ACT PREP Rules Wks 8-17

1. ACT PREP Rules Wks 8-17

2. Pronoun use

3. Nominative Pronoun use • These are the pronouns that are usually the subject of a sentence – and they do the action in that sentence. A few examples of these nominative pronouns acting as the subject of a sentence are as follows:  • I went to the store today. • She talked to her brother on the phone. • You ran five miles yesterday. • They are not very happy about what happened. • We work together as a team. • It is my favorite color.

4. Pronoun use • NOTE: if you are confused about which pronoun to use in a compound subject, try each pronoun individually with the verb. • Examples: He will sing the National Anthem. • They will sing the National Anthem tonight. • He and they will sing tonight.

5. Pronoun use • A predicate nominative is a noun or pronoun that follows a linking verb and renames or explains the subject of the sentence. • EXAMPLES: The woman on the phone was she. (She renames woman) • I was afraid it was she on the telephone. • I am looking for to Mr. Jeffers; are you he?

6. Pronoun use • Objective case:Adirect object is a noun or pronoun that receives the action of the verb. • INCORRECT: Shannon paid Leland and I for the tickets. • BETTER: Shannon paid Leland and me for the tickets. • **It wouldn’t make sense to say Shannon paid I for the tickets, so it is incorrect to use I when paired with Leland.

7. Indirect Object • Indirect objects tells to whom/ for whom. • Example: Raoul handed me the money. • The object of the preposition should be in the objective case. The OP is the noun/pronoun that ends a prepositional phrase. • Example: I wrote the letters (to my parents and her).

8. Pronoun use • POSSESSIVE: Pronouns that show ownership • Example: The notebook is mine. • The jet ski is ours.

9. Pronoun & antecedent • The word to which the pronoun refers is called its antecedent. In the following sentence, the noun book is the antecedent of the pronoun it. • Example: Janice handed the book to the librarian so that it could be replaced.

10. Pronoun & antecedent A pronoun agrees with its antecedent in number and gender. Examples: The boy is looking for his truck All students will be getting their diplomas.

11. Pronoun & antecedent Two or more antecedents joined by and are considered plural; two or more singular antecedents joined by or or nor are singular. Examples: Juan and Julia will present their papers. Neither Jon nor Ray left his phone. If one is singular and one plural, the pronoun should agree with the closest antecedent. Examples: Neither Mary nor her friends gave up their seat. Will Kelly or Lee type his or her paper?

12. Pronoun & antecedent Now your turn! Please complete the worksheet(s) over pronoun and antecedent agreement.

13. Pronouns (Who and Whom) • To choose the correct form, you must identify the use of the pronoun in the clause. If it is the subject use who; if is is the direct object or object of a prep., use whom. • Examples: Mr. Tilley knows who hit the homerun. (Use who because it is the subject of the underlined clause.) • My older brother, to whom I sent the card, is 10. (Use whom because it is the object of the preposition to.

14. Pronouns (Who and Whom) • An easy way to determine if a pronoun is correct is to replace who with he and whom with him. If it sounds correct, you have chosen correctly. • Now your turn! Please complete the worksheet(s) over pronoun use.

15. Comma Usage I-II • Set off independent clauses in a compound sentence when they are joined by a coordinating conjunction. • (The planes were delayed by rain), but (they succeeded in safe takeoffs). • ***Do NOT use a comma to separate independent and subordinate clauses • I stayed up last night because I wanted to see the end of the scary movie. (no comma needed)

16. Comma Usage I-II ****NOTE: Compound sentences may be punctuated with a comma and coordinating conjunction or semicolon.

17. Comma Usage I-II Set off words, phrases, and clauses that are not needed (nonessential). Use commas around nonessential, or contrasting information. Examples: Intense preparation, then, is known to produce high scores. Robert Frost, a Pulitzer Prize winner, is an amazing poet. Shakespeare, not Marlowe, is my favorite playwright.

18. Comma Usage I-II Now it’s your turn! Please complete the worksheet(s) over comma use.

19. Comma Usage III-IV Use a comma after an introductory phrase, clause, and adverb. Examples: To be able to compete on the collegiate level, many high school athletes practice their sport all year. If you are counting on a college scholarship, pay attention to your grades. Occasionally, the person actually responsible for the vandalism will be caught and will pay the damages.

20. Comma Usage III-IV Use a comma to separate items in a series. Examples: I selected my Shih Tzu because of her color, her attentiveness and her disposition. Sue was infatuated with the tall, attractive stranger. **Now it’s your turn! Please complete the worksheet(s) over comma use

21. Semicolon use • Use a semicolon to join independent clauses in a compound sentence without a coordinating conjunction. (Remember: a coordinating conjunction needs a comma.) • Examples: After winter break, John was happy to see Mary; Mary was not so happy to see John.

22. Semicolon use • Use a semicolon to join two independent clauses joined with a conjunctive adverb. • Example: Seats in the front row are expensive; however, balcony seats usually cost much less.

23. Semicolon use • Use a semicolon to join two independent clauses combined with a transitional expression. • Examples: Jill would be thrilled to shoot two over par on the front nine of the golf tournament; on the other hand, Tiger Woods would not.

24. Semicolon use • Use a semicolon to join independent clauses or items in a series that contain commas. • Example: The nominees for Sportsman of the Year did not include John Daly, professional golfer; Dennis Rodman, ex-professional basketball player; or John McEnroe, retired professional tennis player • Now it’s your turn! Please complete the worksheet(s) over semicolon use.

25. Colon use I-II • Use a colon to set off a summary sentence. A summary amplifies, restates, explains or emphasizes the meaning of the previous sentence. • Examples: His explanation for not having his homework was believable: He had had his car towed away with his schoolwork in the back seat.

26. Colon use I-II • Use a colon to introduce a list following a complete though (independent clause) or a formal or lengthy quote or appositive. • Examples: I have three reasons for being angry: my coach, my teacher and my parents. • He ended his patriotic speech by quoting JFK: “Ask not what your country can do for you…” • Now it’s your turn! Please complete the following worksheet(s) over colon use.

27. The dash and apostrophes • Use a dash or a pair of dashes to show an abrupt change of thought or dramatic effect or to set off an introductory list or series. • Examples: The dilapidated truck shook and rumbled its way slowly up the hill – it must have been at least thirty years old. • Suave, debonair, athletic, irreverent – Jose is all of these.

28. The dash and apostrophes • Use an apostrophe to show possession and mark omissions in contradictions. (3 rules) • 1. Use apostrophe and s to singular and plural nouns that do not end in s. • Jill’s skirt • Hemingway’s novels • Women’s clothes

29. The dash and apostrophes • 2. Add only an apostrophe to a plural noun that ends in s. • Kids’ trophies • Students’ homework • Teachers’ lounge

30. The dash and apostrophes • 3. Make both nouns possessive to signal individual possession; make only the final noun possessive to show joint possession. • Butch’s and Ben’s coats were both dirty. (individual) • Luann and Mia’s project won. (joint possession)

31. The dash and apostrophes • Contractions: Add an apostrophe to indicate letters omitted in contractions. • Don’t • They’ll • Should’ve • Now you try! Please complete the worksheet(s) over dash and apostrophe rules.

32. Dangling & Misplaced modifiers • Dangling modifiers are modifiers that either appear to modify the wrong word or modify a word that is not included in the sentence. Dangling modifiers can be phrases, clauses or single words. • Dangling: Walking down the street, the wind blew me over. (sounds like the wind is walking) • Correct: Walking down the street, I was blown over by the wind.

33. Dangling & Misplaced modifiers • Dangling: Melinda heated up the bottle of milk as he cried loudly in the other room. (The phrase doesn’t modify anything in the sentence.) • Correct: Melinda heated up the bottle of milk for the baby as he cried loudly in the other room.

34. Dangling & Misplaced modifiers • Misplaced modifiers are modifiers that have been placed incorrectly; therefore, they appear to modify words that they should not. • Misplaced: Josh only wanted a hamburger. • Correct: Josh wanted onlya hamburger. • Misplaced: The teacher returned the essays to the students marked with her comments. • Correct: The teacher returned the essays marked with her comments to the students.

35. Dangling & Misplaced modifiers • Now it’s your turn! Please complete the worksheet(s) over dangling and misplaced modifiers.