Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia Cultural Literacy World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations Respectfully Quoted English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Usage American Heritage Book of English Usage ... SUBJECT INDEX A Practical and Authoritative Guide to Contemporary English.
Advanced Grammar the elements of advanced grammar in formal Possessive pronouns Possessive pronounusage. Reflexive and Demonstrative pronouns correct use of reflexive and http://www.trainingcenter.com/computer/Advanced_Grammar.htm
Kids And Teens, School Time, English: Grammar grammar Lady Online Tips on correct language use and ways to have The guide containsscores of digital handouts on grammar and English usage, over 170 http://www.combose.com/Kids_and_Teens/School_Time/English/Grammar/
Extractions: 2-Bee or Not-too-bee - 2Bee and Queen Nottoobee need flowers to make honey. Help them find flowers by choosing the correct verb to complete the sentences. From FunBrain.com. A Language Museum - Curious and interesting uses of the English language, including parts of speech, poems, grammar, and quotations. Apostrophe Catastrophe - Features multiple-choice answer game. [Flash plug-in required]. Beginner's Tense Tests. - English practice for beginning level students with quizzes for class use or on your own. Common Errors in English - A Washington State University's explanation of hundreds of common errors made by native speakers of English. Contractions - Tutorials on how to form contractions. Diagramming Sentences - Illustrated guide showing how to diagram sentence types, parts, and phrase configurations. Education Place English - Focuses on grammar usage through game quizzes aimed at the correct grade level. English Listening Room - Listen to songs and fill in the blanks. [RealAudio format: Javascript quizzes] GCSE English: Possession - Series of concise tutorials introducing the idea of possessive pronouns and their correct usage. Includes a history of the apostrophe.
Who Owns These Pronouns? 5. Language Arts Written Communication. 69. Topic grammar and usage Standard Identifiesat listen carefully to determine if the sentence sounds correct. http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=15209
Extractions: It's vs. its, who's vs. whose, and you're vs. your The word it's is always a contraction of it is; to see if it's correct to use it's, substitute in the phrase "it is" and see if it makes sense. The possessive form of the pronoun it is its, not it's. Similarly, the word who's is always a contraction for who is or who has. The possessive form of the pronoun who is whose, not who's. You're is always a contraction of you are, and the possessive form of you is your. I.e. vs. e.g. I.e. is an abbreviation that means that is, as in the following example: "Epicurus is an ethical egoistic hedonist, i.e., he thinks that only one's own pleasure has intrinsic value." E.g. is an abbreviation that means for instance, or such as, as in the following example: "Aristotle thinks that many things are intrinsically valuable, e.g., virtue, virtuous activity, and pleasure." Can not Cannot should be one word, not two. If you say "Tim cannot sing well," you mean that Tim is unable to sing well. If you say "Tim can not sing well," you mean that Tim is able to refrain from singing well. Then vs. than
Calvin College - English 101 - Grammar Exam Topics St. Martin s Glossary of usage, pgs. 982990. correct use; incorrect use. St. Martin sChapters 54, 55, 56, and 57, pgs. 794-820. Back to main grammar Exam page. http://www.calvin.edu/academic/engl/101/sresources/grammarextop.htm
Extractions: Below you will find the topics covered on the new grammar exam as well as the number of items in each section, the instructions for each section, and the sections of The St. Martin's Handbook that correspond to each section. Identify the subjects and predicates in the following sentences: simple subject complete subject simple predicate complete predicate none of the above St. Martin's Chapter31, pgs. 592-600 Identify the phrases and clauses in the following sentences: phrase dependent clause independent clause none of the above St. Martin's Chapter 31, pgs. 600-603 Identify the sentence type of each of the following sentences: a) Simple b) Compound c) Complex d) Compound-complex St. Martin's Chapter 31, pgs. 603-606 Select the letter that precedes the nominalization in the following sentences. If none of the italicized words in a sentence is a nominalization, choose (e) none. St. Martin's
Mississippi GLTP Writing Rubric may severely impede communication (grammar/usage includes subject verb agreement,verb tense, pronoun case and repeated errors in the correct use of mechanics http://www.mde.k12.ms.us/acad/osa/write47.htm
Extractions: Grade 4 SCORE 4 The students writing is about the topic (fully develops the writing prompt) includes several details that support the topic is organized (maintains logical sequence) frequently contains interesting words (grade-level vocabulary or above) contains complete sentences follows punctuation, capitalization, spelling (both correct and phonetic), and usage rules (Two types of errors may occur: 1) those that appear as a consequence of risk-taking and 2) those that do not detract from overall quality.) SCORE 3 The students writing is about the topic (partially develops the writing prompt) includes some details that support the topic is organized (may not maintain logical sequence throughout) contains some interesting words (grade-level vocabulary) contains complete sentences (may have occasional fragments and/or run-on sentences) follows punctuation, capitalization, spelling (both correct and phonetic), and usage rules (Occasional errors occur that may detract from overall quality.) SCORE 2 The students writing is about the topic (minimally develops the writing prompt) includes only a few details that support the topic shows minimal organization contains only a few interesting words (grade-level vocabulary) contains complete sentences (may have numerous fragments and/or run-on sentences) rarely follows correct punctuation, capitalization, spelling, and usage rules
English II Informative Scoring Rubric Exhibits correct and effective use of the major elements of grammar/usage (ie, subjectverbagreement, verb tense, pronoun case and reference, and complete and http://www.mde.k12.ms.us/acad/osa/infoscore.htm
Extractions: English II Writing Assessment Informative Scoring Rubric Score Score 1 Score 2 Score 3 ... Score 4 Score 4 The student response addresses the specific writing prompt. has minimally three clearly delineated paragraphs, with a clear, beginning, middle, and end. directs itself to the sense of audience and purpose. contains a clearly stated thesis. Has a focus that remains apparent. is complete with an obvious logic and strategy. uses paragraphing and purposeful transitions to enhance its development. Has a main idea developed thoroughly by relevant supporting details, which are well elaborated and sufficient in number. includes the use of precise and vivid language appropriate to the task. presents ideas that flow smoothly and logically with clarity and coherence. exhibits consistent and appropriate use of first or third person. Exhibits correct and effective use of the major elements of grammar/usage (i.e., subject-verb agreement, verb tense, pronoun case and reference, and complete and varied sentences). may exhibit a few errors in the correct use of advanced mechanics (i.e., underlining, quotation marks, commas, semi-colons, apostrophes, capitalization, and spelling), none of which detract from the overall delivery.
Untitled Document sentence construction, paragraph structure, punctuation, grammar and usage). andformatting (margins, spacing, fonts, etc.) Correctly use nouns, pronouns http://www.bsd.k12.pa.us/5thgradestandards.htm
COURSE SYLLABUS FORMAT grammar usage. · sentence construction. grammar SKILLS identify themodifying roles of adverbs and adjectives and use correct forms of each. http://www.edison.edu/course_descriptions/enc9010.htm
Extractions: Basic Grammar and Usage Ð Students show understanding of basic sentence patterns, phrases and clauses, word forms, verb tenses, subject-verb agreement, and pronoun-antecedent agreement. Skills and Concepts RIT Scores between 161 and 170 Use Basic Sentence Patterns Format: Short sentences, 4-6 words, using very basic vocabulary Format: Statements, questions, and commands Recognize a complete sentence Arrange words in order to form a complete sentences Use Noun Forms Recognize the regular plural form of a noun (add s) Recognize simple irregular plural nouns Recognize that a noun is to be used as a direct object Use/Distinguish Verb Tenses Recognize the correct use of past tense verbs (add Ðed) Recognize the correct use of past progressive (was ing) Recognize the correct use of common irregular past tense verbs Use Irregular Verb Forms Determine the correct common irregular verb form to use in a short, simple sentence Use Subject-Verb Agreement Recognize the correct use of subjects or verbs in the following cases: Third person singular or plural subject - present participle Second person singular subject - present participle to use as first word in a question Subject-verb agreement in a short simple sentence Use Adjective Forms Recognize the correct use of comparative adjectives -er and -est Use Pronoun Forms Use objective pronouns correctly: me, us, them
Basic Grammar And Usage Basic grammar and usage Students show understanding of basic Recognize correctand incorrect use of demonstrative pronouns them and those; http://wocsd.maine.org/19goal3l.htm
Oral And Written English Language Conventions grammar 1.1. 3) mechanics (eg, quotations, commas at end of dependent clause). 4)usage(pronoun reference). Sentence Structure 1.5. use correct capitalization. http://www.kidsource.com/kidsource/content3/ca.standards/ReadingWriting/rw.oral.
Northwest Evaluation Association Return to NWEA Index. Basic grammar and usage Students show Recognize correctand incorrect use of demonstrative pronouns them and those . http://www.mvcsc.k12.in.us/NWEA/Basic Grammar.htm
Extractions: Return to NWEA Index Use Basic Sentence Patterns Format: Short sentences, 4-6 words, using very basic vocabulary Format: Statements, questions, and commands Recognize a complete sentence Arrange words in order to form a complete sentences Use Noun Forms Recognize the regular plural form of a noun (add s) Recognize simple irregular plural nouns Recognize that a noun is to be used as a direct object Use/Distinguish Verb Tenses Recognize the correct use of past tense verbs (add ed) Recognize the correct use of past progressive (was ing) Recognize the correct use of common irregular past tense verbs Use Irregular Verb Forms Determine the correct common irregular verb form to use in a short, simple sentence Use Subject-Verb Agreement Recognize the correct use of subjects or verbs in the following cases: Third person singular or plural subject - present participle Second person singular subject - present participle to use as first word in a question Subject-verb agreement in a short simple sentence Use Adjective Forms Recognize the correct use of comparative adjectives -er and -est Use Pronoun Forms Use objective pronouns correctly: me, us, them
HUSD - Curriculum - Language Arts Standard 6 11. Identify appropriate usage (eg, pronoun reference 2. Edit written manuscriptsto demonstrate control of grammar. 3. use correct and varied types of sentence http://www.husd.com/Curriculum/std6.html
Extractions: Committees Curriculum STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively. Spell frequently used words correctly Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell check, etc. Write with command of standard English: capitalization, punctuation, sentence structure, and grammar Evaluate and discuss the structure of language in a variety of print and graphics Evaluate and discuss a variety of print and graphics Suggestions for Assessment of Standard 6: Games Shared writing (whole group/partners) Interview Writing Domains Multiple Measures Tools Portfolio KINDERGARTEN 1. Spell the 10 high frequency words
Grade 4: Language Arts grammar/usage Students are expected to identify and use correctly nouns, pronouns,verbs, adjectives, adverbs, prepositions, and conjunctions in their writing http://www.coreknowledge.org/CKproto2/schools/OKC_Gr4.htm
Extractions: Grade 4: Language Arts CORE KNOWLEDGE OK P.A.S.S. I. Writing, Grammar, and Usage A. Writing and Research III.A. Select a topic, formulate questions, and select appropriate resources for research. III.B. Identify key words to be used in searching for resources and information. III.C. Take notes to paraphrase or summarize information. III.D. Interpret information from charts, maps, graphs, tables, and diagrams. III.E. Follow multiple-step directions to accomplish tasks. III.F. Understand the organization of and access information from electronic card catalogs and databases, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes. III.G. Increase use of text format as an aid in constructing meaning from nonfiction (expository) text (heading, subheading, bold, and italic print). III.H. Compile researched information into a written report or summary. III.I. Continue to use test-taking strategies. V.A. Use a writing process to develop and refine composition skills. V.A.1. Participate in prewriting activities such as brainstorming, using graphic organizers, and free writing. V.A.2.
Untitled Document 8.3.tpi.2. use conventional language structures in both oral and written 8.3.tpi.5.recognize and selfcorrect errors in grammar, usage, and spelling. http://www.state.tn.us/education/ci/cistandards2001/la/cilag8elements.htm
Extractions: Etta Crittenden , Reading Consultant Elements of Language Content Standard: 3.0 The student will use standard English conventions and proper spelling as appropriate to speaking and writing. Learning Expectations: Elements of Language Use nouns appropriately (e.g., predicate nouns, appositives). Use verbs appropriately (e.g., agree with the subject in person and number, verbs that take objects, linking verbs with predicate nouns and adjectives; verb phrases; consistency in verb tense; regular and irregular verb forms; correct use of both simple and perfect tenses; proper use of active and passive voice, subjunctive mood). Use pronouns appropriately (e.g., use of proper pronoun case: objective, nominative, and possessive; pronoun-antecedent agreement). Use adjectives appropriately (e.g., correct comparative and superlative forms, predicate adjectives, adjective phrases and clauses). Use adverbs appropriately (e.g., correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs).
