Components Of Distinguishable Language

The Relationship of Grammar, Diction, Writing to Distinguishable Language and Prose

Introduction •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.

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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?

Task Review 

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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?

Task Review (continued)

•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.

Syntactic Characteristics

INTRODUCTION (cont’d)

(Weaver, 1996) Active, Passive Voices Absolute Phrases

Comma Splices,

Run-ons

Clauses Appositives

Compounds, Rhetoric of

Coordinating Conjunctions

require review

Correlative Conjunctions

Predication

Free Modifiers

Parallelism

Expletive Patterns

Sentence Development

Series, Open;

Sentence Fragments

Series, Closed Sentence Focus

of basic grammar

Sentence Patterns

(Sidney, Geoffrey, Randolph, & Jan, 1973)

Transitional Adverbs

Process •Step 1: Students may need to review a plethora of grammatical rules before beginning the Essay Quest. Challenge yourself to: 

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

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http://grammar.ccc.commnet.edu/grammar/

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http://grammar.ccc.commnet.edu/grammar/parallelism.htm

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http://grammar.ccc.commnet.edu/grammar/search/query_X.asp

(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.

Process

(continued)

•Step 3: You may proceed to further review these quizzes: 

http://grammar.ccc.commnet.edu:80/grammar/quizzes/runons_quiz.htm

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http://grammar.ccc.commnet.edu/grammar/quizzes/niu/niu14.htm

•Step 4: You may now consider essential writing guides: 

http://isu.indstate.edu/writing/handouts/setiii/prints/SETIII3P.html

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http://isu.indstate.edu/writing/handouts/setiii/prints/SETIII4P.html

•Step 5: If you would like to be challenged, identify the correct idioms: 

http://isu.indstate.edu/writing/esl/setvi/prints/SETVI7EP.html

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.

American Classics

Other Literary Classics: Nathaniel Hawthorne,

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

Process

(continued)

•Step 6: You may note the contents of the succeeding references: 

http://grammar.ccc.commnet.edu/grammar/composition/composition.htm

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http://www.stanford.edu/group/howiwrite/conversationtranscripts.html

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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. (Daniels & Daniels, 1999)

•Absolute phrase •Abstract nouns •Active voice •Adjective clauses •Adjectives •Adverb clauses

•Antecedents

•Appositives •Articles •Auxiliary verbs •Basic verb forms •Cardinal Numbers

•Adverbs

•Case

•Agreement

•Clauses

•Collective nouns •Compound noun •Compound prepositions •Comma splice •Common nouns •Comparative form

•Compound subject

•Complement

•Compound-complex sentence

•Compound sentence

•Complete subjects •Concrete nouns •Complex sentence •Conditional verb •Compound Adjective

•Conjunctions

•Conjunction adverb

•Definite article

•Contraction

•Demonstrative pronouns

•Coordinative adjective

•Dependent clauses

•Coordinating conjunctions

•Direct object

•Correlative conjunctions

•Double negative

•Count nouns

•Exclamatory sentences

•Dangling participial phrase

•Feminine gender

•Declarative sentence

•Finite verb

•Fused sentence

•Indicative mood

•Future tense •Gender •Gerunds •Imperative mood •Indefinite articles

•Indirect objects

•Infinitive

•Intensive Pronoun •Interjection •Interrogative pronouns

•Indefinite pronouns

•Interrogative sentence

•Independent clauses

•Intransitive verb

•Irregular verb •Linking verb •Main verb •Masculine gender •Mass nouns •Modal Auxiliaries •Modifiers •Mood

•Negatives •Neuter •Nonrestrictive clause

•Noun clause •Noun phrase •Nouns

•Number •Object case

•Object complements

•Perfect tense

•Objects of prepositions

•Person

•Ordinal numbers •Parallel •Parts of speech •Passive voice •Past participles •Past tense

•Personal pronoun

•Phrases •Possessive case •Predicate •Predicate adjective •Prepositional phrase

•Prepositions

•Reciprocals

•Present participles

•Reflexive pronouns

•Present tense •Principal parts •Progressive •Pronouns •Proper adjective

•Regular verbs

•Proper nouns

•Relative clause •Relative pronoun •Restrictive clause •Run-on sentence •Sentence, fragment

•Sequence of tenses

•Subordinare clauses

•Simple sentence •Simple subject •Split infinitive •Subject •Subject case

•Subordinating conjunctions

•Subject complement •Subjunctive mood

•Superlative form

•Tenses •Transitive verbs •Verbs, verb phrases

•Verbals •Voice

Evaluation Student’s Name: _________________________________Date: ____________

Category 5

4

3

2

1

Completing WebQuest

Webquests 100% Webquests 90% Webquests 80% Webquests 70% Webquests 60% complete complete complete complete complete

Simple Essay Defining Grammatical Terms

100% complete, accurate

Essay, Thesis Well Supported Thesis, Logically of Literature Structured Conclusion

Follows Instructions

90% complete, accurate

80% complete, accurate

70% complete, accurate

60% complete

Relatively Supported Thesis , conclusion

Relatively Supported Thesis, poor conclusion

Relatively Supported Thesis, no conclusion

Virtually no Supported Thesis, no conclusion

With 80% accuracy

With 70% accuracy

With 60% accuracy

With 100% With 90% accuracy accuracy

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? .

Teacher Resources 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.

References 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.