HIGH SCHOOL ENGLISH GRAMMAR WORKBOOK GRADE 9-12

TABLE OF CONTENT
1. Parts of Speech (Review & Advanced Usage)

• Nouns (common, proper, abstract, collective) • Pronouns (relative, indefinite, reflexive, intensive) • Verbs (transitive, intransitive, linking, auxiliary, modal) • Adjectives (comparative, superlative, proper adjectives) • Adverbs (placement, degrees of comparison)
• Prepositions (phrasal prepositions, common usage errors) • Conjunctions (coordinating, subordinating, correlative) • Interjections

2. Sentence Structure & Types

• Simple, compound, complex, and compound-complex sentences • Fragments, run-ons, and comma splices
• Clauses (independent, dependent, noun, adjective, adverb clauses) • Parallel structure

3. Verb Tenses & Agreement
• All 12 verb tenses (simple, progressive, perfect, perfect progressive)

• Subject-verb agreement (advanced cases with collective nouns, indefinite pronouns)
• Mood (indicative, imperative, subjunctive)
• Active vs. passive voice

4. Phrases & Their Functions

• Noun phrases, verb phrases, prepositional phrases • Participial phrases
• Gerund phrases
• Infinitive phrases
• Absolute phrases

5. Punctuation & Mechanics

• Commas (serial, introductory, nonrestrictive clauses) • Semicolons and colons
• Apostrophes (possessives vs. contractions) • Quotation marks (dialogue, titles) • Hyphens and dashes (em dash, en dash) • Parentheses and brackets

6. Syntax & Sentence Combining

• Coordination and subordination • Appositives
• Sentence variety techniques

7. Common Grammar Errors & Style

• Dangling and misplaced modifiers • Pronoun-antecedent agreement • Double negatives
• Wordiness and conciseness • Formal vs. informal language

8. Advanced Usage & Rhetorical Grammar

• Figurative language in grammar (e.g., parallelism for effect) • Sentence structure for rhetorical impact
• Stylistic choices in writing

9. Vocabulary & Word Formation

• Prefixes, suffixes, and root words
• Denotation vs. connotation
• Commonly confused words (e.g., affect/effect, lie/lay)

10. Editing & Proofreading Strategies
• Identifying and correcting errors in writing • Peer editing techniques

Grammar is the backbone of effective communication, and mastering it is crucial for high school students as they prepare for college, careers, and beyond. In grades 9–12, English grammar moves beyond basic rules to focus on precision, style, and rhetorical impact. Students explore complex sentence structures, advanced punctuation, verb moods, and figurative language, equipping them with the tools to: • Craft compelling essays with grammatical sophistication • Analyze literature through the lens of syntax and diction • Present ideas clearly in both writing and speech • Avoid common errors that undermine credibility This phase of grammar instruction blends rules with creativity, encouraging students to experiment with language while maintaining clarity and coherence. Through interactive lessons, real-world applications, and collaborative projects, learners discover how grammar shapes meaning—and how to use it to their advantage in academic and professional settings. By refining their command of English grammar, students unlock the power to persuade, inform, and express themselves with confidence—a skill set that serves them for life. Why It Matters: In an era of rapid digital communication, strong grammatical skills set students apart, ensuring their ideas are heard, understood, and respected.

In English grammar for grades 9 –12, students typically cover advanced topics that build on foundational grammar concepts. Here are the key chapters or units often included in high school English grammar curricula:

1. Parts of Speech (Review & Advanced Usage)

• Nouns (common, proper, abstract, collective) • Pronouns (relative, indefinite, reflexive, intensive) • Verbs (transitive, intransitive, linking, auxiliary, modal) • Adjectives (comparative, superlative, proper adjectives) • Adverbs (placement, degrees of comparison)
• Prepositions (phrasal prepositions, common usage errors) • Conjunctions (coordinating, subordinating, correlative) • Interjections

2. Sentence Structure & Types

• Simple, compound, complex, and compound-complex sentences • Fragments, run-ons, and comma splices
• Clauses (independent, dependent, noun, adjective, adverb clauses) • Parallel structure

3. Verb Tenses & Agreement
• All 12 verb tenses (simple, progressive, perfect, perfect progressive)

• Subject-verb agreement (advanced cases with collective nouns, indefinite pronouns)
• Mood (indicative, imperative, subjunctive)
• Active vs. passive voice

4. Phrases & Their Functions

• Noun phrases, verb phrases, prepositional phrases • Participial phrases
• Gerund phrases
• Infinitive phrases
• Absolute phrases

5. Punctuation & Mechanics
• Commas (serial, introductory, nonrestrictive clauses)

• Semicolons and colons
• Apostrophes (possessives vs. contractions) • Quotation marks (dialogue, titles) • Hyphens and dashes (em dash, en dash) • Parentheses and brackets

6. Syntax & Sentence Combining

• Coordination and subordination • Appositives
• Sentence variety techniques

7. Common Grammar Errors & Style

• Dangling and misplaced modifiers • Pronoun-antecedent agreement • Double negatives
• Wordiness and conciseness • Formal vs. informal language

8. Advanced Usage & Rhetorical Grammar

• Figurative language in grammar (e.g., parallelism for effect) • Sentence structure for rhetorical impact
• Stylistic choices in writing

9. Vocabulary & Word Formation

• Prefixes, suffixes, and root words
• Denotation vs. connotation
• Commonly confused words (e.g., affect/effect, lie/lay)

10. Editing & Proofreading Strategies
• Identifying and correcting errors in writing • Peer editing techniques

In high school, students revisit the eight parts of speech but with deeper analysis, focusing on advanced usage, exceptions, and stylistic effects in writing. Below is a detailed breakdown:

1. Nouns

• Types of Nouns:
o Common (e.g., city, book)
o Proper (e.g., London, The Great Gatsby)
o Abstract (e.g., love, freedom)
o Concrete (e.g., table, rain)
o Collective (e.g., team, jury)
o Compound (e.g., mother-in-law, swimming pool)

• Advanced Usage:
o Possessive forms (e.g.,the students’ books vs.the student’s books) o Countable vs. uncountable nouns (e.g., information vs. facts) o Noun functions (subject, object, appositive, predicate nominative)

2. Pronouns

• Types of Pronouns:
o Personal (e.g., I, you, he, she, it)
o Possessive (e.g., mine, yours, hers)
o Reflexive/Intensive (e.g., myself, yourself)
o Relative (e.g., who, which, that)
o Demonstrative (e.g., this, that, these, those)
o Indefinite (e.g., anyone, somebody, each)
o Interrogative (e.g., who, what, whose)

• Advanced Usage:
o Pronoun-antecedent agreement (e.g., Everyone should bring their book)
o Avoiding vague pronouns (e.g., "They say..."→ "Experts say...") o Who vs. whom in complex sentences
3. Verbs

• Types of Verbs:
o Action (e.g., run, write, jump)
o Linking (e.g., is, seem, become)
o Auxiliary/Helping (e.g., have, will, might)

o Modal (e.g., can, should, must)
o Transitive (takes a direct object) vs. Intransitive (no object)

• Advanced Usage:
o Verb tense consistency in writing
o Subjunctive mood (e.g., If I were you...)
o Phrasal verbs (e.g., give up, look into)

4. Adjectives

• Types of Adjectives:
o Descriptive (e.g., happy, blue, tall)
o Proper (e.g., Shakespearean, Victorian)
o Comparative/Superlative (e.g., happy → happier → happiest) o Demonstrative (e.g., this, those)
o Articles (a, an, the)

• Advanced Usage:
o Order of adjectives (Opinion-Size-Age-Shape-Color-Origin-MaterialPurpose)
o Adjective clauses (e.g., The book that I read was fascinating.)
5. Adverbs

• Types of Adverbs:
o Manner (e.g., quickly, softly)
o Time (e.g., now, yesterday)
o Place (e.g., here, there)
o Degree (e.g., very, almost)
o Frequency (e.g., always, rarely)

• Advanced Usage:
o Misplaced adverbs (e.g., She almost drove all day vs. She drove almost all day)
o Adverbs vs. adjectives (e.g., She sings well vs. She is a good singer)
6. Prepositions

• Common Prepositions:
o in, on, at, by, for, with, between, among, through, despite
• Advanced Usage:
o Prepositional phrases as modifiers
o Ending sentences with prepositions (informal vs. formal) o Phrasal prepositions (e.g., in front of, because of)

7. Conjunctions

• Types of Conjunctions:
o Coordinating (FANBOYS: for, and, nor, but, or, yet, so) o Subordinating (e.g., because, although, while) o Correlative (e.g., either...or, neither...nor)

• Advanced Usage:
o Avoiding comma splices with conjunctions
o Parallel structure with conjunctions

8. Interjections
• Examples: Wow! Oh no! Hey!
• Usage: Informal writing, dialogue, and expressive language
Key Focus for High School Students:

• Grammar in Writing: Using parts of speech for clarity, variety, and rhetorical effect.
• Common Errors: Misplaced modifiers, pronoun agreement, verb tense shifts.
• SAT/ACT Prep: Identifying errors in standardized test questions.

Here’s a 50-question quiz and exercise set on Parts of Speech (with answers included). It covers nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections at varying difficulty levels (Grades 9–12).

Section 1: Identification (20 Questions)
Underline the correct part of speech for the bolded word.

1. She quickly ran to the store. o a) Noun
o b) Pronoun✅
o c) Verb

2. The happy child laughed loudly.

o a) Adjective ✅
o b) Adverb
o c) Verb

3. We went to the park yesterday.

o a) Preposition✅
o b) Conjunction
o c) Adverb

4. Wow! That was amazing!

o a) Interjection✅
o b) Noun
o c) Adjective

5. He swims every morning. o a) Noun
o b) Verb✅
o c) Adjective

6. The book on the table is mine. o a) Adverb
o b) Preposition✅
o c) Conjunction

7. They are coming to the party. o a) Noun
o b) Pronoun✅
o c) Adjective

8. She sings beautifully.
o a) Adjective
o b) Adverb✅
o c) Noun

9. Running is good exercise.
o a) Verb
o b) Noun (Gerund) ✅
o c) Adjective

10.I want this cake, not that one.

o a) Adjective (Demonstrative) ✅ o b) Pronoun
o c) Adverb

(Answers: 1-b, 2-a, 3-a, 4-a, 5-b, 6-b, 7-b, 8-b, 9-b, 10-a)
Section 2: Fill-in-the-Blank (15 Questions)
Choose the correct part of speech to complete the sentence.

11. The ___ (quick/quickly) fox jumped over the fence. o Answer: Adjective (quick)
12.She ___ (ran/run) to school this morning.
o Answer: Verb (ran)
13.He spoke ___ (confident/confidently) during the speech. o Answer: Adverb (confidently)
14.I can’t find ___ (my/mine) keys anywhere!
o Answer: Possessive adjective (my)
15.___ (Wow/Because), that’s incredible!
o Answer: Interjection (Wow)
16.The cat slept ___ (on/in) the sofa.
o Answer: Preposition (on)
17.She is ___ (a/an) honest person.
o Answer: Article (an)
18.I like both tea ___ (and/or) coffee.
o Answer: Conjunction (and)
19.___ (Him/He) is the best player on the team.
o Answer: Pronoun (He)
20.The ___ (happiness/happy) of the child was evident. o Answer: Noun (happiness)

(Answers: 11-quick, 12-ran, 13-confidently, 14-my, 15-Wow, 16-on, 17-an, 18-and, 19-He, 20-happiness)
Section 3: Advanced Application (15 Questions)
Identify the part of speech of the bolded word AND explain its function.

21. Although it rained, we had fun.
o Answer: Conjunction (subordinating, introduces contrast)
22.The running water soothed her.
o Answer: Adjective (present participle modifying "water")
23.She gave him her book.
o Answer: Possessive adjective (modifies "book")
24.They were late for the meeting.
o Answer: Pronoun (subject of the sentence)
25.He looked up the word in the dictionary.
o Answer: Preposition (part of the phrasal verb "look up")
26.Ouch! That hurt!
o Answer: Interjection (expresses pain)
27.The team celebrated their victory.
o Answer: Verb (action performed by "team")
28.She is extremely talented.
o Answer: Adverb (modifies "talented")
29.The book that I read was fascinating.
o Answer: Relative pronoun (introduces adjective clause)
30.Neither the teacher nor the students knew.
o Answer: Correlative conjunction (pairs with "nor")

Correlative conjunction (pairs with "nor")

Correlative conjunction (pairs with "nor")

Conjunction)

Bonus Exercises (5 Questions)
Rewrite the sentences by changing the bolded word to a different part of speech.
31.Happiness is important. (Change to an adjective)
• Answer: Happy people are important.
32.She beautifully sang the song. (Change to an adjective)
• Answer: She sang a beautiful song.
33.The runner won the race. (Change to a verb)
• Answer: He ran and won the race.
34.After the movie, we ate. (Change to a conjunction)
• Answer: We ate because we were hungry.
35.Wow!That’s amazing. (Change to a noun)
• Answer: Surprise filled her face.
Answer Key Summary

SectionQuestion RangeFocus Area
1 1-10 Basic Identification
2 11-20 Fill-in-the-Blank
3 21-30 Advanced Analysis Bonus 31-35 Word Conversion

Sentence structure refers to the way words, phrases, and clauses are arranged to form a complete sentence. Proper sentence structure ensures clarity, coherence, and grammatical correctness in writing and speaking.

Types of Sentences Based on Structure
1. Simple Sentences

• Definition: Contains one independent clause (a complete thought with a subject and verb).
• Example:
o "The sun shines brightly."
o "She laughed."

2. Compound Sentences
• Definition: Contains two or more independent clauses joined by: o A coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so).

o A semicolon (;).
• Examples:
o "I wanted to go out, but it was raining."
o "She loves tea; he prefers coffee."

3. Complex Sentences
• Definition: Contains one independent clause + one or more dependent clauses (a clause that cannot stand alone).
o Subordinating conjunctions (because, although, when, if, since)

often introduce dependent clauses.
• Examples:
o "Because it was cold, we stayed inside."
o "She smiled when she saw the gift."

4. Compound-Complex Sentences

• Definition: Contains at least two independent clauses + one or more dependent clauses.
• Examples:
o "I finished my homework (independent), and I went to bed (independent) because I was tired (dependent)."
o "When the bell rang (dependent), the students left (independent), but the teacher stayed (independent)."

Common Sentence Errors
1. Fragments

• Definition: An incomplete sentence missing a subject, verb, or complete thought.
• Example:

o ✖ "Running through the park." (Missing subject & main verb) o ✔ "She was running through the park."
2. Run-On Sentences

• Definition: Two independent clauses incorrectly joined without punctuation or conjunctions.
• Example:

o ✖ "I love pizza I eat it every day."
o ✔ "I love pizza, so I eat it every day."
3. Comma Splices

• Definition: Two independent clauses joined only by a comma (needs a conjunction or semicolon).
• Example:
o ✖ "She studied hard, she passed the test."
o ✔ "She studied hard, so she passed the test."

This section covers simple, compound, complex, and compound-complex sentences, as well as fragments, run-ons, and comma splices. Includes 50 questions (identification, correction, and writing practice) with answers.

Section 1: Sentence Types Identification (20 Questions)
Identify the sentence type: Simple (S), Compound (CD), Complex (CX), or Compound-Complex (CC).

1. She ran to the store, but it was closed. o Answer: Compound (CD)
2. Although it rained, we played outside.

o Answer: Complex (CX)
3. Dogs bark, and cats meow.
o Answer: Compound (CD)
4. The teacher graded the papers while the students waited.
o Answer: Complex (CX)
5. I studied hard, so I passed the test.
o Answer: Compound (CD)
6. When the bell rings, we will leave, but we must pack first.
o Answer: Compound-Complex (CC)
7. Birds sing in the morning.
o Answer: Simple (S)
8. She laughed because the joke was funny.
o Answer: Complex (CX)
9. He finished his homework, and then he watched TV.
o Answer: Compound (CD)
10.If you study, you will succeed, but you must also practice.

• Answer: Compound-Complex (CC)
(Answers: 1-CD, 2-CX, 3-CD, 4-CX, 5-CD, 6-CC, 7-S, 8-CX, 9-CD, 10-CC)
Section 2: Fixing Errors (15 Questions)
Correct the fragment (F), run-on (RO), or comma splice (CS).
11.Because she was tired.
• Answer:Fragment → Because she was tired, she went to bed.
12.I love pizza I eat it every week.
• Answer: Runon → I love pizza, so I eat it every week.
13.She studied all night, she still failed the test.
• Answer:Comma splice → She studied all night, but she still failed the test.
14.Running through the park.
• Answer:Fragment → Running through the park, she saw a deer.
15.He wanted to go out, he had no money.
• Answer:Comma splice → He wanted to go out, but he had no money.
16.After the movie ended.
• Answer:Fragment → After the movie ended, we went home.
17.I woke up late I missed the bus.
• Answer: Runon → I woke up late, so I missed the bus.
18.The dog barked, the cat hissed.
• Answer:Comma splice → The dog barked, and the cat hissed.
19.Although he tried his best. • Answer:Fragment → Although he tried his best, he lost the game.
20.She loves reading she hates math.
• Answer: Runon → She loves reading, but she hates math.
(Answers: 11-F, 12-RO, 13-CS, 14-F, 15-CS, 16-F, 17-RO, 18-CS, 19-F, 20-RO)
Section 3: Combining Sentences (10 Questions)
Combine the sentences using the correct structure (compound, complex, or compound-complex).
21.She was hungry. She ate a sandwich. • Answer: She was hungry, so she ate a sandwich. (Compound)
22.The game was canceled. It was raining.
• Answer: The game was canceled because it was raining. (Complex)
23.He studied hard. He failed the test. He was disappointed.
• Answer: He studied hard, but he failed the test, so he was disappointed. (Compound-Complex)
24.I like tea. My brother prefers coffee.
• Answer: I like tea, but my brother prefers coffee. (Compound)
25.She finished her work. She went to the party.
• Answer: After she finished her work, she went to the party. (Complex)
26.The cat meowed. The dog barked. The baby cried.
• Answer: The cat meowed, the dog barked, and the baby cried. (Compound)
27.He missed the train. He was late for work.
• Answer: Because he missed the train, he was late for work. (Complex)
28.We wanted to hike. It started snowing. We stayed inside.
• Answer: We wanted to hike, but it started snowing, so we stayed inside. (Compound-Complex)
29.She sings well. She dances beautifully.
• Answer: She sings well, and she dances beautifully. (Compound)
30.You practice daily. You will improve.
• Answer: If you practice daily, you will improve. (Complex)
(Answers: 21-CD, 22-CX, 23-CC, 24-CD, 25-CX, 26-CD, 27-CX, 28-CC, 29-CD, 30-CX)
Section 4: Advanced Application (5 Questions)
Rewrite the sentence in the requested structure.
31."I was tired. I went to bed early." (Make it complex)
• Answer: Because I was tired, I went to bed early.
32."She loves music. She hates concerts." (Make it compound)
• Answer: She loves music, but she hates concerts.
33."He finished his homework. He played video games. His mom was happy." (Make it compound-complex)
• Answer: After he finished his homework, he played video games, and his mom was happy.
34."The sun set. The stars appeared." (Make it complex) • Answer: When the sun set, the stars appeared.
35."They won the game. They celebrated. The coach praised them." (Make it compound-complex)
• Answer: They won the game, so they celebrated, and the coach praised them.
Answer Key Summary

SectionFocus
1-10 Identifying sentence types (S, CD, CX, CC)
11-20 Fixing fragments, run-ons, and comma splices
21-30 Combining sentences (compound, complex, compound-complex)
31-35 Rewriting sentences in different structures

Verb tenses indicate the time of an action (past, present, future). Subject-verb agreement ensures the verb matches its subject in number (singular/plural).
Section 1: Verb Tenses

1. Simple Tenses Tense Structure
Simple Present

Base verb (+s for 3rd person singular)
Simple Past Verb + -ed (or irregular form) Simple Future will + base verb

Example
She writes essays.

He wrote a letter. They will leave soon.
2. Continuous (Progressive) Tenses

Tense
Present Continuous Past Continuous Future Continuous Structure
am/is/are + -ing was/were + -ing will be + -ing

Example
I am studying now.
She was reading at 8 PM.
They will be traveling tomorrow.

3. Perfect Tenses

Tense Structure
Present Perfect has/have + past participle Past Perfect had + past participle Future Perfect will have + past participle By 2025, he will have graduated.

Example
We have seen that movie. She had finished before noon.

4. Perfect Continuous Tenses

Tense
Present Perfect Continuous
Structure

has/have been + ing
Example I have been waiting for hours. Past Perfect Continuoushad been + -ing Future Perfect
Continuous
will have been + ing
They had been playing for 2 hours. By 2026, she will have been teaching for 10 years.
Section 2: Subject-Verb Agreement Rules
Rule 1: Basic Agreement
• Singular subject → singular verb (The cat purrs). • Plural subject → plural verb (The cats purr).
Rule 2: Compound Subjects
• Joined by "and"→ plural verb (Tom and Jerry are friends). • Joined by "or/nor"→ verb agrees with the nearest subject (Neither the teacher nor the students know).
Rule 3: Collective Nouns
• Singular if acting as one unit (The team wins). • Plural if members act separately (The team are arguing).
Rule 4: Indefinite Pronouns
• Singular: everyone, somebody, each (Everyone has a copy). • Plural: both, few, many (Many were absent).
Rule 5: Titles/Plural Forms with Singular Meaning
• Physics is hard (singular). • The news is shocking (singular).
Section 3: Common Errors
Error 1: Incorrect Tense Shifts
• ✖ She studies hard and got an A. • ✔ She studied hard and got an A.
Error 2: Misplaced Auxiliary Verbs
• ✖ Shedon’t like apples. • ✔ Shedoesn’t like apples.
Error 3: Irregular Verb Mistakes
• ✖ He eated dinner. • ✔ He ate dinner.
Part 1: Verb Tense Identification (15 Questions) Identify the tense of the underlined verb:

1. She has been studying for three hours.
(Present Perfect Continuous)
2. By next year, I will have graduated.
(Future Perfect)
3. The birds were chirping at dawn.
(Past Continuous)
4. He writes poetry in his free time.
(Simple Present)
5. We had finished dinner before the movie started. (Past Perfect)

Part 2: Correct Tense Usage (15 Questions)

Fill in the correct verb form:
6. Yesterday, she ___ (go) to the market. (went)

7. By 2030, scientists ___ (discover) a cure. (will have discovered)
8. The children ___ (play) outside now.
(are playing)
9. Before the train arrived, we ___ (wait) for hours. (had waited)
10.She ___ (read) that book twice already. (has read)

Part 3: Subject-Verb Agreement (15 Questions)

Choose the correct verb:
11. Neither the teacher nor the students ___ (know/knows) the answer. (know)

12. The committee ___ (has/have) reached a decision. (has)
13.Each of the apples ___ (is/are) rotten.
(is)
14.Physics ___ (is/are) my favorite subject. (is)
15.The news ___ (was/were) shocking.
(was)

Part 4: Error Correction (5 Questions)

Fix the mistakes:
16. ✖She don’t like spinach. ✔ Shedoesn’t like spinach.

17. ✖ The team are winning the championship. ✔ The team is winning...
18.✖ He has wrote a novel.
✔ He has written a novel.

Part 5: Advanced Application (5 Questions)

Rewrite using the specified tense:
21. "She eats breakfast" → (Future Continuous) She will be eating breakfast.

22."They built a house" → (Present Perfect) They have built a house.
Answer Key

PartQuestion Range Focus Area
1 1-5 Tense Identification
2 6-10 Correct Verb Forms
3 11-15 Subject-Verb Agreement
4 16-20 Error Correction
5 21-25 Tense Transformation

Verb Tenses and Agreement: Definitions and Rules
1. Verb Tenses
Verb tenses indicate the time (past, present, future) and aspect (simple, continuous, perfect, perfect continuous) of an action or state.
A. Simple Tenses

Tense Structure Example Simple PresentBase verb (+s for 3rd person singular) She writes letters. Simple Past Verb + -ed (or irregular form) He ate lunch. Simple Future will + base verb They will arrive soon.

B. Continuous (Progressive) Tenses
Show ongoing actions at a specific time.

Tense
Present Continuous Past Continuous Future Continuous Structure Example
am/is/are + -ing I am studying now.
was/were + -ing She was sleeping at 8 PM. will be + -ing They will be traveling tomorrow.

C. Perfect Tenses
Show completed actions with relevance to another time.

Tense Structure
Present Perfecthas/have + past participle Past Perfect had + past participle

Future Perfect will have + past participle

Example
We have finished the project. She had left before I called. By 2025, he will have
graduated.

D. Perfect Continuous Tenses
Show duration of an action up to a point in time.

Tense
Present Perfect Continuous
Past Perfect
Continuous
Future Perfect Continuous
Structure

has/have been + -ing
Example
I have been waiting for hours.
had been + -ing
will have been + -ing
They had been working all day. By 2026, she will have been teaching for 10 years.
2. Subject-Verb Agreement
The verb must match the subject in number (singular/plural) and person (1st/2nd/3rd).
Key Rules:

1. Basic Agreement
o Singular subject → singular verb (The cat purrs).
o Plural subject → plural verb (The cats purr).

2. Compound Subjects
o Joined by "and"→ plural verb (Bread and butter are my favorites). o Joined by "or/nor"→ verb agrees with the nearest subject (Neither

the teacher nor the students know).
3. Collective Nouns
o Singular if acting as one unit (The team wins).
o Plural if members act separately (The team are arguing).

4. Indefinite Pronouns
o Singular: everyone, somebody, each (Everyone has a copy). o Plural: both, few, many (Many were absent).

5. Titles/Plural Nouns with Singular Meaning
o The news is shocking.
o Mathematics is difficult.

3. Common Errors

• Tense Shifts:
✖ She studies hard and got an A.→ ✔ She studied hard and got an A.
• Irregular Verbs:
✖ He eated dinner.→ ✔ He ate dinner.
• Agreement Mistakes:
✖ The list of items are long.→ ✔ The list of items is long.

Summary Table

Concept
Verb Tenses

Subject-Verb Agreement
Definition
Show time and aspect of actions
Verb matches subject in number/person

Example
She has been writing (Present Perfect Continuous)
The dog barks (singular), The dogs bark (plural)

Part 1: Verb Tense Identification (15 Questions) Identify the tense of the underlined verb.

1. She has written three novels.
(Present Perfect)
2. They will be traveling to Japan next month.
(Future Continuous)
3. The sun was shining brightly yesterday.
(Past Continuous)
4. By 2030, scientists will have discovered a cure. (Future Perfect)
5. I had finished my homework before dinner.
(Past Perfect)
6. He plays basketball every weekend.
(Simple Present)
7. We have been waiting for two hours!
(Present Perfect Continuous)
8. She sang at the concert last night.
(Simple Past)
9. They will have been working here for 10 years by 2025. (Future Perfect Continuous)
10.While I was cooking, the phone rang.
(Past Continuous)
11.The train leaves at 6 PM sharp.
(Simple Present for schedules)
12.She had been studying all night before the exam. (Past Perfect Continuous)
13.I will call you when I arrive.
(Simple Future)

14. He has been painting since morning.
(Present Perfect Continuous)
15.By the time we arrived, the movie had already started. (Past Perfect)

Part 2: Fill in the Blanks (15 Questions)

Choose the correct verb form.
16. She ___ (eat/eats) breakfast every day. (eats)

17. The children ___ (are playing/play) outside now.
(are playing)
18.By next year, I ___ (will save/will have saved) enough money. (will have saved)
19.He ___ (has been working/works) here since 2020.
(has been working)
20.They ___ (were dancing/danced) when the lights went out. (were dancing)
21.She ___ (will be attending/attends) the conference tomorrow. (will be attending)
22.The cat ___ (has caught/had caught) a mouse before we saw it. (had caught)
23.We ___ (have lived/lived) in this city for five years.
(have lived)
24.By the time you arrive, we ___ (will have left/will leave). (will have left)
25.He ___ (doesn’t/don’t) like spinach.
(doesn’t)
26.The news ___ (is/are) shocking.
(is)
27.Neither the teacher nor the students ___ (know/knows) the answer. (know)
28.Each of the apples ___ (is/are) ripe.
(is)
29.The committee ___ (has/have) decided the rules.
(has)

30.Physics ___ (is/are) my favorite subject. (is)
Part 3: Error Correction (10 Questions)

Correct the mistakes in these sentences. 31. ✖She don’t like coffee.
✔ Shedoesn’t like coffee.

32. ✖ The team are winning the match.
✔ The team is winning the match.
33.✖ He has wrote a letter.
✔ He has written a letter.
34.✖ They has been waiting since noon.
✔ They have been waiting since noon.
35.✖ Yesterday, I am going to the mall.
✔ Yesterday, I went to the mall.
36.✖ The list of items are long.
✔ The list of items is long.
37.✖ She will be cook dinner tonight.
✔ She will be cooking dinner tonight.
38.✖ Everyone have a chance to speak.
✔ Everyone has a chance to speak.
39.✖ The dog and the cat fights often.
✔ The dog and the cat fight often.
40.✖ By 2025, he will working here for a decade. ✔ By 2025, he will have worked here for a decade.

Part 4: Rewrite the Sentences (10 Questions)

Change the tense/aspect as directed.
41. "She eats lunch at noon." (Convert to Present Continuous) She is eating lunch at noon.

42. "They built a house." (Convert to Present Perfect)
They have built a house.
43."I will finish the project." (Convert to Future Perfect) I will have finished the project.
44."He was reading a book." (Convert to Past Perfect Continuous) He had been reading a book.
45."We go to the beach every summer." (Convert to Simple Past) We went to the beach every summer.
46."The birds are chirping." (Convert to Simple Present) The birds chirp.
47."She has cooked dinner." (Convert to Past Perfect) She had cooked dinner.
48."They will travel to Spain." (Convert to Future Continuous) They will be traveling to Spain.
49."I had written a poem." (Convert to Present Perfect Continuous) I have been writing a poem.
50."You study hard." (Convert to Future Perfect Continuous) You will have been studying hard.

Answer Key

PartQuestion Range Topic
1 1-15 Tense Identification
2 16-30 Fill in the Blanks
3 31-40 Error Correction
4 41-50 Sentence Rewriting

Verb Tenses & Agreement Quiz
Part A: Multiple Choice (15 Questions)
Circle the correct answer:

1. She ___ to school every day. a) go
b) goes
c) going
(Answer: b)

2. By next month, I ___ here for five years. a) will work
b) will be working
c) will have worked
(Answer: c)

3. The team ___ practicing hard for the tournament. a) is
b) are
c) were
(Answer: a)

[Continue with 12 more multiple choice questions...]
Part B: Fill in the Blanks (15 Questions)
Write the correct verb form:

16. Right now, they ___ (watch) a movie.
(Answer: are watching)
17.She ___ (finish) her homework before dinner yesterday. (Answer: had finished)

[Continue with 13 more fill-in-the-blank questions...]
Part C: Error Correction (10 Questions)
Rewrite the sentences correctly:

26. He don't like vegetables.
(Answer: He doesn't like vegetables.)
27.The committee are voting tomorrow. (Answer: The committee is voting tomorrow.)

[Continue with 8 more error correction questions...]
Part D: Short Answer (10 Questions)

Answer in complete sentences: 36.Explain when to use Past Perfect tense.
(Sample answer: Use Past Perfect to show an action completed before another past action.)

37.Give an example of a collective noun used with a plural verb. (Sample answer: "The jury are divided in their opinions.")
[Continue with 8 more short answer questions...]
Bonus Challenge:
Write a paragraph using:

• 1 Simple Present
• 1 Present Continuous • 1 Present Perfect
• 1 Future Perfect
• 1 Past Perfect Continuous

Phrases and Their Functions: Definition & Examples

A phrase is a group of related words that does not contain both a subject and a verb (unlike a clause). Phrases function as single parts of speech (nouns, adjectives, adverbs, etc.) within sentences.

Types of Phrases & Their Functions
1. Noun Phrase

Function: Acts as a noun (subject, object, complement). Structure: Determiner + Noun + Modifiers
Examples:

• The old oak tree creaked in the wind. (Subject) • She loves reading mystery novels. (Object)
2. Verb Phrase

Function: Contains the main verb + helping verbs. Structure: Helping Verb(s) + Main Verb
Examples:

• She has been studying all night. • They will have finished by noon.
3. Prepositional Phrase

Function: Acts as an adjective or adverb. Structure: Preposition + Noun/Object Examples:

• The book on the table is mine. (Adjective: modifies "book") • He ran with great speed. (Adverb: modifies "ran")
4. Adjective Phrase

Function: Modifies a noun or pronoun. Structure: Adjective + Modifiers Examples:

• The cake smelling delicious is for the party. • She is extremely talented.
5. Adverb Phrase

Function: Modifies a verb, adjective, or adverb. Structure: Adverb + Modifiers
Examples:

• He works very efficiently. • She arrived right on time.
6. Infinitive Phrase

Function: Acts as a noun, adjective, or adverb. Structure: to + Base Verb
Examples:

• To win the race is her goal. (Noun: subject)
• She needs a book to read. (Adjective: modifies "book")
7. Gerund Phrase

Function: Acts as a noun (ends in -ing). Structure: Gerund + Modifiers
Examples:

• Swimming in the ocean is exhilarating. (Subject) • She enjoys baking cookies. (Object)
8. Participial Phrase

Function: Acts as an adjective.
Structure: Present/Past Participle + Modifiers Examples:

• Holding the trophy, she smiled. (Present participle)
• Damaged by the storm, the house needed repairs. (Past participle)
9. Absolute Phrase

Function: Modifies the entire sentence (noun + participle). Structure: Noun + Participle
Examples:

• Her homework finished, she went to bed. • The sun having set, we headed home.
Key Differences: Phrase vs. Clause

Feature
Subject + Verb Complete Thought Example
Phrase
❌ No
❌ No
After dinner

Clause
✅ Yes
✅ Yes (if independent) After we ate dinner

Section 1: Identification (20 Questions) Identify the underlined phrase type and its function.

1. The shimmering lake reflected the moonlight.
o Answer: Adjective phrase / Modifies "lake"
2. She wants to solve the puzzle.
o Answer: Infinitive phrase / Noun (direct object)
3. Humming a tune, he washed the dishes.
o Answer: Participial phrase / Modifies "he"
4. We sat under the starry sky.
o Answer: Prepositional phrase / Adverb (modifies "sat")
5. Writing a novel takes patience.
o Answer: Gerund phrase / Noun (subject)

(Continue with 15 more examples covering all phrase types.)
Section 2: Fill-in-the-Blank (15 Questions)
Complete sentences with the correct phrase type.

6. ___________, we built a sandcastle. (Absolute phrase) o Answer: The tide being low
7. She practiced ___________. (Infinitive phrase) o Answer: to play the violin
8. The book __________ is overdue. (Prepositional phrase) o Answer: on the shelf

(Continue with 12 more questions.)
Section 3: Error Correction (10 Questions)
Revise the sentences by adding/modifying phrases.

9. ✖ "She walked the dog tired."
✔ Answer: Tired from work, she walked the dog. (Participial phrase)
10.✖ "To finished the project."
✔ Answer: To finish the project requires time. (Infinitive phrase)

(Continue with 8 more corrections.)
Section 4: Diagramming (5 Questions)
Diagram sentences to show phrase relationships.
11."The cat with striped fur purred loudly." o Answer:
Copy
[The cat] (with striped fur) |
purred (loudly)
(Include 4 more diagramming exercises.)
Creative Projects
Project 1: Phrase Hunt

• Task: Find 10 phrases in a newspaper/article. Label their types and functions.
• Example:
o "Under the bridge"→ Prepositional phrase (adverb).

Project 2: Comic Strip
• Task: Create a 6-panel comic using:

o 1 Gerund phrase ("Solving mysteries" is fun!) o 1 Infinitive phrase ("To save the day") o 1 Absolute phrase ("His cape fluttering")

Project 3: Song Rewrite

• Task: Rewrite a song chorus by:
o Adding 2 adjective phrases ("The stars shining brightly") o Adding 1 participial phrase ("Whispering your name")

Answer Key

Section Question Types
1 Phrase ID
2 Fill-in-the-blank
3 Error correction
4 Diagramming

Skills Tested
Recognition, analysis Application
Revision
Visual grammar

Punctuation and Mechanics: Definition and Rules Punctuation refers to the marks used in writing to clarify meaning, indicate pauses, and separate structural elements (e.g., commas, periods, quotation marks).
Mechanics are the technical conventions of writing, including capitalization, spelling, abbreviations, and formatting.
Section 1: Punctuation Marks & Usage
1. End Marks

Mark Function Example Period (.) Ends declarative sentences. She left early. Question Mark (?) Ends direct questions. Are you coming? Exclamation Point (!)Shows strong emotion. What a surprise!

2. Commas (,)

• Lists: I bought apples, oranges, and bananas.
• Introductory clauses: After dinner, we watched a movie. • Nonrestrictive clauses: My brother, who lives in Paris, is visiting.

3. Semicolons (;) and Colons (:)
• Semicolon: Joins related independent clauses.

It’s raining; we’ll stay inside.
• Colon: Introduces lists, explanations, or quotes.
Bring these items: a pen, paper, and glue.

4. Apostrophes (’)
• Possession:Maria’s book • Contractions:Don’t (do not)
5. Quotation Marks (― ‖)
• Direct speech:She said, “Hello.”
• Titles of short works:“The Raven” (poem)
6. Dashes (–/—) and Hyphens (-) • Em dash (—): Adds emphasis or interruption.

The answer —though surprising—was correct. • Hyphen (-): Joins compound words.
Well-known author

7. Parentheses ( ) and Brackets [ ]
• Parentheses: Add non-essential info.

The event (scheduled for May) is canceled. • Brackets: Clarify edits in quotes.
“He [the president] arrived late.”

Section 2: Mechanics Rules
1. Capitalization

• Proper nouns: London, Shakespeare
• First word in a sentence: The meeting starts now. • Titles: To Kill a Mockingbird

2. Italics vs. Quotation Marks
• Italics: Books (The Great Gatsby), movies (Inception) • Quotes: Short stories (“The Lottery”), articles (“Climate Change”)
3. Abbreviations
• Titles: Dr. Smith, 10 AM • Acronyms: NASA (National Aeronautics and Space Administration)
4. Numbers
• Spell out 1–9; use numerals for 10+: five apples, 15 students
5. Formatting
• Titles: Center and bold (Essay on Pollution) • Dialogue: New paragraph for each speaker.
Section 3: Common Errors

Error
✖ Its a problem.
✖ She likes apples oranges and bananas.

✖The book “1984” is famous.
Correction
✔It’s a problem.
✔ She likes apples, oranges, and bananas. ✔ The book 1984 is famous. (Italics for full titles)
Quiz & Exercises
Part A: Punctuation Identification
1. Wait—did you see that? o Answer: Em dash, question mark
Part B: Error Correction
2.✖ the meeting is at 3 pm ✔ The meeting is at 3 PM.
Part C: Rewrite with Proper Mechanics
3. johns sister lives in los angeles.
o Answer:John’s sister lives in Los Angeles.
Section 1: Multiple Choice (15 questions)

1. Which sentence uses commas correctly? a) The students who, studied hard passed the test. b) The students, who studied hard, passed the test. c) The students who studied hard, passed the test. Answer: b

2. Choose the properly capitalized title:
a) The lord Of The Rings
b) The Lord of the Rings
c) The lord of the rings
Answer: b

Section 2: Punctuation Identification (10 questions)

16.Identify all punctuation marks in:
"Wait—isn't that Dr. Evans' car?"
Answer: em dash, apostrophe, question mark, quotation marks

Section 3: Error Correction (15 questions)

26.Correct:
the dogs bowl is empty but its water bowl is full
Answer: The dog's bowl is empty, but its water bowl is full.

Section 4: Formatting (10 questions)

41.Format this dialogue correctly:
john said im tired mary replied then sleep Answer:
John said, "I'm tired."
Mary replied, "Then sleep."

[Continue with 9 more formatting questions...]
Answer Key
[Full answer key with explanations for all 50 questions]
Projects
Project 1: Punctuation Police Report

• Task: Find 10 punctuation/mechanics errors in local newspapers or online articles
• Deliverable: Typed report with:
o Original sentence
o Correction
o Rule violated
• Example:
Error: "the teams victory was celebrated"
Correction: "The team's victory was celebrated."
Rule: Capitalization and apostrophe use

Project 2: Punctuation Personality Profiles

• Task: Create character bios where:
o Each character represents a punctuation mark o Include their "personality traits" (usage rules) o Create dialogue showing their purpose

• Example:
Name: Comma Kate
Trait: Loves to create pauses and separate items Dialogue: "I help lists, like apples, bananas, and oranges."

Project 3: Mechanics Style Guide

• Task: Design a 2-page style guide for: o A fictional magazine
o Include rules for:

■ Capitalization
■ Number usage
■ Title formatting
■ Dialogue punctuation

• Example:
"TITLES: Capitalize all main words in headlines. Use italics for book titles."
Bonus Activity: Punctuation Debate

• Students argue which punctuation mark is most important • Must present 3 strong arguments with examples • Peer-judged competition

Grading Rubrics

1. Quiz: 2 points per question
2. Projects:
o Accuracy (40%) o Creativity (30%) o Presentation (30%)

Syntax & Sentence Combining: Definition and Techniques
What is Syntax?
Syntax refers to the arrangement of words, phrases, and clauses to form grammatically correct and meaningful sentences. It governs:

• Word order (e.g., "She eats apples" vs. "Apples she eats") • Sentence structure (simple, compound, complex) • Punctuation and clarity

Sentence Combining Techniques
Combining sentences improves flow, conciseness, and sophistication in writing. Here are key methods:
1. Coordination (Compound Sentences)
Join two independent clauses with:
• FANBOYS conjunctions (for, and, nor, but, or, yet, so) o She studied hard, and she passed the test. • Semicolon (;)
o The rain stopped; we went outside.
2. Subordination (Complex Sentences)
Combine an independent clause + dependent clause using:

• Subordinating conjunctions (because, although, when, if, since) o We stayed inside because it was raining.
• Relative pronouns (who, which, that)
o The book that I read was fascinating.

3. Appositives
Use a noun phrase to rename another noun:
• Mr. Smith, our neighbor, waves every morning.
(Combines: "Mr. Smith waves every morning. He is our neighbor.")
4. Participial Phrases
Begin with a present (-ing) or past (-ed) participle:
• Holding the trophy, the team cheered.
(Combines: "The team held the trophy. They cheered.")
5. Absolute Phrases Add a noun + participle to modify the whole sentence:
• Her homework finished, Sarah went to bed.
(Combines: "Sarah finished her homework. She went to bed.")
6. Parallel Structure
Use the same grammatical form for balanced sentences:
• ✖ She likes hiking, swimming, and to bike. ✔ She likes hiking, swimming, and biking.
Why Combine Sentences?

1. Avoids choppiness:
o Choppy: The dog barked. It woke me up.
o Combined:The dog’s barking woke me up.

2. Adds variety: Mix short and long sentences.
3. Clarifies relationships: Shows cause/effect (because), contrast (although), etc.

Practice Exercises
Combine these sentences using the specified technique:

1. The sun set. The stars appeared. (Subordination) o When the sun set, the stars appeared.
2. He finished his work. He felt relieved. (Participial phrase) o Having finished his work, he felt relieved.
3. The car is red. It belongs to my sister. (Appositive) o The car,my sister’s, is red.

Common Errors to Avoid

• Comma splices:✖ She runs fast, she wins races. ✔ She runs fast; she wins races.
• Dangling modifiers:✖ Walking to school, the rain started. ✔ Walking to school, I felt the rain start.

Project Ideas
1. Sentence Surgery:
o Students revise a paragraph of choppy sentences using combining techniques.

2. Syntax Scavenger Hunt:
o Find examples of different sentence structures in novels/newspapers.
3. Combine-a-Story:
o Groups rewrite a children’s book with sophisticated syntax.

Section 1: Multiple Choice (15 Questions)
Choose the best sentence combination.

1. Original: The dog barked. It woke the baby. a) The dog barked, it woke the baby.
b) The dog barked and woke the baby.
c) Barking the dog woke the baby.
Answer: b

2. Original: She finished her homework. She went to bed. a) Finishing her homework, she went to bed. b) She finished her homework she went to bed. c) Because she finished her homework.
Answer: a

(Continue with 13 more MC questions covering coordination, subordination, and phrases.)
Section 2: Identify the Technique (10 Questions)
Name the sentence-combining method used.

16. "The storm passed; we went outside." Answer: Coordination (semicolon)
17."Laughing loudly, the children played." Answer: Participial phrase

(Continue with 8 more examples.)
Section 3: Error Correction (10 Questions) Fix syntax errors in combined sentences.

26. ✖ Running late, the bus was missed. ✔ Running late, we missed the bus. Error: Dangling modifier

27. ✖ She loves hiking, to swim, and biking. ✔ She loves hiking, swimming, and biking. Error: Faulty parallelism

(Continue with 8 more corrections.)
Section 4: Combine the Sentences (15 Questions)
Use the specified technique.

36. Combine using an appositive:
My teacher is Mrs. Lee. She wears red glasses. Answer: My teacher, Mrs. Lee, wears red glasses.

37. Combine using a relative clause:
The movie was thrilling. We saw it yesterday. Answer: The movie that we saw yesterday was thrilling.

(Continue with 13 more combinations.)
Answer Key

SectionQuestion Types
1 Multiple Choice

2 Technique ID
3 Error Correction
4 Sentence Writing

Skills Tested
Identifying effective combinations
Recognizing methods Fixing syntax errors Application of rules

Projects
Project 1: Syntax Remix

• Task: Take a children's book with simple sentences and rewrite 1 page using:
o 2 compound sentences
o 2 complex sentences
o 1 appositive
o 1 participial phrase

• Example:
Original: The cat sat. It meowed.
Rewrite: The cat, a fluffy tabby, sat by the window and meowed loudly.

Project 2: Punctuation & Syntax Guide

• Task: Create a 2-page style guide explaining: o When to use commas vs. semicolons o How to avoid run-ons and fragments o Examples of parallel structure

• Format: Can be a poster, slideshow, or booklet.
Project 3: Sentence Combining Tournament

• Task: In teams, compete to:
1. Combine 5 sets of simple sentences in 3 different ways each.
2. Judge which version is most effective and explain why. • Scoring:
o Accuracy (50%)
o Creativity (30%)
o Clarity (20%)

Bonus Activity: Syntax in Music • Analyze song lyrics for:
o Compound/complex structures
o Appositives or absolute phrases
• Example: "Losing my breath, sinking like a stone" (participial phrase)
Differentiation Options

• Struggling students: Provide sentence frames (e.g., "Although _____, _____.")
• Advanced students: Have them imitate syntax from classic literature.

Section 1: Identification (15 points)

1. What type of sentence is this? "Although it rained, we had fun." a) Simple
b) Compound
c) Complex
d) Compound-complex
Answer: c) Complex

2. Identify the syntax error: "Running through the park, the trees looked beautiful."
a) Dangling modifier
b) Comma splice
c) Fragment
Answer: a) Dangling modifier

[Continue with 13 more identification questions...]
Section 2: Sentence Combining (15 points)

16. Combine using an appositive:
"Shakespeare wrote Hamlet. He was a famous playwright." Answer: Shakespeare, a famous playwright, wrote Hamlet.

17. Combine using a participial phrase:
"She finished her homework. She went to bed."
Answer: Having finished her homework, she went to bed.

[Continue with 13 more combining exercises...]
Section 3: Error Correction (10 points)

31. Correct: "The team won they celebrated."
Answer: The team won, and they celebrated.
32.Correct: "After studying all night. The test was easy." Answer: After studying all night, she found the test easy.

[Continue with 8 more corrections...]
Section 4: Rewriting (10 points)

41. Rewrite with parallel structure:
"She likes hiking, swimming, and to ride bikes."
Answer: She likes hiking, swimming, and riding bikes.

42. Convert to compound-complex:
"The movie ended. We went home. It was late."
Answer: When the movie ended, we went home because it was late.

[Continue with 8 more rewrites...]
Answer Key
[Complete answer key with explanations for all 50 questions]
Projects
Project 1: Syntax Transformation
Task: Take a children's story and:

1. Identify 10 simple sentences
2. Rewrite them using:
o 3 compound sentences
o 3 complex sentences
o 2 appositives
o 2 participial phrases
Deliverable: Original and rewritten versions with labels

Project 2: Syntax Error Scavenger Hunt
Task: Find and correct:

• 5 comma splices in newspapers
• 5 fragments in social media
• 5 dangling modifiers in ads

Deliverable: Screenshots with corrections and explanations
Project 3: Syntax Style Guide
Task: Create a guide for your school newspaper covering:

1. When to use semicolons vs. commas
2. How to avoid run-ons
3. Parallel structure rules
4. Examples of effective sentence combining Format: Can be a pamphlet, poster, or website

Bonus: Syntax Debate
Activity: Teams debate which is more important:
• Sentence variety OR grammatical accuracy • Simple clarity OR complex sophistication Requirements: Must use examples from literature
Rubrics

1. Quiz: 1 point per question
2. Projects:
o Accuracy (40%) o Creativity (30%) o Presentation (30%)

Common Grammar Errors and Style Issues: Definition and Examples
1. Subject-Verb Agreement Errors

Definition: When the subject and verb don't match in number.
Examples:
✖ "The team are winning."→ ✔ "The team is winning."
✖ "Each of the students have a book."→ ✔ "Each of the students has a book."

2. Pronoun-Antecedent Agreement

Definition: Pronouns must match their antecedents in number/gender. Examples:
✖ "Every student must bring their book."→ ✔ "Every student must bring his or her book." (or rewrite plurally: "All students must bring their books.")

3. Comma Splices & Run-Ons

Definition: Incorrectly joining independent clauses.
Examples:
✖ "She ran, she was late."→ ✔ "She ran because she was late." (or use a semicolon)
✖ "It rained we stayed inside."→ ✔ "It rained, so we stayed inside."

4. Dangling/Misplaced Modifiers

Definition: Descriptives that don’t logically modify anything.
Examples:
✖ "Walking to school, the rain started."→ ✔ "Walking to school, I felt the rain start."
✖ "She served cookies to the kids on paper plates."→ ✔ "She served the kids cookies on paper plates."

5. Apostrophe Misuse

Definition: Incorrect use in possessives/contractions. Examples:
✖ "Thedog’s are barking." → ✔ "The dogs are barking." ✖ "Its a problem."→ ✔"It’s a problem."

6. Tense Shifts

Definition: Inconsistent verb tenses.
Examples:
✖ "She studies hard and got an A."→ ✔ "She studied hard and got an A."

7. Wordiness/Redundancy

Definition: Using unnecessary words. Examples:
✖"In my opinion, I think…" → ✔"I think…" ✖ "Due to the fact that"→ ✔ "Because"

8. Passive Voice Overuse

Definition: When the subject receives the action (weakens clarity). Examples:
✖ "The ball was thrown by the boy."→ ✔ "The boy threw the ball."

9. Confusing Homophones

Definition: Mixing up sound-alike words.
Examples:
✖ "Their going to the park."→ ✔"They’re going to the park." ✖ "Its a beautiful day."→ ✔"It’s a beautiful day."

10. Parallel Structure Errors

Definition: Mismatched grammatical forms in lists.
Examples:
✖ "She likes hiking, swimming, and to bike."→ ✔ "She likes hiking, swimming, and biking."

Style Issues
1. Inconsistent Tone
Example: Switching between formal ("The data suggests…") and casual ("The info shows…") in the same document.
2. Overusing Clichés
Example:"At the end of the day, it’s a no-brainer."→ Better: "Ultimately, the decision is clear."
3. Lack of Sentence Variety
Example:Choppy simple sentences → Combine with subordination/coordination.
4. Vague Language
Example: "People say the food is good."→ Better: "Yelp reviewers rate the restaurant 4.5 stars."
Quiz & Exercises
Part 1: Error Identification
1.✖ "The committee are divided."→ ✔ "The committee is divided."
Part 2: Rewrite for Style
2.✖ "In order to succeed, it is essential that you work hard."→ ✔ "To succeed, work hard."
Projects

1. Grammar Police Report: Find/correct 10 errors in a newspaper.
2. Style Makeover: Revise a bland paragraph with varied syntax and concise language.
3. Homophone PSA: Create a poster explainingthere/their/they’re.

Section 1: Error Identification (15 Questions)
Identify the error in each sentence.

1. "The team are winning the championship."
o Error: Subject-verb agreement
o Correct: The team is winning...

2. "Each of the students have a pencil."
o Error: Subject-verb agreement
o Correct: Each... has...

3. "She run to the store yesterday."
o Error: Verb tense
o Correct: She ran...

4. "Its a beautiful day outside."
o Error: Apostrophe misuse
o Correct:It’s...

5. "Walking to school, the rain soaked her shoes."
o Error: Dangling modifier
o Correct: As she walked to school, the rain soaked her shoes. (Continue with 10 more examples covering all error types.)

Section 2: Correct the Sentence (15 Questions)
Rewrite sentences to fix errors.

16. "The dogs bowl is empty."
o Correct:The dog’s bowl is empty.
17."Neither the teacher nor the students knows the answer." o Correct: Neither... know...
18."She enjoys hiking, swimming, and to bike."
o Correct: She enjoys hiking, swimming, and biking.
19."The data suggests their wrong."
o Correct:The data suggests they’re wrong.
20."After studying all night. The test was easy."
o Correct: After studying all night, she found the test easy.

(Continue with 10 more corrections.)
Section 3: Style Improvement (10 Questions)
Revise for conciseness/clarity.

31. "In my opinion, I think we should leave." o Improved: We should leave.
32."Due to the fact that it rained, we stayed inside." o Improved: Because it rained, we stayed inside.
33."At this point in time, we’re not ready." o Improved:We’re not ready now.

(Continue with 7 more revisions.)
Section 4: Multiple Choice (10 Questions)
Choose the best version.

41. Which is correct?
a) The committee are debating. b) The committee is debating.

• Answer: b

42. Which avoids redundancy?
a) In order to succeed, you must work hard. b) To succeed, work hard.

• Answer: b
(Continue with 8 more MC questions.)
Answer Key

SectionQuestion Range
1 1-15
2 16-30
3 31-40
4 41-50

Focus
Error ID
Sentence Correction Style Revision
Multiple Choice

Projects:

1. Grammar Scavenger Hunt: Find/correct 10 errors in a news article.
2. Style Makeover: Revise a paragraph to eliminate wordiness.
3. Homophone Challenge: Create a quiz onthere/their/they’re.

Advanced Usage and Rhetorical Grammar: Definition and Key Concepts
1. Definition

Advanced Usage refers to sophisticated grammatical structures, precise word choice, and nuanced language that elevates clarity, persuasion, and stylistic impact in writing or speech.
Rhetorical Grammar applies grammatical structures intentionally to achieve persuasive, emphatic, or artistic effects in communication.

2. Core Elements of Advanced Usage
A. Subjunctive Mood

• Expresses hypotheticals, wishes, or demands. o "I suggest he be present." (Not is) o "If I were you..." (Not was)

B. Inversion for Emphasis
• Reverses standard word order for dramatic effect.
o "Never have I seen such beauty." (Instead of I have never seen)
C. Ellipsis
• Omits words understood from context. o "She can swim; he can’t [swim]."
D. Absolute Phrases
• Adds descriptive layers to sentences.
o "His speech concluded, the audience applauded."
E. Litotes
• Uses double negatives for understated emphasis. o "It’s not uncommon to see this behavior."
3. Rhetorical Grammar Techniques
A. Parallelism
• Repeats grammatical structures for rhythm/emphasis. o "She came, she saw, she conquered."
B. Anaphora
• Repeats a word/phrase at the start of clauses.
o "We shall fight on the beaches, we shall fight on the landing grounds..." (Churchill)
C. Chiasmus
• Reverses structure in parallel clauses.
o "Ask not what your country can do for you—ask what you can do for your country." (JFK)
D. Asyndeton/Polysyndeton

• Asyndeton: Omits conjunctions for speed.
o "I came, I saw, I conquered."
• Polysyndeton: Overuses conjunctions for weight.
o "The meal was huge—and the wine was flowing, and the laughter was loud, and the night went on."

E. Periodic vs. Loose Sentences
• Periodic: Builds suspense by delaying the main clause.
o "After years of struggle, sacrifice, and uncertainty, the victory was finally theirs."
• Loose: States the main idea early.
o "The victory was finally theirs after years of struggle."
4. Nuanced Word Choice

• Denotation vs. Connotation:
o "Slim" (positive) vs. "Skinny" (negative).
• Precision:
o "The shriek of the brakes" (not sound).

5. Stylistic Effects of Grammar

Structure Effect
Passive Voice Shifts focus from actor to action Short Sentences Creates urgency or clarity Long, Complex Sentences Builds sophistication or tension

6. Common Pitfalls in Advanced Usage
• Overuse of passive voice weakens agency.

• Mixed metaphors confuse readers ("The ball is in your court to hit the ground running").
• Hypercorrection leads to errors ("between you and I"→ should be "me").

Advanced Grammar & Rhetoric Quiz (50 Points)
Section 1: Identify the Technique (15 pts)
Name the rhetorical/grammatical device in each example:
1. "Ask not what your country can do for you—ask what you can do for your country."
o Answer: Chiasmus

2. "The wind howled, the trees shuddered, the night screamed." o Answer: Polysyndeton
3. "Were I a painter, I would capture this moment."
o Answer: Subjunctive mood + inversion

(12 more examples covering parallelism, litotes, absolute phrases, etc.)
Section 2: Error Analysis (10 pts) Fix advanced usage errors:

16. ✖ "I insist that she is here by noon."
✔ "I insist that she be here by noon." (Subjunctive)
17.✖ "Between you and I, the plan is flawed." ✔ "Between you and me..." (Pronoun case)

(8 more sentences with hypercorrection, mixed metaphors, etc.)
Section 3: Rewrite for Rhetorical Impact (15 pts) Transform these sentences using the specified technique:

26. "We must adapt. We must innovate. We must succeed." (Anaphora) Answer: "We must adapt, we must innovate, we must succeed."
27."The evidence is clear. The time for action is now." (Periodic sentence) Answer: "Though the debate rages on, the evidence being irrefutable, the time for action is now."

(13 more prompts requiring parallelism, asyndeton, etc.)
Section 4: Style Analysis (10 pts)
Analyze the effect of the bolded grammar choice:

41. "Never before had humanity faced such a crisis." (Inversion) Answer: Creates dramatic emphasis by delaying the subject.
42."The verdict—unjust, unpopular, unavoidable—was delivered." (Absolute phrase)
Answer: Adds layered description to "verdict."

(8 more analysis questions.)
Answer Key

Section Focus
1 Rhetorical device identification
2 Advanced error correction

Section Focus
3 Stylistic rewriting
4 Grammar’s rhetorical effect

Projects
Project 1: Rhetorical Speech Remix

• Task: Take a famous speech (e.g., MLK’s "I Have a Dream") and:
1. Identify 5 advanced grammatical/rhetorical techniques.
2. Rewrite a paragraph using different techniques (e.g., replace anaphora with chiasmus).
• Deliverable: Side-by-side comparison with annotations.

Project 2: Grammar in Advertising • Task: Collect 5 ads and analyze how they use:

o Ellipsis ("Think different.")
o Imperative mood ("Just do it.")
o Parallelism ("Melts in your mouth, not in your hands.")

• Deliverable: Presentation with ad visuals and commentary.
Project 3: Style Shift Challenge

• Task: Rewrite a nursery rhyme in three styles:
1. Academic (complex sentences, subjunctive)
2. Poetic (anaphora, inversion)
3. Journalistic (asyndeton, active voice)
• Example:
Original: "Twinkle, twinkle, little star."
Academic: "The celestial body, which glimmers faintly, is astronomically significant."

Rubrics
Project Criteria
Speech Remix Accuracy (40%), Creativity (30%), Analysis (30%)

Project Criteria
Ad Analysis Identification (50%), Insight (50%)
Style Shift Grammar (40%), Style Adherence (30%), Originality (30%)

Vocabulary and Word Formation: Definition and Processes
1. Definition

Vocabulary refers to the body of words used in a language or by an individual. Word formation is the process of creating new words through morphological patterns (prefixes, suffixes, compounding, etc.).

2. Types of Word Formation
A. Affixation
Adding prefixes (before root words) or suffixes (after root words):
• Prefixes: Un + happy→ Unhappy (negation) • Suffixes: Quick + -ly→ Quickly (adverb)
B. Compounding
Combining two or more words:
• Sun + flower→ Sunflower (noun)
• Green + house→ Greenhouse (adjective + noun)
C. Conversion (Zero Derivation)
Changing a word’s class without altering its form:
• Email(noun) → To email (verb) • Clean(adjective) → To clean (verb)
D. Blending
Merging parts of two words:
• Breakfast + Lunch→ Brunch • Smoke + Fog→ Smog
E. Clipping
Shortening longer words:
• Advertisement→ Ad • Influenza→ Flu
F. Acronyms & Initialisms • Acronyms: Pronounced as words (NASA) • Initialisms: Pronounced as letters (FBI)
G. Borrowing
Adopting words from other languages:
• Café (French), Karaoke (Japanese)
H. Onomatopoeia
Words mimicking sounds:
• Buzz, Sizzle, Boom
3. Vocabulary Development Strategies
• Context Clues: Infer meaning from surrounding text.
• Word Roots: Learn Latin/Greek roots (e.g., -spect= "look" → Inspect, Respect).
• Word Families: Study related forms (Create, Creation, Creative).
4. Importance in Language Learning
• Expands precision in expression. • Enhances reading comprehension.
• Avoids repetition through synonyms/word variants.
5. Common Pitfalls
• False Cognates: Actual(Spanish) ≠ Actual (English; means current). • Overgeneralization: Assuming -ify works for all verbs (Beautify✓ but Uglify✖).
Project Ideas

1. Word Family Trees: Chart derivatives from a single root (e.g.,Act → Actor, Action, React).
2. Neologism Creation: Invent blended/clipped words for modern tech (e.g., "Screenager").
3. Etymology Reports: Research the history of 5 borrowed words.

Vocabulary & Word Formation Quiz (500 Questions)
Section 1: Prefixes (50 Questions)
1. What does the prefix "un-" mean in "unhappy"?
• Answer: Not

2. Which word means "not possible"? a) Repossible
b) Impossible
c) Nonpossible

• Answer: b) Impossible
(48 more prefix questions...)
Section 2: Suffixes (50 Questions)
51. What part of speech does "-ly" create in "quickly"?
• Answer: Adverb

52. Which suffix turns "create" into a noun? a) -ing
b) -tion
c) -ful

• Answer: b) -tion
(48 more suffix questions...)
Section 3: Root Words (50 Questions) 101. The root "bio" means:
• Answer: Life
102. What does "chron" mean in "chronological"?
• Answer: Time
(48 more root word questions...)
Section 4: Synonyms & Antonyms (50 Questions) 151. What is a synonym for "benevolent"?
• Answer: Kind
152. What is an antonym for "ephemeral"?
• Answer: Permanent
(48 more synonym/antonym questions...)
Section 5: Word Formation (50 Questions)
201. What type of word formation is "brunch" (breakfast + lunch)?
• Answer: Blending

202. Which is an example of conversion? a) Email (noun → verb)
b) Disagree (prefix)
c) Runner (suffix)

• Answer: a) Email
(48 more word formation questions...)
Section 6: Context Clues (50 Questions)
251. What does "gregarious" mean in: "She was outgoing and gregarious."
• Answer: Sociable
252. Determine the meaning of "ephemeral" from context:"The flower’s beauty was ephemeral."
• Answer: Short-lived
(48 more context clue questions...)
Section 7: Analogies (50 Questions)
301. Book : Read :: Song : ___
• Answer: Sing
302. Benevolent : Kind :: Malevolent : ___
• Answer: Cruel
(48 more analogy questions...)
Section 8: Denotation vs. Connotation (50 Questions)

351. Which has a negative connotation? a) Slim
b) Skinny
c) Lean

• Answer: b) Skinny

352. Which word is neutral? a) Stubborn
b) Determined
c) Obstinate

• Answer: b) Determined
(48 more connotation questions...)
Section 9: Homophones & Homonyms (50 Questions)
401. Which is correct:"They’re/Their/There going to the park."
• Answer:They’re
402. What is the homophone for "flower"?
• Answer: Flour
(48 more homophone questions...)
Section 10: Idioms & Figurative Language (50 Questions)
451. What does "hit the books" mean? • Answer: To study

452. Which is an example of personification? a) "The wind howled."
b) "She’s a shining star."
c) "Busy as a bee."

• Answer: a) "The wind howled."
(48 more idiom/figurative language questions...)
� Answer Key (Full 500 Answers) A complete answer key would list all correct responses in order.
� Projects for Vocabulary & Word Formation
1. Word Family Tree

• Task: Choose a root word (e.g., "act") and map derivatives (actor, action, react).
• Format: Poster or digital infographic.

2. Neologism Creation

• Task: Invent 5 new blended/clipped words (e.g., "screenager" = screen + teenager).
• Presentation: Pitch them in a mock "Dictionary Committee" speech.

3. Etymology Research Paper
• Task: Trace the history of 5 English words borrowed from other languages. • Requirements: 2-page report with citations.
4. Vocabulary Comic Strip
• Task: Use 10 advanced vocabulary words in a 6-panel comic. • Example: "The gregarious protagonist faced an ephemeral dilemma."
5. SAT Vocabulary Flashcards
• Task: Create 50 flashcards with words, definitions, and example sentences. • Bonus: Include mnemonics.
6. "Word of the Day" Video Series
• Task: Record 1-minute videos explaining 5 complex words. • Focus: Pronunciation, meaning, and usage.
7. Literary Devices Scavenger Hunt

• Task: Find examples of metaphors, idioms, and analogies in novels/newspapers.
• Deliverable: Annotated collection.

8. Prefix/Suffix Bingo
• Task: Design a bingo game where players match words to affixes. • Example: "Unhappy" = "un-" + "happy."
9. Connotation Debate
• Task: Argue why words like "cheap" vs. "frugal" have different impacts. • Format: Group debate with evidence.
10. Vocabulary Rap/Song
• Task: Write and perform a rap using 20 advanced vocabulary words. • Example:"I’m erudite, my future’s bright, I ascend to heights!"
Editing and Proofreading Strategies: Definition and Techniques
Definition

• Editing focuses on improving clarity, coherence, and style (big-picture issues like structure, flow, and word choice).
• Proofreading is the final check for grammar, spelling, punctuation, and formatting (surface-level errors).

� Editing Strategies
1. Reverse Outline
• After drafting, create an outline from your paper to check logical flow. • Ask: Does each paragraph support the thesis? Are transitions smooth?
2. Read Aloud
• Listen for awkward phrasing, repetition, or run-on sentences.
3. Focus on Clarity

• Replace vague words ("things," "stuff") with specifics ("research studies," "materials").
• Cut redundancies ("end result" → "result").

4. Check Consistency
• Ensure verb tenses, tone, and formatting (e.g., heading styles) are uniform.
5. Use the "SMELL" Test

• Sufficiency (enough evidence?) • Meanings (clear word choice?) • Emotion (appropriate tone?) • Logic (arguments make sense?) • Language (grammar/style?)

✏� Proofreading Strategies
1. Isolate Text
• Read backwards (word by word) to catch spelling errors. • Print the document or change the font to spot mistakes.
2. Target Common Errors

• Homophones:there/their/they’re • Apostrophes:it’s vs. its
• Commas: Check lists and clauses.

3. Use Digital Tools Wisely

• Grammarly (for grammar)
• Hemingway Editor (for conciseness)
• Ctrl+F to hunt for overused words ("very," "really").

4. Proofread in Layers

• 1st Pass: Spelling
• 2nd Pass: Punctuation
• 3rd Pass: Formatting (margins, citations)

5. Peer Review
• Swap papers with a classmate—fresh eyes catch overlooked errors.
� Key Differences

Editing
Improves content and structure
Done before proofreading
Example: Rewording a confusing paragraph

Proofreading
Fixes surface errors
Done after editing
Example: Correcting a comma splice

Section 1: Grammar Fundamentals (100 Qs)

1. Which sentence is grammatically correct? a) "The team are winning."
b) "The team is winning."
Answer: b
(99 more on subject-verb agreement, pronoun case, etc.)

Section 2: Punctuation (100 Qs)

101. Correct: "She said hello" a) She said "hello."
b) She said, "hello."

Answer: a
(99 more on commas, semicolons, quotes, etc.)
Section 3: Word Choice (100 Qs)

201. Which is more precise?
a) "The thing was big."
b) "The boulder was massive."
Answer: b
(99 more on denotation/connotation, conciseness, etc.)

Section 4: Sentence Structure (100 Qs)

301. Fix the run-on: "It rained we stayed inside." Answer: "It rained, so we stayed inside." (99 more on fragments, parallelism, modifiers, etc.)

Section 5: Style & Tone (100 Qs)

401. Which maintains formal tone? a) "The results were kinda surprising." b) "The results were somewhat surprising." Answer: b
(99 more on passive/active voice, clichés, etc.)

� 10 Editing & Proofreading Projects
1. Error Hunt Challenge

• Task: Students receive a 3-paragraph text with 50 hidden errors to find and correct.
• Skills: Proofreading precision
• Prize: "Chief Editor" badge for top performers

2. Peer Editing Workshop

• Task: Swap essays and use a checklist to provide feedback on: o Thesis clarity
o Evidence strength
o Grammar/mechanics

• Deliverable: Revised draft with track changes
3. Style Makeover
• Task: Rewrite a casual email in formal academic tone (or vice versa). • Focus: Audience adaptation
4. Punctuation Olympics

• Stations:
1. Comma Splice Correction
2. Semicolon Showdown
3. Apostrophe Arena
• Format: Timed team competition

5. "Before & After" Posters

• Task: Create visual comparisons of poorly vs. well-edited texts. • Example:
o Before: "Their going to they're house."
o After: "They're going to their house."

6. Grammar Podcast

• Task: Record 5-minute episodes explaining common errors (e.g., affect/effect).
• Tech: Use Anchor.fm or Flipgrid

7. Editing Roadmap
• Task: Design a graphic organizer showing the editing process: o Macro (content/structure) → Micro (grammar/spelling)
8. Fake News Fixer

• Task: Edit sensationalized headlines for accuracy/tone: o Original: "ALIENS STEAL MAYOR'S DOG!!!" o Revised: "Unidentified Animal Reported Missing"

9. Citation Detective
• Task: Audit a sample "Works Cited" page for MLA/APA errors.
10. Editor-in-Chief Simulation • Task: Role-play as magazine editors reviewing submissions with: o Acceptance/rejection letters
o Tracked changes
✍� Editing Exercises (15 Tasks)
Focus: Clarity, Structure & Coherence
1. Reverse Outline
o Provide a student essay. Have learners create an outline from the text to check logical flow.

o Answer Key: Highlight missing thesis support or illogical sequencing. 2. Conciseness Challenge
o Rewrite: "Due to the fact that it was raining, we decided to cancel the event."
o Answer: "Because it rained, we canceled the event."
3. Transition Repair
o Add transitions to this paragraph:
"Social media affects mental health. Teens use it daily. Studies show increased anxiety."
o Sample Answer: "Social media affects mental health. For example, teens... Additionally, studies..."
4. Active Voice Conversion
o Edit: "The report was written by the committee."
o Answer: "The committee wrote the report."
5. Tone Adjustment
o Make this formal: "The stuff in the experiment was kinda weird."
o Answer: "The materials in the experiment were unusual." 6. Paragraph Surgery
o Provide a disorganized paragraph. Students rearrange sentences for coherence.
7. Thesis Strengthening
o Weak: "This paper is about pollution."
o Revised: "Urban plastic pollution reduces aquatic biodiversity by 40%."
8. Evidence Evaluation
o Identify unsupported claims in a sample essay and suggest additions. 9. Sentence Combining
o Combine: "The data was conclusive. It surprised the team."
o Answer: "The conclusive data surprised the team."
10.Eliminating Redundancy
o Edit: "The final outcome was absolutely perfect."
o Answer: "The outcome was perfect."

� Proofreading Exercises (10 Tasks)
Focus: Grammar, Mechanics & Accuracy

11. Comma Splice Correction
o Fix:"She loves hiking, it’s her favorite hobby." o Answer: "She loves hiking; it’s her favorite hobby."

12. Apostrophe Errors
o Correct: "The dogs bowl is over their."
o Answer: "The dog’s bowl is over there."

13. Homophone Hunt
o Circle errors:"Their going to they’re favorite café." o Answer: "They’re going to their favorite café."

14. Citation Audit
o Spot MLA errors: "(Smith 2020, p. 45)" o Answer: "(Smith 45)"

15. Parallel Structure
o Edit: "She likes hiking, swimming, and to bike." o Answer: "She likes hiking, swimming, and biking."

16. Capitalization Check
o Fix: "the president visited paris, france."
o Answer: "The President visited Paris, France."

17. Verb Tense Consistency
o Edit: "She studies hard and got an A."
o Answer: "She studied hard and got an A."

18. Modifier Placement
o Fix: "Running quickly, the finish line was crossed." o Answer: "Running quickly, she crossed the finish line."

19. Number Formatting
o Edit: "25 percent" (formal context)
o Answer: "25%" or "twenty-five percent"

20. Title Punctuation
o Correct: "the art of war" (book title)
o Answer: The Art of War (italicized)

� Answer Key Template

Exercise Error Type
1 Structure
2 Wordiness ... ...

Corrected Version [Model outline]
"Because it rained..." ...

� 5 Extended Projects
1. "Edit This!" Blog Series
• Students create a blog critiquing real-world errors (ads, social media, news). • Example Post: "5 Common Menu Typos and Why They Matter."
2. Grammar Escape Room
• Teams solve proofreading puzzles to "unlock" documents. • Clue Example: Fix all comma splices to reveal a code word.
3. Style Guide Creation

• Groups design a brand/style guide for a fictional company covering: o Tone
o Punctuation rules
o Formatting standards

4. Peer Editing Trade Fair

• Students provide "editing services" at stations: o Station 1: Thesis Feedback
o Station 2: APA Citation Check o Station 3: Concision Tips

5. Error Scavenger Hunt
• Advanced: Photograph/edit 20 real-life errors (store signs, flyers). • Prize: Most creative correction wins.
� Random Grammar Quiz (30 Questions)
Section 1: Parts of Speech

1. Identify the gerund in this sentence: "Swimming is her favorite summer activity." Answer: Swimming

2. What part of speech is "because" in: "We stayed inside because it rained." Answer: Subordinating conjunction

Section 2: Sentence Structure
3. Correct this comma splice:
"She loves poetry, she writes it daily."
Answer: She loves poetry; she writes it daily. (or She loves poetry, and she writes it daily.)

4. Is this simple, compound, or complex?
"Although he was tired, he finished his homework." Answer: Complex

Section 3: Verb Tenses
5. Fix the tense shift:
"She studies hard and got an A." Answer: She studied hard and got an A.

6. Which perfect tense is used here? "By 2025, I will have graduated." Answer: Future perfect

Section 4: Punctuation
7. Add commas where needed:
"After school I need to buy eggs milk and bread." Answer: After school, I need to buy eggs, milk, and bread.

8. Correct the apostrophe error: "The cats’ are playful."
Answer: The cats are playful.

Section 5: Common Errors
9. Fix the dangling modifier:
"Running to class, the bell rang loudly." Answer: As I ran to class, the bell rang loudly.

10. Which is correct? a) They’re books b) Their books
c) There books
Answer:a) They’re

Section 6: Advanced Usage
11. Rewrite using inversion for emphasis: "I have never seen such a beautiful sunset." Answer: Never have I seen such a beautiful sunset.

12. Identify the rhetorical device:
"Ask not what your country can do for you—ask what you can do for your country."
Answer: Chiasmus

Section 7: Vocabulary
13. What does "ephemeral" mean? Answer: Short-lived

14. Which is the synonym for "benevolent"? a) Cruel
b) Kind
c) Neutral
Answer: b) Kind

Section 8: Style & Clarity
15. Revise for conciseness:
"Due to the fact that it was raining, we canceled the event." Answer: Because it rained, we canceled the event.

16. Which maintains formal tone? a) "The results were kinda weird." b) "The results were unusual." Answer: b)

� Answer Key

Q#Correct Answer
1 Swimming
2 Subordinating conjunction
3 She loves poetry; she writes it daily.
4 Complex
5 She studied hard and got an A.
6 Future perfect
7 After school, I need to buy eggs, milk, and bread.
8 The cats are playful.
9 As I ran to class, the bell rang loudly.
10a) They’re
11 Never have I seen such a beautiful sunset.

Q#Correct Answer
12 Chiasmus
13 Short-lived
14 b) Kind
15 Because it rained, we canceled the event.
16 b) "The results were unusual."

(Remaining 14 questions follow the same format, covering modifiers, parallelism, idioms, etc.)
� 3 Quick Project Ideas
1. Grammar Graffiti Wall
o Students graffiti posters with common errors (e.g.,"Your vs. You’re") and corrections.
2. Tense Timeline
o Create a visual timeline of verb tenses (e.g., "Past Perfect: had + past participle").
3. Punctuation Olympics
o Teams race to correct sentences with missing commas, semicolons, etc.
Random Definitions in High School English Grammar (Grades 9–12)
1. Parallel Structure
The repetition of the same grammatical form in a sentence to create balance and clarity.
• Example: "She likes hiking, swimming, and biking." (Not "hiking, swimming, and to bike")
2. Subjunctive Mood
A verb form used to express hypotheticals, wishes, or demands (often with "were" or base verb).
• Example: "If I wereyou, I’d study harder."
3. Absolute Phrase
A phrase that modifies an entire sentence, usually made of a noun and participle.
• Example: "Her homework finished, Sarah went to bed."
4. Anaphora
A rhetorical device where a word/phrase is repeated at the start of successive clauses.
• Example: "We shall fight on the beaches, we shall fight on the landing grounds..."
5. Dangling Modifier
A descriptive phrase that doesn’t logically connect to the word it’s modifying.
• Incorrect: "Running to school, the bus left without me." • Correct: "As I ran to school, the bus left without me."
6. Litotes
Understatement using a double negative for emphasis.
• Example:"It’s not uncommon to see snow here."
7. Gerund
A verb ending in -ing that functions as a noun.
• Example: "Swimming is good exercise."
8. Chiasmus
A rhetorical device where clauses are reversed in parallel structure.
• Example: "Ask not what your country can do for you—ask what you can do for your country."
9. Active vs. Passive Voice
• Active: "The dog chased the cat." (Subject performs action) • Passive: "The cat was chased by the dog." (Subject receives action)
10. Ellipsis
The omission of words implied by context.
• Example:"She can sing; he can’t [sing]."
� Writing & Syntax Projects

1. Grammar Comic Strip: Illustrate a comic using 10 different verb tenses.
2. Punctuation Police Report: Correct errors in a "crime scene" paragraph (e.g., missing commas).
3. Sentence Structure Flipbook: Fold paper to transform simple → compound → complex sentences.
4. Haiku Grammar: Write haikus following strict syllable counts and grammar rules.
5. Twitter Thread Challenge: Explain a grammar rule in 10 tweets (280 chars each).

� Speaking & Rhetoric Projects

6. Grammar TED Talk: Record a 5-minute talk on "Why Syntax Matters."
7. Podcast Episode: Debate common errors (e.g., "who vs. whom").
8. Shakespearean Insult Battle: Craft insults using Elizabethan grammar ("Thou art a knavish, onion-eyed lout!").
9. News Anchor Simulation: Report a "Grammar Emergency" with correct usage examples.
10.Song Parody: Rewrite a pop song lyrics with proper subject-verb agreement.

� Visual & Interactive Projects

11. Parts of Speech Mural: Paint a wall with color-coded words (nouns = blue, verbs = red).
12.Grammar Meme Contest: Create memes about tricky rules (e.g., "its vs. it’s").
13.Escape Room Puzzle: Design a game where players fix errors to "escape."
14.Grammar Infographic: Visually compare "affect" vs. "effect."
15.Word Family Tree Poster: Map derivatives from one root (e.g., "act → actor → action").

� Literature-Based Projects

16. Grammar in Song Lyrics: Analyze a song for fragments/run-ons and correct them.
17.Novel Edit: Rewrite a book page with perfect grammar and style.
18.Shakespeare Translation: Modernize a soliloquy with correct pronouns/verbs.
19.Poetry Chapbook: Write poems showcasing different tenses (past, present, future).
20.Literary Device Scavenger Hunt: Find examples of parallelism or chiasmus in classics.

� Creative Writing Projects

21. 6-Word Stories: Write micro-fiction with flawless grammar.
22.Grammar Fairy Tales: Craft a story where characters represent parts of speech.
23.Text Message Fiction: Write a story in texts, avoiding abbreviations/errors.
24.Reddit AITA Parody: Post a fictional "Am I the Grammar A**hole?" scenario.
25.Grammar Advice Column: Answer fictional letters with proper usage tips.

� Games & Competitions

26. Grammar Jeopardy: Create categories like "Comma Splices" or "Dangling Modifiers."
27.Bingo: Mark squares when classmates spot errors in a shared text.
28.Grammar Charades: Act out "present perfect tense" or "appositive phrase."
29.Punctuation Dodgeball: Answer questions correctly to "eliminate" opponents.
30.Conjugation Relay Race: Teams race to conjugate verbs on a whiteboard.

� Real-World Applications

31. Local Business Edit: Offer to proofread menus/fliers for nearby shops.
32."Before & After" Ads: Redesign incorrect billboards with proper grammar.
33.Grammar PSA Video: Film a commercial about avoiding common errors.
34.Resume Workshop: Help peers edit résumés for grammar/clarity.
35.Social Media Audit: Fix errors in influencers’ posts and explain corrections.

� Hands-On Crafts

36. Grammar Fortune Cookies: Write rules on slips inside homemade cookies.
37.Punctuation Stamps: Carve correct marks into potatoes for ink prints.
38.Sentence Lego Kits: Build sentences with interlocking phrase blocks.
39.Grammar Quilt: Sew patches with embroidered examples (e.g., "Their vs. There").
40.Magnetic Poetry Wall: Arrange word magnets to form grammatically sound poems.

� Data & Research Projects

41. Error Frequency Study: Tally common mistakes in classmates’ essays.
42.Grammar Mythbusters: Test "rules" like "never end a sentence with a preposition."
43.Dialect Comparison: Contrast grammar in regional dialects (e.g., Southern U.S. vs. British English).
44.Historical Grammar: Research how rules have changed since Shakespeare’s time.
45.AI Grammar Check: Compare corrections by Grammarly vs. human editors.

� Performance & Drama

46. Grammar Courtroom: Put "run-on sentences" on trial with evidence.
47.Punctuation Puppet Show: Perform a play where commas and periods are characters.
48.Grammar Improv: Act out scenes where errors cause chaos (e.g., "Let’s eat grandma!").
49.Grammar Rap Battle: Compose diss tracks about proper semicolon use.
50.Live Editing Podcast: Record a session editing a peer’s work in real time.

Mastering English grammar in high school is essential for clear communication, academic success, and future career readiness. Through structured lessons on sentence structure, verb tenses, punctuation, and rhetorical devices, students develop the skills to: • Write persuasively (essays, research papers) • Analyze literature with grammatical precision • Avoid common errors in professional and digital communication • Enhance critical thinking by understanding language mechanics By integrating interactive projects, real-world applications, and creative exercises, teachers can make grammar engaging and relevant. Ultimately, a strong grammatical foundation empowers students to express themselves confidently and succeed in higher education and beyond.

AUTHOR MISS EVELIN L KHOLELI
Email address misskholeli@gmail.com