The Relationship of Grammar, Diction, Writing to Distinguishable Language and Prose
•This Quest should help you to organize your words into sentences that are grammatically accurate; it should also help you develop a brief essay. Please bear in mind that: -Distinguishable syntax is essential to comprehension. -Awkwardly constructed sentences distort your meaning. -Incoherently constructed sentences may confuse your reader or listener. -You may unintentionally relay inaccurate information unless you avoid grammatical errors. -As you proceed through these lessons in grammar and expository, you will improve your ability to be understood by others.
This quest challenges you to investigate and develop more accurate grammar and expository skills. What is grammar and expository? How is the English language a powerful tool to assist you in writing? Why would you need to develop these skills? What techniques can you use to prevent you from unintentionally providing inaccurate information to others? What can do not fall victim to other individuals misunderstanding you?
Learning in the 21st century presents lots of opportunities and challenges. Will the vast knowledge on the Internet change the quality of your life? How will you use the Internet resources to assist you in your writing patterns? Can the Internet help you to distinguish between grammar and expository?
•Do you believe that everyone always understands you? Do you wonder about accurate wording? •Are you familiar with the tools that elucidate meaning? •Do all of your dependent clauses modify their subjects? Do you hesitate to write more because you do not hope to be misleading? •Please proceed with your pencil and notebook. You will want to note at least 12 grammatical terms or expressions and the results of your quizzes as you prepare and review for a final essay. •You will examine, compare, and contrast the aspects of writing, diction, and distinguishable literature that will help you to organize your words into sentences that are grammatically correct.
Active, Passive Voices
Compounds, Rhetoric of
Sentence Development Sentence Focus
Sentence Fragments Sentence Patterns
of basic grammar
(Sidney, Geoffrey, Randolph, & Jan, 1973)
•Step 1: Students may need to review a plethora of grammatical rules before beginning the Essay Quest. Challenge yourself to:
(Darling, Sandorff, 1999)
•Step 2: Relax! Consider this poem about the Rosetta Stone which is included as a Worksheet. The Key of Grammatical Terms and Expressions is also recommended.
•Step 3: You may proceed to further review these quizzes:
•Step 4: You may now consider essential writing guides:
•Step 5: If you would like to be challenged, identify the correct idioms:
Preparing University-Bound Students for Success
Goals, Instructional Design must prepare for those set forth by the University
A responsive non-profit Educational Testing Service (ETS) strives to align College Preparatory English with standards set forth by the University Regents and Academic Senate.
Other Literary Classics:
Shakespeare, James Joyce, e.g.
Literary terminology identified through Cal LACS and the National Council of English
Rhetoric identified through Cal LACS and the National Council of English
University Regents, Academic Senate, and Language Arts Content Standards (LACS) strive to align Instructional Designs of High School College Preparatory English with those set forth by the University Instructional Plan Template | Slide 3b | Introduction
•Step 6: You may note the contents of the succeeding references:
http://grammar.ccc.commnet.edu/grammar/composition/composition.htm http://www.stanford.edu/group/howiwrite/conversationtranscripts.html http://www.nelliemuller.com
•Step 7: Goodness! The genuine Rosetta Stone. We welcome your essay regarding this photo and the poem included on the Worksheet. Worksheet
•Step 8: Note 10-12 of these terms; use the Worksheet to indicate examples of their usage—they are each linked to a glossary for your convenience and optional reference.
•Absolute phrase •Abstract nouns •Active voice •Adjective clauses •Adjectives •Adverb clauses •Adverbs •Agreement
(Daniels & Daniels, 1999)
•Appositives •Articles •Auxiliary verbs
•Basic verb forms •Cardinal Numbers
•Collective nouns •Compound noun •Compound prepositions •Comma splice
•Common nouns •Comparative form
•Complete subjects •Concrete nouns •Complex sentence •Conditional verb
•Dangling participial phrase •Declarative sentence
•Fused sentence •Future tense •Gender •Gerunds •Imperative mood •Indefinite articles
•Indicative mood •Indirect objects
•Interrogative pronouns •Interrogative sentence
•Irregular verb •Linking verb •Main verb •Masculine gender •Mass nouns •Modal Auxiliaries •Modifiers •Mood
•Noun phrase •Nouns
•Number •Object case
•Objects of prepositions
•Perfect tense •Person
•Ordinal numbers •Parallel •Parts of speech •Passive voice •Past participles •Past tense
•Possessive case •Predicate
•Predicate adjective •Prepositional phrase
•Present tense •Principal parts •Progressive •Pronouns •Proper adjective
•Relative pronoun •Restrictive clause •Run-on sentence
•Sequence of tenses
•Simple sentence •Simple subject •Split infinitive •Subject •Subject case
•Verbs, verb phrases
Student’s Name: _________________________________Date: ____________
Simple Essay Defining Grammatical Terms
Webquests 100% Webquests 90% Webquests 80% Webquests 70% Webquests 60% complete complete complete complete complete
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Relatively Supported Thesis , conclusion
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Essay, Thesis Well Supported Thesis, Logically of Literature Structured
Virtually no Supported Thesis, no conclusion
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You are finished; you have posted and proofed your project! Now answer the following questions: Has this activity influenced your view on better writing skills? How? Now that you have completed the project, what new considerations can you offer someone’s writing? How can written documents of others affect you? What is grammar and expository? How will new opportunities of the 21st century challenge your writing? What makes your project an effective writing example? .
http://www.cityu.edu.hk:80/elc/iowa/quiz/ http://library.thinkquest.org/10241/ http://questgarden.com/46/50/2/070224121051/ http://isu.indstate.edu/writing/esl/setvi/prints/SETVI7EP.html http://isu.indstate.edu/writing/esl/esl.html Handouts that will benefit students: www.chompchomp.com One would express gratitude to Professor Elene Sandorff and the late Charles Darling, PhD, for permitting our use of their web through Capital Community College; Hartford, Connecticut.
Daniels, B., & Daniels, D. (1991). English Grammar College Outline. New York: HarperCollins Publishers. Darling, C., PhD, & Sandorff, E.PhD (1999, November). Grammar Review (Capital Community College; Hartford, Connecticut). Retrieved January 21, 2008, from http://grammar.ccc.commnet.edu/grammar/ Sidney, G., Geoffrey, L., Randolph, Q., & Jan, S. (. (1973). A Comprehensive Grammar of the English Language. New York: Harcourt Brace Jovanovich. Weaver, C. (1996). Grammar for Teachers: Perspectives and Definitions (National Council of Teachers of English). Portsmouth, NH: Boynton/Cook, also Houghton Mifflin Harcourt.