This paragraph writing assignment is for everyone. Check the requirements and also look at an example.
Post any questions that you may have.
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This blog is for Athabasca University students in English 140:Grammar.
NEW BLOG
There is a new blog site for this blog: English Skills Blog. It has all of the old features plus a lot of new ones. Check it out!
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Posting a Comment
How to post comments to the course blog There are 5 steps in the process: 1. Click on "comments"--it's a line at the bottom of each posting on the blog. 2. Type your answer in the "Leave Your Comment" box. 3. Complete the word verification process (type the squiggly letters you see in the box). 4. Choose an identity. Generally, unless you already have a Blogger ID, select "Name/URL" and then type your first name (we must be able to identify you to give you credit for your posts) into the box that appears. 5. Click on "publish your comment".
Online Resources
IDIOMS
If English is not your first language, then English idioms are probably difficult for you. The BBC has a site that provides interesting and crazy videos to explain a variety of idioms.
GRAMMAR GIRL!
For a humourous look at grammar and some of the stickier grammatical situations, check out Grammar Girl. There is a site called Quick and Dirty Tips, and there is also a series of podcasts available. A book on the same topic has just been published. For those of you who are on Facebook, you might like to become a fan of Grammar Girl.
Reference materials
ARE APOSTROPHES IMPORTANT?
There has been a debate in the media about the importance of apostrophes since Birmingham, a large city in England, banned apostrophes! What do you think? Read about the issues.
WHAT’S NEW IN PUNCTUATION?
Have you ever heard of the interrobang? It’s a symbol that is cross between a question mark and an exclamation mark. Check some background information about it, and listen to a CBC podcast that includes a discussion of this interesting punctuation mark. However, there is a word of warning--don’t use it in formal academic writing.
SPELLING TEST
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- GRAMMAR QUESTION, Feb. 24th, 2010
- PUZZLE, Feb. 24th, 2010
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- WHAT'S HAPPENING?
- Chinese Spring Festival
- GRAMMAR QUESTION, Feb. 12th, 2010
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- THE PASSIVE, Feb. 12th, 2010
- EXAM PRACTICE, Feb. 12th, 2010
- GRAMMAR QUESTION, Feb. 1st, 2010
- PUZZLE, Feb. 1st, 2010
- ALL CHANGE! Feb. 1st, 2010
- COMPLETE THE SENTENCE ..., Feb. 1st, 2010
- THE PASSIVE, Feb. 1st, 2010
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WIMBA
Before you access WIMBA for the first time, please send me an e-mail (veronica@athabascau.ca) indicating that you want to use this resource.
1. Access WIMBA
2. The link takes you to the WIMBA resource page—click on WIMBA.
3. Enter your e-mail address and your password (English)—then you will see the My Wimba page.
4. Click on English 140—Introduction
5. Click on Introductory Message and then the forward arrow on the toolbar. You should then hear the message.
6. To reply, click on the Reply button and the forward button, and begin to record your message.
7. For more information about using WIMBA, please return to the WIMBA resource page and click on User Guide, Sound Tips, or Technical Help.
DEFINITIONS
Clause: A clause is a group of words containing a subject and a verb.
Independent clause: A clause that can be used alone as a sentence and that does not need any other grammatical construction: e.g. He hit the ball over the fence.
Dependent clause: A clause that cannot form a separate sentence; there must be an independent clause for it to modify: e.g. When Peter played baseball, he hit the ball over the fence.
Phrase: A group of words used together to express an idea but without a subject and a verb: e.g. In the game yesterday, he hit the ball over the fence.
Independent clause: A clause that can be used alone as a sentence and that does not need any other grammatical construction: e.g. He hit the ball over the fence.
Dependent clause: A clause that cannot form a separate sentence; there must be an independent clause for it to modify: e.g. When Peter played baseball, he hit the ball over the fence.
Phrase: A group of words used together to express an idea but without a subject and a verb: e.g. In the game yesterday, he hit the ball over the fence.
CONJUNCTIONS
Coordinating Conjunctions (FANBOYS)
For And Nor But Or Yet So
Subordinating Conjunctions (WISH ABOUT)
Who, what, where, when, why, which, whether, while
If Since, so that How
As, after, although Before, because Once Unless, until
Than, that, though
For And Nor But Or Yet So
Subordinating Conjunctions (WISH ABOUT)
Who, what, where, when, why, which, whether, while
If Since, so that How
As, after, although Before, because Once Unless, until
Than, that, though
PUNCTUATION BASICS
1. When using an introductory phrase, remember to set it off with a comma.
2. If you have an introductory dependent clause, set it off with a comma.
3. Two independent clauses can be more difficult; use a semicolon to separate them if there is no coordinating conjunction, but use a comma if there is a one.
2. If you have an introductory dependent clause, set it off with a comma.
3. Two independent clauses can be more difficult; use a semicolon to separate them if there is no coordinating conjunction, but use a comma if there is a one.
2 comments:
Hi Veronica,
I need help with understanding of the meaning of each sentence.
A. Cindy was delighted when she opened the present, which was from her grandmother.
B. Cindy was delighted when she opened the present that was from her grandmother.
A. The teacher pointed to the maps that were hanging on the rear wall of
the classroom.
B. B. The teacher pointed to the maps, which were hanging on the rear wall of
the classroom.
I am looking foreword to your response.
Thank you Irena
There is a very subtle difference in meaning between sentences that use "which" and sentences that use "that". Have a look at Chart 13.10 on pg. 281 of the Student Book.
When you use "that" the information in the following clause is necessary to identify someone or something in the first clause. So in 1B, it means that there was more than one present, and she was delighted with the one from her grandmonther; in 1A, there is only one gift, so there is no need for the further identification, it is optional.
It's the same situation with question 2. In A, there were more than one lot of maps; the teacher pointed to the maps on the rear wall, not the others. In B, there was just the one lot of maps, and they just happened to be on the rear wall.
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