.

Class of 1984 becomes Class of 84
The 1920s becomes the 20s

Check on
Learning
In the term its, what does the apostrophe mean?

In this case, the apostrophe represents the omission of the letter i. Its is a
contraction for the words it is.


LESSON 5
END PUNCTUATION
Introduction

Estimated
Study Time
10 minutes

Lesson Scope While the punctuation within the sentence is critical for accurate
communication of your ideas, end punctuation is equally important. End
punctuation indicates the end of a complete thought and the type of sentence
that is presented. This lesson discusses end punctuation so that you can
choose the right punctuation to communicate your thought.

Learning
Objectives

List the three types of end punctuation.

Correctly identify the end punctuation to use for different communication
situations.


Topic See Page
Introduction 3-21
The Period 3-22
The Exclamation Point 3-23
The Question Mark 3-24

The Period

Function The most frequently used end punctuation mark is the period. Beside
separating whole numbers from decimal numbers, the period is placed at the
end of all

Declarative statements
Imperative statements (commands)
Indirect questions

Decimal Point The period is called a decimal point when it separates whole numbers from
decimal numbers.

$500.25
33.50 percent
23.75 feet

Declarative
Sentences
The following statements are examples of declarative sentences.

You will be held accountable for your actions, words, and gestures.
The private was at the appointed place of duty on time.
I expect you to lead the way.

Imperative
Sentences
The following statements are imperative sentences.

Check the phone roster for accuracy.
Would you please help customers in a timely manner?
Report to the first sergeant before you leave.

Indirect
Questions
The following statements are indirect questions.

The corporal asked when the promotion would become effective.
We need to get the supplies for the picnic; the question is who has the
money.
The first sergeant asked the private what his problem was.

The Exclamation Point

Function The exclamation point is used to emphasize a statement or to express strong
emotion (urgency, surprise, enthusiasm, disbelief).

Examples The following sentences are examples of emphatic statements.

Look out, the tree is falling!
Congratulations!
Oh! I forgot to tell you the good news.

The Question Mark

Function The question mark is used to indicate

Direct questions
A series of questions
Elliptical questions
A command or request
Doubtful information
Rising intonation
A question within a statement

Direct
Questions
The question mark is placed at the end of direct questions.

What are you doing for lunch today?
Where have you been all morning?
Have you participated in any wars or conflicts?

A Series of
Questions
Use a series of questions when you want to add emphasis to your writing.
The question mark is placed at the end of each question in a series. For
example, see how the emphasis changes in the following sentence when you
add question marks.

Who is in charge, the commander, the first sergeant, or the executive
officer?

Who is in charge? Is it the commander? Is it the first sergeant? Or is it the
executive officer?

The Question Mark, Continued

Elliptical
Questions
The question mark is placed at the end of elliptical questions. Elliptical
questions are questions that are shortened for economy and ease of
understanding; their meanings are clear.

I understand tickets are on sale for the picnic. How much? (Short for
How much are the tickets?)

Where is the briefing? At headquarters? (Short for Is the briefing at
headquarters?)

A Command /
Request
The question mark is placed at the end of a command phrased as a request.

Will you go to the post office for me?
Can you bring me a copy of the regulation?

Doubtful
Information
The question mark is used to indicate doubt about the information that
precedes it.

The Marine Corps (1775? - present) is a fine branch of service.
President Kennedy (1932? 1963) believed strongly in civil rights.

Rising
Intonation
The question mark is placed at the end of a sentence that is a statement in
form, but a question of intonation. That is, when you say the statement your
voice rises at the end to sound like a question instead of a statement.

You want to go on leave in the middle of the personnel changes?
You believe they care about your problems?

Question
Within a
Statement
A short question inside a statement is set off with commas and the question
mark is placed at the end. If the short question is at the end of the sentence, a
question mark is placed at the end.

We can exchange the gifts, cant we, if we have the receipts?
We can exchange the gifts if we have the receipts, cant we?

The Question Mark, Continued

Check on
Learning
Name three types of sentences that use a period for end punctuation.

Three types of sentences that use a period for end punctuation are

Declarative sentences
Imperative sentences
Indirect questions

LESSON 6
QUOTATION MARKS
Introduction

Estimated
Study Time
10 minutes

Lesson Scope Often when we write we repeat statements made by other people or from
other sources. To correctly do this we must use quotation marks. Quotation
marks enclose quotations, slogans, slang expressions, or ordinary words used
in other than their usual fashion. This lesson teaches you how to properly use
quotation marks.

Learning
Objectives

Define the purpose of quotation marks.

Identify correct use of quotation marks in a sentence.

Lesson Content The following table lists the topics contained in this lesson.

Topic See Page
Introduction 3-27
Direct Quotations 3-28
Ellipses 3-29
Special Uses 3-30
With Other Punctuation Marks 3-31

Direct Quotations

One Sentence
Quotation
Use quotation marks to enclose direct quotations.

MacArthur vowed, I shall return, as he left the islands.
Walter Cronkite closed his news program with these words, And thats
the way it is.

More Than
One Sentence
Quotation
For quotations of several sentences, use quotation marks before the first
sentence and after the last.

J enkins said, Somethings wrong. I know it. He should have called in
by now.

The sergeant said, The company operations will be with the 3
rd
platoon.
The command post is to the rear grid 691901. Ill be with 3
rd
platoon.

Several
Paragraphs
Quotation
For quotations of several paragraphs either

Put quotation marks at the beginning of each paragraph but at the end of
only the last paragraph.

Do not use any quotation marks at all; instead indent the entire quotation
and type it single spaced.

Incomplete
Sentence
Quotation
With a short quotation that is not a complete sentence, use no commas before
the quote.

Barrie described life as a long lesson in humility.
MacArthurs commencement speech was about duty, honor, country.

Interrupted
Quotation
With an interrupted quotation, use quotation marks only around the quoted
words.

I heard, said the sergeant, that you passed the course.
A ship without Marines, said Admiral David D. Porter, U.S. Navy, is
like a garment without buttons.

Ellipses

Definition An ellipsis (plural form is ellipses) is three periods () used to indicate an
omission or a pause.

In Quotations Use the ellipsis to indicate the omission of unimportant or irrelevant words
from a quotation.

What a heavy burden is a name that has becomefamous.
Voltaire
Military intelligencea contradiction in terms.
Groucho Marx

Opposite By contrast, use brackets [] to indicate explanatory words added to the
quotation.

From a distance it [fear] is something; nearby it is nothing.
La Fontaine
Said Benjamin Franklin [on freedom], Those that can give up essential
liberty to obtain a little temporary safety deserve neither liberty nor
safety.

Special Uses

Quoting
Dialogue
When quoting dialogue, start a new paragraph with each change of speaker.

Hes dead, Holmes announced.
Are you sure? the young lady asked.

Is the company formed? asked the commander.
The company is all present and accounted for, the first sergeant replied.

Short Title Use quotation marks around the titles of short written works: poems, articles,
essays, short stories, chapters, and songs.

The first chapter in The Guns of August is entitled A Funeral.
I still get misty-eyed when I hear Danny Boy.

Definition of
Words
Use quotation marks around the definition of words.

The original meaning of lady was kneader of bread.
Montagnard comes from the French word for mountaineer; it refers to
people inhabiting a highland region chiefly in southern Vietnam
bordering on Cambodia.

Special Use of
Words
Use quotation marks to indicate the special use of a word.

Organized crime operates by having its ill-gotten gains laundered so
they appear legitimate.
Devil Dog is an affectionate term for Marines coined after World War
II.

With Other Punctuation Marks

Quotation
Within
Quotation
Use a set of single quotation marks () to indicate a quotation within a
quotation: She asked, Who said, Let them eat cake.?

Periods or
Commas
Place periods and commas inside quotation marks.

Dr. Watson said, Its the speckled band.
Move out, the first sergeant commanded.

Colons or
Semicolons
Place colons and semicolons outside the quotation marks: Coe barked, I
have nothing to say; then he left.

Question
Marks,
Exclamation
Marks, Dashes
Place question marks, exclamation marks, and dashes

Inside the quotation marks when the punctuation belongs to the quote
Shauna said, Who is my opponent?

Outside the quotation marks when they do not belong to the quote
Did Shauna say, I fear no opponent?

Check on
Learning
Which punctuation marks are placed inside quotation marks and under what
circumstances?

When you use quotation marks, place the following punctuation marks inside
quotation marks as indicated:

Single quotation marks for quotes within a quote
Periods always
Commas always
Question marks, exclamation points, and dashes when the punctuation
belongs to the quote


Estimated
Study Time
20 minutes


Item 1 Through
Item 4
Matching: In the space provided, place the letter of the use of the comma in
column 2 that best describes the commas use in the sample sentence in
column 1. The use of the comma in column 2 may be used more than once.

Column 1

Sample Sentence

Column 2

Use of Comma
___ 1. SgtMaj J ohn Quick, noted for his
performance at Cuzco Well,
received the Congressional Medal
of Honor.
___ 2. Brevet Brigadier General
Henderson introduced higher
standards of personal appearance,
training, and discipline for the
Marines.
___ 3. Lieutenant OBannon led a Marine
detachment in the storming of the
fortress of Tripoli, and OBannons
Marines were the first forces to
hoist the flag over territory in the
Old World.
___ 4. Wash your hands before going on
duty, after every visit to the head,
and after touching anything that
might be a source of germs.
a. Separate independent
clauses joined by
coordinating conjunction
b. Set off parenthetical or
nonrestrictive information
c. Separate items in a series
d. Set off introductory
phrases


Item 5 A colon is used to

a. separate items in a list after the words as follows, the following, or a noun
that is an appositive for the list.
b. separate details in an announcement.
c. separate independent clauses that do not have a coordinating conjunction.
d. introduce a list after the words as follows, the following, or a noun that is
an appositive for the list and to introduce details in an announcement.

Directions For
Item 6 Through
Item 10
For items 6 through 10, circle the letter of the statement that is correctly
punctuated.

Item 6 a. The following military personnel are members of the Detroit Chamber of
Commerce General Black, post commander; General Smith, USMC
liaison; and Colonel J ones, USAF liaison.
b. The following military personnel are members of the Detroit Chamber of
Commerce: General Black, post commander, General Smith, USMC
liaison, and Colonel J ones, USAF liaison.
c. The following military personnel are members of the Detroit Chamber of
Commerce: General Black, post commander; General Smith, USMC
d. The following military personnel are members of the Detroit Chamber of
Commerce. General Black, post commander; General Smith, USMC

Item 7 a. Private Holland said, I liked the poem Invictus very much, but I do not
know the name of the author.
b. Private Holland said, I liked the poem Invictus very much, but I do not
c. Private Holland said I liked the poem Invictus very much, but I do not
d. Private Holland said, I liked the poem Invictus very much, but I do not


Item 8 a. Camp LeJ eune was 2 days march from where we were encamped.
b. Camp LeJ eune was 2 days march from where we were encamped.
c. Camp LeJ eune was 2 days march from where we were encamped.
d. Camp LeJ eune was 2 day march from where we were encamped.

Item 9 a. During Sergeant Collins briefing, he said, Bring everything we shall
need.
b. Captain Page said, The company will go on a 10-mile hike; therefore, I
forgot about the siesta I was planning.
c. Corporal Wilsons rifle is lying on his bunk where he placed it this
afternoon.
d. Tension rose rapidly during yesterdays meeting, they consequently
adjourned early.

Item 10 a. The commander asked where the supplies were?
b. The commander asked where the supplies were.
c. I have asked him will you get me that regulation?
d. I have asked him to get me that regulation?


1 b 3-6
2 c 3-5
3 a 3-4
4 c 3-5
5 d 3-10; 3-11
6 c 3-10; 3-15
7 d 3-31
8 a 3-18
9 a 3-18; 3-31
10 b 3-22



STUDY UNIT 4
CAPITALIZATION AND SPELLING
Overview

Estimated
Study Time
50 minutes

Unit Scope Along with proper sentence structure and punctuation, readers rely on proper
capitalization and spelling to convey the meaning of a sentence or paragraph.
Capitalization indicates the beginnings of different sentences and other
grammatical constructions. Spelling includes selecting the proper word to
state your meaning. The study unit teaches you rules for proper capitalization
and to improve your spelling ability.

Learning
Objectives

Identify correct instances to capitalization when writing.

Apply spelling rules to select correct spellings of words in sentences.


Topic See Page
Overview 4-1
Lesson 1 Capitalization 4-3
Lesson 2 Spelling 4-9


LESSON 1
CAPITALIZATION
Introduction

Estimated
Study Time
15 minutes

Lesson Scope Readers generally expect a capital letter to identify the beginnings of
sentences and proper names. Using capital letters otherwise may be
misleading. If you are unsure about whether or not a word should be
capitalized, the best rule is not to capitalize it. This lesson will teach you
appropriate instances to use capital letters.

Learning
Objectives

Define the function of capitalization.

Identify proper capitalization in a sentence.


Topic See Page
Introduction 4-3
In Grammatical Forms 4-4
For Proper Nouns and Adjectives 4-6

In Grammatical Forms

Sentences Capitalize the first word of every sentence, including quoted sentences.

She said, The work is finished.
The commander asked for the morning report.
What do you want for your birthday?

Poetry Capitalize the first word of a line of poetry.

Had we but world enough, and time,
This coyness, lady, were no crime.
Andrew Marvel, To His Coy Mistress

Listen my children and you shall hear
Of the midnight ride of Paul Revere
Henry Wadsworth Longfellow, The Midnight Ride

Words and
Phrases
Capitalize words and phrases used as sentences.

Really?
Yes, indeed.
Of course.
Why?

Following a
Colon
Capitalize the first word of a formal question or statement following a colon.

He asked several questions: Where are you going? What will you do?
What is your goal?
I offered a word of advice: Read only the best books.

In Grammatical Forms, Continued

In an Outline Capitalize the first word of each item in a formal outline.

I. Sports offered the first semester
A. Football
B. Basketball
II. Enlisted ranks in the Marine Corps
A. Private
B. Private First Class
C. Lance Corporal

Titles Capitalize the first, last, and all other important words in a title.

The Naked and the Dead
Uniform Code of Military Justice

Addresses,
Salutations,
and Signatures
Capitalize the first word and all principal words in addresses, salutations, and
signatures.

Very truly yours,
Dear Sir or Madam:
My Dearest Son,

Note: Capitalize nouns indicating relationships only when they are used as
names or titles in combination with proper names (as in Mother
Theresa). Do not capitalize them if they are preceded by a possessive
adjective (as in my mother).

For Proper Nouns and Adjectives

Proper Noun A proper noun is a name of a particular person, place, or thing. It is always
capitalized.

Eskimo
Marine Corps
General Westmoreland

Proper
Adjectives
A proper adjective is an adjective derived from a proper noun; that is,
American from America. Proper adjectives are always capitalized.

English
J apanese

Places and
Organizations
Capitalize the names of specific places and organizations. This includes
geographic directions when they refer to a specific area, but not points on the
compass. Also capitalize the names of stars and planets.

Atlantic Ocean
He came from the Old South.
1
st
Marine Air Wing
United Nations
Earth, J upiter
The North Star, the Big Dipper

Time
References
Capitalize the days of the week, months, holidays, historical events, and
historical periods.

Friday
May
Veterans Day
We had a staff ride on the Battle of Gettysburg.
What happened during the Middle Ages?

For Proper Nouns and Adjectives, Continued

Religious
Names
Capitalize religious names.

Christians read the Bible.
Catholics revere the Virgin.
Allah
God, the Lord

Historical
Documents,
Emblems, and
Colors
Capitalize historical documents, names of flags, emblems, and school colors.

Where is the Constitution stored?
Old Glory
Bronze Star
Green and Gold

Specific
Transportation
Vehicles
Capitalize the names of ships, aircraft, trains, and spacecraft. These names
are usually also in italics.

Titanic
The Orient Express
Enterprise

Acronyms Capitalize initials used as acronyms.

B.C.
NATO
FBI

Personifications Capitalize personifications (attributing personal qualities to something).

Mother Nature
Old Man Winter
The face of Death

For Proper Nouns and Adjectives, Continued

Titles Capitalize a title preceding a name. Also capitalize the names of educational
institutions, departments, specific courses, and specific academic degrees.

Professor J ohnson (but the professor)
Reverend Howell
Duke University
Biology 101
MEd (for Masters degree in Education)
Captain Williams (but he was promoted to captain)

Interjections Capitalize the interjection O and the pronoun I.

Check on
Learning
Why are capitalization rules important?

Readers rely on capitalization to tell them when sentences begin and to
identify other grammatical constructions (proper nouns, outlines, poetry lines,
etc.). Capitalization improves reading comprehension.

LESSON 2
SPELLING
Introduction

Estimated
Study Time
15 minutes

Lesson Scope Nothing can substitute for the ability to spell. Some writers try to avoid
misspelling by using only familiar words. For instance, a writer wants to
express moving forward in a sentence. He would like to use the word
edging to describe the action. Instead, he substitutes the word moving
simply because he does not know how to spell edging. The result is writing
that is flat and colorless. This lesson teaches you habits and rules to follow to
reduce your chances for spelling errors.

Learning
Objectives

List habits of effective writers.

Use English grammar and spelling rules to identify misspelled or misused
words in a sentence.


Topic See Page
Introduction 4-9
Habits 4-10
Basic Spelling Rules 4-11
Word Usage 4-12
Study Unit 4 Summary 4-14

Habits

Proofreading Care in writing and proofreading your work will help eliminate errors in the
spelling of simple words, such as, to, there, and its.

Dictionary Use the dictionary. Some people do not like to use the dictionary. However,
the only sure way to find the correct spelling, or correct hyphenation of a
word is to look it up in the dictionary.

Record Errors Keep a list of your spelling errors. Although it is a difficult habit to establish,
the habit of correctly recording the words you frequently misspell is one
technique that many have found helpful. Make sure you spell the word
correctly when entering it on your list.

Spell by
Syllables
Learn to spell words by syllables. A long word when divided into syllables
becomes a number of short words. To simplify the spelling of long words,
divide the word into its pronounceable parts (syllables) and spell them part by
part.

Frequently
Misspelled
Words
Learn lists of frequently misspelled words. Collect lists of frequently
misspelled words. From the lists identify the words you have trouble
spelling. Study them. Practice writing the words several times until you have
memorized them correctly.

Misused Words Be sure to use exactly the word you mean. Be particularly careful when
choosing the preposition; although they may be short words, they can be
carelessly used. Some words require specific prepositions; sometimes the
preposition used can change the meaning of the sentence.

Basic Rules Learn the basic spelling rules to help you become a better speller.

Basic Spelling Rules

Ie and Ei Distinguish between ie and ei. Remember this saying: Write i before e
except after c or when sounded like a as in eighty and sleigh.

Final E Drop the final e before a suffix beginning with a vowel but not before a suffix
beginning with a consonant.

Suffix beginning with a vowel: guide +ance =guidance
Suffix beginning with a consonant, final e retained: hate +ful =hateful

Final Y Change the final y to i before a suffix, unless the suffix begins with i.

Change y to i and add suffix (not beginning with i): defy +ance =
defiance
Suffix begins with i: cry +ing =crying

Final
Consonant
If a single vowel precedes a final single consonant that ends an accented
syllable or a one-syllable word, double the final single consonant before
adding a suffix beginning with a vowel

Stop +ing =stopping
Admit +ed =admitted

Unless both conditions exist, the final consonant is not doubled.

Stoop +ing =stooping (p ends a one-syllable word, but is preceded by a
double vowel oo)

Benefit +ed =benefited (t is preceded by a single vowel I, but it does not
end the accented syllable)

Note: Remember, every rule has an exception. Basic spelling rules are only
basic guidelines to follow. If in doubt, look it up in the dictionary!

Word Usage

Idiosyncrasies Watch for word idiosyncrasies. When the spelling of a word is contrary to
the usual word structure, give particular attention to that word. Observe its
special qualities. Look at it. Sound it out to yourself. Memorize it. Write it
repeatedly. Write it in different sentences.

Homonym
Pairs
Distinguish between homonyms. Homonyms are words that sound alike but
have different meanings and may have different spellings. Whenever you use
a word that may be a homonym, use a dictionary to make sure you use the
word correctly.

The following table lists some homonym pairs that give writers problems.

Word and Meaning Homonym and Meaning
Accept a verb meaning to receive. Except a preposition meaning to
leave out.
Advice a noun meaning counsel or
opinion.
Advise a verb meaning to give
counsel.
Affect a verb meaning to produce a
change in.
Effect a noun meaning result; a
verb meaning to cause or to
accomplish.
Capitol a noun meaning the
building in which state or federal
legislatures meet.
Capital a noun meaning the official
seat of government or wealth; an
adjective meaning of primary
importance.
Complement a verb meaning to
make complete; a noun meaning that
which is filled up or complete.
Compliment a verb meaning to
praise or congratulate; a noun
meaning a formal expression of
courtesy, praise, or admiration.
Here an adverb meaning in or at
this place; a noun meaning this place.
Hear a verb to mean to perceive or
apprehend by the ear.
Its a singular personal pronoun in
third person possessive case.
Its a contraction of the words it is.
Personal an adjective meaning or,
relating to or affecting a person; a
noun meaning a short newspaper
paragraph relating to the activities of
a person, a group, or personal
matters.
Personnel a noun meaning a body
of persons usually employed.`

Word Usage, Continued

Other
Frequently
Confused
Words
The following table lists other homonyms that are frequently misused in
sentences. Learn them so you can check your writing to make sure you have
used the right word for what you mean.

Cite a verb meaning to
quote, commend, or
mention to support or
illustrate.
Site a noun meaning a
location or a verb
meaning to find a
location.
Sight a noun meaning
ability to see or a verb
meaning to observe
within ones field of
vision.
To a preposition used
as a function word to
indicate movement, an
action or condition
toward a place, person,
or thing; direction;
contact or proximity;
limit; relationship; also
used to indicate
infinitive verb form.
Too an adverb
meaning besides or
also.
Two an adjective
meaning one more than
one in number.
There an adverb
meaning in or at that
place; a pronoun that
functions to introduce a
clause or sentence.
Their a plural
personal pronoun in
third person possessive
case.
Theyre a contraction
for the words they are.
Write a verb meaning
to inscribe characters on
a surface.
Right an adjective
meaning correct or the
opposite of left; a noun
meaning a privilege.
Rite a noun meaning
a ceremony.

Check on
Learning
Why is it important to distinguish between homonyms when you write?

Homonyms are words that sound alike but have different meanings and may
be spelled differently. It is important that you spell the word that means
exactly what you intend in your sentence; otherwise, the sentence will not
mean what it is supposed to or will not make sense at all.


Estimated
Study Time
20 minutes


Item 1 Through
Item 4
Matching: In the space provided, place the letter of the reason for
capitalization in column 2 that best describes why the italicized words in the
samples in column 1 are capitalized. The reasons in column 2 may be used
more than once.

Column 1
Samples
Column 2
Reason

___ 1. Respectfully yours,
___ 2. Members of the 5
th
and 6
th
Marines
wear the French Fourragere.
___ 3. Into the valley of Death
Rode the six hundred.
--A.L. Tennyson
___ 4. Valorous exploits of Marines
throughout history are important
examples on which to base your
conduct.
a. Beginning of sentence or
line of poetry
b. Proper noun
c. Title
d. Address or salutation

Item 5 Select the list that contains only habits for improving your spelling.

a. Learn basic rules for spelling; use the dictionary and thesaurus; record
frequent errors to learn from your mistakes
b. Proofread; use the dictionary; learn basic rules for spelling; record
frequent errors to learn from your mistakes
c. Proofread; spell by sounding out the words; use the thesaurus; learn basic
rules for spelling
d. Spell by syllables; use the dictionary and thesaurus; learn frequently
misspelled words and record your own frequently misspelled words


Directions For
Item 6 Through
Item 9
Select the basic spelling rule that the given word demonstrates.

Item 6 Friend

a. Double the final consonant preceded by a single vowel in an accented
syllable or one-syllable word before adding a suffix that begins with a
vowel.
b. Change the y to an i before adding a suffix, unless the suffix begins with i.
c. Drop the final e before a suffix beginning with a vowel but not before a
suffix beginning with a consonant.
d. Write i before e except after c or when sounded like a as in eighty and
sleigh.

Item 7 Continuous

vowel.
sleigh.


Item 8 Companies

vowel.
sleigh.

Item 9 Transferred

vowel.
sleigh.

Study Unit 4 Exercise Solutions

Correct
Answers
The table below provides the correct answers to the exercise items. If you

1 d 4-5
2 b 4-6
3 a 4-4
4 a 4-4
5 b 4-10
6 d 4-11
7 c 4-11
8 b 4-11
9 a 4-11



STUDY UNIT 5
EFFECTIVE COMPOSITION
Overview

Estimated
Study Time
2 hours

Unit Scope Now that you have reviewed the parts of speech and basic principles for
writing a sentence, you need a process to organize your thoughts for a final
composition. This study unit will teach you how to write effectively. The
processes to write effectively are diagrammed in the picture below.

PLAN
EDIT
RESEARCH
(Data Collection)
DRAFT
PROOF
FINAL
DRAFT

Overview, Continued

Learning
Objectives
After completing this unit you should be able to

Identify the steps for effective communication.

Identify the steps of the research process.

Identify the process for gathering data.

Describe an outline.

Identify eight criteria for editing.

Define purpose for proofing.

Unit Content The following table lists the lessons covered in this study unit.

Topic See Page
Overview 5-1
Lesson 1 The Research Process 5-3
Lesson 2 The Planning Process 5-11
Lesson 3 The Draft Writing Process 5-29
Lesson 4 The Editing Process 5-33
Lesson 5 The Proofing Process 5-51

LESSON 1
THE RESEARCH PROCESS
Introduction

Estimated
Study Time
10 minutes

Lesson Scope All writing begins with research of a given topic. The topic may come from a
job requirement, professional development, or an instructor. The research
process consists of finding information, making notes, explaining the notes,
and documenting your sources. Organized and focused research provides
sufficient material to improve the quality of your composition. This lesson
teaches you how to research effectively.

Learning
Objectives

Define the purpose of the research process.

Identify the steps of the research process.

Define hypothesis.


Topic See Page
Introduction 5-3
Research Definition and Characteristics 5-4
Asking Questions 5-5
Defining Your Purpose 5-6
Dividing Primary Problem 5-8
Forming Hypotheses 5-9
Developing a Specific Plan of Action 5-10

Research Definition and Characteristics

Common
Misconception
You may think that because you documented your sources and included a
bibliography you've researched. Although what you have done is part of
research, at best it is merely "the tip of the iceberg." If you fail to tell your
reader how the facts and ideas support your thesis, you have not completed
the tasking. You merely collected and described information; but you did not
research.

Definition Research is a process to systematically gather information to find the answer
to a specific question or to develop the solution to a given problem.

Characteristics The research process has several distinct characteristics. Your first step is to
understand clearly what your requirement is, not just what you think it is.
You must clearly identify the requirement that underlies the task. The
following flowchart lists questions you must be able to answer.

Purpose identified?
Gather Data
Audience specified?
Assumptions identified?
NO
NO
NO
YES
YES
YES
Asking Questions

Purpose Your research consists of asking questions and finding answers. These
questions help you

Identify the problem
Establish your purpose
Analyze the data
Draw valid conclusions

Sample
Questions
You can use the following questions to start your research process.

What is the real problem?
What is your purpose in answering the problem?
What are the subordinate questions you must answer to solve the
problem?
What are your educated guesses (hypotheses) that suggest solutions to the
problem?
What are the assumptions behind your educated guesses?
What is your research plan?
What type of information do you need?
What is your plan to analyze the information (data)?
Why does your information support your hypothesis? Why not?
What conclusions can you draw from the data analyzed?

Using the
Questions
To determine a problem that requires research, you always begin with a
question you cannot answer with just a yes or no.

Consider the following example; you receive orders assigning you to a joint
task force to extract Marines from Haiti. The Marines were part of a military
intervention to quell political and social unrest following a devastating
earthquake. The task force can answer the question, Will you remove your
military forces from Haiti? That question only calls for a yes or no answer.
By definition the question does not call for any research. However, if you
ask, What conditions must be met before you extract your military forces
from Haiti, then you have a problem that requires research.

Defining Your Purpose

Why You must have a clearly stated purpose. Merely stating the research problem
just gives your research direction. Compiling information without a purpose
is merely collecting facts, opinions, and ideas on a given topic. You must
first identify why you need to answer the research problem. "Why" provides
purpose for your efforts and helps you and your audience understand what
you want to accomplish.

Example For example, consider the U.S. involvement in Haiti. Your task may be to

Protect Marines from the danger of armed confrontation with Haitian
nationalists.
Convince the media that the intervention is in the best interest of the
Haitians.
Extract U.S. Marines from Haiti following a successful intervention.
Restore public confidence in the Haitian police force.
Protect lives and property of all Haitians.
Establish democratic elections.
Convince the State Department that Haitians are ready to manage their
own affairs.
Convince the United Nations that Haitians are ready to manage their own
affairs.

Pursuing the
Purpose
Each of these tasks suggests numerous purposes. Each purpose also provides
you with numerous points of view, frames of reference, and perspectives to
consider. You must identify a specific purpose to pursue.

Let's say you have been placed on a process action team responsible "to
establish democratic elections in Haiti. You can identify your specific
purpose by asking questions of the person who gave the team the tasking.
Two possible purpose questions are

Is this to be a one-time democratic election so you can expedite U.S.
Marine withdrawal?

Is this to be an electoral system that will continue after U.S. Marine
withdrawal?

Defining Your Purpose, Continued

Example
Purpose
Defined
Lets say youve identified your purpose. You are to establish a democratic
electoral system in Haiti that will continue after U.S. Marine withdrawal.

Dividing Primary Problem

Why You need answers to several secondary problems before you can fulfill the
purpose behind your tasking. Each secondary problem directly affects your
purpose. Therefore, you must identify these secondary problems.

Example Some secondary problems may include:

What is the situation where displaced Haitian civilians have sought
refuge?
What resources are readily available to them?
What resources are available to Marine squad members so they can
perform their mission?
What resources are available to overcome any language barriers?

Your answers to these secondary problems will help determine how the
Legitimate Haitian forces defense system will protect displaced civilians
after U.S. forces withdraw.

Forming Hypotheses

Definition A hypothesis is an educated guess based on specific assumptions that directs
your thinking toward possible solutions. An educated guess may reflect one
or more points of view that help you focus on the problem.

Example Some educated guesses to identify factors that may create voter abuse are that

Less than 10 percent of Haitians understand English.
Preliminary intelligence studies indicate legitimate Haitian forces only
have small-arms weapons.
The squad will be operating in tropical and mountainous terrain.
The Haitian rebels are intent on destroying the legitimate Haitian forces,
and those helping them.

Each of these factors may create a situation that could jeopardize mission
accomplishment. You must examine each factor and determine whether or
not a valid assumption supports it.

Assumptions An assumption is a self-evident condition required to complete your research.
You discover the assumptions by asking yourself "What is it that I'm taking
for granted?"

Before accepting any assumption as valid, you must determine whether the
self-evident condition nullifies or supports your investigation. Some
assumptions are so self-evident that you may err by not identifying them.
Without identifying your assumptions you won't know if they are valid or
invalid. You must identify your assumptions.

For example, if you are evaluating computer-assisted training for Marine
development, you may assume that Marines can read. If they cannot read,
then your educated guess is invalid.

Example
Assumptions
Now, consider the first assumption, "Less than 10 percent of Haitians
understand English." This statement assumes that a non-English speaking
population may increase the potential for mission failure. If this assumption
is true, then a condition exists that nullifies part or all of your investigation.

Developing a Specific Plan of Action

Purpose Military operations begin with a clearly stated purpose. Implementation
requires a specific plan of action; so does research. You identify your
purpose and then develop a plan to discover the information needed to answer
the question. You must then consider where to find your research data and
how to analyze the data to be sure you recognize and understand its
significance for your research.

Criteria for
Accepting Data
You only accept information, evidence, facts, observations, and experiences
(data) relevant to the problem. Every problem has many factors. Data will
come from primary and secondary sources. Some are relevant, while others
may have nothing to do with the solution. Your task is to determine what
data is relevant, and then to collect it. However, what you collect only
becomes significant when you use your mind to extract meaning from it.
Data demands interpretation; it cannot stand alone. It must pass from your
notes through your mind for processing and interpretation. Data that passes
from the raw stage to the final product without interpretation is merely the
regurgitation of meaningless ideas.

Defining Your
Audience
Your research has an audience; keep your focus on them. You must be
mindful of your audiences familiarity and perspective on the subject. Your
audience impacts your purpose, style, and content.

For example, you may be seeking to develop a new fuel-efficient engine for
lawn mowers. If this is a task that benefits only one person, then your
audience is one person. However, if your purpose is to increase your income,
then your audience quickly expands to include manufacturers, financial
leaders, and those wanting a fuel-efficient engine for their lawn mowers.

Example Returning to the Haitian incident, you can readily identify several audiences.
Your purpose is to develop a democratic electoral system for Haiti. With this
task, your audience as a minimum includes

The Haitian populace
Haitian politicians
The United States (President, Congress, State Department)
The United Nations

LESSON 2
THE PLANNING PROCESS
Introduction

Estimated
Study Time
20 minutes

Lesson Scope Once you identify the purpose and assumptions and specify your audience,
you are ready to gather your data. You can always develop a wealth of data.
The only problem is deciding where to start. This lesson teaches you how to
follow the planning process for your composition.

Learning
Objectives

Identify the process for gathering data.

Describe the process to analyze data.

Identify the standards for evaluating data.

Define the purpose of mind-mapping.

Define the purpose of the thesis statement.

Identify the components of the thesis statement.

Define the purpose of an outline.

Describe an outline.

Introduction, Continued


Topic See Page
Introduction 5-11
Gathering Data 5-13
Analyzing Data 5-14
Standards for Evaluating Data 5-15
Mind-mapping 5-18
Fishboning 5-22
Creating a Thesis Statement 5-23
Developing an Outline 5-25

Gathering Data

Definition Gathering data consists of collecting data (facts, information, evidence,
observations, and experiences) and forming inferences, judgments, and
conclusions.

Initial Steps Before you collect data, you must

Identify your own point of view.
Seek others' points of view.
Identify the strengths and weaknesses of each point of view.
Strive for objectivity in evaluating all points of view.

Sources Now you are ready to research. You should examine sources from libraries,
the internet, interviews, etc.

Record Keep detailed records of the collected data to include source information
(titles, publishers, etc.).

Analyzing Data

Organization Once you gather your data,

Be sure all the data is clear, accurate, and relevant to the question at issue.
Lay out the evidence to clearly identify supporting and opposing
relationships.
Restrict your claims to those supported by sufficient data.

Evaluation
Criteria
Once you organize your data,

Identify the implications and possible consequences.
Search for negative and positive consequences.
Anticipate unusual or unexpected consequences.
Examine the implications and consequences from various points of view.

Precautions Everyone develops a subjective way at looking of opportunities, issues,
problems, and accomplishments; these are biases. You have biases that
inhibit your data analysis and influence how you respond to situations, ideas,
information, and decisions.

Biases include taboos, traditions, and proverbs that you use to explain why
you can or cannot do something. It also includes your tendency to pursue
data supporting your viewpoint while downplaying contradictory evidence.

Examine Your
Bias
Recognizing your biases and how they inhibit creativity helps you increase
the effectiveness of your data analysis. To examine your biases,

Identify what biases you may bring to the problem.
Ask others to identify what they see as your biases affecting the problem.
Ask questions to clarify your biases.
Identify what affect your biases have on your problem.
Make and implement a plan to use your biases appropriately.

Standards for Evaluating Data

Purpose Standards help you determine the quality of your reasoning and thinking. To
help you evaluate your reasoning and thinking process, apply the following
standards:

Clarity
Accuracy
Precision
Relevance
Depth
Breadth
Significance
Logic

Clarity Clarity requires you to express your thoughts clearly. For example, is your
purpose so clear that anyone understands it or is it vague so no one
understands your intent?

Clarity helps you judge the relevance, depth, significance, and accuracy of
your ideas, recommendations, or decisions. To help you achieve clarity ask
yourself, can I

Express that idea in another way?
Elaborate further on that point?
Give an example or illustration that clarifies that point?

Accuracy Accuracy describes a product or decision that conforms to some truth or
standard. Correct, on the other hand, denotes that there are no errors,
mistakes, or distortions. When you strive for accuracy, you try to conform to
a specific truth or standard. To help you achieve accuracy ask,

What evidence supports the assertion?
How can you check for the validity of the evidence?
How can you verify or test the assertion?

Standards for Evaluating Data, Continued

Precision Precision describes the quality of accuracy and exactness.

An issue M16A2 rifle differs from a match rifle in sights, barrel, and stocks.
Manufacturers have machined the sights to closer tolerances on the match
rifle than on the standard issue. You say that the sights are precise, that is,
manufacturers hold them to closer tolerances so Marines can adjust them
accurately.

To help you achieve precision, ask yourself, can I

Be more specific?
Give me more details?
Narrow the focus?

Relevance Relevance suggests that a close association exists between the subject and the
data. Your task is to clarify if indeed an association exists and how strong it
may be. To help you explore relevancy, ask

What is the relationship between the subject and the problem?
How is this connected to the problem?
How does this affect the problem?
How does this help with this issue?

Depth Depth, in contrast to surface knowledge, seeks to understand the complexities
of the subject. To asses depth, ask these types of questions

What are the complexities of this problem?
How does an understanding of these complexities increase understanding
of the problem?
How does your answer address the complexities of the problem?

Standards for Evaluating Data, Continued

Breadth You may satisfy all the other standards for assessment, yet have a narrow
focus. Narrow focus prevents you from considering other points of view that
may affect the problem. You need to ask yourself

What are the other points of view that affect this problem?
Can I look at this problem from another perspective?
How would a conservative, a liberal, or an opponent understand this
issue?
What would this look like from the point of view of an enemy?

Significance When something is significant you are giving it importance. Be careful not to
equate significance with relevance. The two are not the same. Something
may be relevant to the problem, but may have no significance to it.

For example, easy to read election ballots are relevant to a fair election but are
not significant if the problem is ballot box security.

To help you clarify the significance of each issue and its relation to the
problem, ask yourself

Is this the most important problem to consider?
Is this the central idea or issue?
Which of these facts are most important?
Which will have the greatest effect on the problem?

Logic Logic refers to the relationship between ideas. It includes the

Order in which you place a variety of thoughts and how they support each
other
Rational conditions that affect whether an event will or will not take place
Assumptions that underlie any discipline whether it is academic, business,
or military

Mind-mapping

Gathering Data Now you can begin gathering data, but where do you begin looking? One
helpful technique to find out is called mind-mapping.

Structured
Brainstorming
Mind-mapping is a structured brainstorming technique that

Emphasizes capturing the free flow of ideas and discovering the
relationships within and between the ideas

Is especially effective in helping you identify what you already know
about a given topic and where you need more information.

Example For example, you've just reported to the team tasked with developing a plan
that ensures the safe withdrawal of U.S. forces from Haiti. The team must
also satisfy all the key players' (president, State Department, Congress, DOD,
and United Nations) requirements. Your team leader knows you are
interested in Caribbean history. During the in brief, your team leader tasks
you with putting in place an electoral system that ensures fair and democratic
elections in Haiti.

Step One First, take a sheet of paper (or use electronic media) and record in the center
your general topic (in our example, you would write the words Haitian
Elections). Underneath the topic, write down who the paper is for, your
audience (Haitians, Politicians, United Nations, and United States).

The figure below shows what this step would look like.

Haitian
Elections
Haitians
Politicians
United Nations
United States

Mind-mapping, Continued

Step Two Next, randomly record everything you know about the topic and your
audience, as shown in the figure below.


Step Three Look over your notes and identify the relationships among the ideas you have
recorded. Try to tie these ideas together using symbols and lines that help
you to see them, as shown in the picture below.

M
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Haitians
Politicians
United Nations
United States


Step Four Finally, transfer these relationships to another sheet of paper. At this point
you will begin to see the possible major parts of your research along with
holes where you need more information, as shown in the figure below.

Finishing Up
Mind-mapping
Now you can use your time effectively to collect information on specific
areas where you need further data rather than trying to research everything on
developing an electoral system for Haiti. This also leads you to the planning
phase of writing.

Fishboning

Purpose Another technique to capture what you know and don't know about a topic is
called fishboning. First, divide your topic into its major divisions. Each
major division serves as a branch off of the topic. Next divide each division
into its many elements or branches. This helps you identify your general and
specific knowledge about the topic, as shown in the picture below.

Haitian Electoral
System
Possible Problems Haitian Society
Media
Haitian
Politics
United Nations United States
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Creating a Thesis Statement

Purpose The problem you are investigating is at the very heart of any report, paper, or
research. Creating a thesis statement is the most important element of your
writing. It is here that you clarify the problem. The thesis statement tells the
audience why the topic demands attention.

Format To create a thesis statement, clearly state your topic and your purpose (or
assertion) on the topic. Your position is what you want to accomplish.

Thesis =Topic +Your purpose or assertion on the topic

Example The statement, Creating an electoral system for Haiti is merely a topic. It
fails to tell the reader why the topic is important. Look again at the Haitian
scenario. You have received a taskto develop an electoral system that
ensures fair, democratic elections. This task is not a thesis statement, but you
can make it into one:

Topic: The Haitian Electoral System.
Position: To create a fair and democratic electoral system for Haiti.
Thesis Statement: The new Haitian electoral system will ensure fair and
democratic elections.

Other Thesis
Statements
Notice that by restating the topic and purpose as a thesis statement you have

Identified the topic
Made an assertion that you can write about

You can develop several other thesis statements for the topic. Each one will
take a different direction.

Creating a Thesis Statement, Continued

Topic Here is an example.

Topic: Creating an electoral system for Haiti becomes:

People who feel safe will vote their conscience.

A democratic electoral system will work when you eliminate private
armies.

A democratic electoral system will work when you enforce the law
equally.

Developing an Outline

Purpose Good writing follows a plan. The plan is an outline of your thinking. The
outline--

Can be detailed enough to set forth item by item what the paper will look
like or be just a mental outline used to develop the paper

Helps readily identify areas in your research that you need to consider
further before writing your first draft

Helps you arrange your material so your audience understands what you
have to say

The purpose of the outline is to

State your thesis and your major arguments.
Present facts that support each major reason.
Show your analysis of the facts, opinions, and ideas that support your
thesis.
Conclude with a brief summary restating your thesis.

Developing an Outline, Continued

Pyramid of
Support
Outlining is like designing a pyramid from the top down. You start by
selecting the topic and forming it into a thesis statement (the capstone of the
pyramid). The next layer consists of your major points. Subsequent layers
consist of your evidence and analysis. Your analysis explains or illustrates
the importance of the evidence relative to the thesis. When you finish you
have a "Pyramid of Support," as shown in the picture below.

Thesis Statement
Introduction
Major Reason #1 Major Reason #2
Development
analysis analysis analysis analysis
Evidence 1A Evidence1B Evidence2A Evidence2B
analysis analysis
Evidence2A1 Evidence2A2
To whatever it takes . . .
The Pyramid of Support


Other
Components
To help your audience understand your major and minor reasons and your
thesis, a good plan also includes

Evidence. Evidence (facts, experiences, opinions of experts, and other
data) by itself may or may not support your thesis.

An analysis. Your task is to show your audience through your analysis
how the evidence supports and illustrates your thesis.

Key Elements
of an Outline
Outlines may have many forms; the key elements, however, are the

Introduction (which includes your thesis statement and a listing of your
major points)
Development of the thesis
Conclusion

An example of how to build an outline is shown in the figure below.

EXAMPLE OF HOW TO BUILD AN OUTLINE
I. Introduction B and C may be reversed.
A. Attention Step, Purpose, or Context--when necessary
B. Thesis Statement (Bottomline)
C. List of Major Reasons Supporting the Thesis Statement
II. Development
A. Major Reason #1
--Evidence 1 and analysis
--Relevance to thesis/bottomline
Submit in a logical order
B. Major Reason #2
--Relevance to thesis/bottomline
C. (Other major reasons when necessary)
If you list the major parts in
your introduction, use the
same sequence in
development.
III. Conclusion
A. Review of Major Reasons and Support of Thesis
B. Thesis Statement Application (to provide information or to persuade)
C. Recommendations (further research, etc., as appropriate)
Sequence appropriately.


Basic Structure An outline is the plan you develop to lay out your writing. Your plan needs
to consider the

Introduction
Transition
Major and minor reasons
Transitions between major reasons
Transition to your conclusion

The basic structure is shown in the picture below.

Attention Step or Context
Thesis Statement
List of Reasons
transition
Review of Reasons
Restatement of Thesis
Return to Attention Step or Context
I. Introduction. At least one
paragraph.
Smooths movement
between parts.
II. Development. At least two
paragraphs.
At least two, no more than five
major parts.
Smooths movement
between parts.
III. Conclusion. At least one
paragraph.
transition
transition
Major Reason
Evidence Evidence
Major Reason
Evidence Evidence

LESSON 3
THE DRAFT WRITING PROCESS
Introduction

Estimated
Study Time
5 minutes

Lesson Scope This lesson will teach you the steps of the draft writing process and how to do
them.

Learning
Objectives

Identify the focus for writing the first draft.

Define tasks for writing the first draft.


Topic See Page
Introduction 5-29
Purpose 5-30
Use Your Outline 5-31
Draft Quickly 5-32

Purpose

Goal The purpose of drafting is to write very quickly ALL you have to say onto the
page. You should focus on the substance and organization of your document,
not on what the final product may look like.

Remember, you are producing your first draft. It will not look like your final
product. However, when finished, the first draft should contain the substance
you need to communicate.

Techniques Two techniques to help you write the first draft are to

Use your outline
Draft quickly

Use Your Outline

Purpose Your outline will help keep you focused on both the substance and
organization of your paper.

Process If you use a computer to compose your text, you should print out your outline
and place it where you can see it clearly. Place any quotations, references,
and supporting documents in the order they occur in the outline. Now begin
writing. Follow your outline and insert supporting material as needed.

Draft Quickly

Process Write quickly as the ideas come to mind. Don't worry about the perfect word
or the just-right sentence. The purpose is to capture the ideas that race
through your mind. Whenever you pause to capture the right word or
sentence, you may lose an important idea. Therefore, write as rapidly as you
can and capture those great ideas that grabbed your attention.

LESSON 4
THE EDITING PROCESS
Introduction

Estimated
Study Time
20 minutes

Lesson Scope Good writers are invariably good revisers. They can set aside "pride of
authorship" and critically review what they wrote. This lesson teaches you
how to systematically edit your composition. Besides editing it yourself, you
may want to have others edit, too. No matter who is editing, the criteria are
the same. This lesson teaches you the criteria to meet when you edit,
common editorial marks to facilitate the editing process, and specific word
constructions to look for in the edit process.

Learning
Objectives

Identify three editing habits for good writers.

Identify eight criteria for editing.

Identify common editorial marks by use.

Identify wordy constructions for editing.


Topic See Page
Introduction 5-33
Considerations 5-34
Criteria 5-35
Editorial Marks 5-38
Wordy Constructions 5-39
Dummy Subjects 5-40
Redundant Expressions 5-41
Smothered Verbs 5-42
Simpler Words and Phrases 5-45
Modifier Problems 5-48

Considerations

Problems Many writers don't revise well because they don't know how, find it difficult
and avoid it, and/or don't schedule enough time.

Good Habits Good writers

Set aside sufficient time just for revising
At the appointed time, sit down and begin the revision process
Follow established criteria to review and revise their writing

Criteria

Eight Criteria
to Check For
The criteria for editing are the same standards you used for evaluating data.
As you begin your revision process, check for

Clarity
Accuracy
Precision
Relevance
Depth
Breadth
Significance
Logic

Clarity Clarity requires you to explain, illustrate, give examples, interpret, elaborate,
refine, and resolve. Dont use jargon that may confuse your readers. You
must express your thoughts clearly so they are obvious to your reader. Write
so your thoughts are

Distinct
Understandable
Vivid

Accuracy A statement can be clear but not accurate.

Does the evidence support your assertions?
Can you or others verify or test what you say for accuracy?
Have you hit the right target?

Precision A statement can be clear and accurate, but not precise.

Are you specific?
Is the detail sufficient to support your position?
Is your focus too broad, too narrow, or about right?
Have you placed all rounds in the target area?

Criteria, Continued

Relevance A statement can be clear, accurate, and precise, but not relevant to the
question at issue. Have you shown your reader how your position

Is part of the problem?
Addresses the question?
Helps to resolve the issue?

Depth Your document may have all of the qualities of good writing yet lack depth.
Superficiality is a problem common to many writers and speakers.

Does your writing identify those factors that make this a difficult
problem?
Have you considered the complexities underlying the subject?
How do you address these complexities?
Are you dealing with the most significant factors or merely
superficialities?

Breadth A line of reasoning may satisfy all of the above standards for assessment, yet
lack breadth.

Have you identified and considered other points of view?
What are they?
How do they relate to your problem?

Significance This standard is often linked to relevance, but the two are not synonymous.
Something may have relevance to the issue at hand, but have little or no
significance.

Have you really addressed the central idea?
You list facts and other data but which are the most important?
Which will have the greatest effect on the problem?
Why?
Why not?

Criteria, Continued

Logic When you write, you bring a variety of thoughts together into some order.
When the combinations of words are mutually supporting and make sense in
order and combination, your writing is "logical." When the combinations of
words are not mutually supporting, are contradictory in some sense, or do not
make sense, you say that your writing is "not logical."

Editorial Marks

Purpose When you edit, use editorial marks to indicate where changes are needed.
Editorial marks provide a quick code for correcting written compositions.
Editorial marks tell what needs to be changed and how it needs to be changed.

Common
Editorial
Marks
The following table lists common editorial marks, their meaning, and an
example of their use and correction.

Noun Strings

Wordy
Constructions
Wordy constructions are phrases, clauses, or sentences that use extra words to
convey meaning. Wordy constructions can be in the form of

Noun strings
Dummy subjects
Redundant expressions
Smothered verbs

Noun String
Rule
Avoid using long strings of nouns to modify another noun. Revise the
sentence even if you must add words to make the relationship between words
clear.

Dummy Subjects

Definition Dummy subjects are empty expressions that

Hide the real subject
Increase the sentence length
Delay the point
Encourage passive voice
Hide responsibility

Rule Delete dummy subjects and move the real subject to the front.

Note: The exception to the rule occurs when the dummy subject refers to
something definite mentioned in a recent sentence.

Examples Examples of sentences with dummy subjects are sentences that begin with

It is
It appears
It seems like
There is
There are
It will be

Alternatives The following table lists suggested replacements for dummy subjects.

Dummy Subject Replace with
It is my intention to I intend to
There is one thing bothering me. One thing bothers me.
There are three reasons for this. Three reasons for this are
It appears that I think
It is essential that You must

Redundant Expressions

Definition Redundant words and expressions create meaningless or unnecessary
distinctions. They add bulk but not information.

Rule Avoid repeating words or phrases unnecessarily.

Do not use pairs of similar words when one will do. If two ideas are slightly
different, is the difference important? If not, eliminate one and retain the one
that expresses meaning more precisely.

Use the, that, or which to clarify meaning; otherwise leave them out.

Examples of
Redundant
Expressions
In the following examples, the italicized word can be deleted because it is
unnecessary.

Separate out
Basic fundamentals
Start over again
Symmetrical in form
Seldom or ever
Actual facts
Really glad
Honest truth

Alternatives The following table lists redundant expressions and corrected versions.
Redundant words are italicized.

Redundant Expression Corrected Version
The first sergeants function and role are The first sergeants role is
The commander engaged in a frank and
candid dialogue.
The commander engaged in
candid dialogue.
The staff provides guidance and assistance
to
The staff provides guidance
to
The regulations wont allow it. Regulations wont allow it.
I feel that its a good decision. I feel its a good decision.
The report that Im writing is nearly
finished.
The report Im writing is
nearly finished.

Smothered Verbs

Definition A smothered verb is a verb (action word) converted to a noun so that it needs
a helping verb and prepositions or articles to express action. Smothered verbs
lengthen the sentence and sap its vitality.

Smothered
Verb
Construction
The following sentence shows a smothered verb construction.

You are in agreement with the decision.

In this example,

The main verb, agree, has been converted to a noun, agreement.
The sentence now needs a
o Helping verb, are
o Preposition, in.

A better statement would be--You agree with the decision.

Rule Eliminate smothered verbs in your sentences. Find the smothered verb;
convert it to an action verb (or substitute it with a harder hitting verb). Then
eliminate the helping verb or other modifiers (the preposition).

Note: Passive voice is a form of smothering; the doer of the action is vague.
Use active voice whenever possible to make your writing more
forceful and easier to understand clearly.

Smothered Verbs, Continued

Distinct
Endings
Most smothered verbs have distinct endings

-ance
-ant
-ence
-ity
-mant
-ment
-ness
-sion
-tion

Weak Helping
Verbs
Smothered verbs rely on weak helping verbs to show action. If one of the
following weak helping verbs appears, a smothered verb is nearby.

Be
Can
Conduct
Do
Effect
Get
Give
Have
Hold
Make
Provide
Put

Smothered Verbs, Continued

Examples The following table lists possible corrections to smothered verb constructions.

Smothered Verb Construction Correction
You held a meeting. You met.
I made a choice. I chose
They conducted an investigation. They investigated
You gave consideration to You considered
You are in support of You support
He made an attempt to He tried to
The NCO provided assistance to The NCO assisted

Simpler Words and Phrases

Purpose Contrary to popular belief, official writing does not demand big words or
pompous phrases. Small, one-syllable words

Form the guts of the English language
Save writing and reading time
Give power to writing

Improving
Your Writing
To make your writing simple and clear,

Review the words and phrases from the following table.
Highlight those words in the first column you use most often.
From the highlighted choices, make a list of the seven you most
frequently use and their recommended replacements.
Use this list to edit future writing.
Repeat the process, picking seven more each time.

Simpler Words and Phrases, Continued

Improving
Your Writing,
continued
The following table shows wordy phrases and recommended replacements.

Wordy Phrases Recommended Replacements
A number of Some
A prioritized list A priority list
Adjacent to Next to
Afford an opportunity Allow, let
As a means of To
As prescribed by Under
At the present time Now
At this point in time Now
Attached herewith is Here is
By means of By, with
Due to the fact that Because, due to
For example Such as
For the purpose of For, to
Has the capability Can
In accordance with By under
In addition Also, besides, too
In an effort to To
In conjunction with With
In lieu of Instead of
In order that For, so
In order to To
In regard to About, on
In the amount of For
In the course of During, in
In the event that If
In the near future Soon
In view of Since
In view of the above So
Inasmuch as Since
Incumbent upon Must
Interpose not objection Dont object
It is essential Must
It is recommended I/you recommend
It is requested I/you request

Simpler Words and Phrases, Continued

Improve Your
Writing,
continued

Wordy Phrases Recommended Replacements
Limited number Few
Pertaining to About, of, on
Prior to Before
Provides guidance for Guides
Take appropriate measures Act
Take into account Consider
This office I/you
Time period Time, period
Until such time as Until
With reference to About
With the exception of Except for

Modifier Problems

Misplaced
Modifiers
Put words and phrases that modify other words or phrases as close to the
words they modify. Be sure your meaning is clear. Misplaced modifiers
drastically change the meaning of the sentence (see importance of location,
study unit 1, lesson 4).

Example The following table shows an example of a misplaced modifier, the
explanation, and the correction.

Misplaced Modifier Explanation Correction
During firing, be sure to
lubricate moving parts
on your weapon to
reduce friction.
As written, during
firing, modifies the
whole sentence. Thus,
the sentence means that
you lubricate your
weapon while you are
firing. What you mean
to say is that lubrication
reduces friction that
occurs during firing.
Be sure to lubricate
moving parts on your
weapon to reduce
friction during firing.
The mess sergeant added
the noodles and spices to
the hot water while
boiling.
As written, the mess
sergeant is boiling
instead of the water.
The mess sergeant
added the noodles and
spices to the boiling hot
water.

Modifier Problems, Continued

Dangling
Modifier
Like misplaced modifiers, dangling modifiers are not correctly placed. A
dangling modifier actually has no noun in the sentence to refer to.

Dangling Modifier Explanation Correction
As a tank commander, it
is your responsibility to
ensure your tank is able
to shoot, move, and
communicate at all
times.
As a tank commander
refers to a person.
Therefore it can not
modify the following
word, it, or the whole
sentence. The modifier
dangles with nothing to
modify.
As a tank commander,
you must ensure your
tank is able to shoot,
move, and
communicate at all
times.
Running as fast as
possible, the football
was caught just before
time ran out.
This example shows the
football was doing the
running.
Running as fast as
possible, he caught the
football just before time
ran out.



LESSON 5
THE PROOFING PROCESS
Introduction

Estimated
Study Time
5 minutes

Lesson Scope Once you have finished editing your composition, you fix the problems you
found. Then you reach the final stage before your composition is complete:
proofreading. This lesson teaches you the steps of the proof process and how
to do them.

Learning
Objectives

Define the purpose of proofing.

Identify the steps of the proof process.


Topic See Page
Introduction 5-51
Criteria 5-52
Process 5-53

Criteria

What to Look
For
Proofreading means to check and mark the final draft of your paper, that is,
the one that you send out the door. When proofreading you look not only for
typing errors but also for the true mistakeswhat you never intended to say.
This includes anything (and everything) else that's incorrect with the content,
such as incorrect data, illogical sequence, erroneous conclusions, and
improper grammar.

Too Many
Errors
If you discover too many problems for a final copy, reassess your paper,
determine if you are saying what you want, make corrections to your paper,
and then reprint. Reread the reprint, note any corrections, make them, and
then produce the final draft.

Process

Three Steps Proofreading is most effective when you approach it systematically. One
helpful technique follows three steps

Reread the composition
Do a spell check
Check the grammar

Rereading First, read your paper backwards beginning at the end and proceeding to the
beginning. You call this "proofing from the bottom to the top." Look for
correctly spelled words that are not the right words. For example, you may
use "sight" rather than "site" when referring to a location.

Spell Check Second, use your computer to perform a spell check of the document.

Note: Do not rely solely on your computers spell check to find all the
errors. It is important to read your paper and then reread it again!

Grammar
Check
Finally, perform a grammar check of your paper. Look for such things as
incomplete sentences, passive voice, verb tense agreement, and subject
agreement with verbs and pronouns. The computer can assist you in this task.
Remember, the computer is only a tool that suggests what you can do; you
must make the final decision on how to compose each sentence.

Good Luck Once you have finished proofreading your paper, it is ready to send to your
readers. Good luck, and may you always communicate what you intend to
say.


Estimated
Study Time
1 hour


Item 1 What are the chronological steps to effective communication?

a. Plan, research, draft, proof, and go final
b. Research, draft, edit, proof, and go final
c. Plan, research, draft, edit, proof, and produce a final draft
d. Research, plan, draft, edit, proof, and produce a final draft

Item 2 What is the purpose of the research process?

a. Identify problem, establish purpose, analyze data, draw conclusions
b. Collect information and analyze it
c. Identify problem, collect information, and support your opinion
d. Collect information, analyze data, and defend your opinion

Item 3 What is the first step in research?

a. Clarify the purpose underlying the task.
b. Provide an answer to the commander.
c. Identify why you need to answer the research problem.
d. Identify what data you need to answer the problem.

Item 4 What is a hypothesis?

a. A factor that directly affects your task
b. An educated guess based on specific assumptions
c. A subordinate problem that directly affects your purpose
d. An assumption that you need to complete your research


Item 5 The process of gathering data is

a. identifying your purpose and collecting information that supports only
your purpose.
b. identifying your point of view and collecting only data that support your
view.
c. collecting data and forming inferences, judgments, and conclusions.
d. seeking others points of view, collecting information to refute those
views, and collecting information to support your view.

Item 6 To accurately analyze data you have gathered, you must

a. be sure data is clear, accurate, and relevant; organized by supporting and
opposing relationship; and restricted to claims supported by sufficient
data.
b. organize data to eliminate all bias and accept only data that supports your
claims.
c. refer to your purpose, organize data that meets your purpose, express bias
whenever possible to reinforce your point of view.
d. explore all facets of bias in the data to support your claims.

Item 7 Which of the following statements defines clarity relative to evaluating data?

a. Requires that your ideas be accurate
b. Calls for precise statement of your ideas
c. Requires that you express your thoughts clearly
d. Calls for us to judge the relevance of your ideas

Item 8 What is the best definition for accuracy relative to evaluating data?

a. Denotes that there are few errors
b. Implies that any distortions are minimal
c. Implies that you conform to some standard
d. Denotes that you have corrected your errors


Item 9 Relative to evaluating data, precision describes the

a. quality of detail.
b. quantity of details you provide.
c. quantity of data you have collected.
d. quality of accuracy and exactness.

Item 10 With regard to evaluating data, relevance suggests that

a. the association between the subject and the data is close.
b. the association between the subject and the data is limited.
c. there is some association between the subject and the data.
d. there is limited association between the subject and the data.

Item 11 Relative to evaluating data, significance suggests that you are ascribing
_______ to the subject.

a. clarity
b. breadth
c. relevance
d. importance

Item 12 Relative to evaluating data, logic describes the

a. depth of your research.
b. relationship between ideas.
c. assumptions that underlie your research.
d. relationship between significance and breadth.

Item 13 What is the purpose of mind-mapping?

a. Create an outline
b. Organize the research data
c. Clarify what they dont know about a subject
d. Identify relationships between and within ideas


Item 14 The very heart of any paper you write is your

a. topic.
b. thesis statement.
c. purpose for the paper.
d. intention for the paper.

Item 15 What is the value of a thesis statement?

a. Clarifies the problem
b. Tells the reader your purpose for writing
c. Tells the reader the purpose of your paper
d. Tells the reader why you have an interest in the topic

Item 16 Your thesis statement consists of what?

a. The topic
b. Your interest in the topic
c. What others have said about the topic
d. The topic plus your assertion on the topic

Item 17 What is one purpose of a written outline?

a. Prepares the reader for what is to come
b. Assists in selecting topical headings for paragraphs
c. States your thesis and your major arguments
d. Ensures you have an introduction, a body, and a conclusion


Item 18 What is a good outline like?

a. A trapezoid
b. A pyramid with the major points on top with the evidence and analysis
supporting
c. A pyramid with the thesis statement on top, supported by the major
points, which in turn are supported by layers of evidence and analysis
d. A pyramid with the thesis statement as the foundation, the major points
stand on the foundation, and finally you have evidence and analysis

Item 19 As a communicator, your purpose is to

a. communicate an outline of your topic.
b. only give evidence that supports your thesis.
c. only analyze evidence that supports your thesis.
d. show through analysis how the evidence supports your thesis.

Item 20 What should be your focus when writing the first draft?

a. Use a computer to compose the draft
b. Keep focused on the substance and organization of the paper
c. Write slowly and carefully ensuring each idea is properly supported
d. Organize your material to support the substance and organization of the
paper

Item 21 What is your task when writing the first draft?

a. Write quickly as the ideas come to mind
b. Make sure you capture each idea with the right word
c. Make sure you select the right word(s) that support each sentence
d. Write slowly and carefully ensuring each idea is properly supported


Item 22 What are three reasons why writers dont revise?

a. They dont know how; it is too difficult; and they dont like to revise.
b. It is too difficult; they dont like to revise; and they dont see the value.
c. They dont know how, it is too difficult; and they dont schedule enough
time.
d. They are proud of what they wrote; they dont have time; and it is too
difficult.

Item 23 What does accuracy mean relative to the editing process?

a. A statement is not superficial.
b. A statement is precise and specific.
c. The evidence is relevant to the question at issue.
d. The evidence supports your assertions and is verifiable.

Item 24 Precision in the editing process means a statement

a. is not superficial.
b. is clear and accurate.
c. is specific yet sufficiently broad to support your position.
d. supports your assertions and is verifiable.

Item 25 Breadth in the editing process means that you have

a. shown how your position resolves the issue.
b. identified and considered other points of view.
c. identified the complexities underlying the subject.
d. included sufficient detail to support your position.

Item 26 What is the meaning of significance relative to the editing process?

a. The same as relevance.
b. The data is not superficial.
c. You have shown how the data affects the problem.
d. You have selected only data that supports the problem.


Item 27 What does it mean when you say your writing exhibits good logic relative to
the editing process?

a. The words do not contradict.
b. The writing is free of emotion and is logical.
c. The words support the commanders intent.
d. The words are mutually supporting and make sense in order and
combination.

Item 28
Through
Item 32
Matching: For items 28 through 32, place the letter of the purpose from
column 2 that best describes the editorial mark in column 1. The answers in
column 2 may be used only once.

Column 1

Editorial Mark

Column 2

Purpose

___ 28.

___ 29.

___ 30.

___ 31.

___ 32.
a. Delete
b. Insert comma
c. Let it stand
d. Capitalize
e. Insert period


Item 33
Through
Item 40
Matching: For items 33 through 40, place the letter of the type of wordy
expression in column 2 that best describes the example in column 1. The
answers in column 2 may be used more than once.

Column 1

Example

Column 2

Type of Wordy Expression

___ 33. In the event that this
occurs, were prepared to
act.
___ 34. The project is important
and significant.
___ 35. The process should be
repeated again and again.
___ 36. In order to succeed, focus
on priorities.
___ 37. There are several reasons
for rejecting this scheme.
___ 38. The task group devised an
action plan.
___ 39. We believe that the
changes wont raise costs.
___ 40. He designed a concept
analysis planning strategy.
a. Simpler words and phrases
b. Dummy subjects
c. Redundant expressions
d. Modifier problems


Item 41
Through
Item 51
Matching: For items 41 through 51, place the letter of the analysis in column
2 that best describes the example in column 1. The answers in column 2 may
be used more than once.

Column 1

Example

Column 2

Analysis

___ 41. Basic training is where drill
instructors separate out the
few and proud from the
pukes.
___ 42. The mess sergeant created
an ice sculpture that was
symmetrical in form.
___ 43. In basic training, recruits
learn the basic fundamentals
of weapons.
___ 44. The report presented the
actual facts about the case.
___ 45. Private Mays told his drill
instructor the honest truth.
___ 46. The suspect made an
attempt to flee.
___ 47. The lawyer provided advice
to the client.
___ 48. Captain Brown approved the
request.
___ 49. The officer put in an
appearance.
___ 50. Basic training places
emphasis on physical and
mental training.
___ 51. General Lawrence denied
the request.
a. The sentence contains a
smothered verb
b. The sentence contains a
redundant expression
c. The sentence contains a
misplaced or dangling modifier
d. The sentence is okay as written


Item 52 Why do you need to proof?

a. To keep from having the material returned to you for revision
b. To find and correct only typing and grammar errors
c. To find and correct typing, grammar, and content errors
d. To make sure the pages appear correct

Item 53 What does proofing from the bottom to the top mean?

a. Use your computer and perform a grammar check.
b. Look for correctly spelled words that are not the right words.
c. Reassess your paper to determine if you are saying what you want.
d. Read your paper backwards beginning at the end and proceeding to the
beginning.


1 d 5-1
2 a 5-5
3 c 5-6
4 b 5-9
5 c 5-13
6 a 5-14
7 c 5-15
8 c 5-15
9 d 5-16
10 a 5-16
11 d 5-17
12 b 5-17
13 d 5-18
14 b 5-23
15 a 5-23
16 d 5-23
17 c 5-25
18 c 5-26
19 d 5-27
20 b 5-30
21 a 5-30
22 c 5-34
23 d 5-35
24 c 5-35
25 b 5-36


Answers,
continued

26 c 5-36
27 d 5-37
28 b 5-38
29 e 5-38
30 c 5-38
31 a 5-38
32 d 5-38
33 a 5-45
34 c 5-41
35 c 5-41
36 a 5-45
37 b 5-40
38 c 5-41
39 c 5-41
40 d 5-48
41 b 5-41
42 b 5-41
43 b 5-41
44 b 5-41
45 b 5-41
46 a 5-42
47 a 5-42
48 d 5-41 through 5-49
49 a 5-42
50 a 5-42
51 d 5-41 through 5-49
52 c 5-52
53 d 5-53



BASIC GRAMMAR AND COMPOSITION
REVIEW LESSON EXAMINATION
Review Lesson

Estimated
Study Time
1 hour

Introduction The purpose of the review lesson examination is to prepare you for your final
examination. We recommend that you try to complete your review lesson
examination without referring to the text, but for those items (questions) you
are unsure of, restudy the text. When you finish your review lesson and are
satisfied with your responses, check your responses against the answers
provided at the end of this review lesson examination.

Directions Select the ONE answer that BEST completes the statement or that answers
the item. For multiple choice items, circle your response. For matching
items, place the letter of your response in the space provided.

Item 1 The noun, pronoun, and verb characteristic of first person refers to the

a. person speaking.
b. person spoken of.
c. person spoken to.
d. state of being singular or plural.

Item 2 A transitive verb

a. expresses no transfer of action.
b. requires a direct object to complete its meaning; it must be followed by a
word that answers the question whom or what.
c. links the subject to some other word that names or describes it.
d. helps another verb.

MCI Course 8011B R-1 Review Lesson
Review Lesson, Continued

Item 3 Use the subjunctive mood of a verb to express

a. active voice.
b. passive voice.
c. a question.
d. a doubt, a wish, or a condition contrary to fact.

Item 4 A subordinating conjunction joins

a. clauses of unequal rank, that is a dependent clause with an independent
clause.
b. two independent clauses.
c. words, phrases, and clauses in pairs.
d. words, phrases, and clauses of equal rank.

Item 5 Through
Item 8
Matching: In the space provided, place the letter of the function from column
2 that best describes the part of speech in column 1. The answers in column 2
may only be used once.

Column 1

Part of Speech
Column 2

Function

___ 5. Pronoun
___ 6. Verb
___ 7. Adverb
___ 8. Conjunction
a. Names a person, place, or thing
b. Modifies the action
c. Predicates; expresses state of
being or action
d. J oins words, phrases, or clauses
of equal rank


Item 9 Through
Item 13
Matching: In the space provided, place the letter of the part of speech from
column 2 that best describes the italicized words in the sentence in column 1.
The answers in column 2 may be used more than once.

Column 1

Sentence
Column 2

Part of Speech

___ 9. Marines who are in a poor state of
physical readiness need a program
to develop strength, endurance,
and physical skills.
___ 10. The tradition of fines is an
occasion that adds levity and
humor to the evening.
___ 11. Marines invaded New Providence
Island and seized guns and
supplies.
___ 12. How quickly must a female
Marine finish running 3 miles?
___ 13. Physical training problems must
be tailored not only to the mission
and condition of the unit, but also
to the needs of individuals.
a. Verb
b. Adverb
c. Conjunction
d. Pronoun


Item 14
Through
Item 18
Matching: In the space provided, place the letter of the type of grammatical
construction from column 2 that best describes the item in italics in column 1.

Column 1

Sample Item
Column 2

Grammatical Construction

___ 14. Punishments that a commanding
officer can impose on enlisted
personnel include a reprimand,
forfeiture of pay, or extra duties.
___ 15. The senior enlisted member gives
the toast to our fallen comrades.
___ 16. The two Marines pull on the
halyards to hoist the colors.
___ 17. In 1868, the Marine Corps adopted
an emblem that consists of an
eagle, globe, and anchor.
___ 18. Also known as colors, the
ceremonial hoisting and lowering
of the National Ensign is at 0800
and at sunset.
a. Dependent clause
b. Prepositional phrase
c. Verb phrase
d. Complex sentence

Item 19 A prepositional phrase serving as an adverb phrase may answer the question
of

a. what kind.
b. how many.
c. which one.
d. when or how.


Item 20 A subject and a predicate that makes sense by itself is called a

a. compound sentence.
b. simple clause.
c. simple sentence.
d. dependent clause.

Item 21 A compound sentence consists of

a. a subject and a simple sentence.
b. a predicate and a simple sentence.
c. two simple sentences joined with a conjunction (and, but, or).
d. a dependent clause joined with an independent clause.


Item 22
Through
Item 29
Matching: In the space provided, place the letter of the type of error from
column 2 that best describes the problem with the sentence in column 1. The

Column 1

Erroneous Sentence
Column 2

Type of Error

___ 22. Sergeant Majors Quick and Daly
earned the Congressional Medal of
Honor.
___ 23. The Marines and sailor held his
ground against repeated assaults.
___ 24. As a food service person, actions
such as scratching your underarms
or picking a sore is unsanitary and
considered socially offensive.
___ 25. Assume carry sword when ordering
any manual of arms movement
except parade rest, at ease rest,
present arms, order arms or eyes
right.
___ 26. By the end of the war, Major
Boyington was the Marine Corps
top ranking flying ace.
___ 27. Of the savage battle, Admiral
Nimitz said Among the
Americans who served on Iwo J ima
uncommon valor was a common
virtue.
___ 28. The health inspector conducts
sanitary surveillance of storage,
preparation, and cleanup areas.
___ 29. When describing the Marines
ferocious fighting abilities, German
troops called there new enemy
Devil Dogs, a nickname in which
Marines take pride.
a. Subject-verb disagreement
b. Pronoun-antecedent
disagreement
c. Misspelled or misused
word
d. Incorrect punctuation


Item 30 The semicolon separates _____ when closely related and not joined by a
coordinating conjunction.

a. an independent and dependent clause in a series
b. individual items in a series
c. two dependent clauses
d. two independent clauses

Item 31
Through
Item 34
Matching: In the space provided, place the letter of the punctuation from
column 2 that belongs in the underlined space in the sentence in column 1.

Column 1

Sentence
Column 2

Punctuation Mark

___ 31. To keep your physical routine from
becoming boring, mix conditioning
activities__ competitive events__
military skill development__ and
sports activities into your training
schedule.
___ 32. Marine history records significant
events in Harpers Ferry, Virginia__
Peking, China__ and Pusan, Korea.
___ 33. The company formation is at
0600__ Bring civilian clothes for
after the ceremony__ announced
the first sergeant.
___ 34. These actions came to be known as
the ___Banana Wars.___
a. Quotation mark
b. Period
c. Comma
d. Semicolon


Item 35 What are the chronological steps to effective communication?

a. Plan, research, draft, proof, and go final
b. Research, draft, edit, proof, and go final
c. Plan, research, draft, edit, proof, and produce a final draft
d. Research, plan, draft, edit, proof, and produce a final draft

Item 36 What is the first step in research?

a. Clarify the purpose underlying the task.
b. Provide an answer to the commander.
c. Identify why you need to answer the research problem.
d. Identify what data you need to answer the problem.

Item 37 What is a hypothesis?

a. A factor that directly affects your task.
b. An educated guess based on specific assumptions.
c. A subordinate problem that directly affects your purpose.
d. An assumption that you need to complete your research.

Item 38 Gathering data consists of

a. looking for only evidence to support your point of view.
b. taking initial steps, examining sources, keeping detailed records.
c. identifying bias and your purpose and collecting information to enhance
bias and support your purpose.
d. finding sources to support your thesis and recording only data to support
your point of view.


Item 39 Evaluation criteria for data means that you

a. identify implications and consequences of data, and explore data from
different points of view.
b. collect and study data to use to support views.
c. put collected data in the order you plan to use it.
d. check data for bias and eliminate data that does not support your views.

Item 40 What is the best definition for accuracy relative to evaluating data?

a. Denotes that there are few errors
b. Implies that any distortions are minimal
c. Implies that you conform to specific standard
d. Denotes that you have corrected your errors

Item 41 With regard to evaluating data, relevance suggests that

a. the association between the subject and the data is close.
b. the association between the subject and the data is limited.
c. there is some association between the subject and the data.
d. there is limited association between the subject and the data.

Item 42 When evaluating data, significance ascribes ___________ to the subject.

a. clarity
b. breadth
c. relevance
d. importance


Item 43 Relative to evaluating data, logic describes the

a. depth of your research.
b. relationship between ideas.
c. assumptions that underlie your research.
d. relationship between significance and breadth.

Item 44 What is the purpose of mind-mapping?

a. Create an outline
b. Organize the research data
c. Clarify what they dont know about a subject
d. Identify relationships between and within ideas

Item 45 Your thesis statement consists of?

a. the topic
b. your interest in the topic
c. what others have said about the topic
d. the topic plus your assertion on the topic

Item 46 What is one purpose of a written outline?

a. Prepares the reader for what is to come
b. Assists in selecting topical headings for paragraphs
c. Shows your analysis of the facts, opinions, and ideas that support your
thesis
d. Ensures you have an introduction, a body, and a conclusion


Item 47 As a communicator, your purpose is to

a. communicate an outline of your topic.
b. only give evidence that supports your thesis.
c. only analyze evidence that supports your thesis.
d. show through analysis how the evidence supports your thesis.

Item 48 What is your main purpose when writing the first draft?

a. Write quickly as the ideas come to mind.
b. Ensure you capture each idea with the right word.
c. Ensure you select the right word(s) that support each sentence.
d. Write slowly and carefully ensuring each idea is properly supported.

Item 49 What are three reasons why writers dont revise?

a. They dont know how; it is too difficult; and they dont like to revise.
b. It is too difficult; they dont like to revise; and they dont see the value.
c. They dont know how, it is too difficult; and they dont schedule enough
time.
d. They are proud of what they wrote; they dont have time; and it is too
difficult.

Item 50 In the editing process, precision means a statement

a. is not superficial.
b. is clear and accurate.
c. is specific yet sufficiently broad to support your position.
d. supports your assertions and is verifiable.


Item 51 What is the meaning of significance relative to the editing process?

a. The same as relevance.
b. The data is not superficial.
c. You have shown how the data affect the problem.
d. You have selected only data that supports the problem.

Item 52 What does it mean when you say your writing exhibits good logic relative to
the editing process?

a. The words do not contradict.
b. The writing is free of emotion and is logical.
c. The words support the commanders intent.
d. The words are mutually supporting and make sense in order and
combination.

Item 53
Through
Item 57
Matching: In the space provided, place the letter of the purpose from column
2 that best describes the editorial mark in column 1. The answers in column 2
may be used only once.

Column 1

Editorial Mark

Column 2

Purpose

___ 53.

___ 54.

___ 55.

___ 56.

___57.
a. Delete
b. Insert comma
c. Let it stand
d. Capitalize
e. Insert period


Item 58
Through
Item 82
Matching: In the space provided, place the letter of the type of wordy
expression in column 2 that best describes the example in column 1. The

Column 1

Example

Column 2

Type of Wordy Expression

___ 58. In the event that this occurs,
were prepared to act.
___ 59. The project is important and
significant.
___ 60. The process should be
repeated again and again.
___ 61. In order to succeed, focus on
priorities.
___ 62. There are several reasons for
rejecting this scheme.
___ 63. The task group devised an
action plan.
___ 64. We believe that the changes
wont raise costs.
___ 65. He designed a concept
analysis planning strategy.
a. Simpler words and phrases
b. Dummy subjects
c. Redundant expressions
d. Modifier problems


Item 66
Through
Item 76
Matching: In the space provided, place the letter of the analysis in column 2
that best describes the example in column 1. The answers in column 2 may
be used more than once.

Column 1

Example

Column 2

Analysis

___ 66. Basic training is where
drill instructors separate
out the few and proud
from the pukes.
___ 67. The mess sergeant created
an ice sculpture that was
symmetrical in form.
___ 68. In basic training, recruits
learn the basic
fundamentals of weapons.
___ 69. The report presented the
actual facts about the case.
___ 70. Private Mays told his drill
instructor the honest truth.
___ 71. The suspect made an
attempt to flee.
___ 72. The lawyer provided
advice to the client.
___ 73. Captain Brown approved
the request.
___ 74. The commandant put in an
appearance.
___ 75. Basic training places
emphasis on physical and
mental training.
___ 76. General Lawrence denied
the request.
a. The sentence contains a
smothered verb
b. The sentence contains a
redundant expression
c. The sentence contains a
misplaced or dangling modifier
d. The sentence is okay as written


Item 77 Why do you need to proof?

a. Keeps from having the material returned to you for revision
b. Finds and corrects only typing and grammar errors
c. Finds and corrects typing, grammar, and content errors
d. Makes sure the pages appear correct.

Item 78 What does proofing from the bottom to the top mean?

a. To use your computer and perform a grammar check
b. Looking for correctly spelled words that are not the right words
c. To reassess your paper to determine if you are saying what you want
d. Reading your paper backwards beginning at the end and proceeding to the
beginning


Answers The table below provides the correct answers to the review lesson items. If
you have any questions, refer to the reference page listed for each item.

1 a 1-9;1-14; 1-25
2 b 1-22
3 d 1-31
4 a 1-48
5 a 1-13
6 c 1-22
7 b 1-36
8 d 1-46
9 d 1-16
10 d 1-16
11 a 1-22; 1-28
12 b 1-36
13 c 1-47
14 c 1-24; 2-6
15 b 2-7
16 b 2-7
17 a 2-18
18 d 2-25
19 d 2-9
20 c 2-23
21 c 2-24
22 c 1-8
23 b 1-19
24 a 1-26
25 d 3-5
26 d 3-18
27 d 3-31
28 c 4-11
29 c 4-13
30 d 3-14
31 c 3-5
32 d 3-15
33 b 3-22
34 a 3-30


Answers,
continued

35 d 5-1
36 c 5-6
37 b 5-9
38 b 5-13
39 a 5-14
40 c 5-15
41 a 5-16
42 d 5-17
43 b 5-17
44 d 5-18
45 d 5-23
46 c 5-25
47 d 5-27
48 a 5-30
49 c 5-34
50 c 5-35
51 c 5-36
52 d 5-37
53 b 5-38
54 e 5-38
55 c 5-38
56 a 5-38
57 d 5-38
58 a 5-45
59 c 5-41
60 c 5-41
61 a 5-45
62 b 5-40
63 c 5-41
64 c 5-41
65 d 5-48
66 b 5-41
67 b 5-41
68 b 5-41


Answers,
continued

69 b 5-41
70 b 5-41
71 a 5-42
72 a 5-42
73 d 5-41 through 5-49
74 a 5-42
75 a 5-42
76 d 5-41 through 5-49
77 c 5-52
78 d 5-53

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