Instructor s Resource Manual Wordsmith: A Guide to College Writing

1. Instructor�s Resource ManualWordsmith: A Guide to College Writing To accompany the text book, this instructional guide was created by Heather McCartney-Christensen.

2. Please Read Note to English Instructors: This PowerPoint disc and manual were created to help you initially enlighten your students or supplement your instruction on topics�such as rhetorical strategies or grammatical concepts�that you will cover in class. This information can be used in a group lab setting or be posted on an Internet-accessible medium, such as Blackboard, for the duration of your class. The PowerPoint slides explain each chapter in the same order as your students� textbooks. For each grammar chapter, exercises can be found after the grammatical concept has been explained: the question �Q� will first appear on the screen and will then be followed by the answer �A� (all answers are in red). Students, as you are aware, consider grammar the un-fun part of English. When I have used this PowerPoint method of instruction with grammar, I discovered through grading students� essays that my students were able to increase their retention of grammar knowledge. During class as we were reviewing the PowerPoint grammar exercises, I�ve heard students voice light-bulb comments, such as �Oh, so that�s where a semicolon should go.� And when other students join in to ask questions or submit answers, the instructional time evolves into a wonderful collaborative learning experience for the all students, even for the students who don�t raise questions during class. I wish you and your students success in using this PowerPoint method of instruction Heather Eden McCartney-Christensen

3. Chapter 1:The Writing Process Step-by-Step Writing Process: Prewriting: Think about your topic and gather ideas. Planning: Examine your ideas and how they relate to your one main idea. Drafting: Write a rough draft version. You may need to write a few rough drafts. Revising: Revise your draft. Proofreading: Check for errors with word choice, grammar, and spelling.

4. Chapter 1:The Writing Process Suggestions other than the step-by-step approach: Find your most creative time, and use it for writing. Use your rough draft as your prewriting. Give your brain an assignment. Review the essay assignment, and then do something else; when you return to the assignment, your subconscious may have answered questions. Realize that doing the grunt work is a necessary evil. Make a commitment to writing. Set aside a time when you will write.

5. Chapter 1:The Writing Process Review of the Paragraph: The Topic Sentence The topic sentence has two important functions: It presents the general topic. It makes a specific point about the topic. The Supporting Sentences Supporting sentences are specific and give details and examples. They always relate to the topic sentence. The Summary Sentence The summary sentence brings the paragraph to a close and can do one of the following: Restate the topic sentence. Make a prediction or suggestion.

6. Chapter 2:Preparing to Write Why Prewrite? Prewriting opens a doorway to your thoughts. Prewriting helps prevent writer�s block. Prewriting builds confidence. Prewriting sparks creativity. Prewriting tells you when to quit.

7. Chapter 2:Preparing to Write Freewriting For fifteen minutes, focus on your topic and write whatever comes to your mind. Write without stopping. Brainstorming This technique is similar to freewriting; however, you can pause to ask yourself new questions that may lead to more answers. Invisible Writing Turn your computer on, and when you have a blank screen, turn the monitor off or adjust the contrast. Type for five to ten minutes. With this method of freewriting, you won�t be worried about grammar or spelling errors. Clustering To cluster, begin with a circled word (your topic). Draw other circles and place related ideas inside the circles.

8. Chapter 2:Preparing to Write Narrowing Your Topic: The Topic-Subtopic Method Step 1: Write down the topic. Step 2: List possible subtopics. Step 3: Look over the list of subtopics and pick the one you are most interested in. If the subtopic you have chosen is still too broad, then do another narrowing using the same method.

9. Chapter 2:Preparing to Write Outlining Work on an outline for your paragraph. The outline is the plan that helps you stay focused. Your outline can include the following: Thesis statement Topic sentences Brief listing of support for each topic sentence

10. Chapter 2:Preparing to Write Journal Writing A journal is a notebook that contains your personal writing where, on a regular basis, you describe and discuss your experiences, reactions, and observations.

11. Chapter 3:Building a Framework: Thesis and Organization Structure of an Essay Title Briefly states the topic of the essay. Introduction Begins with an interesting opening sentence. Introduces the topic. Ends with a thesis that presents the main idea and that may list the points that will be covered. First Body Paragraph Begins with a topic sentence that introduces the first point of discussion. Presents examples and details that develop the second point. May close with a summary sentence that restates the first point.

12. Chapter 3:Building a Framework: Thesis and Organization Second Body Paragraph Begins with a topic sentence that introduces the second point of discussion. Presents examples and details that develop the second point. May close with a summary sentence that restates the second point. Third Body Paragraph Begins with a topic sentence that introduces the third point of discussion. Presents examples and details that develop the third point. May close with a summary sentence that restates the third point.

13. Chapter 3:Building a Framework: Thesis and Organization Conclusion Provides a two- to four-sentence ending for the essay. May sum up the points made in the essay. Ends on a note of completion.

14. Chapter 3:Building a Framework: Thesis and Organization Constructing a Thesis Statement A thesis statement presents the main ideas of an essay. A thesis statement may list the points in an essay; the points should be discussed following the same order in the essay as they are presented in the thesis statement. Advantages of a thesis with points listed: 1. Listing thesis points forces you to plan your essay carefully. 2. Listing thesis points gives the impression of careful organization. 3. Listing thesis points aids clarity by giving the reader a �road map� to the development of your essay. 4. Listing thesis points keeps you on track by acting as a mini-outline for you to follow while you write.

15. Chapter 3:Building a Framework: Thesis and Organization Writing a Thesis Statement When you write the thesis statement, you can write the statement in the following ways: 1. List the points at the end of the thesis statement. 2. List the points at the beginning of the thesis statement. 3. List the points in a separate sentence. Evaluating Your Thesis Points Thesis points should not overlap. Avoid ideas that are too broad. Avoid ideas that are too narrow.

16. Chapter 3:Building a Framework: Thesis and Organization Organizing Your Essay Emphatic order (order of importance) Emphatic order uses the most convincing idea as the last point. These points are discussed in body paragraphs. Reverse emphatic order Begin with the most important point, and end with the least important point. Sandwich order When not all of the points are equally strong, place a weaker point between two stronger points. The first and last body paragraphs should be the strongest. Chronological order (time order) List points in the order in which they have occurred.

17. Chapter 4:Introducing the Essay Purposes of an Introduction An introduction should do the following: 1. Draw your reader into the essay. 2. Ease into the general topic of your essay. 3. Provide the necessary background. 4. Present your essay�s thesis. Types of Introduction Introductions can be written in different ways: 1. Broad-to-narrow: begins with a broad statement and ends with the narrowest point in the introduction, which is your thesis. 2. Narrow-to-broad: begins with your thesis and ends with your general topic.

18. Chapter 4:Introducing the Essay 3. Quotation: When opening with a quotation, you need to know how to use quotation marks and how to paraphrase a quotation. Provide a transition to show how the quotation applies to your thesis statement. 4. Anecdote: An anecdote is a brief story that illustrates a point. Provide a transition to explain how the anecdote applies to your thesis statement. 5. Contrasting Idea: Providing a contrast to your idea will cause your idea to stand out. Make sure you use a word such as but or however to signal a change. And make sure the contrast is a strong difference and is clearly stated. 6. Historical: A historical introduction gives the reader background information backing your essay. This type of introduction has two functions: to establish authority or expertise on the subject, and to set the stage for your discussion.

19. Chapter 5:Developing Body Paragraphs Characteristics of an Effective Body Paragraph 1. Direction means that the body paragraph has a strong topic sentence that states the main idea and sets the course that the paragraph will follow. 2. Unity means that the paragraph makes one main point and sticks to that point. 3. Coherence means that the ideas in the paragraph are logically connected and easy to follow. 4. Support means that the paragraph contains a specific and detailed discussion of the idea stated in the topic sentence.

20. Chapter 5:Developing Body Paragraphs Direction: Shaping the Topic Sentences of Body Paragraphs The topic sentence of each body paragraph explains what will be discussed in the paragraph. Each topic sentence outlines one thesis point, thus providing direction for each body paragraph. Functions of the topic sentence: 1. The topic sentence of a body paragraph provides a thesis link by mentioning the general subject of the essay. 2. The topic sentence of a body paragraph mentions the specific thesis point that will be developed within the paragraph. 3. The topic sentence may also provide transitions from one paragraph to the next.

21. Chapter 5:Developing Body Paragraphs Unity: Sticking to the Point of the Essay An essay with unity means that each paragraph further explains the topic sentence, and that each topic sentence is a point taken from the thesis. A lack of unity occurs when a paragraph or a sentence does not apply to the thesis.

22. Chapter 5:Developing Body Paragraphs Coherence: Holding the Essay Together An essay with coherence is an essay with solid and strong connections between ideas and paragraphs. Logically related ideas and transitional words can help you achieve coherence. List of common transitional words and expressions: Transitions of time: after, as, before, during, first, immediately, etc. Transitions of space: above, around, behind, beside, between, etc. Transitions of addition: also, another, finally, first, furthermore, etc. Transitions of importance: as important, essential, primary, etc. Transitions of contrast: although, but, even though, however, etc. Transitions of cause and effect: a consequence of, as a result, etc. Transitions of illustration or example: for example, including, etc. For more information on transitions, see pages 82-83.

23. Chapter 5:Developing Body Paragraphs Transitions may be needed between body paragraphs. Transitions may be needed within paragraphs. A transitional topic sentence can be used for the second or third body paragraphs in a five-paragraph essay.

24. Chapter 5:Developing Body Paragraphs Support: Using Specific Detail An essay needs support. Support is provided by doing the following: Use specific examples that relate to the points in your thesis. The examples may need to be more than a word or a phrase; you may need to explain in a few sentences or even in an extended example, which is a paragraph in length. Comparisons provide detail to help the reader understand.

25. Chapter 6:Concluding the Essay Methods of Conclusion Summary recaps the main points of your essay, using different wording than you used in the thesis and topic sentences. Recommendation suggests a solution to a problem raised in the essay. Prediction looks to the future and may influence how your reader reflects upon the situation in your essay. Full-circle conclusion incorporates a word or image from the introduction as a theme in the conclusion, thus bringing the essay full circle to end where it began. Quotation establishes an emphasis at the end. For the strongest effect, make the quotation your closing statement.

26. Chapter 6:Concluding the Essay Traps to Avoid Sermonizing Do not fall into the trap of appearing as if you are lecturing the reader. Starched Prose A writer who speaks in a natural voice throughout an essay sometimes will stiffen his or her voice at the end. Make sure you use the same voice throughout your essay.

27. Chapter 7:Revising, Proofreading, and Formatting Revising Revising means rewriting the draft. Checklist for Revision The Introduction Does the introduction draw the reader in? If needed, does the introduction provide background information? The Thesis Is the thesis in the introductory paragraph? If the thesis does not include points, does it state the main idea broadly enough to include all the points you raise in your body paragraphs? If the thesis lists points, does it list three separate and distinct points that do not overlap?

28. Chapter 7:Revising, Proofreading, and Formatting Topic Sentences Does each topic sentence raise one separate and distinct thesis point? Is each topic sentence clearly linked to the thesis with a reference to the general subject or to your attitude about the subject? If your thesis lists points of development, are body paragraphs arranged in the same order as the thesis points? The Body Does each body paragraph provide specific detail and examples for each thesis point? Have you provided enough specific support for each thesis point?Does each sentence of each body paragraph support the topic sentence?

29. Chapter 7:Revising, Proofreading, and Formatting The Conclusion Is the first sentence of the conclusion a broad, thesis-level statement? Is the conclusion short, with no new information introduced? Is the last sentence final-sounding and does it adequately complete the essay? Checking Coherence In the introduction, is there a clear transition between introductory material and the thesis? Have you used transitional words or transitional topic sentences to link the second and third body paragraphs to the rest of the essay? Have you used transitions within the paragraph effectively?

30. Chapter 7:Revising, Proofreading, and Formatting Proofreading The Top-Down Technique The first proofreading should go from the top of the essay down. As you proofread, make sure the connections between ideas are smooth and solid and that the sentences and paragraphs flow smoothly into one another. Check for parallel structure, clear pronoun reference, and appropriate transitional expressions. After correcting errors, move to bottom-up proofreading. The Bottom-Up Technique This technique is more labor-intensive and more focused than top-down proofreading. When you read from the bottom up, you are no longer reading your essay as a single piece of writing but as disconnected sentences that do not flow into each other.

31. Chapter 7:Revising, Proofreading, and Formatting Proofreading The Targeting Technique If you have an error that you usually make while writing, check for that error. These are common errors and ways to correct them: Subject-verb agreement: Make sure the subject agrees with the verb. A singular subject needs a singular verb, and a plural subject needs a plural verb. Comma splices and run-ons: Check long sentences and commas. Make sure that two independent clauses have periods, or are joined with a coordinating conjunction (FANBOYS = for, and, nor, but, or, yet, so). Other comma errors: Check each comma for appropriate placement. To find information on commas, see Chapter 22.

32. Chapter 7:Revising, Proofreading, and Formatting Pronoun agreement: Check for plural pronouns, such as they and their. Make sure that they and their refer to a plural antecedent. Sentence fragments: Use the bottom-up technique to check if each sentence is correct. Check for the subject and verb to avoid creating fragments. Proofreading the Word-Processed Essay Spelling and grammar checkers on your computer can be helpful, but they will not eliminate all errors from your writing. Read your writing to make sure it is correct. The following is an example of correctly spelled words that do not make sense in a sentence: Weather or knot ewe use a spelling checker, you knead to proof reed.

33. Chapter 7:Revising, Proofreading, and Formatting Formatting The appearance of your writing is quite important. Handwritten Documents: Paragraphs and Essays Paragraphs and essays should be written on lined 8 � x 11-inch paper in blue or black ink. Write on only one side of the paper. In the upper right-hand corner of the page, write your name, date, and any other information regarding your class, such as your instructor�s name, class�s title, and the assignment. Write the title on the first line of the paper, but do not use quotation marks or underline it. (Quotation marks and underlining are used for published work.) Handwritten Documents: Essay Tests If you are not required to use a �blue book� or write on the test, use lined paper and write on only one side. Use blue or black ink. If you misspell a word or make a mistake, draw a line through it.

34. Chapter 7:Revising, Proofreading, and Formatting Word-Processed Documents Setting Up the Word Processing Software Select a font and font size that are easily readable, such as Times New Roman in 12-point size. Do not use bold or italic font. Margins should be one inch all around the document. Double spacing should be used. The document should be left justified (it should line up on the left side of the page). Formatting the Document Put your name, date, and any other class information in the upper right corner. Center the title. Do not underline or place quotes around the title. Indent each paragraph.

35. Chapter 7:Revising, Proofreading, and Formatting Word-Processed Documents Printing and Presenting Your Document After the document has been proofread and revised, print it on good quality paper. Your instructor may ask you to staple or place a paper clip on the upper left-hand side of the document.

36. Chapter 8: Showing and TellingDescription, Narration, and Example Description, Narration, and Example Using description, narration, and example will breathe life into your story or essay. Description techniques help you show your reader what you see, hear, smell, touch, or taste. Narrative techniques help you concisely tell a reader a story that makes a point. Examples provide specific illustrations and instances in many types of writing. Description, narration, and example are the foundation for many other types of essay writing.

37. Chapter 8: Showing and TellingDescription, Narration, and Example Description A description shows the reader what a person, place, thing, or situation is like. When you write a description, you try to show, not tell, about something. Elements of Descriptive Writing 1. Sense Impressions Use sight, hearing, smell, touch, and taste to write the description. 2. Spatial Order This helps you explain anything that takes up space: right to left, bottom to top, outside to inside, etc. 3. Establishing a Dominant Impression Every detail in a description should relate to the dominant impression. A dominant impression explains your attitude towards the subject. The thesis can contain the dominant impression.

38. Chapter 8: Showing and TellingDescription, Narration, and Example Narration A narration is a story that leads to a point. Techniques for Successful Narration: 1. Emphasize important details. 2. Use chronological order. 3. Center on conflict. 4. Show, don�t tell. 5. Make a point.

39. Chapter 8: Showing and TellingDescription, Narration, and Example Examples Examples provide the reader with a specific illustration. Examples provide the reader with a clear understanding of a certain situation.

40. Chapter 9: Limiting and OrderingDefinition, Classification, and Process Definition Definitions can be objective or subjective. Objective definitions are factual, such as spring is a season between winter and summer. Subjective definitions are personal opinions, such as spring is the renewal of life, the blossoming of youth. Classification When you classify, you divide something into different categories, and you classify according to a basis. The basis is one common characteristic that unites the different categories. Divide your subject into three or more categories or types.

41. Chapter 9: Limiting and OrderingDefinition, Classification, and Process Process A process essay explains how to do something or how something works. When organizing the process essay, decide if the process is fixed or loose. Fixed processes, like how to change oil in a car, should list steps in a chronological order (step-by-step order). Loose processes, like how to handle money wisely, do not need to have steps in a specific order. When introducing the process essay, remember to consider your audience and to whom the information is directed. The conclusion should focus upon the value of the process.

42. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Comparison-Contrast, Cause-Effect, Argument When you compare one topic with another, or when you look for causes or effects, or when you argue in favor or against an issue, you are using logic to find connections between ideas.

43. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Comparison-Contrast Comparison: Lists points how two topics are similar. Contrast: Lists points how two topics are different. First you need to decide if you will compare or contrast. Next you need to decide what points you will cover. The supporting points in a comparison or contrast paragraph can be developed in two different ways: Block Pattern: Present all points about one subject, and then all points about the other subject. Make sure that the points for both subjects are in the same order. Point-by-Point: Present one point about the first subject, and then present the same point about the other subject. Continue until all points are covered.

44. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Cause-Effect Causes: When you write about causes, you will be explaining why something happened. A cause is a reason. If you are asking a why question, the answer is probably a cause. Effects: When you write about effects, you will be explaining the results after something has happened. An effect is a result. When you answer a what if question, your answer is an effect.

45. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Argument A written argument is an attempt to persuade a reader to think (accept) or act in a certain way. Choose a topic that you can handle; one that is not too broad and can be effectively covered in an essay. In an argument essay, you need to take a position. Then you need to support the stand with convincing reasons. Each reason requires details. Be specific, clear, and logical in your reasons. Consider your audience. Explain why your audience should support your points. Think about the audience�s objections and explain why their objections are wrong.

46. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Argument Taking Sides There are two sides to an argument; choose one side. Make your position clear in the essay. Introducing an Argument Essay For introductions to an argument essay, you can use the following: 1. Historical introduction provides background for your argument. 2. Contrast introduction briefly summarizes the opposing view and then presents your own. 3. Concession introduction (or �yes-but�) acknowledges the opposition�s strong points before stating your own stand on the issue.

47. Chapter 10: Examining Logical ConnectionsComparison-Contrast, Cause-Effect, Argument Argument Fact or Opinion? Opinions need to be supported by facts, which will give your opinions credibility. A fact is a statement that is ultimately provable. Supporting an Argument Essay To support your essay, you can use examples, facts, and even anecdotes (brief stories that support your position).

48. Chapter 11: Writing a Summary Summary A summary condenses and presents information from a single source, such as an article. A summary does not include your opinion.

49. Chapter 11: Writing a Summary Summary Five Steps in Writing a Summary Step 1: Choose a topic and find sources of information. Step 2: Evaluate the article. Check for the following: length, readability, publication date, and author. Step 3: Read the article thoroughly and take notes. Step 4: Draft your summary. Include an introduction that provides the title and central idea of the article, and the author�s name. Include body paragraphs that state the most important points in the article. Include a conclusion that sums up the author�s ideas. Your instructor may ask you to provide your evaluation or reaction to the article in the conclusion. Step 5: Format, proofread, and cite your source.

50. Chapter 11: Writing a Summary Paraphrase When you paraphrase, you write the author�s idea in your own words. When you paraphrase, be sure to cite the author and the page number.

51. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style Formatting Your Paper Double-space the paper, including the works cited page. Use one-inch margins. Indent paragraphs one-half inch (or press �tab� on your computer). At the top of the first page on the left-hand side, type your name, your instructor�s name, your course�s name, and the date. Center the title. (Do not use a title page unless your instructor asks you to do so.)

52. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style Referencing Sources Within Your Paper MLA style requires a parenthetical reference at the end of a quote or paraphrase in your paper. A parenthetical reference is the author�s last name and page number. This information is placed in parentheses after the quote or paraphrase. If you include the author�s name in the sentence, you do not need to list it in parentheses at the end.

53. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style The Works Cited List Use the following model entries as a guide to preparing your works cited list: Journal Article Shipman, Harry L. �Hands-on Science, 680 Hands at a Time.� Journal of College Science Teaching 30.5 (2001): 318-21. Magazine Article Pinker, Steven. �The Blank Slate.� Discover Oct. 2002: 34-40. Newspaper Article Hummer, Steven. �Surviving the Sweet Science.� Atlanta Journal- Constitution 13 Oct. 2002: E-9.

54. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style The Works Cited List Article on a Website Dunleavy, M.P. �Twenty Ways to Save on a Shoestring.� MSN/Money 29 Dec. 2001. 16 Oct. 2002. <http://moneycentral.msn.com/ articles/smartbuy/basics/8677.asp>. Note that the date of publication is followed by the date of access. The complete Internet address of the article is enclosed within carets.

55. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style The Works Cited List Article Accessed from an Online Database Zimbardo, Philip G. �Time to Take Our Time.� Psychology Today 35:2 Mar/Apr 2002 Psychology and Behavioral Sciences Collection. EbscoHost 10 Oct. 2002. Metro College Library. Include the name of the database through which you accessed the article, the date of access, and the library where you accessed it (if applicable).

56. Chapter 11: Writing a Summary Brief Guide to MLA (Modern Language Association) Style The Works Cited List Article Accessed from an Online Database Jackson, Carol D., and R. Jon Leffingwell. �The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College.� Mathematics Teacher 92.7 (1999). ERIC. EbscoHost. 2 May 2003. GALILEO. If your college is part of a larger university system that has a systemwide set of databases, reference that systemwide set of databases rather than the individual library.

57. Chapter 12: Writing a Research Paper Research Paper Six Strategies for Academic Writing 1. A learning approach in academic writing involves a willingness to learn and to research. 2. Objectivity in academic writing is not including your personal opinions; rather, you remain objective, even if you disagree with what is being said. 3. Knowledge of key terms may be necessary when you are writing about a certain field, such as in nursing or chemistry, etc. 4. Use third person (he, she, they) in academic writing. In personal writing, first person is often used (I). You do not want to write the following: �I think that�� 5. In an academic paper, do not only summarize; you need to analyze the information. 6. To avoid plagiarizing, cite the sources when you provide quotes or paraphrases.

58. Chapter 12: Writing a Research Paper Research Paper Five Steps in Writing a Research Paper 1. Find a topic and create a research question. 2. Find and evaluate information from various sources. For research, you can look to general or subject encyclopedias, books, periodicals, subscription and CD-ROM databases, and credible internet sources. When you are evaluating a source, ask yourself four questions: 1. When was it published? 2. Who wrote it? 3. Is the coverage in-depth or is it an overview? 4. Does it provide an answer to my research question? 3. Outline your paper and take notes from the sources. 4. Draft your paper. 5. Format your paper and cite your sources in the essay and on a works cited page.

59. Chapter 12: Writing a Research Paper Research Paper Paraphrasing and Summarizing Paraphrasing and summarizing are important in your research paper because they add support to your subject. Paraphrasing is restating in your own words a sentence or paragraph. A paraphrase is more detailed. Summarizing is restating in your own words the general idea behind a longer writing piece, such as a chapter. The summary is less detailed than the paraphrase.

60. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Formatting Your Paper Double-space the paper, including the works cited page. Use one-inch margins. Indent paragraphs one-half inch (or press �tab� on your computer). At the top of the first page on the left-hand side, type your name, your instructor�s name, your course�s name, and the date. Center the title. (Do not use a title page unless your instructor asks you to do so.)

61. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Referencing Sources Within Your Paper MLA style requires a parenthetical reference (author and page number) at the end of a quote, paraphrase, or summary in your paper. A parenthetical reference is the author�s last name and page number. This information is placed in parentheses after the quote, summary, or paraphrase. If you include the author�s name in the sentence, you do not need to list it in parentheses at the end. A work by a single author: Example: In Wuthering Heights, Emily Bronte explains Heathcliff�s obsession with Catherine through his actions: �He got on to the bed, and wrenched open the lattice, bursting, as he pulled at it, into an uncontrollable passion of tears� (33). Example: �He got on to the bed, and wrenched open the lattice, bursting, as he pulled at it, into an uncontrollable passion of tears� ( Bronte 33).

62. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Referencing Sources Within Your Paper A work by two or three authors: Example: Light waves from an advancing light source become shorter and take on a blue tint, while light waves from a retreating body become longer and have a red tint (Jones and Wilson 507). Example: Because people tend to lose lean body mass as they age, older adults may become increasingly susceptible to the effects of alcohol (Blow, Oslin and Barry 50-54). A work by more than three authors: Use the abbreviation et al., which means �and others.� Example: Unless parents are involved and patients are motivated, medical professionals may have little success in treating childhood obesity (Story et al. 210). (This was originally written by Story and other authors.)

63. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Referencing Sources Within Your Paper A work without an author listed: Editorials, reports, Web pages, and encyclopedia articles may not have an author listed. Each parenthetical reference (the citation in the essay) should include the first word of the title (unless it is a, an, or the) and the page number(s). Shortened book titles are underlined; article titles are put in quotation marks. Do not include web addresses in the parenthetical reference; they will be listed on the works cited page. Example: In the wake of corporate accounting scandals, a ruling requiring company executives to certify the accuracy of their company's financial records may help to restore public confidence (�First� 6A). Example: While early versions of the electronic pacemaker worked continuously, newer versions react to the patient�s heartbeat and turn on only when they are needed (�Pacemaker�).

64. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Referencing Sources Within Your Paper An author�s quote within a different author�s work: Use the abbreviation qtd. in (for �quoted in�) if you are quoting or paraphrasing an author who has been quoted in a different author�s work. The following example is a paraphrase from an idea expressed by Holly Shimizu; she was interviewed by Cassandra M. Vanhooser. Example: Holly Shimizu, the executive director of the United States Botanic Garden, believes that Congress�s willingness to fund a renovation of the Washington, D.C. garden sends a message that plants are important (qtd. in Vanhooser).

65. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style The Works Cited List: The works cited list is double-spaced and alphabetized according to the last name of the author (or if no author is listed, by the first word of the title). The first line of each entry is left justified, and all subsequent lines in the entry are indented. (Think of it as the reverse of a paragraph�s format.) In MLA style, names of publications that are normally in italic type are underlined. Book by a Single Author: Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. New York: Harper Collins, 2002.

66. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Book by Two Authors: Halfacre, R. Gordon, and Anne Shawcroft. Landscape Plants of the Southeast. Raleigh: Sparks, 1997. Journal Article: Cassady, Jerrell C., and Ronald E. Johnson. �Cognitive Test Anxiety and Academic Performance.� Contemporary Educational Psychology 27.2 (2002): 270-295. Magazine Article: Clark, Jane B. �As Seen on T.V.� Kiplinger�s July 2002: 98-105. Newspaper Article: Neuharth, Al. �Can We Curb Rude Cellphone Manners?� USA Today 19 Jul. 2002: A-13.

67. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Personal Interview: Boedecker, Shannon. Personal Interview. September 1, 2004. Online Sources: Online sources often evolve and change. A site may be updated, information may be changed, moved, or even removed. Article on a Website: This citation includes the author�s name, article�s title, Website name, date of article, date of access, and Web address. Sahadi, Jeanne. �The Ideal Budget.� CNN/Money 23 Jan. 2002. 12 Aug. 2002 http://money.cnn.com/ 2002/01/23/ pf/q_budgetideal/.

68. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Article on a Website Without an Author Listed: Include the article�s title, organization that holds the Website�s copyright, copyright date, link followed from the home page, date of access, and Web address. �Ten Tips for Successful Public Speaking.� Toastmasters International. 1998-2001. Speaking Tips. 5 Feb. 2003 <http://www.toastmasters.org/tips.asp>. Article Accessed from an Online Database: Include the authors� names, article�s title, periodical, date of publication, name of online database, database vendor, date of access, and library where the article was accessed. Lenzner, Robert, and Matthew Swibel. �Warning: Credit Crunch.� Forbes 12 Aug. 2002. Research Library Periodicals. ProQuest. 1 Feb. 2003. Ferris College Library.

69. Chapter 12: Writing a Research Paper Guide to MLA (Modern Language Association) Style Another Article Accessed from an Online Database: This citation includes the authors� names, article�s title, periodical, volume and issue numbers, year of publication, name of online database, database vendor, date of access, and systemwide database name. Umberson, Debra, Kristi William, and Kristin Anderson. �Violent Behavior: A Measure of Emotional Upset?� Journal of Health and Social Behavior. 43.2 (2002). Research Library Periodicals ProQuest. 2 May 2003. GALILEO. To view a sample research paper with a works cited page, see pages 275-280.

70. Chapter 13: Verbs and Subjects Action and Linking Verbs Verbs can work in two ways: Action verbs show action: We walk to the store every Tuesday. The children ran to South Beach. There can be more than one verb in a sentence: Shannon planned and practiced her speech. Anastasia bought the ingredients, prepared the brownies, and gave them to Sean. Linking verbs connect the subject with the word it describes: My mother is a good cook. The family seems happy. The homemade bread smells delicious.

71. Chapter 13: Verbs and Subjects Finding the Verb Finding the Verb: Finding the subject is easier if you find the verb first. Following are guidelines to help you find the verb in a sentence: 1. A verb may show action. The man danced by the fountain. The sports car roared down the driveway. 2. A verb may link the subject to the rest of the sentence. The young horse was beautiful. My daughter seemed tired this afternoon. 3. A verb may consist of more than one word. Some verbs include a main verb and one or more helping verbs. Susan has been taking piano lessons since the second grade. Jack might not have been at the playground.

72. Chapter 13: Verbs and Subjects Finding the Verb 4. Some verbs are compound verbs. Some subjects have more than one verb. When more than one verb goes with the same subject, the verb is called a compound verb. I cooked the pot roast and baked the lemon cake. 5. An infinitive (to + present tense verb) cannot act as a verb in a sentence. Jessame decided to buy a piano. (The verb is decided.) 6. A verb form ending in �ing cannot act as a verb in a sentence unless a helping verb precedes it. The setting sun cast beautiful colors of red and pink in the evening sky. (The verb is cast.)

73. Chapter 13: Verbs and Subjects Finding the Subject After you recognize verbs, finding the subjects of sentences is easy because subjects and verbs are linked. If the verb is an action verb, the subject will be the word or words that answer the question, Who or what is doing the action? Example sentence: The truck stalled on the highway. Step 1: Identify the verb: stalled. Step 2: Ask, �Who or What stalled?�: truck Step 3: The answer is the subject: The truck stalled on the highway. Answer: The subject is truck.

74. Chapter 13: Verbs and Subjects Finding the Subject If your verb is linking, the same steps apply to finding the subject. Example sentence: Toll was my best friend. Step 1: Identify the verb: was Step 2: Ask, �Who or What was my best friend?�: Toll Step 3: The answer is the subject: Toll was my best friend. Answer: The subject is Toll.

75. Chapter 13: Verbs and Subjects Recognizing Prepositional Phrases Prepositions are usually small words that often signal a kind of position or possession. Common Prepositions: about before beyond inside on under above below during into onto up across behind except like over upon after beneath for near through with among beside from of to within around between in off toward without at

76. Chapter 13: Verbs and Subjects Recognizing Prepositional Phrases A prepositional phrase is made up of a preposition and its object. In each example, the first word is the preposition; the other words are the object of the preposition. Prepositional Phrase examples: about the movie in the kitchen around the corner off the record between two lanes on the mark over the moors during the college�s recess near my home with my sister and brother Nothing in a prepositional phrase can ever be the subject of the sentence. Prepositional phrases describe people, places, or things. They may describe the subject of a sentence, but they never include the subject. Note: Except in the most formal writing, ending a sentence with a preposition is acceptable.

77. Chapter 13: Verbs and Subjects Regular and Irregular Verbs Every verb has four principal parts: present, past, present participle (the �ing verb form used with helping verbs), and the past participle (used with helping verbs). Present Past Present Participle Past Participle listen listened (are) listening (have) listened add added (are) adding (have) added change changed (are) changing (have) changed pull pulled (are) pulling (have) pulled Irregular verbs do not follow a predictable pattern in their past and past participle forms. For a list of common irregular verbs, see pages 295-296.

78. Chapter 13: Verbs and Subjects Puzzling Pairs Some irregular verbs are easily confused with other words. The following will help you make the right choice between lend and loan, lie and lay, and sit and set. 1. Lend and Loan Lend is a verb meaning �to allow someone to borrow.� Example: Will you lend me five dollars? Loan is a noun meaning �something borrowed.� Example: Miss Lisi did receive a loan for the mansion.

79. Chapter 13: Verbs and Subjects Puzzling Pairs 2. Lie and Lay These words are often confused because the present tense of the verb lay and the past tense of lie are both the same: lay. Present Past Past Participle Present Participle lay (put) laid (have) laid (are) laying lie (recline) lay (have) lain (are) lying Lay means �to put� or �to place� and always has a direct object. Example: Tonight, Shelia will lay the embroidered tablecloth upon the table. Lie means �to recline� or �rest on a horizontal surface.� Example: The blankets have lain in the closet for years.

80. Chapter 13: Verbs and Subjects Puzzling Pairs 3. Sit and Set Sit means �to take a seat� or �to be located�; it does not take an object. Example: She will sit on the chair to tie her tennis shoes. Set means �to put� or �to place�; it always takes an object. (You can ask, �Set what?�) Example: Monica set her exercise clothes down on the chair.

81. Chapter 13: Verbs and SubjectsExercises Identify the verbs. Q. My brother rides a motorcycle. A. rides Q. On a stormy night, my dog sleeps next to me. A. sleeps Q. He stretched and yawned during the discussion. A. stretched, yawned

82. Chapter 13: Verbs and SubjectsExercises Identify the verbs. Q. Sliding down into the pool was my favorite summertime activity. A. was Q. During the holidays, I always listen to Mario Lanza. A. listen Q. Diane and Ron live and work in the upstairs apartment. A. live, work

83. Chapter 13: Verbs and SubjectsExercises Add a helping verb to the verb and create a sentence (answers will vary). Q. Verb: called A. Add helping verb: was called A. Sentence: He was called during class. Q. Verb: fishing A. Add helping verb: should be fishing A. Sentence: She should be fishing by this afternoon.

84. Chapter 13: Verbs and SubjectsExercises Add a helping verb to the verb and create a sentence (answers will vary). Q. Verb: take A. Add helping verb: might have taken A. Janet might have taken the ring from Brad. Q. Verb: shout A. Add helping verb: will be singing A. Dr. Scott will be singing with Brad and Janet.

85. Chapter 13: Verbs and SubjectsExercises Identify the subjects. Q. After the interview for the new job, excitement overwhelmed me. A. excitement Q. Anything could happen on a vacation to Grandma�s house. A. anything Q. After the ice cream and the chocolate cake was gone, I was in no mood for more food. A. I

86. Chapter 13: Verbs and SubjectsExercises Identify the subjects. Q. Swimming is fun. A. swimming Q. Mom and Dad want me to be happy. A. Mom, Dad Q. Behind the curtain under the ceramic giraffe is a big diamond ring. A. ring

87. Chapter 13: Verbs and SubjectsExercises Identify the prepositional phrases. Q. During the college�s recess, we were able to find part time jobs in the city. A. during the college�s recess, in the city Q. Near my apartment, I found a stray puppy at the park. A. near my apartment, at the park Q. When I was watching the game on television, my friend brought me soda from the neighborhood store. A. on television, from the neighborhood store

88. Chapter 13: Verbs and SubjectsExercises Identify the prepositional phrases. Q. From my apartment window, I can see the people in the shops and people on the streets. A. from my apartment window, in the shops, on the streets Q. In the locker near my math book, I have a piece of gum by the candy bar. A. in the locker, near my math book, of gum, by the candy bar Q. After the game at the park, let�s buy a chocolate sundae on the boardwalk. A. after the game, at the park, on the boardwalk

89. Chapter 13: Verbs and SubjectsExercises Identify Prepositional Phrases, Subjects, and Verbs in Complicated Word Order. Q. In the back of the closet by the shoes is a secret letter from my cousin. A. Prepositional Phrase = in the back, of the closet, by the shoes, from my cousin Subject = letter Verb = is

90. Chapter 13: Verbs and SubjectsExercises Identify Prepositional Phrases, Subjects, and Verbs in Complicated Word Order. Q. In my kitchen on the refrigerator there is a magnet with a small green frog near a lily pad. A. Prepositional Phrase = in my kitchen, on the refrigerator, with a small green frog, near a lily pad Subject = magnet Verb = is

91. Chapter 13: Verbs and SubjectsExercises Identify the correct form of the verb. Q. (Sit, Set) at the table to eat dinner. A. (Sit, Set) at the table to eat dinner. Q. After I return home from school, my dog loves (laying, lying) next to me. A. After I return home from school, my dog loves (laying, lying) next to me. Q. Before Wyatt went on vacation, he asked his friend to (lend, loan) him money. A. Before Wyatt went on vacation, he asked his friend to (lend, loan) him money.

92. Chapter 14: Subject-Verb Agreement Subjects and verbs have to agree in number: If you have a singular subject, then you must use a singular verb form. If you have a plural subject, you must use a plural verb form. Singular subject, singular verb: My sister (singular subject) lives (singular verb) in Monterey, California. Plural subject, plural verb: Eleanor, Doug, and Curt (plural subject) live (plural verb) in Portland, Oregon. Singular subject, singular verb: That movie (singular subject) is (singular verb) too violent for my daughter to watch. Plural subject, plural verb: Those movies (plural subject) are (plural verb) too violent for me to watch.

93. Chapter 14: Subject-Verb Agreement Pronouns as Subjects Pronouns can be used as subjects, and they must agree in number with verbs. Singular pronoun, singular verb: I (singular pronoun) make (singular verb) the best omelet in town. Singular pronoun, singular verb: He (singular pronoun) plays (singular verb) soccer very well. Singular pronoun, singular verb: She (singular pronoun) performs (singular verb) like a trained athlete. Plural pronoun, plural verb: We (plural pronoun) need (plural verb) a new refrigerator. Plural pronoun, plural verb: They (plural pronoun) understand (plural verb) the situation.

94. Chapter 14: Subject-Verb Agreement Special Problems with Agreement When you are checking for subject-verb agreement, you can find the subject of the sentence by first eliminating the prepositional phrases. Remember: Nothing in a prepositional phrase can be the subject. Place parentheses around prepositional phrases to find the subject: Example: One (of my oldest friends) is a social worker. Subject is singular: One Verb is singular: is Example: My sister, (along with her husband), is planning a trip to Bolivia. Subject is singular: sister Verb is singular: is

95. Chapter 14: Subject-Verb Agreement Compound subjects are subjects joined by and, or, and nor. Plural verbs are used when compound subjects are joined by and. Jan and Bruce (compound subject) are (plural verb) homeowners. A bakery and a pharmacy (compound subject) are (plural verb) down the street. When compound subjects are joined by or, either�or, neither�nor, not only�but also, the verb form agrees with the subject closest to the verb. Either the parents or the son (son is singular subject) walks (singular verb) the dog every morning. Either the son or the parents (parents is a plural subject) walk (plural verb) the dog every morning.

96. Chapter 14: Subject-Verb Agreement Indefinite pronouns always take a singular verb. Indefinite Pronouns one nobody nothing each anyone anybody anything either someone somebody something neither everyone everybody everything Everyone (singular subject) in town gossips (singular verb) about the scandal. Each (singular subject) of the boys is (singular verb) talented. One (singular subject) of their biggest concerns is (singular verb) crime in the streets. Neither (singular subject) of the cats is (singular verb) mine.

97. Chapter 14: Subject-Verb Agreement Checklist for making subjects and verbs agree: 1. Subjects and verbs should agree in number: singular subjects get singular verb forms; plural subjects get plural verb forms. 2. When pronouns are used as subjects, they must agree in number with verbs. 3. Nothing in a prepositional phrase can be the subject of the sentence. 4. Compound subjects joined by and are usually plural. 5. When subjects are joined by or, either�or, neither�nor, or not only�but also, the verb form agrees with the subject closest to the verb. 6. Indefinite pronouns always take singular verbs. 7. Collective nouns usually take singular verbs.

98. Chapter 14: Subject-Verb AgreementExercises Identify and correct the sentences to make the subjects and verbs agree. Q. Each of the bunnies by the flowers have a fluffy tail. A. Each of the bunnies by the flowers has a fluffy tail. Q. Everyone in Miss Clark�s class are well behaved. A. Everyone in Miss Clark�s class is well behaved. Q. Abraham and Bob has been to the county fair. A. Abraham and Bob have been to the county fair.

99. Chapter 14: Subject-Verb AgreementExercises Identify and correct the sentences to make the subjects and verbs agree. Q. Neither of the children�s stores have dresses that fit my sister. A. Neither of the children�s stores has dresses that fit my sister. Q. Something in the basket full of dirty clothes are making a noise. A. Something in the basket full of dirty clothes is making a noise. Q. Only one of the children are still on the bus. A. Only one of the children is still on the bus.

100. Chapter 14: Subject-Verb AgreementExercises Choose the correct verb to agree with the subject. Q. The family (is, are) vacationing in London this spring. A. The family (is, are) vacationing in London this spring. Q. Everything on this diet (is, are) good for you. A. Everything on this diet (is, are) good for you. Q. Each member of the class (were, was) given a test today. A. Each member of the class (were, was) given a test today.

101. Chapter 14: Subject-Verb AgreementExercises Choose the correct verb to agree with the subject. Q. The committee (has, have) a great celebration at the end of the summer. A. The committee (has, have) a great celebration at the end of the summer. Q. Everything on those shelves (is, are) on sale. A. Everything on those shelves (is, are) on sale. Q. They (has, have) the notes from the last class. A. They (has, have) the notes from the last class.

102. Chapter 15: Run-on Sentences Run-on Sentences 1. The run-on sentence is two or more sentences that are combined without the proper punctuation. Example of run-on sentence: The night was very cold my fingers felt frozen. The previous sentence should have the appropriate punctuation (period, coordinating conjunction with comma, semicolon, conjunctive adverb with semicolon, or subordinating conjunction) between the two independent clauses. Example corrected: The night was very cold. My fingers felt frozen.

103. Chapter 15: Run-on Sentences Comma Splices 2. The comma splice is the same as a run-on, except a comma sits between the two independent clauses (or sentences). Example of a comma splice: The night was very cold, my fingers felt frozen. The previous sentence should have the appropriate punctuation (period, coordinating conjunction with comma, semicolon, conjunctive adverb with semicolon, or subordinating conjunction) between the two independent clauses. Example corrected: The night was very cold. My fingers felt frozen.

104. Chapter 15: Run-on Sentences To correct run-ons and comma splices, you can do the following: Method 1: Period and Capital Letter The night was very cold. My fingers felt frozen. Method 2: Comma and a coordinating conjunction (FANBOYS for, and, nor, but, or, yet, so) The night was very cold, and my fingers felt frozen. Method 3: Semicolon The night was very cold; my fingers felt frozen. Method 4: Semicolon and Transitional Expression (conjunctive adverb) The night was very cold; moreover, my fingers felt frozen. Method 5: Dependent (subordinating conjunction) word Since the night was very cold, my fingers felt frozen. My fingers felt frozen because the night was very cold.

105. Chapter 15: Run-on Sentences A Special Case: the word That In some sentences, the dependent word that may be implied. The sentence may look like a run-on, but it is not. Example: The co-workers never would have guessed they would win the lottery in the following month. In the previous example, the word that could be inserted as follows: The co-workers never would have guessed that they would win the lottery in the following month. Remember: If the word that can be inserted between two independent clauses, the sentence is not a run-on.

106. Chapter 15: Run-on SentencesExercises Identify if the sentence is correct or a run-on or a comma splice, and correct the sentence with a semicolon. Q. The city looks so pretty at night, the trees on the sidewalks have lights that sparkle. A. comma splice A. The city looks so pretty at night; the trees on the sidewalks have lights that sparkle. Q. In Bleak House, by Charles Dickens, my favorite character is Esther Summerson, but I find Lady Dedlock an interesting character as well. A. correct

107. Chapter 15: Run-on SentencesExercises Identify if the sentence is correct or a run-on or a comma splice, and correct the sentence with a semicolon. Q. For the holiday dinner, my mother will make a delicious cake my father will bake the bread. A. run-on A. For the holiday dinner, my mother will make a delicious cake; my father will bake the bread. Q. At first I was very sad, later I became so excited. A. comma splice A. At first I was very sad; later I became so excited.

108. Chapter 15: Run-on SentencesExercises Correct the following sentences with a semicolon. Q. My uncle was born in Ireland, he graduated from a college in Dublin. A. My uncle was born in Ireland; he graduated from a college in Dublin. Q. Students will succeed in college however they need to do the homework. A. Students will succeed in college; however, they need to do the homework.

109. Chapter 15: Run-on SentencesExercises Correct the following sentences with coordinating conjunctions. Q. When we are finished with college, we will begin fantastic careers, we will be very happy. A. When we are finished with college, we will begin fantastic careers, so we will be very happy. Q. Anne Marie works in the English Department the students think she�s very helpful. A. Anne Marie works in the English Department, and the students think she�s very helpful.

110. Chapter 15: Run-on SentencesExercises Correct the following sentences with periods. Q. It�s raining outside I don�t think I�ll go skating this afternoon. A. It�s raining outside. I don�t think I�ll go skating this afternoon. Q. The student lives in an apartment near the campus, his classes are held in a nearby building. A. The student lives in an apartment near the campus. His classes are held in a nearby building. Q. Matt wanted to take a pottery class, he took painting instead. A. Matt wanted to take a pottery class. He took painting instead.

111. Chapter 15: Run-on SentencesExercises Correct the following sentences with semicolons and transitional expressions (conjunctive adverbs). Q. My puppy padded through the entire apartment on his muddy paws I will have to clean the rugs. A. My puppy padded through the entire apartment on his muddy paws; therefore, I will have to clean the rugs. Q. I need to buy wrapping paper and tape I have many packages to wrap before the party. A. I need to buy wrapping paper and tape; needless to say, I have many packages to wrap before the party.

112. Chapter 15: Run-on SentencesExercises Correct the following sentences with dependent words (subordinating conjunctions). Q. We arrived at the party I was elated because my friends were there. A. When we arrived at the party, I was elated because my friends were there. Q. Misha went the park she went to the lake. A. Misha went to the park after she went to the lake. Q. The temperature outside is high I still want to take a walk. A. Although the temperature outside is high, I still want to take a walk.

113. Chapter 16: Sentence Fragments A sentence fragment is a group of words that might look like a sentence and be punctuated like a sentence, but is NOT a sentence. A sentence fragment is considered a major error in grammar, so make sure you know how to identify and correct a fragment. Example fragment: After we went to the store. Example corrected: We went to the store. Example corrected: After we went to the store, we had no money. Note: Dependent clauses begin with subordinate conjunctions and are fragments. A dependent clause must be followed by an independent clause to create a sentence. A subordinate conjunction (after, although, during, while, etc.) creates a dependent (or subordinate) clause.

114.  Chapter 16: Sentence Fragments 1. In a fragment, the verb could be missing: Example fragment: The puppy behind the store window. Subject check: puppy Verb check: no verb Does this make a complete statement: no Example corrected: The puppy is behind the store window. OR The puppy behind the store window is cute. 2. In a fragment, the subject could be missing: Example fragment: Fought long and hard. Subject check: no subject Verb check: fought Does this make a complete statement: no Example corrected: He fought long and hard.

115.  Chapter 16: Sentence Fragments  3. In a fragment, the subject and the verb could be missing: Example fragment: On a misty night. Subject check: no subject Verb check: no verb Does this make a complete statement: No, it is a prepositional phrase. Example corrected: I wandered on a misty night. Or On a misty night I wandered. 4. In a fragment, the clause could begin with a subordinating conjunction that is not followed by an independent clause: Example fragment: Because he ate the entire platter of cheese. Subject check: he Verb check: ate Does this make a complete statement: No, it begins with subordinating conjunction because. This is a dependent clause. Example corrected: He ate the entire platter of cheese. Or Because he ate the entire platter of cheese, he didn�t ask for supper.

116. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments. Q. Over the hill and through the woods. A. I went over the hill and through the woods. Q. Slowly walking through the computer store. A. He was slowly walking through the computer store. Q. On the warm summer day when we saw the white doves. A. On the warm summer day, we saw the white doves.

117. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments in two ways: 1. Add an independent clause. 2. Remove the subordinate conjunction. Q. When my dog was a little puppy. A. When my dog was a little puppy, he weighed only 2 pounds. A. My dog was a little puppy. Q. Although Halloween is a lot of fun. A. Although Halloween is a lot of fun, I typically gain a stomachache from all of the candy. A. Halloween is a lot of fun.

118. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments in two ways: 1. Add an independent clause. 2. Remove the subordinate conjunction. Q. After the party in Manhattan was over. A. After the party in Manhattan was over, we took the ferry to Staten Island. A. The party in Manhattan was over. Q. While I attended college last semester. A. While I attended college last semester, I discovered a love for sushi. A. I attended college last semester.

119. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments in two ways: 1. Add an independent clause. 2. Remove the subordinate conjunction. Q. Even though I majored in history. A. Even though I majored in history, I found that I enjoy math more. A. I majored in history. Q. Before my children will go to sleep at night. A. Before my children will go to sleep at night, I have to read them two bedtime stories. A. My children will go to sleep at night.

120. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments in two ways: 1. Add an independent clause. 2. Remove the subordinate conjunction. Q. Although I only spent one hour at the mall. A. Although I only spent one hour at the mall, my cat unraveled an entire roll of toilet paper. A. I only spent one hour at the mall. Q. After Sue and Janet help students understand the class schedule. A. After Sue and Janet help students understand the class schedule, the students are excited to begin the semester. A. Sue and Janet help students understand the class schedule.

121. Chapter 16: Sentence FragmentsExercises Correct the sentence fragments: Q. By the lake on the other side of town. A. I went golfing by the lake on the other side of town. Q. Singing in the shower when the doorbell rang. A. Mr. Zippy was singing in the shower when the doorbell rang. Q. Tired and hungry after the hike. A. Sammy was tired and hungry after the hike. A. Tired and hungry after the hike, Sammy stopped by a diner.

122. Chapter 17: Pronoun Case Pronouns are words that substitute for nouns or pronouns. Personal Pronouns Personal pronouns refer to specific people or things. These pronouns can take different cases (or forms), as they perform different jobs in a sentence. They can be subjective, objective, or possessive.

123. Chapter 17: Pronoun Case Subject Pronouns: I, we, you, he, she, it, they, who Subject pronouns (the subjunctive case) are used as subjects or subject compliments. Object Pronouns: me, you, him, her, it, them, whom Object pronouns (the objective case) are used as objects of verbs or prepositions. Possessive Pronouns: my, mine, your, yours, its, our, ours, his, hers, your, yours, their, theirs Possessive pronouns (the possessive case) are used to show ownership.

124. Chapter 17: Pronoun Case Subject Pronouns: I, we, you, he, she, it, they, who Example: I saw you yesterday, but you didn�t see me. Example: Jean was informed that Cindy and she had won. Object Pronouns: me, you, him, her, it, them, whom Example: I saw you yesterday, but you didn�t see me. Example: Jean and Cindy celebrated with Blake and me. Possessive Pronouns: my, mine, your, yours, its, our, ours, his, hers, your, yours, their, theirs Example: My dog and your dog like to play in the lake behind our homes.

125. Chapter 17: Pronoun Case Subject Pronouns with Linking Verbs When a pronoun renames a subject (subject complement) and follows the verb to be or any linking verb, that pronoun takes the subject form. Example: A woman on the phone answered: �Are you looking for Maggie? Well, this is she.�

126. Chapter 17: Pronoun Case Object Pronouns In a compound construction, remove the other noun and leave the pronoun to see if the sentence makes sense. Example: The manager told Cliff and I to work on the weekend. Remove the noun Cliff. The manager told I to work on the weekend. (Wrong) The pronoun should be objective; it should be me. Example Corrected: The manager told Cliff and me to work on the weekend.

127. Chapter 17: Pronoun Case Object Pronouns with the word between Object pronouns always follow the preposition between. Examples: between you and me, between us and them, between him and her, between Betsy and her Example: Between you and me, I think our neighbor has a new job. Example: The disagreement was between Josh and her.

128. Chapter 17: Pronoun Case Using Who and Whom Who (or whoever) is a subject pronoun; it can replace he or she. Whom (or whomever) is an object pronoun; it can replace him or her. Example: Does anyone know whom left this camera on my doorstep? Step 1: Ignore the words before who or whom. Step 2: For who substitute he or she, and for whom substitute him or her. Decide which one makes sense. Example: Him (or her) left this camera on my doorstep? (Wrong) Example: He (or she) left this camera on my doorstep? (Correct) Example Corrected: Does anyone know who left this camera on my doorstep?

129. Chapter 17: Pronoun Case Using Who and Whom Another way to decide if who or whom should be used is to ask and answer a question about the sentence. Example: Bill became a biologist whom everyone enjoyed. Question: Whom did everyone enjoy? Answer: Everyone enjoyed him. The answer is objective, so whom is correct. Example: Who will answer my call? Question: Who will answer it? Answer: He will. The answer is subjective, so who is correct.

130. Chapter 17: Pronoun Case Intensive and Reflexive Pronouns Personal pronouns take on forms known as intensive and reflexive. They are the �self pronouns: myself, ourselves, yourself, himself, herself, itself, and themselves. Intensive pronouns are used for emphasis. They let the reader know that an action was performed by or directed toward only the person or thing that the pronoun references. Example: The teacher herself baked cookies for the class. Reflexive pronouns show that an action was performed by someone on himself or herself, or by itself. Example: Bobbi accidentally cut herself when she was cooking. Example: I wish the bathroom would clean itself.

131. Chapter 17: Pronoun CaseExercises Identify the correct pronoun. Q. In the store window, Lisa saw a reflection of (her, herself). A. In the store window, Lisa saw a reflection of (her, herself). Q. The company president (him, himself) wrote the thank you note. A. The company president (him, himself) wrote the thank you note. Q. The pie was given to Alex and (she, her, herself). A. The pie was given to Alex and (she, her, herself).

132. Chapter 17: Pronoun CaseExercises Identify the correct pronoun. Q. In the middle of the night, he heard a knock at his door, but he didn�t know (who, whom) it was. A. In the middle of the night, he heard a knock at his door, but he didn�t know (who, whom) it was. Q. If you need a helicopter ride, Jim or (I, me) can take you. A. If you need a helicopter ride, Jim or (I, me) can take you. Q. If you need help with your homework, you can call Tashonda or (I, me). A. If you need help with your homework, you can call Tashonda or (I, me).

133. Chapter 17: Pronoun CaseExercises Identify the correct pronoun. Q. Amy and (I, me) used to watch soap operas in (my, mine) living room after school. A. Amy and (I, me) used to watch soap operas in (my, mine) living room after school. Q. I know it was Bobby (who, whom) gathered these flowers. A. I know it was Bobby (who, whom) gathered these flowers. Q. The woman complained that her co-workers wouldn�t let (she, her) take a break on time. A. The woman complained that her co-workers wouldn�t let (she, her) take a break on time.

134. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronouns are words that substitute for nouns (names of persons, places, or things). A pronoun�s antecedent is the word or words it replaces. Examples of pronouns and their antecedents: Karis (antecedent) is a good friend to my daughter; she (pronoun replaces the word Karis) is very thoughtful. I fell asleep during the movie (antecedent) because it (pronoun replaces the word movie) was boring.

135. Chapter 18: Pronoun Agreement, Reference, and Point of View A pronoun must agree in number with its antecedent. If the antecedent is singular, the pronoun must be singular. If the antecedent is plural, the pronoun must be plural. Pronouns and their antecedents: Shannon (singular antecedent) tried to arrive on time, but she (singular pronoun) got caught in traffic. Shannon and Jason (plural antecedent) tried to arrive on time, but they (plural pronoun) got caught in traffic. The visitors (plural antecedent) tried to arrive on time, but they (plural pronoun) were caught in traffic.

136. Chapter 18: Pronoun Agreement, Reference, and Point of View Indefinite pronouns always take a singular antecedent. Indefinite Pronouns one nobody nothing each anyone anybody anything either someone somebody something neither everyone everybody everything Everyone (singular antecedent) received his or her (singular pronoun) book. Each (singular antecedent) of the Girl Scouts has her (singular pronoun) own backpack.

137. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronouns and Gender Fairness Consider the sentence: Everybody in the math class brought ____ own calculator. How do you choose the correct pronoun to fill in the blank? If everyone in the class is male, you can write: Everybody in the math class brought his own calculator. If everyone in the class if female, you can write: Everybody in the math class brought her own calculator. If the class has students of both sexes, you can write: Everybody in the math class brought his or her own calculator.

138. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronouns and Gender Fairness In the past, most writers used the pronoun �his� to refer to both sexes. Today, writers use �his or her� to avoid sexual bias. If you find using �his or her� to be awkward or repetitive, you can rewrite the sentence and make the antecedent plural: The students in the math class brought their own calculators.

139. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronoun Reference If a sentence has problems with pronoun reference, then either a pronoun does not have an antecedent or it has more than one possible antecedent. Example of no antecedent: Wrong: When I am in the checkout line at the grocery store, she always asks if I want paper or plastic. Correct: When I am in the checkout line at the grocery store, the cashier always asks if I want paper or plastic.

140. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronoun Reference The sentence is confusing when a pronoun could refer to two antecedents. Example of two antecedents: Wrong: The waiter told Brandon that he needed to buy a new computer. (Is he the waiter or Brandon?) Correct: The waiter needed to buy a new computer, and he told Brandon. Correct: The waiter told Brandon, �I need to buy a new computer.�

141. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronouns This and Which These pronouns are often used incorrectly. The Pronoun This When you see the pronoun this, ask �This what?� If you cannot answer that question, then this probably doesn�t have an antecedent. Example: Parts of the world are filled with hunger and crime. This should be addressed. Example corrected: Parts of the world are filled with hunger and crime. These problems should be addressed.

142. Chapter 18: Pronoun Agreement, Reference, and Point of View The Pronoun Which The word which can cause confusion in a sentence when the word does not have an antecedent. To repair this problem, rewrite the sentence without the word which. Example: Stan lost his wallet and then his car was stolen, which depressed him. Example corrected: Stan lost his wallet and then his car was stolen; he was depressed.

143. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronoun Point of View In a sentence, do not shift the point of view from one person to another. Point of View Singular Plural First person I we (the person speaking) Second person you you (the person spoken to) Third person he, she, it, they (the person spoken about) singular indefinite pronouns (each, either, neither�)

144. Chapter 18: Pronoun Agreement, Reference, and Point of View Pronoun Point of View Example: Carrie (third-person antecedent) likes vacationing at a warm beach because you (second-person pronoun) always enjoy the water and seafood. Example corrected: Carrie (third-person antecedent) likes vacationing at a warm beach because she (third-person pronoun) always enjoys the water and seafood.

145. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Identify and correct improper use of pronoun agreement or reference. Q. Every dog owner should walk their dog each day. A. Every dog owner should walk his or her dog each day. Q. Henry and Austin spent his summer studying meteorology. A. Henry and Austin spent their summer studying meteorology. Q. After months of the lengthy contest, either Samuel or Michael will earn the award because of their own individual hard work. A. After months of the lengthy contest, either Samuel or Michael will earn the award because of his own individual hard work.

146. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Identify and correct improper use of pronoun. Q. Julia works long hours and is not doing well in school. This is hard on students. A. Julia works long hours and is not doing well in school. Working while going to school is hard on students. Q. The principal�s daughter won the chess championship and traveled to London, which made the principal proud. A. The principal�s daughter won the chess championship and traveled to London. The principal was proud of his daughter�s intellect. (The word �which� removed.)

147. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Identify and correct improper use of pronoun agreement or reference. Q. The jury came to their final decision. A. The jury came to its final decision. Q. After graduation, the audience threw its hats in the air. A. After graduation, the audience threw their hats in the air. Q. Everyone in the Girl Scouts is selling their yummy cookies. A. Everyone in the Girl Scouts is selling her yummy cookies.

148. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Rewrite the following sentences to eliminate sexist pronouns. Q. A successful politician helps members of his community. A. A successful politician helps members of his or her community. A. A successful politician helps members of the community. Q. A person of this country deserves to have his freedom. A. A person of this country deserves to have his or her freedom. A. People of this country deserve to have their freedom.

149. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Rewrite the following sentences to eliminate sexist pronouns. Q. A nurse should be knowledgeable about medications, and she should be kind as well. A. A nurse should be knowledgeable about medications, and he or she should be kind as well. A. Nurses should be knowledgeable about medications, and they should be kind as well. Q. The cashier should always be polite to her customers. A. The cashier should always be polite to his or her customers. A. The cashier should always be polite to the customers. A. Cashiers should always be polite to their customers.

150. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Rewrite the following sentences to eliminate sexist pronouns if needed. Q. Each Boy Scout was selling his handmade wooden craft. A. correct Q. If a student wants to receive good grades, he must study. A. If a student wants to receive good grades, he or she must study. A. If students want to receive good grades, they must study.

151. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Rewrite the following sentences to eliminate sexist pronouns. Q. A president of the company should be smart, and he should also listen to his employees. A. A president of the company should be smart, and he or she should also listen to his or her employees. A. A president of the company should be smart, and he or she should also listen to the employees. Q. A female doctor�s job is to treat patients. A. A doctor�s job is to treat patients. (The word �female� is removed.)

152. Chapter 18: Pronoun Agreement, Reference, and Point of View Exercises Correct the point of view problems. Q. Paula didn�t have enough money for the trip, but you should have guessed that with her uncontrollable spending habits. A. Paula didn�t have enough money for the trip, but she should have expected that with her uncontrollable spending habits. Q. Nate exercises every day before school because he knows it�s good for you. A. Nate exercises every day before school because he knows it�s good for him.

153. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Modifiers are words, phrases, or clauses that describe (modify) another word in a sentence. Modifier examples: the blue boat (word) the boat in the garage (phrase) the boat that she brought (clause) Modifier examples that limit another word or words: forty-five acres (tells exactly how many acres) the poem that I liked best (tells which poem) He never calls his brother. (tells how often)

154. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Modifiers can make your writing more specific and more concrete. Used effectively and correctly, modifiers give the reader a clear, exact picture of what you want to say. Modifiers need to be next to the word, phrase, or clause it that modifies. Incorrect use of modifiers causes confusion in the sentence.

155. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Misplaced Modifiers A modifier should be placed as close as possible to the word it modifies. Wrong: Hopping through the forest, the hikers saw two rabbits. 1. Find the modifier: hopping through the forest 2. What does it modify: the hikers 3. It sounds like the hikers are hopping through the forest. 4. Correct: Hopping through the forest, two rabbits were seen by hikers.

156. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Single-Word Modifiers Single-word modifiers like almost, even, exactly, hardly, just, merely, nearly, only, scarcely, and simply should be as close as possible to what they modify. Wrong: Felisha only wants to grow pumpkins. (The modifier only is placed by wants, so it sounds as if Felisha wants only one goal in life: to grow pumpkins.) Correct: Felisha wants to grow only pumpkins.

157. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Dangling Modifiers A dangling modifier is a modifier that does not modify anything in the subject. Wrong: Strolling through the pet store, many fluffy hamsters could be seen. Find the modifiers: Strolling through the pet store and many fluffy Do the modifiers have something to modify? The answer is yes and no. The words many and fluffy modify hamsters. But who or what is strolling through the pet store? There is no person mentioned in this sentence, and the hamsters aren�t doing the strolling. Correct: Strolling through the pet store, we saw many fluffy hamsters.

158. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. Eating bananas and scratching their hairy backs, the politicians looked at the monkeys. A. Eating bananas and scratching their hairy backs, the monkeys were watched by the politicians. Q. Having matured, Bugs Bunny is still fun to watch. A. Having matured, I think Bugs Bunny is still fun to watch.

159. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. Bent and twisted from the heat, I found my candles in the attic. A. Bent and twisted from the heat, my candles were in the attic. Q. Mr. Norman only wants to eat Twinkies for breakfast. A. Mr. Norman wants to eat only Twinkies for breakfast.

160. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. Completing the Scottish race in less than 2 hours, Craig�s latest marathon was a success. A. Completing the Scottish race in less than 2 hours, Craig thought his latest marathon was a success. Q. Made from silk, you cannot distinguish between the real tulips and the artificial ones. A. Made from silk, the artificial tulips are hard to distinguish from the real ones.

161. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. For lunch, always Becky eats an apple. A. For lunch, Becky always eats an apple. Q. Fred almost lost control of the car and crashed into a tree. A. Fred lost control of the car and almost crashed into a tree.

162. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. Strewn around the floor, I saw that my clothes covered almost all of the carpet. A. Strewn around the floor, my clothes covered almost all of the carpet. A. I saw that my clothes, strewn around the floor, covered almost all of the carpet. A. My clothes, strewn around the floor, covered almost all of the carpet.

163. Chapter 19: Misplaced and Dangling Modifiers Advanced Grammar Exercises Correct the problems with the modifiers. Q. In bright shades of red just over the horizon, Jason witnessed the brilliant sun as he jogged down Bessemer Lane. A. In bright shades of red just over the horizon, the brilliant sun was witnessed by Jason as he jogged down Bessemer Lane. A. Jason witnessed the brilliant sun in bright shades of red just over the horizon as he jogged down Bessemer Lane.

164. Chapter 20: Parallel Structure Parallel structure means balance in a sentence. To create sentences with parallelism, remember this rule: Similar points should get a similar structure. Two steps in checking a sentence for a parallel structure: Look for the list in the sentence. Put the parts of the list into a similar structure. (You may have to change or add something to gain the parallel structure.)

165. Chapter 20: Parallel Structure Example not parallel: The committee for neighborhood safety met to set up a schedule for patrols, coordinate teams, and to create new rules. Parallel List: The committee met 1. to set up 2. to coordinate 3. to create Example revised: The committee for neighborhood safety met to set up a schedule for patrols, to coordinate teams, and to create new rules.

166. Chapter 20: Parallel Structure Example not parallel: The committee for neighborhood safety met to set up a schedule for patrols, coordinate teams, and to create new rules. Parallel List: The committee met to 1. set up 2. coordinate 3. create Example revised: The committee met to set up a schedule, coordinate teams, and create new rules.

167. Chapter 20: Parallel StructureExercises Correct sentences to achieve parallel structure. Q. The truck drove through the red light, struck another car, and was landing in a garden of daffodils. A. The truck drove through the red light, struck another car, and landed in a garden of daffodils. Q. To maintain good health, people should try to eat a well-balanced diet, sleep 8 hours per night, and to exercise for about 20 minutes every day. A. To maintain good health, people should try to eat a well-balanced diet, sleep 8 hours per night, and exercise 20 minutes every day.

168. Chapter 20: Parallel StructureExercises  Correct sentences to achieve parallel structure. Q. After this semester ends, I want to sleep in late, read for fun, and will be relaxing with my iPod. A. After this semester ends, I want to sleep in late, read for fun, and relax with my iPod. Q. When I work on my aunt�s farm, I am feeding the horses, to muck the stalls, and cleaning the riding gear. A. When I work on my aunt�s farm, I am feeding the horses, mucking the stalls, and cleaning the riding gear.

169. Chapter 21: Verb Shifts Verbs tell about time and when events occurs. Future time: He will run to the park. Past time: Ralph was my neighbor. Present time: The cake tastes delicious.

170.  Chapter 21: Verb Shifts Verb Tense Chart 1. Past perfect had + -ed furthest in the past; happened before verb form another past action Past Perfect Tense Example: The Easter Bunny had hopped down the trail. 2. Past -ed verb form in the past, happened before now Past Tense Example: The Easter Bunny hopped down the trail. 3. Present perfect have or has + in the past, but extending to present -ed verb form Present Perfect Tense Example: The Easter Bunny has hopped down the trail.

171.  Chapter 21: Verb Shifts 4. Present base verb form or happens regularly or often, or is base verb + -s happening now Present Tense Example: The Easter Bunny hops down the trail. 5. Future perfect will have + -ed happens in the future but before verb form another event Future Perfect Tense Example: The Easter Bunny will have hopped down the trail. 6. Future will + base verb happens at some time in the future Future Tense Example: The Easter Bunny will hop down the trail.

172. Chapter 21: Verb Shifts Consistent Verb Tenses Staying in one tense (unless you have reason to change tenses) is called consistency of verb tense. Wrong shift in tense: The waitress ran to the kitchen, raced back to her customers with drinks, and smiles calmly. Correct consistent tense: The waitress ran to the kitchen, raced back to her customers with drinks, and smiled calmly. (The tenses should be the same in a sentence; this sentence has consistent past tense.) Correct consistent tense: The waitress runs to the kitchen, races back to her customers with drinks, and smiles calmly. (The tenses should be the same in a sentence; this sentence has consistent present tense.)

173. Chapter 21: Verb Shifts Providing Necessary Tense Shifts Another type of verb error can occur when writers need to shift from the past to the more distant past and use past perfect tense. Example: By the time I arrived at the lake, they finished sailing. This is incorrect because they had finished sailing before I arrived at the lake, even though both situations occurred in the past. Example Corrected: By the time I arrived (past tense) at the lake, they had finished (past perfect tense) sailing.

174. Chapter 21: Verb Shifts Passive and Active Voice Active voice: when the subject of the sentence is doing something Passive voice: when something is done to the subject Active voice: I painted the house. (I, the subject, did it.) Active voice: The people on the corner made a donation to the emergency fund. (The people, the subject, did it.) Passive voice: The house was painted by me. (The house, the subject, didn�t do anything. It received the action; it was painted.) Passive voice: A donation to the emergency fun was made by the people on the corner. (The donation, the subject, didn�t do anything. It received the action; it was given.)

175. Chapter 21: Verb Shifts Avoiding Unnecessary Shifts in Voice Do not shift from active voice to passive voice, or from passive voice to active voice. Wrong, a shift in voice: I designed (active) the decorations for the dance, and they were (passive) arranged by Charles. Correct: I designed (active) the decorations for the dance, and Charles arranged (active) them. Correct: The decorations for the dance were (passive) designed by me, and they were (passive) arranged by Charles.

176. Chapter 21: Verb ShiftsExercises Identify and correct the incorrect uses of verbs. Q. Kirsten has curly ringlets in her hair, and she have dimples on her cheeks. A. Kirsten has curly ringlets in her hair, and she has dimples on her cheeks. Q. On the last holiday weekend, the police do everything to stop drunk drivers from injuring other drivers. A. On the last holiday weekend, the police did everything to stop drunk drivers from injuring other drivers.

177. Chapter 21: Verb ShiftsExercises Identify and correct the incorrect uses of verbs. Q. The wedding gown was not ready when we was supposed to pick it up. A. The wedding gown was not ready when we were supposed to pick it up. Q. Yesterday, I won the lottery; now I felt happy. A. Yesterday, I won the lottery; now I feel happy. Q. Before I began my homework, I ate an entire bowl of popcorn. A. Before I began my homework, I had eaten an entire bowl of popcorn.

178. Chapter 21: Verb ShiftsExercises Identify and correct the incorrect uses of verbs. Q. Even before we arrived at the ice rink, Millicent spent all her money. A. Even before we arrived at the ice rink, Millicent had spent all her money. Q. Every day the zookeeper feeds the animals and cleaned their cages. A. Every day the zookeeper feeds the animals and cleans their cages.

179. Chapter 21: Verb ShiftsExercises Identify and correct the incorrect uses of verbs. Q. Ashley bought the boots, but the boots were given to Nikki by Ashley. A. Ashley bought the boots, but she gave the boots to Nikki. Q. Alyssa and Madelyn walked home, and each eats a granola bar. A. Alyssa and Madelyn walked home, and each ate a granola bar. Q. Evan prepared the birdhouse, and then the birdhouse was painted by Nathaniel. A. Evan prepared the birdhouse, and then Nathaniel painted it.

180. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics The Comma 1. A comma is used before introductory words, phrases, and clauses: Comma after an introductory word: Yes, I agree with you on that issue. Dad, give me some help in the kitchen. Comma after an introductory phrase: In the long run, you�ll be better off without him. Before the anniversary party, my father bought my mother a necklace. Comma after an introductory clause: If you call home, your parents will be pleased. When the phone rings, I am always in the shower.

181. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics 2. Commas support items in a series; these items can be words, phrases, or clauses: Commas between words in a list: Her bedroom was decorated in shades of blue, green, and gold. Commas between phrases in a list: I looked for my ring under the coffee table, between the sofa cushions, and behind the chairs. Commas between clauses in a list: Last week he graduated from college, he found the woman of his dreams, and he won the lottery.

182. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics 3. A comma before a coordinating conjunction (FANBOYS for, and, nor, but, or, yet, so) links two independent clauses. I am tired, for it is 2:00 A.M. It is very late, and my children need to go to bed. Neither did he give me the bracelet, nor did he give me the ring. Joey knew he should finish the assignment, but he really wanted to see the White Sox play. I can either begin my science project, or I can work on the math equations. Mary woke up very early this morning, yet she still went to the late show. She had the flu, so she did not want to attend the community function.

183. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics 4. Commas are used around interrupters: The game, unfortunately, was rained out. My test score, believe it or not, was the highest in the class. Potato chips, my favorite snack food, are better tasting when they�re fresh. James, caught in the middle of an argument, tried to keep the peace. In this example, commas are not needed because the information is necessary: The girl who called me was selling magazine subscriptions. Note: The material that is not needed in the sentence is called nonessential (or nonrestrictive), and the material that is needed is called essential (or restrictive).

184. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics 5. Commas are used with direct quotations: Use commas with quotations: Her father told her, �Money doesn�t grow on trees.� �The snow looks lovely,� he said. Note: Commas and periods go INSIDE the quotation marks. 6. Commas are used in names and dates: Use commas with dates and addresses: October 3, 1984, is Monete�s date of birth. We lived at 111 Bessemer Lane, Fairfax, Virginia, before we moved to 125 Regency Court, Milwaukie, Oregon. Dr. Bullwinkle is also a C.P.A.

185. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. My favorite colors are green purple and gold. A. My favorite colors are blue, purple, and yellow. Q. I have waited tables in a restaurant answered phones for a non-profit company and provided haircuts to disabled children. A. I have waited tables in a restaurant, answered phones for a non-profit company, and provided haircuts to disabled children. Q. In the future, I want to graduate from college I want to find a great job and I want to share my life with the person I love. A. In the future, I want to graduate from college, I want to find a great job, and I want to share my life with the person I love.

186. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. The red cardinal settled on my window sill but he paused there for only a moment. A. The red cardinal settled on my window sill, but he paused there for only a moment. Q. You can ride the bike now or you can ride the bike after dinner. A. You can ride the bike now, or you can ride the bike after dinner. Q. After the sunset let�s walk to the beach and we can share dessert. A. After the sunset, let�s walk to the beach, and we can share dessert.

187. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. No I refuse to enter the haunted house. A. No, I refuse to enter the haunted house. Q. Look Toto there�s a tornado! A. Look Toto, there�s a tornado!

188. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. After answering these questions let�s eat a snack. A. After answering these questions, let�s eat a snack. Q. When it is quiet in the upstairs apartment I like to play loud music. A. When it is quiet in the upstairs apartment, I like to play loud music.

189. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. After living in Virginia for years Felisha traveled to Los Angeles where she was born to search for a new home. A. After living in Virginia for years, Felisha traveled to Los Angeles, where she was born, to search for a new home. Q. The baseball game I am sad to say was cancelled. A. The baseball game, I am sad to say, was cancelled.

190. Chapter 22: Commas: Punctuation, Word Choice, and Mechanics Exercises Add commas where needed. Q. Mrs. Buttercup who lived next door asked Mrs. Rose over for tea and cookies on a Tuesday afternoon. A. Mrs. Buttercup, who lived next door, asked Mrs. Rose over for tea and cookies on a Tuesday afternoon. Q. Jean a hard-working woman helped organize the entire charity for disabled adults. A. Jean, a hard-working woman, helped organize the entire charity for disabled adults.

191. Chapter 23: Other Punctuation The Period Periods can be used in two ways: 1. Use a period to mark the end of a sentence. Examples: With the windows down, Craig and I drove down a tree-lined street. I would love to come to your house for dinner. 2. Use a period after abbreviations: Examples: Dr. Giannone Paul Smith, Sr. 10:00 P.M. Note: If a sentence ends with a period marking an abbreviation, do not add a second period.

192. Chapter 23: Other Punctuation The Question Mark Use a question mark after a direct question. Examples: Isn�t she adorable? Do you want to attend my party next month? My mother asked, �Do you want to eat spaghetti at Manny Moon�s Restaurant tonight?� If a question is not a direct question, it should not have a question mark. Examples: My mom asked me if I wanted to eat at Manny Moon�s Restaurant tonight. They asked if I thought their pet lizard was adorable. He questioned if I wanted to attend his reptilian party next month.

193. Chapter 23: Other Punctuation Exclamation Point The exclamation mark is used at the end of sentences that express strong emotion: You�ve won the lottery! Help! Note: Be careful not to overuse the exclamation mark in your writing. If you do, it detracts from the elevated meaning.

194. Chapter 23: Other Punctuation The Semicolon There are two ways to use semicolons: 1. Use a semicolon to join two independent clauses. Tobias loved his horse; he cared for it everyday. The situation was hopeless; I couldn�t do anything. 2. Use semicolons to join the items in a list that contain commas. The new college students came from Staten Island, New York; Newark, New Jersey; Brooklyn, New York; and Boston, Massachusetts.

195. Chapter 23: Other Punctuation The Colon The colon is used at the end of a complete statement; it introduces a list or an explanation: 1. A colon introduces a list: When I went to the grocery story, I picked up a few things: eggs, milk, and tea. 2. A colon introduces an explanation: The room was a mess: dirty clothes were piled on chair, wet towels were thrown on the floor, and an empty pizza box was tossed in the closet.

196. Chapter 23: Other Punctuation The Dash Use a dash to interrupt a sentence. It usually indicates a dramatic shift in tone or thought. I picked up the crystal bowl carefully, cradled it in my arms, walked softly�and tripped, sending the bowl crashing to the ground. Two dashes set off dramatic words that interrupt a sentence. Kimberly took the life preserver�our only one�and tossed it far out to sea.

197. Chapter 23: Other Punctuation Parentheses Use parentheses to enclose extra material and afterthoughts. I was sure that Morrissey (the town I�d just visited) was not the place for her. Note: Commas in pairs, dashes in pairs, and parentheses are all used as inserters to set off material that interrupts the flow of a sentence. The least dramatic and smoothest way to insert material is to use commas.

198. Chapter 23: Other Punctuation Exercises Add semicolons and colons when needed. Q. The rain steadily fell outside my window meanwhile the sprinkler continued to water the lawn. A. The rain steadily fell outside my window; meanwhile, the sprinkler continued to water the lawn. Q. I love reading and re-reading Me Talk Pretty One Day the hysterical book was written by David Sedaris. A. I love reading and re-reading Me Talk Pretty One Day; the hysterical book was written by David Sedaris.

199. Chapter 23: Other Punctuation Exercises Add semicolons and colons when needed. Q. At the grocery store, I need to pick up the following items carrots, bread, milk, and Pop Tarts. A. At the grocery store, I need to pick up the following items: carrots, bread, milk, and Pop Tarts. Q. The vacation was so much fun we ate at great restaurants, stayed at a beautiful hotel, and played on the beach every day. A. The vacation was so much fun: we ate at great restaurants, stayed at a beautiful hotel, and played on the beach every day.

200. Chapter 23: Other Punctuation Exercises Add semicolons and colons when needed. Q. I have a lot of homework tonight ten math problems need to be solved, a science project needs to be created, and an essay needs to be written. A. I have a lot of homework tonight: ten math problems need to be solved, a science project needs to be created, and an essay needs to be written. Q. CJ, my aunt, Toby, my uncle, and Josh, my cousin, are coming to my house for Thanksgiving. A. CJ, my aunt; Toby, my uncle; and Josh, my cousin, are coming to my house for Thanksgiving.

201. Chapter 23: Other Punctuation Exercises Add missing periods and question marks. Q. At 9:30 AM, the children giggled when they heard their new teacher was named Mr Frog A. At 9:30 A.M., the children giggled when they heard their new teacher was named Mr. Frog. Q. Little Johnny said, �Is your name really Mr Frog� A. Little Johnny said, �Is your name really Mr. Frog?�

202. Chapter 23: Other Punctuation Exercises Add missing periods and question marks. Q. �Yes,� Mr Frog said But actually I�m Dr Frog He then made a croaking sound and said with a wink, �Why are you laughing�? A. �Yes,� Mr. Frog said. But actually I�m Dr. Frog. He then made a croaking sound and said with a wink, �Why are you laughing?� Q. �Children,� said Mr. Frog, �Let�s take the day off and go for a swim at the nearby pond What do you think of that� A. �Children,� said Mr. Frog, �Let�s take the day off and go for a swim at the nearby pond. What do you think of that?�

203. Chapter 23: Other Punctuation Exercises Add missing periods and question marks. Q. Marty received a BS in chemistry, but will Frank receive an MA in history A. Marty received a B.S. in chemistry, but will Frank receive an M.A. in history? Q. Ms Clark and I talked until 2:00 A.M.. A. Ms. Clark and I talked until 2:00 A.M.

204. Chapter 23: Other Punctuation Exercises Add missing periods and question marks. Q. When are Sgt Albright, Dr Heller and Mr Williams going to arrive at Ft Hamilton A. When are Sgt. Albright, Dr. Heller, and Mr. Williams going to arrive at Ft. Hamilton? Q. Have you met our new neighbors, Mr and Mrs Saulten. A. Have you met our new neighbors, Mr. and Mrs. Saulten?

205. Chapter 23: Other Punctuation Exercises Add an exclamation mark, dashes, or parentheses when needed. Q. Alfred snatched the winning lottery ticket the one that I had purchased and threw it out the car window. A. Alfred snatched the winning lottery ticket�the one that I had purchased�and threw it out the car window. Q. Watch out, there�s a snake behind you. A. Watch out, there�s a snake behind you!

206. Chapter 23: Other Punctuation Exercises Add an exclamation mark, dashes, or parentheses when needed. Q. The hard-working students the students who maintained a high GPA in high school will probably receive good grades in college. A. Alicia�who maintained a 4.0 GPA during high school�will probably receive good grades in college. Q. The cow the one with brown spots was eating hay with the other cows. A. The cow (the one with brown spots) was eating hay with the other cows.

207. Chapter 24: Word Choice Slang Slang should be avoided in academic writing; it is not standard English. Example: I got your back. Revised: I will protect you. Example: Back in the day, I had money. Revised: In the past, I had money. Example: He was shady. Revised: He was an unscrupulous individual.

208. Chapter 24: Word Choice Clich�s Clich�s are worn-out expressions. At one time, they were a new way of making a point, but now they have been used too often. Avoid using clich�s in your writing. Example: I know that Monica is as cool as a cucumber. Revised: I know that Monica is calm in precarious situations. Example: Kanye experienced the trials and tribulations of late registration. Revised: Kanye experienced the difficulties of late registration.

209. Chapter 24: Word Choice Wordiness As you revise and edit your work, check for wordiness, the use of extra words. If you can say the same thing in fewer words, do so to be precise and direct. Example: After the accident, I thought in my own mind that I was to blame. Revised: After the accident, I thought I was to blame. Example: In my opinion, I think children should exercise daily. Revised: In my opinion, children should exercise daily. Example: Juan bought a CD for the price of $10.95. Revised: Juan bought a CD for $10.95.

210. Chapter 24: Word Choice Pretentious Writing Pretentious writing happens when a writer uses too many words in order to impress the reader. The language is too elevated or too technical for the situation. (Remember: Good writers choose words not for their length, but rather for their accuracy to describe.) Example: In the eve of the night that occurred before tonight, I was surprisingly able to fall upon the extremely favorable fortune of obtaining a surmountable surplus of coinage during my temporary career as a uniformed person in the employment at the establishment where other persons consume foods of mineral, animal, and vegetable. Revised: Last night, I was fortunate to make over sixty dollars in tips at the restaurant.

211. Chapter 24: Word Choice Exercises Revise sentences when wordiness, clich�s, pretentiousness, or slang is used (answers can vary). Q. After I have finished working the long shift at my job where I work long shifts, I sit in my car and drive myself back to my apartment where I live. A. After I have finished working a long shift, I drive back to my apartment. Q. My heart beat like a drum. A. My heart beat quickly. Q. Check out that dude�s new duds; he�s got mega loot! A. Look at that man�s new clothes; he has a lot of money!

212. Chapter 24: Word Choice Exercises Revise sentences when wordiness, clich�s, pretentiousness, or slang is used (answers can vary). Q. For preschool students, a teacher should explain the detailed and careful precautions they should take in their academic-natured child-learning center if a tornado that is labeled as an F5 on the Fujita Scale should happen to occur from the wall cloud that were, in fact, exhibiting profound rotation. A. For preschool students, a teacher should carefully explain what the students should do if a tornado happens to strike their school. Q. Betty spilled the beans. A. Betty revealed the secret.

213. Chapter 24: Word Choice Exercises Revise sentences when wordiness, clich�s, pretentiousness, or slang is used (answers can vary). Q. When I was walking, moving one foot in front of the other, on the stones, some rounder than others, by the lake under the gray sky with birds in it flying south, I knew that the cold of winter would be here really, really, really, really, really, really soon. A. When I was walking on the stones by the lake, I saw birds in the gray sky flying south, and I knew that winter would be here really soon. Q. Vera was as busy as a bee while I ate like a pig. A. Vera was quite busy while I was occupied eating.

214. Chapter 25: Words Commonly Confused Words that sound alike or look alike can be confusing, such as the following: Accept/except: Accept means �to receive�: Example: I accept your invitation to dinner. Except means �excluding�: Example: I�ll give you all of my clothes except for the black dress.

215. Chapter 25: Words Commonly Confused Their/there/they�re: Their means �belonging to them�: Example: My parents donated their car to charity. There means �at that place,� and it can also act as an introductory word: Example: My pet dog is over there. Example: There is a reason for her happiness. They�re is a contraction of they are: They�re having us over for lunch tomorrow. For more information on these types of words, see pages 474-478.

216. Chapter 25: Words Commonly ConfusedExercises Choose the correct word in parentheses. Q. The teacher would not (except, accept) the student�s late essay. A. The teacher would not (except, accept) the student�s late essay. Q. What city is the (capital, capitol) of Alaska? A. What city is the (capital, capitol) of Alaska? Q. The student�s moral (conscience, conscious) would not permit plagiarism. A. The student�s moral (conscience, conscious) would not permit plagiarism.

217. Chapter 25: Words Commonly ConfusedExercises Choose the correct word in parentheses. Q. (They�re, Their) going to the store to get (there, their) party hats, so when they go to the party, (they�re, there) won�t be any complaints that (they�re, there, their) not dressed appropriately. A. (They�re, Their) going to the store to get (there, their) party hats, so when they go to the party, (they�re, there) won�t be any complaints that (they�re, there, their) not dressed appropriately. Q. I don�t know (whether, weather) it will be sunny or rainy tomorrow. A. I don�t know (whether, weather) it will be sunny or rainy tomorrow.

218. Chapter 26: Capital Letters Capital Letters 1. Capitalize the first letter of the first word in every sentence. Yesterday my son and daughter had a basketball game. 2. Capitalize the first letter of words referring to specific individuals and the pronoun I. After I learned that Joey, John, and Daryl were coming to the craft show, I wanted to attend. 3. Capitalize the first letter of a word that stands for a family member. I told my sister that I had talked to Mom and Dad after dinner. That is my grandma�s new car. (Notice the �g� in �grandma� isn�t capitalized when the word �my� precedes it.) That is Grandma Herring�s new car.

219. Chapter 26: Capital Letters 4. Capitalize the first letter in titles of persons: I spoke with Dr. Smith today. She met with former President Bill Clinton last week. 5. Capitalize the first letter in religions, geographic locations, races, and nationalities. Suzie was a Baptist; however, she is interested in Judaism. Dirk enjoys the college classes when she learns about the histories of Native Americans, Hispanics, and Asians. Jade traveled from Holland to Cape Verde.

220. Chapter 26: Capital Letters 6. Capitalize the first letter in organizations, businesses, and agencies: Brett belonged to the French Club at DePaul University, his younger sister was on the Debate Team at Portland State University, and his older sister was in the Delta Sorority at Longwood College. Michael and Mark both want to join the U.S. Coast Guard, and their sister wants to work for the Samuel Shane Corporation. 7. Capitalize the first letter in words referring dates, days, and holidays. We celebrated St. Patrick�s Day in March on a Friday this year, and we will celebrate Easter on a Sunday in the spring. Note: Do not capitalize the names of the four seasons.

221. Chapter 26: Capital Letters 8. Capitalize the first letter in place names: Years ago when we lived in Virginia, we traveled to King�s Dominion. We had our reunion near the Washington Monument. Note: Use lower-case letters if a particular place is not given: We had our reunion near the monument. 9. Capitalize letters for geographic locations: Jim was determined to find a good job on the East Coast. Note: Use lower-case letters for geographic directions: To get to my apartment, you have to drive east in the city.

222. Chapter 26: Capital Letters 10. Capitalize the names of specific school courses: I have to take Child Psychology 101 next term. Note: Use lower-case letters for a general academic subject: My advisor told me to take a psychology course. 11. Capitalize the first letters in titles, but do not capitalize prepositions (in, of, or, etc.) or articles (a, an, the) unless the word is the first in the title: I enjoyed The Old Man and the Sea. Whenever we go see the Yankees play, my uncle sings �Take Me Out to the Ballgame,� and my aunt sings, �On the Wings of Love.� Remember: the titles of long works, like books, are underlined or italicized; the titles of short works, like songs, are quoted.

223. Chapter 26: Capital Letters 12. Capitalize the names of specific products: My cousin always drink Diet Coke for breakfast, and he eats Twinkies for lunch. Note: Use lower-case letters for a kind of product: I always drink a diet cola for breakfast, and I eat cake for lunch. 13. Capitalize the letters of some common abbreviations. My best friend works with a group of people who have AIDS.

224. Chapter 26: Capital Letters Exercises Add or eliminate capital letters. Q. Did you read the novel war and peace? A. Did you read the novel War and Peace? Q. My dad�s favorite season is Fall. A. My dad�s favorite season is fall. Q. When you were in Chicago, did you see the blue demons play? A. When you were in Chicago, did you see the Blue Demons play?

225. Chapter 26: Capital Letters Exercises Add or eliminate capital letters. Q. My Dad laughs so hard when he watches The Colbert Report; dad says, this show is great!� A. My dad laughs so hard when he watches The Colbert Report; Dad says, �This show is so funny!� Q. I asked my Doctor this: �Do you know mr. and mrs. clinton or dr. Time?� A. I asked my doctor this: �Do you know Mr. and Mrs. Clinton or Dr. Time?�

226. Chapter 26: Capital Letters Exercises Add or eliminate capital letters. Q. Granddad told me, �if you�re going to take geometry 101, you will need to study hard.� A. Granddad told me, �If you�re going to begin geometry 101, you will need to study hard.�

227. Chapter 27: Apostrophes The Apostrophe 1. Use an apostrophe in contractions to show that letters have been omitted: do not = don�t I will = I�ll is not = isn�t she would = she�d will not = won�t Use an apostrophe to show that numbers have been omitted: the summer of 2005 = the summer of �05

228. Chapter 27: Apostrophes 2. Use an apostrophe to show possession; if the word does not end in s, show ownership by adding an apostrophe and s : the ring belongs to Stacy = Stacy�s ring the wallet belongs to somebody = somebody�s wallet the books are owned by my mom = my mom�s books If two people jointly own something, put the �s after the last person�s name: Sam and Tracy own a home = Sam and Tracy�s home

229. Chapter 27: Apostrophes If a word already ends in s, is plural, and you want to show ownership, just add an apostrophe after the word. Two boys own a dog = the boys� dog If a word ends in s, is singular, and you want to show ownership, add �s. Ross has a pet snake = Ross�s pet snake Note: Be careful not to place apostrophes with pronouns. Example: The pencils are their�s. (Wrong) Example corrected: The pencils are theirs. Example: The steak lost it�s flavor. (Wrong) Example corrected: The steak lost its flavor.

230. Chapter 27: Apostrophes Exercises Add or remove apostrophes when necessary. Q. I cant and wont venture out into the stormy weather tonight. A. I can�t and won�t venture out into the stormy weather tonight. Q. His name is Willis, and that cute beagle is Willis� dog. A. His name is Willis, and that cute beagle is Willis�s dog. Q. David Sedaris� books are fun to read. A. David Sedaris�s books are fun to read.

231. Chapter 27: Apostrophes Exercises Add or remove apostrophes when necessary. Q. The card read, �Happy Holidays from the Bloom�s!� A. The card read, �Happy Holidays from the Blooms!� (no apostrophe) Q. Nothings worse than hearing your neighbors dog whine all through the night. A. Nothing�s worse than hearing your neighbor�s dog whine all through the night. Q. On her couch, Vivian has three pillow�s. A. On her couch, Vivian has three pillows. (no apostrophe)

232. Chapter 27: Apostrophes Exercises Add or remove apostrophes when necessary. Q. The books are their�s. A. The books are theirs. Q. The howling, hungry dog wants its bone, but its not time for lunch yet. A. The howling, hungry dog wants its bone, but it�s not time for lunch yet.

233. Chapter 27: Apostrophes Exercises Add or remove apostrophes when necessary. Q. My parents have lived on the West Coast for year�s; however, they are contemplating a move back to the East Coast. A. My parents have lived on the West Coast for years; however, they are contemplating a move back to the East Coast. (no apostrophe) Q. Clyde didnt like his own new home, but he approved of Chris�s and Vallerie�s new home. A. Clyde didn�t like his own new home, but he approved of Chris and Vallerie�s new home.

234. Chapter 28: Quotation Marks, Underlining, and Italics Quotation Marks Use quotation marks around direct quotes, the speaker�s exact words: My father told me, �There are plenty of fish in the sea.� �I�m never going there again,� said Becky. �I will not,� said Mike, �attend another meeting.� Indirect Quotations�Don�t use quotation marks My father told me that there are plenty of fish in the sea. Becky said she wasn�t ever going there again. Mike said he wouldn�t attend another meeting.

235. Chapter 28: Quotation Marks, Underlining, and Italics Use quotation marks around titles of short works, such as short stories, essays, newspaper or magazine articles, poems, and songs. In class today, we read Robert Frost�s poem �The Road Not Taken.� �Itsy Bitsy Spider� is my little sister�s favorite song. The newspaper article �Driving with a Cell Phone� made me aware of the dangers of using a cell phone while driving.

236. Chapter 28: Quotation Marks, Underlining, and Italics Underlining and Italics The titles of books, plays, comic strips, newspapers, anthologies, music albums, television programs, movies, and works of art are underlined or italicized. In high school, we used to watch General Hospital. I read the New York Times every morning. When we were in Manhattan, we saw Tim Curry in the play Spamalot.

237. Chapter 28: Quotation Marks, Underlining, and Italics Exercises Add missing quotation marks and underlining when needed. Q. My mother said, Don�t wear those socks! A. My mother said, �Don�t wear those socks!� Q. My mother said to not wear those socks. A. No quotation marks needed. Q. People interested in writing should read Anne Lamott�s Bird by Bird; the book contains good ideas about writing. A. People interested in writing should read Anne Lamott�s Bird by Bird; the book contains good ideas about writing.

238. Chapter 28: Quotation Marks, Underlining, and Italics Exercises Add missing quotation marks and underlining when needed. Q. My dad laughs so hard when he watches The Colbert Report; Dad says, this show is great�! A. My dad laughs so hard when he watches The Colbert Report; Dad says, �This show is great!� (notice that quotes are outside the punctuation) Q. Working in the nursing field can be exhausting but is very rewarding, Michelle told me yesterday. A. �Working in the nursing field can be exhausting but is very rewarding,� Michelle told me yesterday. Q. Mom, my son asked, can we watch the movie Twister? A. �Mom,� my son asked, �can we watch the movie Twister?�