Monday, November 14, 2016

Noun Clauses

What are noun clauses?

A noun clause is a DEPENDENT CLAUSE (with its own subject, verb, and idea)
It  "is used as a subject of an object. In other words, a noun clause is used in the same ways as a noun."
(source: Azar (1989), Understanding and Using English Grammar, 2nd ed., Prentice Hall Regents, pg 263)

For practice finding noun clauses in sentences, try these practice exercises:

How are noun clauses used in sentences?

As the subject, they might look like this: How she answered the question surprised me.
As a direct object of a verb, they might look like this: I wonder whose house that is.
Or as the object of an adjective expression: It is obvious that they are tired.
As an object of a preposition, they might look like this: I do not agree with what they said.
As a predicate noun, they might look like this: His difficulty is that he cannot read.

For practice identifying how a noun clause is being used, try these exercises:
Practice 3
Practice 4 (printable- find AND identify its function)

In what kinds of situations do we use noun clauses?

In addition to the examples above, we might use noun clauses in...

Indirect reported speech:
  • I told him that we needed a new car.
  • For more information about and practice with indirect reported speech, please visit this earlier blog post.

After certain verbs: (such as ask, advise, beg, demand, forbid, insist, order, prefer, propose, require, recommend, request, suggest, urge)
  • She advised that we prepare a bit more extensively for our exams.
  • We need a special verb form when we do this! Check out this

(Verb list from source: Lane & Lange (1993), Writing Clearly, 3rd ed., Heinle Cengage Learning, p 141)

To talk about "mental activity" (with such verbs as believe, decide, know, learn, realize, remember, think, understand)
  • I believe that she has difficulty with noun clauses in her writing.

With "embedded questions":
  • Could you please tell me what you are doing?
  • For practice with embedded questions, try this:

How many kinds of noun clauses are there, and what do they begin with?

They might begin with a question word: (what, when, where, who, why, how, whom, whose, which)
  • I don't know why you are so stubborn.
They can begin with whether or if:
  • I don't know if she will join us.
  • I wonder whether we should wait for him.
They can begin with that:
  • I know that she is late for class.
  • It is obvious that she is tired. She is sleeping at her desk.

Where can I find more practice activities about noun clauses?

Wednesday, October 5, 2016

Modal Verbs (Part One)

What are modal verbs?

How are they different from other verbs?

  • They are helping verbs (or "auxiliary verbs") that carry special meaning.

There are a few things to remember about modal verbs:
  1. They are always accompanied by a main verb (never alone)
  2. They do not change in the third person singular form (no "s")
  3. Many can't be used in the past tenses or future tenses
  4. We add "not" to make one negative
  5. We do not use "do/does/did" with these to make a question

How should we use them and what do they all mean?

CAN/COULD: to show ability (or lack of it)

    I can ski, but my sister could ski when she was only three.

CAN/COULD: to show option/ indicate a choice

   You can either play hockey or ski this winter, if you are looking for a fun winter sport.

CAN/COULD/MAY: to show permission/ make a request

  Can I borrow your pencil? (Informal)
  Could I open the window? (More formal)
  May I open the window? (Most formal)

CAN: to show opportunity

  We can get some great apples in Maine at this time of year.

SHOULD/OUGHT TO (and HAD BETTER): to show advisability/ advice

   You should stop smoking.
   You ought to study more.

  •    Find more information here, here, or by watching this video. (animated and very simple)
  •    To get some practice, try this: Practice 5

SHOULD/OUGHT TO: to show expectation

   The bus should arrive soon. The schedule indicates that it will be here in 10 minutes.

  •    For practice (and to get familiar with this use), try these: Practice 6 (easy), Practice 7 (easy)


   Shouldn't we close the window? It's getting cold.
   You might want to study more.
   Shall we go out to dinner tonight?

WOULD LIKE: to show desire

   I would like to go to Florida this winter.
   Would you like to have some iced tea with your lunch?

MUST: to show an assumption/inference

   It must be cold outside today. There is frost on my window.

MUST (and HAVE TO): to show necessity/obligation/prohibition

  We must complete the bonus exercises before the test in order to earn the points.
  You mustn't be late for class.
  We have to study for the test.

WILL: to show a general truth, promise, or prediction (see "FUTURE FORMS" post for more information)

MAY/MIGHT/COULD: to show possibility
   She might visit us tomorrow, if she has time.
   You could finish your homework if you hurry and stay focused.
   We may have pizza for dinner. We haven't decided, yet.


Where can I practice more with all of these?

Tuesday, September 6, 2016

3 Types of Sentences

Writers use three main types of correct sentences: Simple, Compound and Complex.

What are these?

For more information and examples, see this clear explanation.
You could also watch this clear, helpful video that explains them.



Compound Sentences are...

Two independent clauses joined by a FANBOY (or "Coordinating Conjunction")
For a whole list of examples, visit this page.

Complex Sentences are...

Two clauses joined by a subordinate conjunction, AKA one dependent and one independent clause joined together. (Check out this earlier blog post for more information on Complex sentences with subordinate conjunctions)

Are you ready to practice?

Practice One: Compound or Complex
Practice Two: Three types
Practice Three: Three types quiz
Practice Four: Three types, quiz 2

Tuesday, January 26, 2016

Sentence Errors: Fragments, Run ons and Comma-splice errors

What are these tricky types of errors that are so common in written English?

1) A fragment is an incomplete sentence- it is missing either its subject or its verb, or does not express a complete idea.

EXAMPLES: Is beautiful today. Because the temperature has risen slightly. (Both fragments! Can you see what is missing in each?)

For more information about fragment errors (and how to avoid them)  from Chomp Chomp, click here.

For practice finding and fixing fragments errors, try these, from the Purdue Owl, Chomp Chomp, and other popular grammar/writing sites:

2) A run-on is when two or more sentences (or "independent clauses" are put together without proper division (no conjunction, period, or semicolon).

EXAMPLE: It is a beautiful today because the temperature has risen slightly finally it isn't snowing and icy outside. (This is a run on- can you find where there should be a period?)

For more information about run on errors (and how to avoid them) from Chomp Chomp, click here.

For practice finding and fixing run-on errors, try these, from the Purdue Owl, Bristol University, and other popular grammar/writing sites:


3) A comma-splice error is like a run on...except here, a comma is "trying to do the job of a period" and divide the independent clauses all by itself. (NOTE: it can't!)

EXAMPLE: It is a beautiful today, the temperature has risen slightly finally, it isn't snowing and icy outside. (This contains two comma splice errors! YIKES!)

For more information about comma-splice errors (and how to avoid them)  from the Purdue Owl, click here.

For practice finding and fixing comma-splice errors, try these, from the Purdue Owl, Bristol University, and other popular grammar/writing sites:

If you are now ready to try to practice with all three types of sentence errors... try these:

Practice One
Practice Two (basic- a good one to start with)
Practice Three (challenging!)