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The Nose Tree
STUDENT BOOK 1
Pamela White
THIRD EDITION
Also by Pamela White
Fix It! Grammar: The Nose Tree Teacher’s Manual Book 1
Fix It! Grammar: Robin Hood Teacher’s Manual Book 2
Fix It! Grammar: Robin Hood Student Book 2
Fix It! Grammar: Frog Prince, or Just Deserts Teacher’s Manual Book 3
Fix It! Grammar: Frog Prince, or Just Deserts Student Book 3
Fix It! Grammar: Little Mermaid Teacher’s Manual Book 4
Fix It! Grammar: Little Mermaid Student Book 4
Fix It! Grammar: Chanticleer Teacher’s Manual Book 5
Fix It! Grammar: Chanticleer Student Book 5
Fix It! Grammar: Sir Gawain and the Green Knight Teacher’s Manual Book 6
Fix It! Grammar: Sir Gawain and the Green Knight Student Book 6
Copyright Policy
Fix It! Grammar
The Nose Tree Student Book 1
Third Edition, January 2014
Second Printing version 3, December 2014
Copyright © 2009, 2014 Pamela White
ISBN 978-1-62341-142-8
Our duplicating/copying policy for this Student Book:
All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author,
except as provided by U.S.A. copyright law.
Additional copies of this Student Book may be purchased from IEW.com/FIX-1-SB
The Teacher’s Manual, which includes downloadable Blackline Masters of this Student Book, may be purchased from
IEW.com/FIX-1
Institute for Excellence in Writing
8799 N. 387 Road
Locust Grove, OK 74352
800.856.5815
[email protected]
IEW.com
Printed in the United States of America
Instructions
Welcome to Fix It! Grammar. This year you can enjoy learning grammar by seeing how it
works in a real-life story.
GET READY
To organize your work, you will need a two-pocket notebook with three-hole fasteners
and a single-subject spiral notebook. If you have the spiral-bound Fix It! student book,
then all you need is a single subject spiral notebook.
Use the center of the two-pocket notebook to collect the lesson and Fix It! pages as
your teacher distributes them each week. Rewrite the passage in the front of the spiral
notebook and use the back of the book to write down the vocabulary words and their
definitions, working from the back forward.
Grammar cards are located in the back of the student book after page 72 and before
the Grammar Glossary section. These may be cut out as they are needed and stored in a
resealable plastic pouch or taped to a piece of card stock, as illustrated at right. The cards
may be kept in the notebook pocket or tucked into the spiral-bound student book.
LEARN IT
With your teacher, read through the “Learn It” section for the week. This will show you
what you will be looking for that week and for weeks to come.
To help you remember and review what you learned, use the grammar card(s) for the
week. Keep them handy each time you work on Fix It! so that the information is at
your fingertips.
FIX IT
Every Day Read the sentence. Look up the bolded word in a dictionary. Decide
which definition best fits the meaning of the word in this sentence. In the
vocabulary section of your notebook, write a brief definition (using key
words) labeled with the appropriate week. Add to this list every day.
Day 1 Read the instructions for the week with your teacher. Mark and fix the
first passage with your teacher’s help. Discuss what you missed with your
teacher, and then complete the rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the page along with the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite After marking, correcting, and discussing the passage with your teacher
each day, copy the corrected passage into your notebook so that you end
up with a handwritten copy of the complete story. Your teacher can show
you an example of the rewrite in the teacher’s book.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
Fix It! Grammar: The Nose Tree Student Book 1 3
Week 1
Nouns, Homophones, and End Marks
LEARN IT
Since this is the first day, there are several things you need to know to get started. But do
not worry; they are easy! Read through these few things with your teacher, who will use
the Day 1 passage to show you how they work.
Indent Notice the ¶ symbol at the beginning of the Day 1 sentence. This is a
paragraph mark, and it means that this sentence needs to start a new
paragraph with an indent. In a later lesson you will learn the rules for
when to begin a new paragraph.
For now, all you have to do is watch for the paragraph marks ( ¶ ).
Whenever you see one at the start of a sentence, be sure to start a new
paragraph when you copy the sentence into your notebook. Do not copy
the ¶ symbol in your rewrite.
Nouns (n) Grammarians have sorted words into different categories, and you can
learn how to do it, too. They call these labels “parts of speech.” This
week you will look for nouns. Label them by printing a little n over
each one.
Nouns are things, people, animals, places, and ideas. To determine if
a word is a noun, apply these two tests, which work best for objects
and animals:
1. Is it countable? two ________
2. Can an article come in front of it? the ________; a/an ________.
Homophones Homophones are words that sound alike but are spelled differently and
have different meanings. Where indicated with underlining, choose
the correct homophone for there, their, or they’re by crossing out the
incorrect words. Use there when it is indicating a place (here or there),
their when it belongs to someone, and they’re when it is a contraction
meaning they are.
End marks You have likely learned that every sentence must have an end mark. End
marks are missing in this week’s sentences. Decide which kind of end
mark (period, question mark, or exclamation point) each sentence needs
and add it on.
To help you remember these things for future lessons, cut out the Week 1 grammar cards
located in the back of this book. Keep them handy so you can reference them as needed.
FIX IT
Follow the process detailed on the previous page to complete the fixes this week.
Read the sentence.
Define the bolded vocabulary word.
Fix and mark the sentence.
Discuss your work with your teacher.
Rewrite the sentence in another notebook.
4 Institute for Excellence in Writing
Week 1
vocabulary end marks ( . ? ! ) n (nouns)
¶ (indent)
homophones
DAY 1
¶ Did you ever hear the story of the three poor soldiers
DAY 2
They had fought well in the wars, but now they were out of work and
destitute
DAY 3
They had journeyed a long way, sick at heart with their wretched luck
DAY 4
¶ One evening there / their / they’re road brought them to a deep,
gloomy wood
Fix It! Grammar: The Nose Tree Student Book 1 5
Week 2
Articles
LEARN IT
Articles (ar) Now that you can identify nouns, it is time find another part of speech:
the article. Articles are easy because there are only three of them.
a, an, the
Articles always set up a noun. When you see an article, a noun is sure to
follow, although sometimes a describing word may come in between, as
in “a small dwarf.” Label articles by printing a little ar over each one.
To help you remember these things for future lessons, add the Week 2 grammar card to your
collection. Keep the Week 1 cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite After marking, correcting, and discussing the passage with your teacher
each day, copy the corrected passage into a separate notebook so that you
end up with a handwritten copy of the complete story.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
6 Institute for Excellence in Writing
Week 2
vocabulary end marks ( . ? ! ) n (nouns)
¶ (indent) ar (articles):
homophones a, an, the
DAY 1
Since the wood was dark and dangerous, they decided to take turns keeping
watch
DAY 2
Two of them fell asleep under a tree while the third built a fire and stayed
alert
DAY 3
¶ He had not sat long before, all of a sudden, up came a small dwarf in
a red jacket
DAY 4
Rather than rebuffing the little man, the soldier invited him to come warm
himself by the fire
Fix It! Grammar: The Nose Tree Student Book 1 7
Week 3
Quotations
LEARN IT
Quotations When someone speaks in a story, we use quotation marks. The quotation
marks are included in the fixes. Your job will be to copy the quotation
marks ( “ ” ) carefully and the punctuation around them.
These are the quotation rules that are followed in these Fix Its:
Enclose what someone says in quotation marks but not the narration
that sets up a quotation.
When the speaker continues with more than one sentence, do not add
closing quotation marks ( ” ) until the end of his speech. Sometimes a
speech will cover more than one day’s assignment.
Commas and periods go inside closing quotation marks.
If narration interrupts a speech, use commas on both sides of the
interruption. Commas “hug” the word they follow—that is, they come
right next to it—not the word after them.
To help you remember these things for future lessons, add the Week 3 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
8 Institute for Excellence in Writing
Week 3
vocabulary end marks ( . ? ! ) n (nouns)
¶ (indent) quotation marks ( “ ” ) ar (articles):
homophones a, an, the
DAY 1
As they talked, he told the little man about there / their / they’re plight
DAY 2
¶ “Well, my worthy fellow,” stated the little man, “I will do what I can
for you
DAY 3
Take this cloak and show it to your comrades in the morning
DAY 4
Whenever you don the cloak, anything you wish for will be done for you”
Fix It! Grammar: The Nose Tree Student Book 1 9
Week 4
Pronouns
LEARN IT
Pronouns (pr) In Week 1 you learned about nouns (people, places, and things).
Personal pronouns are like nouns. They refer back to some person or
thing recently mentioned and substitute for that person or thing. In
the sentence, “Take this cloak and show it to your comrades in the
morning,” the personal pronoun it refers to the cloak mentioned earlier
in the sentence.
Label pronouns by printing pr above the personal pronouns in the
passages. Here is a list of pronouns to look for:
I, me, you
he, him, his, she, her, it, its
we, they, them, their
To help you remember these things for future lessons, add the Week 4 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
10 Institute for Excellence in Writing
Week 4
vocabulary end marks ( . ? ! ) n (nouns)
¶ (indent) quotation marks ( “ ” ) ar (articles):
homophones a, an, the
pr (pronouns):
I, me, you
he, him, she, her, it
we, they, them
his, its, their
DAY 1
The elfin man bowed and walked away
DAY 2
¶ In due time the second soldier’s turn to watch came
DAY 3
He likewise was visited by the little man in the red jacket
DAY 4
The soldier treated him in as sociable a way as his comrade had done
Fix It! Grammar: The Nose Tree Student Book 1 11
Week 5
Which Clauses
LEARN IT
Which clause If you have been doing Excellence in Writing, you have likely heard of
(w-w) dress-ups. These are stylistic techniques used to dress-up our writing.
One of the dress-ups is a who-which (w-w) clause. This week, look for
which clauses.
Label the which by printing a little w-w over each one.
he clause will include more words than just a which, so read the entire
T
clause from the which to the next comma or end mark.
To help you remember these things for future lessons, add the grammar card for Weeks 5 and
6 to your collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
12 Institute for Excellence in Writing
Week 5
vocabulary end marks ( . ? ! ) n ar pr
¶ (indent) quotation marks ( “ ” ) w-w (who-which clauses)
homophones
DAY 1
The little man gave the second soldier a purse, which would always be full of
gold, he told him
DAY 2
After awarding the gift, which truthfully reflected the soldier’s generous
heart, the little man again bowed and walked away
DAY 3
¶ When the third soldier’s turn to watch came, he also had the little
man in the red jacket for his guest and also treated him graciously
DAY 4
The little man gave him a curious horn, which would bring help in time of
need when it was blown
Fix It! Grammar: The Nose Tree Student Book 1 13
Week 6
Who Clauses
LEARN IT
Who Clause The who-which clause is a dress-up. Last week you looked for the which
(w-w) clauses. This week, you will find a who clause as well.
Label the who or the which by printing a little w-w over each one.
ead the entire clause from the who or which to the next comma or
R
end mark.
The interesting thing about a who-which clause is that it provides more
information about someone or something. When you find one, decide
what noun the who or which clause describes.
To help you remember these things for future lessons, refer to the grammar card for Weeks 5
and 6 in your collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
14 Institute for Excellence in Writing
Week 6
vocabulary end marks ( . ? ! ) n ar pr
¶ (indent) quotation marks ( “ ” ) w-w (who-which clauses)
homophones
DAY 1
¶ In the morning the soldiers, who were dumbfounded by the events of
the night before, shared there / their / they’re stories of the little man
DAY 2
Since they were longtime friends, they agreed to use the purse and journey
together to survey the world
DAY 3
¶ After several weeks of travel, which pleased them, they decided to
settle down
DAY 4
The first soldier put on his wondrous cloak and wished for a fine castle,
which would be there / their / they’re home
Fix It! Grammar: The Nose Tree Student Book 1 15
Week 7
Action Verbs
LEARN IT
Verb (vb) Another part of speech is the verb. This week you will find action verbs.
Action verbs express action (as in chop, budge, confide) or ownership (as
in have, possess, own).
Find the action verbs and label them by printing a little vb over each one.
To help you remember these things for future lessons, add the Week 7 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
16 Institute for Excellence in Writing
Week 7
vocabulary end marks ( . ? ! ) n ar pr
¶ (indent) quotation marks ( “ ” ) w-w (who-which clauses)
homophones vb (verbs)
DAY 1
In a trice it stood before there / their / they’re eyes
DAY 2
Fine gardens, which displayed rare roses, and wide lawns, which contained
the softest grass, encircled the castle
DAY 3
Abundant flocks of sheep and plentiful herds of goats and oxen grazed about
DAY 4
Out of the gate came a grand coach with three dapple‑gray horses, which
would bring them to there / their / they’re home
Fix It! Grammar: The Nose Tree Student Book 1 17
Week 8
Strong Verbs
LEARN IT
Verb (vb) As you label the verbs, be on the lookout for especially strong verbs.
Strong verbs give a strong image or feeling.
There are no new grammar cards for this lesson, but keep using your other cards for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
18 Institute for Excellence in Writing
Week 8
vocabulary end marks ( . ? ! ) n ar pr
¶ (indent) quotation marks ( “ ” ) w-w (who-which clauses)
homophones vb (verbs)
DAY 1
Living at the splendid castle cheered the soldiers
DAY 2
¶ Soon, however, they decided they should not dwell at home always
but should explore the world
DAY 3
Gathering there / their / they’re three gifts, they set out on a journey to visit a
neighboring king
DAY 4
Noticing the soldiers traveling in such elegant style, the king took them for
noblemen
Fix It! Grammar: The Nose Tree Student Book 1 19
Week 9
Apostrophes to Show Ownership (Possessives)
LEARN IT
Apostrophes This week you will learn how to use apostrophes to show ownership.
If a part of the text is underlined, rearrange it to use an apostrophe-s
to show what belongs to whom. For example, the beautiful collar of
the cat should be changed to the cat’s beautiful collar.
Cross out the underlined text with a single line and write the new text
in the space above.
Use the new text in your rewrite, but do not underline it.
To help you remember these things for future lessons, add the Week 9 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
20 Institute for Excellence in Writing
Week 9
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” )
homophones apostrophes ( ’ )
the eye of the cat ➜ the
cat’s eye
DAY 1
¶ Now, this king had an only daughter, who was crafty as well as clever
DAY 2
Because the princess could sense magical things, she became observant of
her father’s visitors
DAY 3
She invited the second soldier to walk with her in the luxuriant garden
DAY 4
As they roamed under the flowering trees, she asked about the splendid
purse of the soldier
Fix It! Grammar: The Nose Tree Student Book 1 21
Week 10
Helping Verbs
LEARN IT
Verb (vb) In addition to action verbs, this week you will learn to identify
helping verbs.
A helping verb is like a boy scout who helps an elderly lady cross the
street. One always helps the other along! This week, mark helping verbs
as well as action verbs with vb above each verb.
Helping verbs am, is, are, was, were, be, being, been (be verbs)
have, has, had
do, does, did
may, might, must, ought to
would, will, could, can, should, shall
Strong verbs On Day 4, decide which strong verb from this week’s passages is the
strongest.
To help you remember these things for future lessons, add the Week 10 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
22 Institute for Excellence in Writing
Week 10
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” ) helping verbs:
homophones apostrophes ( ’ ) am, is, are, was, were, be,
the eye of the cat ➜ the being, been (be verbs)
cat’s eye have, has, had
do, does, did
may, might, must, ought to
would, will, could, can,
should, shall
DAY 1
The second soldier rashly told the princess about the purse
DAY 2
He confided that the purse was magical and would always refill with gold
DAY 3
¶ The princess, who was artful and cunning, formed a plan
DAY 4
She set to work and made a purse indistinguishable from the bag of the
soldier so that no one would know one from the other
Fix It! Grammar: The Nose Tree Student Book 1 23
Week 11
Apostrophes with Contractions
LEARN IT
Apostrophes Continue to use apostrophes to show ownership by changing the
underlined text. If the noun is plural (more than one), put the apostrophe
after the s, for example, cats’ collars.
Apostrophes can also be used for contractions where two words are
combined into one by adding an apostrophe (’) where letters have been
left out, as in wasn’t for was not. You will not have to create contractions
this week; they are already there. Just notice them and be sure to put the
apostrophe in the right place in your rewrite.
Contractions should not be used in reports, but they are permitted in
story writing. Remember this in your own writing!
To help you remember these things for future lessons, add the Week 11 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where indicated and use capital letters properly.
Carefully copy the punctuation and use end marks.
24 Institute for Excellence in Writing
Week 11
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” ) contractions use apostrophes
homophones apostrophes ( ’ ) (was not = wasn’t)
the ears of the dogs ➜ the
dogs’ ears
DAY 1
¶ On the last night of the soldiers at the palace, the princess held a
banquet for them
DAY 2
When the soldier wasn’t looking, the princess substituted the magic purse for
the one she had made
DAY 3
¶ The next morning the soldiers bade the king farewell and headed
home
DAY 4
When they stopped for lunch and looked for gold in the purse, it enclosed
nothing but air
Fix It! Grammar: The Nose Tree Student Book 1 25
Week 12
Indentation: When to Start New Paragraphs
LEARN IT
Indent This week you will learn the reasons for starting new paragraphs and
begin making choices about whether or not to indent.
In fiction (stories), you should start a new paragraph for these four
reasons:
new speaker
new topic
new place
new time
In these fixes, add the ¶ symbol in front of sentences that should start a
new paragraph. To make the symbol, just draw a backwards P with an
extra line. You could also use an arrow (➜) in front of the sentence if that
is easier for you. When you see that mark, remember to indent in your
copy work.
To help you remember these things for future lessons, add the Week 12 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where you indicated and use capital letters
properly.
Carefully copy the punctuation and use end marks.
26 Institute for Excellence in Writing
Week 12
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” )
homophones apostrophes ( ’ )
the ears of the dogs ➜ the
dogs’ ears
DAY 1
The second soldier remembered that he had divulged the story of the purse
to the princess
DAY 2
He suspected that she had played him a trick
DAY 3
Immediately the first soldier threw his cloak across his shoulders and
wished himself in the chamber of the princess
DAY 4
There / Their / They’re he found her sitting alone, tallying the gold as it fell
from the wonderful purse of his friend
Fix It! Grammar: The Nose Tree Student Book 1 27
Week 13
Homophones, Exclamation Marks
LEARN IT
Homophones This week you will have the opportunity to identify the correct
homophone in this trio: to, two, or too.
To is the preposition, as in “to the window.” It also begins phrases like
“to spy.”
Two is the number 2. Notice that it has a double-u (w) in the middle.
Double means two!
Too means either “also” or “to an excessive degree” (too much). It is
easy to remember because it has one too many o’s!
End Marks You have already learned that every sentence must have an end mark.
(.?!)
This week you will have the opportunity to use an exclamation point (!).
Use it at the end of an exclamatory statement (Stop that man!) or some
interjections (Hey!).
To help you remember these things for future lessons, add the Week 13 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where you indicated and use capital letters
properly.
Carefully copy the punctuation and use end marks.
28 Institute for Excellence in Writing
Week 13
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” )
homophones apostrophes ( ’ )
(to, two, too)
DAY 1
Unluckily, however, the soldier lingered to / two / too spy on the princess
to / two / too long
DAY 2
She pivoted around and spotted him
DAY 3
Rattled for a moment only, she cried out with great force, “Thieves!
Thieves”
DAY 4
The ordinarily bored courtiers, who heard her alarm, came running in
and tried to seize him, to / two / too
Fix It! Grammar: The Nose Tree Student Book 1 29
Week 14
Adjectives
LEARN IT
Adjectives Adjectives are descriptive words that describe (or modify) nouns and
(adj) pronouns. Usually they come before the noun they are describing (the
useful pen), but they can come after a linking verb (it is useful). Write adj
above adjectives.
To determine if a word is an adjective, apply this test:
The ___________ pen
To help you remember these things for future lessons, add the Week 14 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Of all the verbs you mark this week, decide which is the strongest and
circle it.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where you indicated and use capital letters
properly.
Carefully copy the punctuation and use end marks.
30 Institute for Excellence in Writing
Week 14
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” ) adj (adjectives)
homophones apostrophes ( ’ ) adjective test:
the __________ pen
DAY 1
The unfortunate soldier realized it was time to / two / too vacate the
crowded room
DAY 2
Forgetting to use the magical cloak, he ran to the window, opened it, and
vaulted out
DAY 3
Regrettably, in his haste, his cloak caught on the rough sill and was left
behind
DAY 4
The covetous princess was thrilled because she knew the worth of the cloak
Fix It! Grammar: The Nose Tree Student Book 1 31
Week 15
Quality Adjective Dress-Up
LEARN IT
Adjectives As you label the adjectives, be on the lookout for quality adjectives. Like
(adj) strong verbs, quality adjectives provide a strong image or feeling.
Reference your Week 14 card to remind you about adjectives.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Look over this week’s verbs and adjectives. Circle the single strongest
verb and quality adjective from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space.
Do not copy the markings, just the story.
Be careful to indent where you indicated and use capital letters
properly.
Carefully copy the punctuation and use end marks.
32 Institute for Excellence in Writing
Week 15
vocabulary end marks ( . ? ! ) n ar pr w-w vb
¶ (indent) quotation marks ( “ ” ) adj (adjectives)
homophones apostrophes ( ’ ) adjective test:
the __________ pen
DAY 1
When the first soldier returned, the third soldier told him not
to / two / too despair
DAY 2
He blew his remarkable horn, which vibrated loudly
DAY 3
At the first blast an immense troop of foot and horse rushed to the aid of
the soldiers
DAY 4
The courageous soldiers set out and besieged the castle of the king
Fix It! Grammar: The Nose Tree Student Book 1 33
Week 16
Capitals and Contractions
LEARN IT
Capitals Starting this week, you will not see any capital letters in the sentences.
Follow the rules below to determine which words need to start with a
capital letter.
Use a capital letter for the first word of sentences, including the first
word of quoted sentences.
Use a capital letter for proper nouns such as names.
Use capitals for titles like king and princess when used with a name
but lowercase when they are not used with a name. E.g., the king
versus King Arthur.
To show where capitals are needed, draw three short lines directly
underneath letters that should be capitalized, like this: tom.
In your copy work, use capital letters where needed instead of those
three lines.
Apostrophes Continue to use apostrophes to show ownership and contractions. This
week you can start creating your own contractions. For example, did not
becomes didn’t.
Cross out the underlined words and write the correct contraction above
them. Be sure to use the contraction in your rewrite.
To help you remember the capitalization rules for future lessons, add the Week 16 grammar
card to your collection. You can reference the Week 11 card to remind you of common
contractions. Keep the rest of your grammar cards handy for review as you need them.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Look over this week’s verbs and adjectives. Circle the single strongest
verb and quality adjective from the week
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Be careful to use capital letters properly.
Carefully copy the punctuation and use end marks.
34 Institute for Excellence in Writing
Week 16
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj
¶ (indent) quotation marks ( “ ” )
homophones apostrophes ( ’ )
capitals (first
words, proper
nouns)
DAY 1
the king was told that if he did not give up the purse and cloak, the
castle would be demolished
DAY 2
the weary king entered the chamber of his daughter and challenged her to
return the stolen treasures
DAY 3
she countered, “no! i will figure out how to trick them some way or
another”
DAY 4
the princess thought of a cunning ploy to / two / too outsmart them
Fix It! Grammar: The Nose Tree Student Book 1 35
Week 17
-ly Adverbs
LEARN IT
-ly adverbs (ly) Many adverbs end in -ly. Look for them this week.
Notice the -ly adverbs in this sentence: “The frightfully covetous princess
completely ignored her father.” The first one (frightfully) modifies an
adjective, and the second one (completely) modifies a verb.
Find the -ly adverbs and label them by printing a little ly over each one.
To help you remember the -ly adverb, add the Week 17 grammar card to your collection. Keep
the rest of your grammar cards handy for review as you need them.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Look over this week’s verbs and adjectives. Circle the single strongest
verb and quality adjective from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
36 Institute for Excellence in Writing
Week 17
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj
¶ (indent) quotation marks ( “ ” ) ly (-ly adverbs)
homophones apostrophes ( ’ )
capitals
DAY 1
she cleverly masqueraded herself as a poor girl with a basket on her arm
DAY 2
setting out by night with her maid, she crept into the camp of the enemy
DAY 3
singing ballads charmingly, she soon drew from there / their / they’re tents
the men, who gladly joined in the song
DAY 4
while the men were preoccupied with their own singing, the maid secretly
made off with the prized horn
Fix It! Grammar: The Nose Tree Student Book 1 37
Week 18
Its Versus It’s
LEARN IT
Usage It is easy to confuse its and it’s.
Its refers to something belonging to it. Write it without an apostrophe.
it s i It’s is the contraction meaning “it is.” It is never correct to write the
apostrophe after the s. To help you remember that it’s = it is, write it’s
with a little i in the place of the apostrophe.
This week when you see the two options underlined, cross out the
incorrect one and be sure to use the correct one in your rewrite. Continue
to label both it and its with pr for pronoun.
To help you remember these things for future lessons, add the Week 18 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Continue to evaluate the dress-ups used this week. Out of all the choices,
circle the single strongest verb, adjective, and -ly adverb from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
38 Institute for Excellence in Writing
Week 18
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly
¶ (indent) quotation marks ( “ ” )
homophones apostrophes ( ’ )
capitals
DAY 1
now that the princess had the horn, the besieging army instantly
disbanded and its / it’s soldiers were sent away
DAY 2
the three invaluable gifts were left in the hands of the princess
DAY 3
the three soldiers were as penniless and forlorn as when the little man in the
red jacket found them in the wood
DAY 4
mournfully the second soldier advised his friends, “its / it’s to / two / too
bad, but we had better go our separate ways”
Fix It! Grammar: The Nose Tree Student Book 1 39
Week 19
Prepositions
LEARN IT
Prepositions Prepositional phrases, such as on the table, near the door, and over the
(prep) mantle, tell the position of something.
Prepositional phrases always begin with a preposition. To help you find
them, use the list below, which is included on the Week 19 grammar
card. Be sure to add that card to your collection.
Notice also that the prepositional phrase includes both a preposition and
a noun, but no verb. To help you remember this, think “preposition +
noun, no verb.”
Whenever you see a preposition in the passage, write prep above it. To
see the prepositional phrase better, underline the entire phrase like this:
In the morning the dog barked. The cat slept under the table.
Identifying prepositional phrases can be challenging, so if you find this
difficult, your teacher can help you.
preposition + aboard at despite near throughout
noun, no verb about because of down of to
above before during off toward
according to behind except on, onto under
across below for opposite underneath
after beneath from out unlike
against beside in outside until
along besides inside over unto
amid between instead of past up, upon
among beyond into regarding with
around by like since within
as concerning minus through without
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and add the key word definition
to your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space, indent where indicated, and use capital
letters properly.
Do not copy the markings, just the story.
Carefully copy the punctuation and use end marks.
40 Institute for Excellence in Writing
Week 19
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals
DAY 1
the second soldier took the path to the right, while the other
to / two / too determined to travel together down the road to the left
DAY 2
the second soldier drifted until he came to a wood
DAY 3
now, this wood was the same one where they had met with so much good
fortune before
DAY 4
when evening fell, he sat down bone-weary beneath a tree and promptly fell
asleep
Fix It! Grammar: The Nose Tree Student Book 1 41
Week 20
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
Name the three articles.
What is the noun test?
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
wretched
rebuffing
graciously
dumbfounded
wondrous
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Continue to evaluate the dress-ups used this week. Out of all the choices,
circle the single strongest verb, adjective, and -ly adverb from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
42 Institute for Excellence in Writing
Week 20
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals
DAY 1
when morning dawned, he was exceedingly delighted to notice that the
tree was laden with the most appealing apples
DAY 2
he was hungry enough, so he soon plucked and feasted on several apples
DAY 3
a peculiar feeling came over his nose, which had never troubled him before
DAY 4
he detected that it was rapidly growing
Fix It! Grammar: The Nose Tree Student Book 1 43
Week 21
Coordinating Conjunctions
LEARN IT
Coordinating Grammarians give names to different kinds of words. The names they
Conjunctions choose can look frightening at first, but after saying them a few times
(cc) they are not so bad.
This week you will learn to identify coordinating conjunctions.
Coordinating means the words match; they are the same types.
Conjunction means that two or more things are joined together. Thus,
coordinating conjunctions connect together two or more of the same
types of words, phrases, or clauses.
The coordinating conjunctions (cc for short) are easy to identify. There
are seven of them: for, and, nor, but, or, yet, so.
An easy way to remember the list is to learn the acronym, FANBOYS. An
acronym is a word formed from the first letters of other words, in this
case, the coordinating conjunctions.
To help you remember the list of coordinating conjunctions (FANBOYS), add the Week 21
grammar card to your collection. Keep the rest of your grammar cards handy for review as
you need them.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and add the key word definition
to your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Continue to evaluate the dress-ups used this week. Out of all the choices,
circle the single strongest verb, adjective, and -ly adverb from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
44 Institute for Excellence in Writing
Week 21
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cc (coordinating
conjunctions):
FANBOYS: for, and, nor,
but, or, yet, so
DAY 1
“dear me” he exclaimed. “its / it’s steadily changing and growing! when
will it cease”
DAY 2
well might he ask, for by this time it arched to the ground as he sat on
the damp grass
DAY 3
it continued to inch on until he could not bear its / it’s weight or raise
himself up
DAY 4
already it stretched its / it’s enormous length all through the wood and over
hill and dale
Fix It! Grammar: The Nose Tree Student Book 1 45
Week 22
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
What is a test for verbs?
Can you list the coordinating conjunctions? (Hint: FANBOYS)
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
abundant
curious
sociable
survey
splendid
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn.
Continue to evaluate the dress-ups used this week. Out of all the choices,
circle the single strongest verb, adjective, and -ly adverb from the week.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
46 Institute for Excellence in Writing
Week 22
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals
DAY 1
meantime, his comrades, who continued there / their / they’re journey,
came to that same wood
DAY 2
suddenly, one of them stumbled over something bizarre
DAY 3
“what can that be” queried the other. “its / it’s not a tree root or stump”
DAY 4
they carefully inspected the odd thing and could think of nothing that it
resembled but a nose
Fix It! Grammar: The Nose Tree Student Book 1 47
Week 23
Clause Starters
LEARN IT
Clause Another dress-up provides a new list of words: when, while, where,
starters: as, since, if, although, because. There is even an acronym to help you
when, while, remember the list: www.asia.b. Easy!
where, as,
These clause starters usually begin an adverb clause, but all you need to
since, if,
do is remember the list. There are more words that could be added to the
although,
list, but this one will get you started.
because
If you really want to sound smart, you can learn what these words are
called by grammarians: subordinating conjunctions. But you do not need
to worry about that term. Just learn the list of words: when, while, where,
as, since, if, although, because.
There are a few things you might want to know about these
clause starters:
The clause they begin has a subject and a verb (noun and verb).
It is a dependent clause (sometimes called a subordinate clause),
which means it cannot stand alone as a sentence. It depends on
another clause (the main clause) to make it legal.
When it starts a clause, write a little cl over each www.asia.b word.
To help you remember the list of clause starters (www.asia.b), add the Week 23 grammar
card to your collection. Keep the rest of your grammar cards handy for review as you
need them.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and add the key word definition
to your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
48 Institute for Excellence in Writing
Week 23
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
the to / two / too soldiers instantly decided to / two / too follow the elongated
nose where it led and find its / it’s owner
DAY 2
when they tracked down there / their / they’re pitiable comrade, who
was lying helpless under the apple tree, they groaned.
DAY 3
what exactly could they do to assist there / their / they’re friend since they
had no long cart for his nose
DAY 4
immediately they tried to / two / too carry him but in vain because his nose
was to / two / too lengthy
Fix It! Grammar: The Nose Tree Student Book 1 49
Week 24
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
What is a test for adjectives?
Can you list the clause starters (subordinating conjunctions)? (Hint: www.asia.b)
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
dwell
elegant
roamed
crafty
observed
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
50 Institute for Excellence in Writing
Week 24
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
before long, there / their / they’re old benefactor, the dwarf with the red
jacket, appeared
DAY 2
“why, what is up, my friend” he remarked while he softly chuckled
DAY 3
since the problem was obvious, he continued after a pause, “well, i must
plainly find an antidote for you”
DAY 4
he told them to select a pear from another special tree, which flourished
nearby
Fix It! Grammar: The Nose Tree Student Book 1 51
Week 25
Your and You’re
LEARN IT
Usage Be careful with these words that sound the same.
Your is the possessive pronoun (your cat, your nose, your grandpa).
You’re is a contraction of the words you are. (You’re welcome!)
To help you remember these things for future lessons, add the Week 25 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
52 Institute for Excellence in Writing
Week 25
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
after he ate the pear, the nose of the soldier was soon brought to its / it’s
rightful size, and he thanked the dwarf with gratitude
DAY 2
“because your / you’re so goodhearted, i will do something more for you,
to / two / too,” declared the genial dwarf
DAY 3
“go to the princess and get her to feast on even more apples than you
consumed
DAY 4
you will obtain what you want from her because her nose will grow twenty
times as long as yours did”
Fix It! Grammar: The Nose Tree Student Book 1 53
Week 26
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
What is a pronoun? Can you list a few?
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
rashly
confided
cunning
divulged
suspected
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
54 Institute for Excellence in Writing
Week 26
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
when he finished, they thanked there / their / they’re old friend heartily
for all his kindness
DAY 2
it was agreed that the poor soldier who had already suffered from the power
of the apple should undertake the task
DAY 3
the next day, he costumed himself as a son of a gardener and hurried to
the palace of the king
DAY 4
he boldly declared he had apples to sell, so exquisite and juicy that they had
never been enjoyed there / their / they’re before
Fix It! Grammar: The Nose Tree Student Book 1 55
Week 27
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
Can you name a few helping verbs?
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
lingered
ordinarily
covetous
despair
immense
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
56 Institute for Excellence in Writing
Week 27
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
the princess appointed her maid to buy all the ripe and rosy apples
DAY 2
the princess greedily gobbled a dozen before she to / two / too began
to / two / too wonder what ailed her nose
DAY 3
it grew and grew down to / two / too the floor, out the window, and over the
spacious garden, to / two / too
DAY 4
when he heard the news, the king hastily sent out a proclamation to
reward whoever would heal her of this appalling disease
Fix It! Grammar: The Nose Tree Student Book 1 57
Week 28
Review
LEARN IT
There are no new concepts for today. See if you can answer the question below. If not,
check your grammar cards for the answers.
What are two ways to use apostrophes?
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
crept
invaluable
mournfully
drifted
laden
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook. On Day 4 the
thoughts of the soldier are marked with quotation marks.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
Underline thoughts.
58 Institute for Excellence in Writing
Week 28
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (clause starter)
www.asia.b
DAY 1
although many tried to alleviate her suffering, the princess received no relief
DAY 2
after a time, the old soldier clothed himself quite sprucely as a doctor
DAY 3
he announced he could perfectly restore her since he had special skill
DAY 4
“first, its / it’s time she was humbled a little,” thought the wise soldier
sensibly
Fix It! Grammar: The Nose Tree Student Book 1 59
Week 29
Comparative Adjectives
LEARN IT
Adjectives As we learned before, adjectives are descriptive words that describe (or
(adj) modify) nouns and pronouns. Usually they come before the noun they
are describing (the useful pen), but they can come after a linking verb (it
is useful).
Some kinds of adjectives help us evaluate a thing.
Comparative adjectives are used when comparing just two things.
Someone can be better, smaller, bigger, or worse than someone else.
Superlative adjectives show the most of three or more things.
Someone in a group can be the best, smallest, biggest, or worst.
The important thing to remember is that the form you use depends on
how many things are being compared. If just two, use the -er form. If
three or more, use the -est form. Unfortunately, some of these kinds of
adjectives do not end in -er or -est, so you might want to start collecting
them as you find them.
These words still follow the adjectives test (the ____ pen). Just be sure
you know how many pens you were choosing from.
To help you remember these things for future lessons, add the Week 29 grammar card to your
collection. Keep the remaining cards handy for review.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
60 Institute for Excellence in Writing
Week 29
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (www.asia.b)
DAY 1
while he maintained his disguise, the soldier chopped up some apple and
handed her a dose
DAY 2
as the soldier had anticipated, the next day her nose was no better,
which left the unhappy princess in a dreadful fright
DAY 3
the doctor then chopped up a modest portion of the pear, which he
presented to her
DAY 4
the next day her nose was indeed smaller, yet it was bigger than when
the doctor originally began to meddle with it
Fix It! Grammar: The Nose Tree Student Book 1 61
Week 30
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
Finish this sentence: A prepositional phrase has a preposition and a noun but no _____.
Can you list a few prepositions?
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
peculiar
forlorn
detected
cease
arched
Be very careful with quotation marks! Notice that in the last passage, the soldier has more
to say, so do not close the quotation.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar cards
to help you remember how to mark the passage. Your teacher will help
you with anything you miss. Remember, a mistake is an opportunity to
learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
Underline thoughts.
62 Institute for Excellence in Writing
Week 30
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (www.asia.b)
DAY 1
the soldier rightly judged, “i must frighten this cunning princess a little
more if i am to get what i want from her”
DAY 2
thus, he left her with another large dose of the apple and indicated he
would call on the morrow
DAY 3
the next day the enlarged nose of the princess was worse than before
DAY 4
“my noble lady,” pressed the doctor, “something works to / two / too
heavily against my remedy
Fix It! Grammar: The Nose Tree Student Book 1 63
Week 31
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
When do you use its and when do you use it’s?
Use each in a sentence.
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
bizarre
queried
inspected
assist
chuckled
Be very careful with quotation marks! There can be several sentences within one set of
quotation marks.
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
64 Institute for Excellence in Writing
Week 31
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (www.asia.b)
DAY 1
my arts inform me that you must have stolen property about you
DAY 2
if you do not restore the pilfered goods, i can do naught for you”
DAY 3
the princess stoutly denied that she possessed anything of the kind
DAY 4
“its / it’s your choice,” replied the doctor casually. “you may do as you
please, but i am sure i am unmistaken”
Fix It! Grammar: The Nose Tree Student Book 1 65
Week 32
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
When do you use your and when do you use you’re?
Use each in a sentence.
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
flourished
genial
obtain
heartily
exquisite
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
66 Institute for Excellence in Writing
Week 32
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (www.asia.b)
DAY 1
the soldier hurried to the king and plainly published to him how the
matter stood
DAY 2
“daughter,” commanded the king, “return to there / their / they’re
legitimate owners the cloak, the purse, and the horn, to / two / too”
DAY 3
defeated, the princess ordered her maid to fetch all three, which she
had hidden in her private chamber where no one ever looked
DAY 4
she crossly handed them to the doctor and urged him to return them to the
rightful owners
Fix It! Grammar: The Nose Tree Student Book 1 67
Week 33
Review
LEARN IT
There are no new concepts for today. See if you can answer the questions below. If not,
check your grammar cards for the answers.
Name the two reasons that a word should start with a capital letter.
Can you remember what words are coordinating conjunctions? (Hint: FANBOYS)
Do you remember what these vocabulary words mean? If not, look them up in your
vocabulary list in the back of your notebook.
gobbled
spacious
modest
judged
pilfered
FIX IT
Read Read the sentence.
Vocabulary Look up the bolded word in a dictionary and decide which definition best
fits the meaning of the word in this sentence. Add the definition to the list
in the back of your notebook.
Day 1 Your teacher will help you mark and fix the first passage. Complete the
rewrite after fixing.
Days 2–4 Use the abbreviations at the top of the next page and the grammar
cards to help you remember how to mark the passage. Your teacher will
help you with anything you miss. Remember, a mistake is an opportunity
to learn. Continue to evaluate the dress-ups used this week. Out of all the
choices, circle the single strongest verb, adjective, and -ly adverb.
Rewrite Copy the corrected passage into a separate notebook.
Be sure to double-space and indent where indicated.
Do not copy the markings, just the story.
Remember to use capital letters properly.
Carefully copy the punctuation and use end marks.
68 Institute for Excellence in Writing
Week 33
vocabulary end marks ( . ? ! ) n ar pr w-w vb adj ly cc
¶ (indent) quotation marks ( “ ” ) prep (preposition + noun,
homophones apostrophes ( ’ ) no verb)
capitals cl (www.asia.b)
DAY 1
when the soldier had them secure in his possession, he presented her a
whole pear to enjoy
DAY 2
finally, her nose, which by now ached miserably, returned to its / it’s natural
size
DAY 3
the doctor put on the cloak, wished the king and his court farewell, and
was with his to / two / too companions directly
DAY 4
from that time the soldiers lived cheerfully at home in there / their / they’re
palace and occasionally took an airing to discover the world in
there / their / they’re coach with the three dapple-gray horses
Fix It! Grammar: The Nose Tree Student Book 1 69
}
Certificate
of Completion
This acknowledges that
__________________________________________________________________________________________
STUDENT NAME
has successfully completed
Fix It! Grammar
The Nose Tree
______________________________________________ ______________________________________________
TEACHER NAME DATE
5
Book 1: Nose Tree Week 1 Book 1: Nose Tree Week 1
Nouns End Marks
n ?!.
Book 1: Nose Tree Week 1 Book 1: Nose Tree Week 1
Homophones and Usage Indent
there / their / they’re
¶
Book 1: Nose Tree Week 2 Book 1: Nose Tree Week 3
Articles “Quotations”
ar
The old woman asked, “Would you like an apple?”
The young lady replied, “They do look lovely. I would
take one, but I was told not to accept gifts from
strangers.”
a / an / the “Why don’t you take one,” coaxed the old lady, “and
see for yourself?”
End Marks Week 1 Nouns (n) Week 1
Use a period (.) for statements. Nouns are things, people, animals, places, and
Use a question mark (?) for questions. ideas.
Use an exclamation mark (!) at the end of an To determine if a word is noun, apply these two
exclamatory statement (Stop that man!) and some tests, which work best for objects and animals:
interjections (Hey!). Is it countable? two ________
Can an article come in front of it?
the ________; a/an ________
Indent Week 1 Homophones: there, their, or they’re Week 1
When you see the symbol ¶ at the beginning of Use there to indicate a place (here or there).
a sentence, start a new paragraph and indent. See
Use their for ownership, something belonging to
how indentation worked with this paragraph? On
people.
a new line put a finger space (about half an inch)
between the beginning of that sentence and the left Use they’re for the contraction meaning they are.
margin.
Quotations “ ” Week 3 Articles (ar) Week 2
When you copy quotations, pay attention to the punctuation and copy it
exactly. Articles are easy because there are only three of
Enclose what someone says in quotation marks but not narration that them: a, an, the
sets up a quotation.
Articles always set up a noun. When you see
When the speaker continues with more than one sentence, do not
add close quotes until the end of his speech. Sometimes a speech will an article, a noun is sure to follow, although
cover more than one day’s assignment. sometimes a describing word may come in
Commas and periods go inside closing quotation marks. between, as in “a small dwarf.”
If narration interrupts a speech, use commas on both sides of the
interruption. Commas “hug” the word they follow—that is, they come
right next to it—not the word after them.
Book 1: Nose Tree Week 4 Book 1: Nose Tree Weeks 5 and 6
Pronouns
pr Who-Which Clause
I, me, you
he, him, his, she, her, it, its
w-w
we, they, them, their
Book 1: Nose Tree Week 7 Book 1: Nose Tree Week 9
Action Verbs
vb Apostrophes: Possessives
the crown of the king the king’s crown
Verb test: the home of the cats the cats’ home
I will ______________
Yesterday I ________________
Book 1: Nose Tree Week 10 Book 1: Nose Tree Week 11
Apostrophes: Contractions
Verbs
vb
is not = isn’t I am = I’m we had = we’d
was not = wasn’t I will = I’ll we will = we’ll
do not = don’t they are = they’re
action verbs and helping verbs did not = didn’t they will = they’ll
would not = wouldn’t it is = itis
Who-Which Clauses (w-w) Weeks 5 and 6 Pronouns (pr) Week 4
A who-which clause usually describes the noun (the Personal pronouns refer back to some person or
thing) that comes immediately before it. thing recently mentioned and substitute for that
Use “which” for things and “who” for people. person or thing.
Here is a list of pronouns to look for:
I, me, you, he, him, his, she, her, it, its, we,
they, them, their
Apostrophes: Possessives Week 9 Action Verbs Week 7
Use an apostrophe (’) to show possession, which Action verbs express action (as in chop, budge, con-
means that something belongs to something else. fide) or ownership (as in have, possess, own).
Verb test:
Use ’s when singular.
I will ______________
Use s’ when plural. Yesterday I ________________
Apostrophes: Contractions Week 11 Verbs Week 10
Contractions combine words. Action verbs express action (as in chop, budge, confide) or
ownership (as in have, possess, own).
Use an apostrophe (’) to replace missing letters. Helping verbs:
Contractions are permitted in story writing but not am, is, are, was, were, be, being, been (be verbs, which
in formal writing! can also be linking verbs)
have, has, had
do, does, did
may, might, must, ought to
would, will, could, can, should, shall
Book 1: Nose Tree Week 12 Book 1: Nose Tree Week 13
Indent
¶ New speaker Homophones
¶ New topic
¶ New place
to / two / too
¶ New time
Book 1: Nose Tree Week 14 Book 1: Nose Tree Week 16
Adjectives Capitals
adj The squire called, “Make way for
King Arthur, the king.”
Book 1: Nose Tree Week 17 Book 1: Nose Tree Week 18
-ly Adverb Its / Itis
ly its = possessive
it’s = it is
Homophones: to, two, or two Week 13 Indent Rules Week 12
To is the preposition: to the right; to the store. It is To remind you to indent, use a ¶.
also the “to + verb” form of a verb: to rush; to seize. In stories, we start a new paragraph for four rea-
Two = 2 sons:
Too = also or too much. It is easy to remember be- new speaker
cause it has one too many o’s! new topic
new place
new time
Capital Letters Week 16 Adjectives (adj) Week 14
Use a capital letter for the first word of sentences Adjectives are descriptive words that describe (or
including the first word of quoted sentences. modify) nouns and pronouns. Usually they come
Use a capital letter for proper nouns such as names. before the noun they modify (the useful pen), but
D
o not use capitals for titles like king and princess they can come after a linking verb (it is useful).
when they are not used with a name. E.g., the king To determine if a word is an adjective, apply this
versus King Arthur. test:
When a letter should be capitalized, draw three lines The ___________ pen
under the letter as an indicator.
Possessives Week 18 -ly Adverbs (ly) Week 17
Be careful with possessive pronouns! Adverbs usually modify verbs or adjectives and an-
His, hers, and its do not use an apostrophe. swer the questions how, when, or where.
To remember that Many adverbs end in -ly.
When they do, they can count as the -ly adverb
it’s = it is, think itis. dress-up.
Book 1: Nose Tree Week 19 Book 1: Nose Tree Week 21
Prepositions Coordinating Conjunctions
prep cc
prep + noun (no verb) FANBOYS
for, and, nor, but, or, yet, so
Book 1: Nose Tree Week 23 Book 1: Nose Tree Week 25
Clause Starters
cl
Your / You’re
your = possessive
www.asia.b words you’re = you are
when, while, where, as, since, if,
although, because
Book 1: Nose Tree Week 29
Comparative and
Superlative Adjectives
adj
small, smaller, smallest / big, bigger, biggest
good, better, best / bad, worse, worst
Coordinating Conjunctions (cc) Week 21 Prepositions Week 19
aboard at despite near throughout
Coordinating conjunctions connect together two about because of down of to
or more of the same types of words, phrases, or above before during off toward
clauses. according to behind except on, onto under
across below for opposite underneath
She likes cats or dogs. after beneath from out unlike
against beside in outside until
He can leap over the book and out the door. along besides inside over unto
amid between instead of past up, upon
T
hey eat mushrooms but they don’t eat among beyond into regarding with
cabbages. around by like since within
as concerning minus through without
Homophones Week 25 Clause Starters (cl) Week 23
Be careful with these usages that sound the same! www.asia.b words
Your is the possessive pronoun. when, while, where, as, since, if, although, because
You’re is a contraction of the words “you are.” These words start a group of words that have
Examples: a subject and verb but cannot stand alone as a
sentence.
your cat, your nose, your grandpa.
You’re welcome!
Adjectives Week 29
Mark comparative and superlative adjectives with
adj.
When comparing two things, use the comparative:
better, smaller, bigger, or worse.
When showing the most of three or more things,
use the superlative: best, smallest, biggest, or worst.
Grammar
Glossary
Pamela White
THIRD EDITION
Third Edition, January 2014
Second Printing version 3, December 2014
Copyright © 2009, 2014 Pamela White
Contents
Parts of Speech Punctuation
Articles (ar) G-5 End Marks G-19
Nouns (n) G-5 QuotationsG-19
Common and Proper Nouns ApostrophesG-21
Compound Nouns CommasG-21
Noun Functions SemicolonsG-26
Subjects ColonsG-27
Imperative Mood HyphensG-27
Subject-Verb Agreement Em Dashes and Parentheses G-27
Object of a Preposition Ellipsis Points G-28
Other noun functions (Advanced)
Pronouns (pr) G-7
Additional Rules and Concepts
Indentation Rules G-29
Verbs (vb) G-8
Capitalization Rules G-30
Action Verbs
Numbers Rules G-31
Verb + Adverb (Advanced)
Homophones and Usage G-31
Helping Verbs
IdiomsG-33
Linking Verbs
Passive versus Active Voice (Advanced) G-33
Be Verbs
Past Perfect Tense (Advanced) G-34
Verbals (Advanced) G-9
Subjunctive Mood (Advanced) G-34
Infinitives
Participles Stylistic Techniques
Gerunds Dress-UpsG-35
Adjectives (adj) G-10 -ly Adverb
Adverbs (adv) G-10 Who-Which Clause
Prepositions (prep) G-11 Strong Verb
Coordinating Conjunctions (cc) G-12 Quality Adjective
Faulty Parallelism www.asia.b Clause
Subordinating Conjunctions (cl) G-13 Sentence Openers G-39
Conjunctive Adverbs (Advanced) G-13 #1 Subject Opener
InterjectionsG-14 #2 Prepositional Opener
#3 -ly Adverb Opener
Sentences, Clauses, and Phrases
#4 -ing Participial Phrase Opener
SentencesG-15
#5 Clausal Opener
Clauses and Phrases G-15
#6 vss, or Very Short Sentence
Phrases
“T,” or Transitional Opener
Clauses
“Q,” or Question
Main Clauses (MC)
Advanced Style G-44
Dependent Clauses (DC)
Duals and Triples
Dependent Clauses (Advanced)
Noun Clauses
Adverb Clauses
DecorationsG-45
Adjective Clauses
Similes and Metaphors
Noun Clauses
Alliteration
Fix It! Grammar Glossary G-3
Making grammar friendly
This glossary is available for reference if you wish to refresh your
memory or would like more information about a specific rule.
One goal of the Institute for Excellence in Writing is to make
grammar friendly for younger students and beginning writers. Thus,
the terms used in the early Fix It! Grammar books are layman’s
terms, such as -ing opener instead of participle and who-which
instead of adjective clause.
However, grammar terms are useful to the teacher and the student
over time, so they are gradually incorporated into the books as well
as defined in the glossary.
With the repetition provided in the Fix Its, your students will learn
the elements and rules of grammar in manageable increments.
iew Editing Marks Rewrite It
indent ¶ Copy the corrected passage into a separate
notebook.
capitalize
Double-space and indent where
ath indicated.
lowercase
Do not copy the markings, just the story.
delete
Remember to use capital letters
insert properly.
space # Carefully copy the fixed punctuation and
grammar.
close up
iew Subjects and Verbs
G-4
Week 1: Review Fix It! Grammar Glossary
Nouns and pronouns do not always function as a subject.
Parts of Speech
Parts of Speech
Many words can be used as different parts of speech. You have to look at how they are
used in the sentence to determine their parts of speech. To see how these parts of speech
are used as IEW dress-ups and sentence openers, see the Stylistic Techniques section
beginning on page G-35.
Articles (ar)
Articles are the words a, an, the.
Articles always set up a noun, so when students see an article, they should know that a
noun will follow soon after. Sometimes adjectives come between the article and its noun:
a tall stranger; the reluctant, timid soldier.
Nouns (n)
Nouns are objects (things), people, animals, places, and ideas.
To determine if a word is a noun, apply these two tests, which work best for objects
and animals:
1. Is it countable? two ________
2. Can an article come in front of it? the ________; a/an ________.
Common and Proper Nouns
Common nouns name general things and are not capitalized.
Proper nouns are capitalized and name specific people, places, animals, and sometimes
objects with a name unique to that specific person, place, or animal. The king is a common
noun, but King James is proper. A beagle is a common noun, but the name of my pet
beagle Benji is proper.
Compound Nouns
These are two or more words combined to form a single noun. They can be written as
separate words (apple tree; shooting match), as hyphenated words (lady-in-waiting),
or as one word (marksman; wintertime). To spell compound words correctly, consult a
dictionary.
Students may be confused how to use something like apple tree in key word outlines or
in marking nouns. A compound noun is not an adjective + noun or two nouns but just a
single noun. These are nouns that could have been written as a single word because they
express a single thing.
Fix It! Grammar Glossary G-5
Parts of Speech
Noun Functions
The two functions of nouns and pronouns that are most useful to understand are the
subject and the object of a preposition.
Subjects are nouns or pronouns that perform a verb action. Identify subjects by finding Imperative mood
the verb first and then asking, “Who or what is doing this action?” That is the subject. is used to issue
commands. The
Saying that a noun is a subject identifies how it functions or behaves in that sentence; it is subject, you, is
different from the part of speech (noun or pronoun). implied.
Subject-verb agreement means that the subject and its verb should agree in number. If Example: Tarry for me
the subject is singular, the verb should be singular; if the subject is plural, the verb should here. Robin Hood is
addressing his men,
be plural. Students occasionally find it confusing that a singular verb often ends in s and a
asking them to wait
plural verb does not: she walks but they walk. for him. You is the
The object of a preposition is the noun or pronoun that is the last word in a prepositional implied subject.
phrase. See under Parts of Speech: Prepositions, page G-11; and Stylistic Techniques:
Sentence Openers: #2 Prepositional Opener, page G-39.
Other Noun Functions (Advanced)
Direct and indirect objects are important mainly as they relate to pronoun usage (The
soldier treated him graciously, not The soldier treated he graciously). Since these are objects,
they must use objective pronouns (see under Pronouns on the next page).
Direct objects follow a verb and answer the question what or who. Example: The third
soldier built a fire. Built what? a fire (direct object).
Indirect objects are rarer and appear only when there is a direct object. They usually
come between the verb and direct object and tell who or what received the direct object.
Example: The little man gave the second soldier a purse. Gave what? the purse (direct
object). Who received it? the soldier (indirect object).
The difficulty is that indirect objects also seem to answer the question who or what
(gave who? the soldier). Tip: To tell the difference, you should be able to insert to in
front of the indirect object: gave a purse to the second soldier. He is not giving the soldier
to someone else.
Subject complements, a.k.a. predicate nouns, are important for the same pronoun usage
problem (It was she, not It was her). These are nouns that follow a linking verb and point
back to the subject, so they complement the subject.
Subject complements use subjective, not objective, pronouns (see under Pronouns on the
next page), which is the only reason to teach these to older students. Note: Adjectives
can also be subject complements.
Appositives are nouns that rename the noun that comes before them. They are important
because they are punctuated with commas if nonessential (Robin Hood, the archer) and
without commas if essential (the archer Robin Hood).
G-6 Fix It! Grammar Glossary
Parts of Speech
Pronouns (pr)
Personal pronouns refer back to a person or thing recently mentioned and substitute
for that person or thing. They should agree in case, person, and number with the noun
they refer to. Begin with having students identify basic pronouns and later work on
pronoun agreement.
There are three cases:
Subjective case pronouns are used as the subject (or, infrequently, subject
complements).
Objective case pronouns are used as objects of verbs or prepositions.
Possessive case pronouns show ownership. These do not have an apostrophe.
Subjective pronouns Objective pronouns Possessive pronouns
1st person singular I me my/mine
2nd person singular you you your/yours
3rd person singular he, she, it him, her, it his, her/hers, its
1st person plural we us our/ours
2nd person plural you you your/yours
3rd person plural they them their/theirs
who whom whose
Pronoun agreement: To agree in person means that first person pronouns should not shift
suddenly to second or third. To agree in number means that a singular pronoun should
refer back to a singular noun and a plural pronoun should refer to a plural noun.
There are several different categories of pronouns in addition to personal pronouns
(relative, demonstrative, interrogative, indefinite, reflexive), but in practice, teach them
only as they become relevant in writing.
Reflexive pronouns end in self or selves and refer back to a noun or pronoun in the
same sentence.
Examples:
Princess Dorinda fancied herself quite chic.
The fish allowed themselves to be stroked.
Fix It! Grammar Glossary G-7
Parts of Speech
Verbs (vb)
Verbs are words that express either action or a state of being. There are three types:
action, linking, and helping verbs.
Action Verbs
Action verbs express action (as in chop, budge, confide) or ownership (as in have,
possess, own).
Verb + Adverb (Advanced)
In identifying parts of speech, some students are confused by what look like prepositions
after a verb but without the usual noun afterward. In this case, these words do not
function as prepositions but as adverbs that must be coupled with that verb.
Examples: Robin Hood set off; the Merry Men rose up; they cavorted about; stand back.
Helping Verbs
Helping verbs appear with action verbs to help them along. Picture the helping verb as a Tip: Helping verbs
Boy Scout who helps an elderly lady cross the street. One helps the other along! communicate
possibility (can, could,
Examples: The magical purse would always refill with gold. Would helps refill. She had might, etc.) or time
played him a trick. Had helps out played. (was, did, has, etc.).
Helping verbs:
am, is, are, was, were, be, being, been (be verbs, which can also be linking verbs)
have, has, had
do, does, did
may, might, must, ought to
would, will, could, can, should, shall
Linking Verbs
Linking verbs connect the subject to a noun or adjective that renames or describes it and is
called the subject complement (a.k.a. predicate noun and predicate adjective).
Examples: Robin Hood was (linking verb) an outlaw (subject complement). The combatants
seemed (linking verb) weary (subject complement). The princess was (linking verb) artful
and cunning (subject complements).
Common linking verbs:
am, is, are, was, were, be, being, been (be verbs, which can also be helping verbs)
seem, become (always linking verbs)
appear, grow, remain, continue
taste, sound, smell, feel, look (verbs dealing with the senses)
Some of these verbs can also be action verbs. Tip: If you can substitute seem for the verb,
it is probably a linking verb.
G-8 Fix It! Grammar Glossary
Parts of Speech
Be Verbs
Be verbs often stump students when identifying parts of speech because they do not show
action. Since they dominate our language and perform important functions as helping and
linking verbs, it is important students can recognize that they are verbs.
Ask students to memorize the be verbs: am, is, are, was, were, be, being, been.
Verbals: Infinitives, Participles, Gerunds (Advanced)
Verbals are words formed from a verb, but they usually do not function as a verb.
You do not have to teach students to identify whether a particular verbal is functioning
as a noun or adjective or adverb. There is little point to drilling this harder concept
except to mention that verbals are not verbs. Learning what function they take will not
affect punctuation or help most students understand grammar, nor will it show up on the
SAT or ACT.
As a strong verb dress-up? If students want to label a verbal as a strong verb, decide
whether it is too advanced to direct them toward basic action verbs instead.
It helps older students to have a basic understanding of these verbals:
1. Infinitives are verbals formed by placing to in front of the simple present form Split infinitives
of a verb (like to sneeze). Infinitives function as adjectives, adverbs, and nouns but A concern more of the
never as verbs. past than the present,
split infinitives are
2. Participles often function as adjectives and come in two forms: present (-ing worth teaching
words) and past participles (-ed words). However, when participles are coupled with advanced writers. To
a subject and a helping verb, they function as verbs, as in He was splashing, which split one’s infinitive is
frightened the fish. For years, she had longed to visit the world above the sea. to insert one or more
adverbs between “to”
a. Sometimes these participle-adjectives appear directly before the noun: hunting
and the verb, as in “to
skills; a botched case. foolishly insert.”
b. Sometimes they are an -ing or -ed phrase coming before or after a main clause Generally, split
and modifying the subject of the main clause: Springing to his feet, Robin Hood infinitives are
confronted the challenger. (Springing describes Robin Hood, the subject after the acceptable but
comma.) See under Stylistic Techniques: Sentence Openers: #4 -ing Participial formerly frowned on,
Phrase Opener, page G-41. so avoid them when
it is just as smooth to
3. Gerunds are -ing words that function as nouns. Examples: His splashing frightened place the intervening
the fish. (Splashing is the subject of the sentence and therefore a noun.) The fish were adverb somewhere
frightened by his splashing. (Splashing is the object of the preposition by and therefore else.
a noun.)
Fix It! Grammar Glossary G-9
Parts of Speech
Adjectives (adj) Tip: When adjectives
come after a linking
Adjectives are words that describe or modify nouns and pronouns. Usually they come verb, they are
before the noun they modify, as in the crowded room or covetous princess. known as subject
complements or
Sometimes adjectives come after a linking verb, as in the princess was thrilled; the soldiers predicate adjectives.
were penniless and forlorn. See Parts of Speech:
Verbs: Linking Verbs,
Comparative and Superlative Adjectives page G-8.
Comparative adjectives (ending in -er) and superlative adjectives (ending in -est) are
forms of adjectives comparing two or more nouns. Students sometimes have trouble
recognizing that words ending in -er or -est can be adjectives. Have them drop the ending
and ask if the word remaining is an adjective.
Example: The noblest buck is the most noble buck. Drop the ending and ask if noble can
describe a noun. It can, so noble and noblest are both adjectives.
Some words form irregular comparatives and superlatives. The most common of these are
good and bad:
good, better, best
bad, worse, worst
Caution students against using more or most with a comparative or superlative adjective.
Not more prouder but prouder. Most one-syllable adjectives form the comparative and
superlative by adding the suffix. Adjectives of three or more syllables form the comparative
with more and the superlative with most in front of the regular adjective. Two-syllable
adjectives have more complex rules, but usually whichever sounds better is correct.
Adverbs (adv)
Adverbs usually modify verbs or adjectives and answer the questions how, when, or where.
Encourage students to identify what part of speech the adverbs modify.
Example: The princess stoutly denied that she possessed stolen goods. Stoutly tells us how she
denied, so it is the adverb, and it comes right before the verb it describes.
Many adverbs end in -ly. See Stylistic Techniques: Dress-Ups: -ly Adverb, page G-35; and
Sentence Openers: #3 -ly Adverb Opener, page G-40.
Imposter -ly’s: Some -ly words are adjectives like chilly, ghastly, ugly, and friendly. If
the word describes an object or person (the ugly duckling), it is an adjective and not an
adverb.
Advanced: Adverbs can also modify other adverbs, but this is rare and usually awkward
in the hands of young writers, giving such unhelpful constructions as she spoke extremely
quickly.
Advanced: Comparative adverbs are usually formed by adding more or most in front of
the adverb. If the adverb is short, sometimes the suffix is used, as in deadliest. If in doubt,
students should check a dictionary.
G-10 Fix It! Grammar Glossary
Parts of Speech
Prepositions (prep)
Prepositions start phrases that usually show some relationship dealing with space (on the
branch) or time (in the morning). If it is something a frog can do with a log or a squirrel
with a tree, it is probably a prepositional phrase: climbs on the log, sits in the branches,
runs around the tree.
A prepositional phrase always follows this pattern:
preposition + noun (no verb)
It begins with a preposition, ends with a noun, and does not have a verb in it. Since there
is not a subject + verb, it is a phrase, not a clause. There may be other words in between
the preposition and noun, but there will never be a verb: in the act; by a great baron; of
strong and goodhearted yeomen.
First learning parts of speech helps students accurately identify prepositional phrases.
Until the concept is mastered, guide them to see that the phrase begins with a preposition,
ends with a noun, and has no verb in it.
The most common prepositions:
aboard at despite near throughout
about because of down of to
above before during off toward
according to behind except on, onto under
across below for opposite underneath
after beneath from out unlike
against beside in outside until
along besides inside over unto
amid between instead of past up, upon
among beyond into regarding with
around by like since within
as concerning minus through without
In the first stories of Fix It! students are asked to identify prepositional phrases. Removing
prepositional phrases helps students see the underlying structure of their sentences better,
which is the basis for being able to punctuate correctly.
Doubling as other parts of speech: A few words in the preposition list are sometimes
another part of speech, so guide students to determine this based on the pattern. The two
most important examples:
1. Adverbs that follow a verb but do not start a prepositional phrase (warded off;
cried out).
2. Subordinating conjunctions that start dependent clauses: since, as, until, after,
before. See under Stylistic Techniques: Sentence Openers: #5 Clausal Opener,
page G-42.
Younger students do not need to count the preposition to in an infinitive, as in to float,
since infinitives work a little differently from prepositional phrases.
Fix It! Grammar Glossary G-11
Parts of Speech
On not ending sentences with prepositions: This is a carryover from Latin and not a true
rule in English. Andrew Pudewa quips that Winston Churchill gave the definitive answer
to this problem when he remarked, “That is a rule up with which I will not put!”
If the sentence is more awkward to revise with the preposition placed earlier, it is better
to have it at the end. Example: I have only a plain blackthorn staff to meet you with. The
alternative is this stilted construction: I have only a plain blackthorn staff with which to
meet you.
Misplaced prepositional phrases: The later stories deal with the problem of dangling
prepositional phrases where misplaced prepositional phrases distort the meaning,
often humorously.
Example: King Arthur declared on special days he would not feast until someone narrated
a bizarre tale that he could trust. The king did not make this declaration on special days;
instead, he declared he would not feast on them.
Revise by moving the prepositional phrase: King Arthur declared he would not feast on
special days until someone narrated a bizarre tale that he could trust. Faulty parallelism
Coordinating
Coordinating Conjunctions (cc) conjunctions should
Coordinating conjunctions connect parts of speech, phrases, and clauses. Whatever join parts of speech,
phrases, or clauses
they connect needs to be the same thing grammatically: two or more nouns, two or
of equal grammatical
more present participles, two or more dependent clauses, two or more main clauses, and rank. When they do
so forth. not, it is known as
Have students memorize the seven basic coordinating conjunctions using the mnemonic faulty parallelism, a
device FANBOYS, an acronym for the cc’s: for, and, nor, but, or, yet, so. concept middle and
high school students
Punctuation: The main problem with cc’s is that sometimes they have a comma in front of should learn. It means
them and sometimes they do not. See Punctuation: Commas, page G-21. that the items in a
series are not parallel,
The principles to keep in mind: that is, not the same
1. Use commas before cc’s when they join part of speech, type
of phrase, or type of
a. two main clauses. Pattern: MC, cc MC. Example: Usually Robin towered over clause.
others, but the stranger was taller by a head and a neck. Example: Once she
b. three or more items in a series. Pattern: a, b, and c. Example: He ran to the stole into the throne
room, swinging on
window, opened it, and vaulted out.
the chandeliers, and
2. Do not use commas before cc’s when they join two items in a series unless those are landed at the feet
MCs. Example: fine gardens and wide lawns. of the scandalized
courtiers.
This applies to two verbs (a compound verb) with one subject. Pattern:
Problem: The
MC cc 2nd verb (notice there is no comma). Example: He bowed and walked away. sentence sets up a
Train students to locate cc’s and then determine what same parts of speech or parallel construction
constructions they are joining. This matters because it shows whether or not the commas but is not consistent
will be necessary: comma if three or more; no comma if only two unless MCs. It also with its items in a
series (bolded).
matters because it helps students identify faulty parallelism. See sidebar.
Corrected: Once she
Starting sentences with cc’s: Strict grammarians forbid this on the basis that the job of stole into the throne
cc’s is to connect things of equal grammatical rank. Generally, encourage this avoidance, room, swung on the
especially in academic papers, but it is not a hard and fast rule. chandeliers, and
landed at the feet
One clear exception is in dialogue, which can mimic real speech patterns. We often start of the scandalized
our thoughts with and or but. courtiers.
G-12 Fix It! Grammar Glossary
Parts of Speech
Subordinating Conjunctions
In IEW’s stylistic techniques, we begin by teaching students the because clause, then seven
more common clause starters using the acronym www.asia.b for the words that can start
dependent clauses:
when, while, where, as, since, if, although, because
Later we add three more:
until, whereas, unless
These are all subordinating conjunctions, so named because they start subordinate clauses,
an older term for dependent clauses. There is no special need to teach the terminology
(subordinating conjunction) except that it is important to distinguish these types of words
from coordinating conjunctions (cc). For simplicity’s sake, students can mark these clause
starters with a cl.
The main difference is that when coordinating conjunctions (for, and, nor, but, or, yet,
and so) are added to a main clause, we still have a main clause. When subordinating
conjunctions (when, while, where, etc.) are added to a main clause, they turn it into
a dependent clause. The punctuation changes too. See under Stylistic Techniques:
Dress‑ups: Clause Starters, page G-38; and Sentence Openers: #5 Clausal Opener,
page G-42.
Advanced: Confusingly, since, until, and as sometimes function as prepositions, and
because of is also a preposition. See tips for distinguishing them under Stylistic Techniques:
Sentence Openers: #5 Clausal Opener, page G-42.
Advanced: Also confusingly, as, where, when, while and whereas sometimes start adjective
clauses or function as coordinating conjunctions. See Sentences, Clauses, and Phrases:
Clauses: Dependent Clauses (Advanced), page G-17; and Stylistic Techniques: Sentence
Openers: #5 Clausal Opener, page G-42.
Conjunctive Adverbs (Advanced)
These words are a writer’s plague—albeit an important group of words!—because they are
often confused with subordinating conjunctions but need different punctuation.
Some common conjunctive adverbs: however, therefore, then, moreover, consequently,
otherwise, nevertheless, thus, furthermore, instead, otherwise.
Learn this principle: When you add a conjunctive adverb to a main clause, it is still a main
clause, which is not the case with subordinating conjunctions.
How this matters:
1. If conjunctive adverbs start a sentence, usually follow them with a comma as you
would any transitional word or expression. The exception is short conjunctive adverbs
like then, which do not require a pause.
Examples: Then they dropped it when we were older. Moreover, didn’t they realize
cell phones were for emergencies only?
2. If a conjunctive adverb falls between two main clauses that belong together in one
sentence, put a semicolon before it and comma after: MC; ca, MC.
Example: Years of indulgence had spoiled her beyond recognition; however, Lady
Constance recalled a time in Dorinda’s childhood when she had been a lovable child.
If the main clauses express two different ideas, separate them with a period.
Fix It! Grammar Glossary G-13
Parts of Speech
The lady bent down and awarded Gawain a kiss. Then she appealed to him to
rhapsodize about the tribulations and treasures of true love.
3. If conjunctive adverbs fall in the middle of a sentence, however, use two commas or
none, depending on whether you need a clear pause around them.
Examples: Chanticleer ignored her advice, however. Pertelote therefore argued more
vehemently for laxatives from the garden. Chanticleer then countered with another
round of dire dreams, which nevertheless failed to convince Pertelote.
Interjections
Interjections are words that express a strong emotion, such as ow, oh, ugh, whew. They
usually are set off with commas, but if they have a strong exclamatory message, you may
put an exclamation mark after them. Alone, they do not count as a sentence.
“Oops! I do believe I’ve broken your leg.”
“Oh, yes, benevolent frog!”
“Yuck! I won’t touch another bite!”
G-14 Fix It! Grammar Glossary
Sentences, Clauses, and Phrases
Sentences, Clauses, and Phrases
Sentences
A sentence expresses one complete thought. To do so, it must have at least one
main clause.
Sentence sense. Writers often string together more than one main clause in a sentence,
often with the coordinating conjunction and, when those main clauses would be more
powerful as separate sentences. When students are ready to understand the concept,
discourage this practice.
Sentence fragments. A fragment is an error in which a sentence has phrases and/or
dependent clauses but no main clause.
Servants came forth, attending to his horse. Welcoming the warrior. The second part is an
unacceptable fragment.
In fiction and even in academic writing for some teachers, fragments that do not leave
the reader hanging and that fit the flow of the paragraph are dramatic and effective. Fix
It! stories permit such fragments, especially in dialogue when complete sentences would
sound unnatural. The key is whether or not the fragment leaves the reader feeling as if
something more is needed.
“Would you like me to rescue your ball?”
“Oh, yes!” (acceptable fragment)
Because students often use fragments ineffectively in formal writing, many teachers
forbid the use of any fragment. Discuss which fragments in the Fix It! stories work well
and which ones do not in order to arm students with the practice of recognizing sentence
fragments. This will also help them distinguish phrases and dependent clauses from main,
or independent, clauses.
Clauses and Phrases
Failure to recognize the basic clauses and phrases that form the underlying structure of
sentences is at the heart of most students’ inability to punctuate their sentences properly.
When older students struggle with knowing where to place their commas, this, along with
knowing basic parts of speech, is most likely the root problem. They cannot recognize a
main clause if they do not know what a subject-verb pair is, and they cannot know this if
they do not distinguish nouns, pronouns, and verbs from other parts of speech.
Fix It! Grammar Glossary G-15
Sentences, Clauses, and Phrases
The different levels of Fix It! teach grammar progressively in this way: beginning with
basic parts of speech, then identifying phrases and clauses, and gradually adding in
punctuation. Once students understand the basic structure of their sentences, they will
know how to apply the punctuation rules.
Phrases
A phrase is a group of related words that does not have both a subject and a verb.
Prepositional phrases. Practically speaking, these are the only phrases worth teaching.
Finding prepositional phrases helps get the “noise” out of the sentence and makes it easier
for students to see their clauses. It also helps them properly identify #2 sentence openers.
See Parts of Speech: Prepositions, page G-11; and Stylistic Techniques: Sentence Openers:
#2 Prepositional Opener, page G-39.
Appositive. A convenient word for a simple concept, an appositive is a noun that
renames the noun that comes right before it. Example: Robin Hood, the archer. The
only reason appositives are worth flagging is that they usually are set off with commas
but sometimes not. See under Punctuation: Commas: Rule 15: Essential-Nonessential
Elements, page G-24.
Clauses
A clause is a group of related words that must have both a subject and a verb.
Main Clauses (MC)
These are clauses that can stand alone as a sentence.
a. Main clause is abbreviated MC in Fix It! The MC is also known as an independent
clause or strong clause.
b. MCs usually start with a subject or with an article (a, an, the) and/or adjectives
plus subject. Example: The poor soldiers returned follows the pattern of “Article (The)
adjective (poor) subject (soldiers) verb (returned).”
Sometimes the subject-verb will be inverted, with the verb coming before the
subject. Examples: There gathered around him displaced countrymen. subject-verb =
countrymen gathered. Up rose his Merry Men. subject-verb = Merry Men are. These
are still MCs.
c. When identifying MCs, include prepositional phrases in the middle or at the end of
the clause but not ones that come before MCs. Follow common sense in determining
which words must group with the basic subject and verb of the main clause.
d. Sometimes dependent clauses (like who-which’s) are included in a MC and needed
for it to make sense. Example: I have never met a man who could topple me off a bridge.
The MC includes the dependent who clause and does not makes sense as just I have
never met a man.
Dependent Clauses (DC)
These are clauses that cannot stand alone as a sentence.
a. Dependent clause is abbreviated DC in Fix It! It is also known as a subordinate clause
or weak clause.
b. DCs are basically main clauses with another word or words in front that turn
the main clause into something that leaves us hanging, that cannot stand alone as
a sentence.
G-16 Fix It! Grammar Glossary
Sentences, Clauses, and Phrases
For practical purposes, it is enough for younger students to recognize the dependent Tip: Conjunctive
clause starters who, which, that, and the subordinating conjunctions, the www.asia. adverbs like however,
therefore, then
buwu words when, while, where, as, since, if, although, because, until, whereas, unless.
and coordinating
As an example, start with a main clause: The foresters discovered them in the act. Now conjunctions like and,
add a www word: Although the foresters discovered them in the act. There is still a or, but do not turn a
subject and verb, so this is a clause and not a phrase. However, the second version MC into a DC.
leaves us hanging. Although this is true, something else must also be true.
DCs (Dependent Clauses) must be attached to a MC (Main Clause) to be a
legal sentence.
c. To simplify grammar, focus on teaching just two types of DCs: 1. who-which clauses,
and 2. www.asia.b clauses. In Fix It! adverb clauses that begin with one of the www
words are abbreviated as AC.
See Stylistic Techniques: Dress-Ups: Who-Which Clause, page G-36, and Clause
Starters (www.asia.b), page G-38; and Stylistic Techniques: Sentence Openers: #5
Clausal Opener, page G-42.
Dependent Clauses (Advanced)
Understanding DCs well and punctuating them perfectly every time can get complex. The
amount of time it would take to teach most students these finer points of grammar is not
always worth it, but it may help teachers to understand the following.
Dependent clauses function in different ways, which can affect their punctuation.
1. Adverb clauses, a.k.a. adverbial clauses (AC)
Most of the time, a clause starter from the www word list will start an adverb clause.
It should not be set off with a comma if it falls in the middle or at the end of a
sentence (MC AC), but it takes a comma after the clause if it is an opener (AC, MC).
2. Adjective clauses
This usually starts with a relative pronoun, mainly who, which, or that. Adjective
clauses usually follow nouns or pronouns and describe the nouns they follow: the
arrow that Robin shot…; the princess, who was artful and cunning....
Adjective clauses are set off with commas if they are nonessential to the rest of the
sentence but not set off with commas if they are essential. See under Punctuation:
Commas: Rule 15: Essential-Nonessential Elements, page G-24.
Unfortunately—and this is one of the areas where grammar gets messy—three of the
subordinating conjunctions that are in the clause starter list, as, where, and when,
sometimes start adjective clauses and thus act as relative pronouns. This matters
because adverb clauses in the middle or end of sentences never take commas, but
adjective clauses take commas when they are nonessential.
Contrast these examples:
The roof is formed of shells, which open and close as the water flows over them.
As is a subordinating conjunction meaning while; it starts an adverb clause, so
no comma.
The outcome of joy is invariably woe, as all creatures know. As is a relative pronoun
meaning a fact that; it starts a nonessential clause and needs a comma.
Fix It! Grammar Glossary G-17
Sentences, Clauses, and Phrases
Other messy exceptions are while and whereas, which can be subordinating
conjunctions (no comma before them) or coordinating conjunctions (comma before
them when they join main clauses).
Contrast these sentences:
The second soldier took the road to the right while he thought about his next plan of
action. No comma because while is a subordinating conjunction starting an adverb
clause, and adverb clause dress-ups are not set off with commas. While means “at
the same time that” here.
The second soldier took the path to the right, while the other two determined
to travel down the road to the left. Comma because while is a coordinating
conjunction joining two main clauses (MC, cc MC). As a cc, while and whereas
convey a contrast.
3. Noun clauses
These function as nouns. Most often, they follow a verb and begin with that, one
of the words that confusingly can also begin an adjective clause. You can tell the
difference because that adjective clauses follow a noun while that noun clauses follow
a verb. Example: People felt that Robin Hood was like them. That follows the verb felt so
starts a noun clause.
Tip: A clause is a noun clause if you can substitute a pronoun for it. Example: People
felt that Robin Hood was like them. People felt it. Makes sense! But: Robin returned to
the town that he had left. Robin returned to the town it? This does not make sense, so
this that starts an adjective, not a noun, clause.
Where grammar gets even muddier is that when, where, who and other words
sometimes start noun clauses. However, students will not run into these situations
enough in marking dress-ups and openers to make it worth spending the time to teach
noun clauses. Fortunately, students rarely have trouble punctuating noun clauses, so
learning about them becomes a moot issue.
G-18 Fix It! Grammar Glossary
Punctuation
Punctuation
End Marks . ? !
A sentence may end with a period, question mark, or exclamation mark.
Do not double punctuate. Not “You’re sure?!” or “Hah!,” he said. But “You’re sure?” and
“Hah!” he said.
Rule 1. Use periods at the end of statements and in abbreviations.
He bowed and walked away.
Advanced: Comma splices and fused sentences occur when students join main clauses
with only commas or with no punctuation. MCs need something stronger to hold them
together, often a period. See under Semicolons, page G-26.
Rule 2. Periods (and commas) go inside closing quotation marks.
“The better man should cross first.”
Rule 3. Use question marks after direct questions.
Did you ever hear the story of the three poor soldiers?
Rule 4. Use exclamation marks when the statement expresses strong emotion, but do not
overuse them. When a character is said to exclaim something, the context begs for an
exclamation mark.
“No one calls me a coward!”
“Hah!” the other exclaimed.
Quotations “ ”
Rule 1. Use quotation marks to enclose direct quotations but not indirect speech, which When using your
usually begins with that. Quotation marks should “hug” the words they enclose—that computer, be sure
is, there should not be a space between the quotation mark and the word or punctuation you are creating curly
it encloses. quotes (“ ”) and not
straight quotes (" ").
“It’s no wonder that child has turned out so blemished,” clucked Lady Constance. Straight quotes
(direct) should be reserved for
Secretly he thought that in beauty she surpassed Queen Guinevere herself. (indirect) measurements, and
only when the format
Rule 2. The attribution is the narrative that sets up a quotation with a speaking verb (he is very tight, such as
said). Set attributions off from quotations with commas. The attribution can come before, 6" 2' for six feet, two
after, or in the middle of the quotation. inches.
Fix It! Grammar Glossary G-19
Punctuation
Patterns: speaking verb, “quote” or “quote,” speaking verb
He answered, “Hand me a stout bow and straight arrow.”
“I will join your band,” announced the stranger.
“You stand back,” responded his adversary, “since I am the better man.”
Rule 3. Commas and periods always go inside closing quotations (unless they are followed
by parentheses, in which case they go after the parentheses).
“It’s gold, you know.”
Rule 4. Exclamation marks and question marks go inside closing quotations when they are
part of the material quoted; otherwise, they go outside. Also, use only one ending mark of
punctuation—the stronger—with quotation marks, em dashes excepted.
“If only I could have my ball back, I would bestow a handsome reward on
my benefactor!”
“Dorinda, who was at the door?” King Morton inquired.
Rule 5. If a quotation ends in an exclamation mark or question but is followed by an
attribution, use a lowercase letter at the beginning of the attribution (unless it starts with
a proper noun) because the attribution is part of the same sentence as the quotation.
“Have at him!” cried Will Stutely.
Rule 6. When a spoken sentence is interrupted, close the first part and begin the second
with quotation marks. Do not capitalize the first letter of the continuation.
“By the great yew bow of Saint Withold,” cried the stranger, “that is a shot indeed!”
Rule 7. When typing, place thoughts in italics instead of in quotation marks.
It’s time she was humbled a little, thought the wise soldier.
When handwriting, use quotation marks.
Rule 8. Use italics or place quotation marks around words referred to as words. Trick:
Insert “the word(s)” or “the name” before the word in question to tell if this rule applies.
Since “Little” is indeed your true name…. (Since the name “Little”…)
He would have none of this recent drivel of dropping “sir” and “madam” when
addressing one’s elders. (dropping the words “sir” and “madam”)
Rule 9. Use single quotation marks for quotations within quotations. This is the only time
to use single quotations.
“She also insisted on stripping the top coverlets from all the mattresses because, as she
put it, ‘They might be unclean.’”
Rule 10. In conversation, if someone is speaking and changes topic, start a new paragraph.
However, close his first paragraph without a quotation mark and open his new paragraph
with a quotation mark.
The missing quotation mark at the end of the first paragraph signals that he has not
finished speaking. The opening quotation mark in the next paragraph reminds us that
someone is still speaking.
Robin accepted the challenge. “I will stoop to you as I never stooped to man before.
¶ “Friend Stutely, cut down a white piece of bark four fingers tall and wide.”
G-20 Fix It! Grammar Glossary
Punctuation
Apostrophes ’
Rule 1. Use an apostrophe with contractions, placing it where the letter(s) have been Just like with
removed. Note that in formal writing contractions should be avoided, but they are quotation marks,
acceptable in fiction, especially in dialogue. when using your
computer, be sure
“I’ll figure out how to trick them.” you are using curly
apostrophes (’)
“It’s too bad, but we’d better go our separate ways.”
and not straight
Rule 2. Use an apostrophe to show possession. To form plural possessives, make the noun apostrophes (').
plural first; then add an apostrophe. An exception is irregular plural possessives like
children’s and women’s.
the second soldier’s turn
the soldiers’ last night at the palace (the last night of all three soldiers)
Rule 3. Never use an apostrophe with possessive pronouns (his, hers, its, theirs, ours,
yours) since they already show possession. Teach students the differences in these
tricky pairs:
Possessive Pronoun Contraction
its it’s (it is; remember by itis)
whose who’s (who is)
theirs there’s (there is)
Commas ,
Rule 1. Adjectives before a noun
Older students who
Use commas to separate two or more coordinate adjectives before a noun. Coordinate do not correctly
adjectives each independently describe the noun, as in dewy, silent leaves. punctuate their
Do not use commas to separate cumulative adjectives, in which the first adjective sentences rarely
learn by memorizing
modifies both the second adjective and the noun, as in one fair morning. The adjectives are
punctuation rules.
cumulative if the last one deals with time, age, or color or if it forms a compound noun
The problem
with the noun (apple tree). goes back to
Two tricks help distinguish coordinate from cumulative, but these are just tricks that understanding the
depend on a quick response, not rules. If you think about it too long, it is harder to tell. underlying sentence
structure. See under
Adjectives are coordinate and need a comma if you can Sentences, Clauses,
and Phrases: Clauses
1. reverse their order. and Phrases, page
2. add and between them. G-15.
Students with weak
Examples: With pointed, protruding nose, it sounds right to say both protruding, pointed
understanding of
nose and pointed and protruding nose, so the adjectives are coordinate and the comma when to punctuate
is necessary. should start with the
With stout oak staff, it sounds awkward to say either oak stout staff or stout and oak staff, first story of Fix It!
so the adjectives are cumulative and should not have a comma.
Occasionally students will put a comma between an adjective and the noun it modifies, as
in the pointed, protruding, nose. Be on the lookout for this and squash this habit if it forms!
Rule 2. Quotations
Use a comma with a verb of speaking that introduces a direct quotation, whether the verb
comes before or after the quotation.
Fix It! Grammar Glossary G-21
Punctuation
“King Mel loathes courtly balls,” Lord Ashton protested. For advanced writers,
emphasize that this
Lord Ashton protested, “King Mel loathes courtly balls.” is the only situation
when quotations
Rule 3. Nouns of Direct Address (NDAs) are set up with a
Set off nouns of direct address (NDAs) with commas. comma. In research,
quotations are often
“Fool, you have killed the king’s deer.” worked into the text
with no punctuation
“For fourteen days we have enjoyed no sport, my friends.”
or with a colon when
Rule 4. Items in a series they follow a main
clause that they also
Pattern: a, b, and c. Use commas to separate three or more items in a series. These items illustrate.
must be the same part of speech or same grammatical construction, such as phrases or
clauses. The last two items are usually connected by a coordinating conjunction.
Robin was mature, strong, and dauntless. (three adjectives)
He accepted the match, grabbed his bow and arrow, and started off from Locksley.
(three verbs)
The Oxford comma. Current trend is to keep the Oxford comma, which is the comma
before the coordinating conjunction in three or more items in a series. Although the
Oxford comma is optional if there is no danger of misreading, writers do not always
recognize potential confusion. It is never wrong to include the Oxford comma, so it is
easier to include it always.
Example: To his hens, Chanticleer gave fine gifts, the pleasure of his singing and corn.
Ambiguity: Are “the pleasure of his singing and corn” the actual gifts, or are these
three separate items? The Oxford comma clarifies that these are three separate items:
Chanticleer gave fine gifts, the pleasure of his singing, and corn.
Pattern: a and b. Do not use commas with only two items in a series unless those items are
main clauses.
You shall enjoy succulent venison and the stoutest tasting ale. (two nouns)
He will receive a trouncing and a ducking himself. (two -ing words)
Rule 5. Compound verb. Pattern: MC cc 2nd verb.
Do not use a comma before a coordinating conjunction that joins two verbs (a compound
verb) with the same subject. It helps to think of this as joining only two items (two verbs)
in a series. You will not see a second subject after the coordinating conjunction.
They built great fires and roasted the does. (two verbs)
He also had the little man in the red jacket for his guest and treated him graciously.
Rule 6. Main clauses with a coordinating conjunction. Pattern: MC, cc MC Technically, the
comma in the MC, cc
Use a comma before a coordinating conjunction that joins two main clauses. You will see a MC pattern is optional
subject and verb after the coordinating conjunction. when the clauses are
short and there is no
“He is of diminished princely stature, and he doesn’t care for polo.” danger of misreading.
They had fought well in the wars, but now they were out of work and destitute. However, since it can
cause confusion to
Rule 7. Introductory prepositional phrases (#2 sentence openers)
omit it, it is easier to
Use commas after introductory prepositional phrases of five or more words. The comma include it always.
is optional with fewer than five words. With short prepositional openers, let the pause
test be your guide: If it sounds better with a pause, include a comma; if it does not need a
pause, leave it out.
G-22 Fix It! Grammar Glossary
Punctuation
On his journey north Gawain encountered few obstacles. (comma optional)
From stone to stone they cavorted about. (comma optional)
“By the faith of my heart, never have I been called a craven in all my life!”
With a string of opening introductory prepositional phrases, save the comma for the end
of all of them, even if one of them is long.
Not: During the long and arduous weeks, of preparation, for the ball, Mel was shuffled
off to the hunting lodge.
But: During the long and arduous weeks of preparation for the ball, Mel was shuffled
off to the hunting lodge.
Advanced: When the introductory prepositional phrase is followed by a verb instead of
noun or pronoun, do not add the comma.
Behind them close on their heels bounded the cow and the calf.
Rule 8. Mid-sentence prepositional phrases
Prepositional phrases in the middle of sentences are not set off with commas.
The stranger shot at the small white square fixed to its front.
Rule 9. Transitional expressions and interjections
Use a comma after introductory transitional expressions and interjections. Usually
include commas on both sides of interrupting words or phrases that appear elsewhere in
a sentence.
Meanwhile, Robin’s men lay off to the side of the prodigious oak.
Moreover, didn’t they realize cell phones were intended for emergencies only?
The palace accountant ordered them a new HDTV, complete with a surround
system, too.
As grown-up girls, however, they could go when they pleased.
When an interjection expresses a strong emotion, use an exclamation mark instead.
Alas! In an ox’s stall this night I shall be murdered where I lie.
Rule 10. Introductory adverb clauses (#5 sentence openers). Pattern: AC, MC
Use commas after introductory #5 adverb clause sentence openers, even if they are
short. An adverb clause is a type of dependent clause. See Stylistic Techniques: Sentence
Openers: #5 Clausal Opener, page G-42.
Although the foresters discovered them in the act, they narrowly escaped.
Since the problem was obvious, he continued after a pause.
When he finished, they thanked their old friend heartily for his kindness.
Because the Sheriff of Nottingham was related to the slain forester, he had a vendetta
to catch Robin Hood.
Rule 11. Adverb clause dress-up. Pattern: MC AC
Do not use a comma with mid-sentence adverb clauses. See Stylistic Techniques: Dress-
Ups: www.asia.b words, page G-38. See exceptions in Rules 13 and 15 below.
Robin observed him as he trimmed his staff.
“Remain on the other side while I quickly make a staff.”
Fix It! Grammar Glossary G-23
Punctuation
“I will tan your hide until it’s as many colors as a beggar’s cloak if you touch
your bow.”
Rule 12. Comparisons.
Do not use a comma to separate parts of a comparison.
O disconsolate hens, louder was your keening than that of senators’ wives in Rome.
Rule 13. Contrasting elements.
Use commas to separate contrasting parts of a sentence.
The ideas in this story are the cock’s thoughts, not mine.
This is especially confusing with the www words although, while, and whereas. When
they contrast the main clause before them, set them off with a comma, despite the more
common rule MC AC.
“Now you flinch for fear, although you have felt no harm.”
“Whatever I win in the woods I will award you in the evening, while all that you have
gained you must bestow on me.”
This sometimes applies to the cc but when it presents a strong contrast, even when it is
joining only two items in a series that are not main clauses and therefore normally do not
take a comma.
“Dreams are often a portent not just of joy, but of tribulations to come.”
Rule 14. Participial Phrases (#4 sentence openers)
Use commas after introductory -ing participial phrases, even if they are short. Tip: Sometimes it
is not crystal clear
Excusing herself from the table, Dorinda hastened away. whether a clause or
Participial phrases in the middle or at the end of sentences are usually nonessential and phrase is essential
therefore set off with commas. or nonessential. Ask
these questions:
Her sisters rose from the depths, singing plaintively. Does it affect the
Rule 15. Essential-Nonessential elements (a.k.a. restrictive-nonrestrictive) meaning of the rest of
the sentence?
Set off who-which clauses, appositives, participial phrases, and adjective clauses with
Does it specify which
commas if they are nonessential. Do not put commas around them if they are essential. particular noun is
If the clause or phrase is necessary to the meaning of the rest of the sentence or if it intended?
specifies which one of something is being discussed, it is essential and should not be Then use your best
enclosed in commas. guess. Grammarians
will not always
If it does not alter the meaning of the rest of the sentence or if the person or thing is agree on particular
adequately identified, it is nonessential and needs commas, even though it may be adding examples!
important information. Nonessential should not be taken to mean unimportant.
Tip: The concept
Tricks to test:
of essential and
1. Mentally remove the clause or phrase from the sentence to see if it alters the nonessential
information in the rest of the sentence or specifies who or what is meant. If it does elements does not
not, the element is nonessential and should be set off with commas. apply to sentence
openers, which have
2. Put parentheses around the clause or phrase. If the sentence still seems to work, the separate rules of
clause or phrase is probably nonessential. punctuation. Test this
out only on phrases
Importantly, often whether or not you use commas changes the meaning. For example, and clauses in the
it is correct to punctuate the following who clause as essential or nonessential: Even the middle or at the end
footmen, who once toadied to her, snubbed her. With commas, it is saying that all footmen of sentences.
G-24 Fix It! Grammar Glossary
Punctuation
snubbed her, and, incidentally, all once toadied to her. Without commas it is saying that
only those footmen who used to toady to her now snubbed her: Even the footmen who once
toadied to her snubbed her.
Examples:
“Be ready to heed my call, which will sound as three short blasts upon the bugle horn.” Tip: The word that
(nonessential which clause) can replace which in
essential clauses.
If we remove the which clause from the sentence, the main clause meaning does
not change: the speaker still wants them to be ready to heed his call. The which
clause is therefore nonessential, even though it adds important information, and
should be set off with commas.
He had shot a deer that the king reserved for his own table. (essential that clause, so
no comma)
This clause is essential because it specifies which particular deer. He did not shoot
just any deer but one reserved for the king.
“It was agreed that the poor soldier who had already suffered from the power of the
apple should undertake the task.” (essential who clause)
The who clause specifies which soldier—the one who had already suffered from
the apple’s power—so is needed in the sentence and therefore not set off with
commas. It restricts the information to that particular soldier, which is why these
are sometimes called restrictive clauses.
She had confessed the truth to Lady Constance, who now played her trump card.
(nonessential who clause)
Lady Constance is already sufficiently identified. The who clause adds an
important detail but does not alter the meaning of the rest of the sentence so is
nonessential and needs a comma.
the archer Robin Hood (essential appositive)
Without his name, we would not know which archer is intended, so this is an
essential appositive and should not be set off with a comma.
Robin Hood, the archer (nonessential appositive)
It adds information but does not restrict the information to a particular Robin
Hood or change the meaning of the rest of the sentence.
Robin Hood rose, needing a change. (nonessential participial phrase) Tip: Most participial
phrases are
He still rose, regardless of whether or not he needed a change. The participial nonessential.
phrase adds information but does not alter the meaning of the main clause.
Advanced: Sometimes when, as, and where start adjective clauses instead of adverb
clauses. When they do, they can be essential or nonessential. This next example illustrates
a nonessential adjective clause (where) and a nonessential participial phrase (frightened).
Robin waded to the bank, where the little fish scattered and fled, frightened at
his splashing.
Fix It! Grammar Glossary G-25
Punctuation
Semicolons ;
Rule 1. Use semicolons to join main clauses when they are so intricately linked they belong
in the same sentence. Otherwise, use a period. Pattern: MC; MC
“He sounds like just my type; he sounds just like me!”
Advanced: Conjunctive adverbs (words like therefore, however, nevertheless, moreover,
furthermore) do not turn a main clause into a dependent one; therefore, use a semicolon
before the conjunctive adverb if it joins two main clauses that belong in one sentence. Use
a period if the main clauses should be two sentences.
Run-ons. A comma splice is the error caused by joining two main clauses with only a
comma when they need to be joined with something stronger, such as a semicolon, a
period, or a comma plus a coordinating conjunction. A fused sentence is the error of
joining two main clauses with no punctuation or coordinating conjunction.
Comma splice: Gawain glanced up, the great ax descended. Something stronger than a
comma is needed to join these two main clauses.
There are four common solutions to run-ons, which work better or worse depending on
the sentence:
1. Period: Gawain glanced up. The great ax descended.
2. Semicolon: Gawain glanced up; the great ax descended.
a. Use a semicolon only when the two clauses are so inextricably linked (and
often parallel in construction) that they are expressing one idea and need to go
together in one sentence.
b. A semicolon is more effective than a period here because it shows there is a link
between these two ideas, but solutions 3 and 4 are better still.
3. Comma + cc: Gawain glanced up, and the great ax descended.
4. Adverb clause: Subordinate one of the clauses by starting it with one of the
www.asia.b words:
a. A
s Gawain glanced up, the great ax descended. (Comma needed after the
introductory adverb clause: AC, MC.)
b. G
awain glanced up as the great ax descended. (No comma needed with adverb
clause dress-up: MC AC.)
This is the best solution to this comma splice because the subordinating
conjunction as explains how the two clauses are related: Gawain happened to
glance up at the same time that the Green Knight lowered his ax.
A period is usually the easiest and often the best solution for run-ons, especially for
younger students.
Advanced: Rule 2. Use semicolons to separate items in a series when the items contain
internal commas. (Rare)
Highborn women lamented when Troy, that noble city celebrated by Homer, fell
through trickery; when Pyrrhus, ancient Greek ruler, seized King Priam by the beard;
and when the Romans, ruthless and crazed, torched Carthage to the ground.
G-26 Fix It! Grammar Glossary
Punctuation
Colons :
Rule 1. Use a colon after a main clause to introduce an explanation or a list when a phrase Pattern: MC:
like for example or that is is not included. Lists take no punctuation if there is not a main illustrating list,
clause setting them up. example, or
quotation.
“Yet one other boon I ask: please accept this simple souvenir from me.” Remember, a main
Advanced: High school students will benefit from this pattern when they make a point and clause must come
want to use a quotation to support that point. The colon is the perfect mark of punctuation before a colon.
to join the main clause to the quotation that illustrates it. Think of colons as meaning see Advanced: When a
what follows or an example follows. main clause follows
the colon, use a
Rule 2. In business or technical writing, use colons after subheads or words like example to capital letter under
set up what follows. Rarely use this in academic papers. two circumstances:
To: Example: 1) The colon
Fix: Dear Sir or Madam: introduces more than
one sentence (rare).
Rule 3. Use a colon to separate the hour and minutes when specifying time of day.
2) It introduces a
“We have a manicure scheduled for 10:15.” formal statement or
quotation.
Hyphens - Example:
Charlemagne stated
Rule 1. Use hyphens in some compound nouns, such as lady-in-waiting. Consult a
the dual boon of herbs:
dictionary to check whether the compound noun should be written as one word “An herb is the friend
(marksman), two words (apple tree), or hyphenated words. of physicians and the
Rule 2. Use hyphens with compound adjectives in front of a noun but usually not after a praise of cooks.”
noun: jewel-encrusted crown, nineteenth-century author, well-attired people. Her crown
was jewel encrusted. He lived in the nineteenth century. The people were well attired.
Rule 3. Use hyphens with compound numbers from twenty-one to ninety-nine and with
spelled out fractions like one-fourth. Em dashes get their
Rule 4. Use hyphens in phone numbers: 555-1212. name from the fact
that they are roughly
the width of the
Em Dashes and Parentheses — ( ) upper-case M in the
Although em dashes and parentheses should be used sparingly, especially in academic alphabet.
writing, they can be effective tools when used properly. Distinguish between the hyphen There is no key for
(-), which joins things like compound words, and the em dash, which is longer (—). a em dash on your
keyboard, but there
Rule 1. Use em dashes in place of commas when you want to emphasize or draw attention are shortcuts:
to something. Use parentheses in place of commas to minimize the importance of
On a PC, type
something or to offer an aside. Em dashes are loud, parentheses quiet. ctrl-alt-minus sign:
Chanticleer would raise his beak high on a fine summer evening and sing—to the specifically, the minus
jealousy of neighboring roosters for miles around—such ecstasy had he in his crowing. sign on the numeric
keypad on the far
(Notice that in fairy tales, characters don’t have great curiosity about such oddities as right of the keyboard.
talking frogs.)
On a Mac, type
Rule 2. Use em dashes to indicate an interruption in speech or a sudden break in thought. option-shift-hyphen.
His younger daughter—now there was another topic that brought red to his face.
Rule 3. Use em dashes to set off nonessential elements that have commas inside them.
The poor widow owned a few farm animals—three hefty sows, three cows, and a
sheep dubbed Molly—with which she attempted to eke out a living.
Rule 4. Use parentheses for area codes in phone numbers: (260) 555-1212.
Fix It! Grammar Glossary G-27
Punctuation
Ellipsis Points …
Rule 1. Use ellipsis points to signal hesitation or a reflective pause, especially in dialogue
in fiction. Rarely use them in formal papers for this reason.
“Ahem…” Lord Ashton cleared his throat conspicuously.
“Um… certainly… the mattress test.”
Rule 2. In composition or academic writing, use three spaced periods (the ellipsis mark)
to indicate an omission in a quotation. It is not necessary to use the ellipsis mark at the
beginning or end of an excerpted passage.
Rule 3. In quoting another source, if the part you leave out spans more than one sentence,
use four ellipsis points. The fourth one is actually a period.
G-28 Fix It! Grammar Glossary
Additional Rules and Concepts
Additional Rules and Concepts
Indentation Rules
Indent at the beginning of appropriate sentences to start new paragraphs. On the student You may have noticed
pages, mark sentences that need indenting with the editing notation for a paragraph, that this book does
which looks like a backwards P: ¶. not follow this
indentation format.
In copy work, indent by doing two things: 1. start on the next line, and 2. start writing These rules are
½ inch from the left margin. perfect for students,
though, because they
Begin a new paragraph with the following: typically do not have
1. A new speaker. the typographic tools
that book designers
a. Start the paragraph at the beginning of the sentence in which someone is have, such as being
speaking, even if the quotation appears later in the sentence. Example: She cried able to control the
out with great force, “Thieves!” space between
paragraphs.
b. If a narrative sentence sets up the quotation, it can go in the same paragraph as
the quoted sentence. Example: The stranger came right to the point. “It is cowardly
to stand there with a lethal arrow aimed at my heart.”
c. If narrative follows a quotation in a separate sentence but points directly
back to the quotation, it can also go in the same paragraph. Example: “It is
cowardly to stand there with a lethal arrow aimed at my heart.” The stranger did
not mince words.
2. A new topic.
a. This is the fuzziest to determine. Generally, if the narrator or a character
switches topic or the focus, start a new paragraph.
b. The problem is that topics are a bit like a camera lens: they can sweep a broad
scene or zoom in on details. If not much time is devoted to any of the details,
you can safely combine different but related points in one paragraph, just as a
photograph of the ocean—which takes in the water, sky, beach, swimmers, and
even distant ships—can be as harmonious as one of a single shell on shore.
3. A new place.
a. Start a new paragraph when the story switches to a new scene.
b. If several switches are made in quick succession, such as a character’s journey
to find something, it may be less choppy to keep in one paragraph. Encourage
older students to be flexible in making these choices, but if students are more
comfortable with a stricter interpretation (hence more paragraphs), that is fine.
Fix It! Grammar Glossary G-29
Additional Rules and Concepts
4. A new time.
a. Same principles as with place: start a new paragraph with a new time unless
there are several time shifts in close succession that make sense together in a
single paragraph.
The rules for new paragraphs in fiction are less rigid than they are in academic writing.
Do not get hung up on the details, but try to follow the main principles and aim for some
consistency. If students make a reasonable case based on these principles for something
other than what the book suggests, let them choose. In practice, paragraph divisions are
clearer and more critical in academic writing, so we can be more flexible with fiction.
Capitalization Rules
Rule 1. Capitalize the first word of a sentence and of a quoted sentence, even when it does
not begin the full sentence.
The stranger responded, “You joke like a numbskull!”
Rule 2. Use lowercase to continue interrupted quotations.
“Princess,” he began, “you have a visitor at the door.”
Rule 3. Capitalize proper nouns and words derived from proper nouns.
Sherwood Forest; Robin Hood; Arthurian; Spartan
Rule 4. Capitalize people’s titles when used with a name or as a substitute for a name An exception to Rule
in a noun of direct address. Do not capitalize titles when used without a name. Do not 4 is sir or madam
as a noun of direct
capitalize family members unless used as a substitute for a name or with a name.
address: “Stand back,
The Sheriff of Nottingham was related to the forester whom Robin Hood killed. sir,” demanded Robin.
The sheriff was related to the forester whom Robin Hood killed.
“Can you clean the bullet from his wound, Doctor?”
He succeeded his father as king.
Rule 5. Capitalize calendar names (days of the week and months) but not seasons.
the month of June; in the spring; on Wednesday
Rule 6. Capitalize compass directions only when they refer to specific geographic regions,
such as the South, or are part of a proper noun, such as North Carolina or New South Wales.
On his journey north Gawain encountered few obstacles. (He is heading in a
northward direction but not traveling to a region known as the North.)
Rule 7. Capitalize the first and last words of titles and subtitles and all other words except
articles, coordinating conjunctions, and prepositions.
A shy, small girl recited “Mary Had a Little Lamb.” When writing
longhand, it is
Your Knights of the Round Table are reputed superior in courtesy and arms. customary to
Note: Titles of long works like books, magazines, and movies should be italicized. underline words
Titles of short works like poems, short stories, and articles in magazines should be in that you will want to
italicize.
quotation marks.
G-30 Fix It! Grammar Glossary
Additional Rules and Concepts
Numbers Rules
Different style guides give different rules about how to write numbers. These simplified
rules follow the principles of the Chicago Manual of Style.
Rule 1. Spell out numbers that can be expressed in one or two words; use figures for
other numbers.
The younger of his two daughters had racked up one thousand text messages on her
cell phone in a single month!
Rule 2. Spell out ordinal numbers.
In another year the second sister was permitted to rise to the surface.
Rule 3. Use numerals with dates..
Exiting the hall, the stranger called back, “Meet me at the Green Chapel in one year
and one day on January 1, 1400.”
Rule 4. When numbers are mixed with symbols, use figures.
“We can expect at least 40% of those invited to attend, or 238 guests.”
Homophones and Usage
Homophones are words that sound alike but are spelled differently and have different
meanings. Usage errors occur when students use one word when another is meant, often
with words that are spelled similarly.
Encourage students to start a list of troublesome words to consult whenever they write.
Some common errors:
1. there, their, they’re; your, you’re
a. There is the adverb pointing to a place or point: over there; there is the spot.
b. Their and your are possessive pronouns: their journey; your weapon.
c. They’re and you’re are contractions meanings they are and you are: they’re
finished; you’re spying.
2. to, two, too
a. To is the preposition: to the soldiers’ aid; to the right. To is also used in
infinitives, the “to + verb” form of a verb: to rush; to seize.
b. Two is the number.
c. Too means either also or to an excessive degree or too much. It is easy to
remember because it has one too many o’s!
3. its, it’s
a. Its is the possessive: its bark (the bark of the tree).
b. It’s is the contraction it is: It’s too bad. Teach the difference by explaining that
the apostrophe in it’s is like a little i: itis.
c. Its’ is always incorrect.
4. then, than
Use then to mean next or immediately afterward. Use than for a comparison. After
Alice drank the potion, she was then shorter than she was a moment before.
Fix It! Grammar Glossary G-31
Additional Rules and Concepts
5. lie, lay
a. Simplify this problem pair by explaining that someone lies himself down but
lays down an object.
b. The three main verb forms:
i. to lie: lie, lay, lain (present, past, past participle)
ii. to lay: lay, laid, laid
One reason students have trouble with these words is that the past tense of to lie
is the same as the present tense of to lay.
c. For some students, memorizing a simple sentence can help with the confusing
past tense forms: Henny Hen lay down (something she did to herself) after she laid The word like is a
an egg (something she did to an object). preposition, not a
conjunction, so it
6. like, as starts a prepositional
phrase, which ends in
a. Simple explanation: Use like when comparing two nouns; use as or as if when a noun and does not
comparing a noun to an idea (subject + verb). have a verb. It should
Not She arranged her flowerbed as a whale but like a whale. not start a clause.
To compare a noun to
Not It looks like it will be a lengthy convalescence but It looks as if it will be a lengthy a clause, use as, as if,
convalescence. or as though instead
b. When as means in the role, status or function of, it is a preposition. of like.
Treat everything here as your own.
“Come to the Green Chapel or be known as a coward.”
7. farther/farthest, further/furthest
Use farther and farthest as the comparative and superlative forms of far, referring
to physical distance, no matter how short or long. Use further and furthest for
everything else. Further means to a greater extent or additional/in addition.
It is easy to remember the difference because farther and farthest derive from far,
relating to distance. We do not say, “I am going fur down the road”!
She had earned a reputation for beauty reaching into the farthest kingdoms.
(physical distance)
She swam out farther from the shore. (physical distance)
“I will no further descant on such matters.” (to a greater extent)
Some dictionaries no longer distinguish these two, but most careful writers will.
8. use to, used to
Use to is substandard English. The correct form is used to.
She used to bring pictures she had drawn to Lady Constance.
9. try and, try to
Use try to when trying to do something. She tried to sprint across the hill means
she attempted to accomplish this feat. She tried and sprinted across the hill does
not make sense because tried needs an object, as in she tried climbing.
G-32 Fix It! Grammar Glossary
Additional Rules and Concepts
10. affect, effect
a. Affect as a verb means to influence, act on, or produce a change in. Effect
as a noun is the result of that change. Most of the times this is how we use
these words.
Years of indulgence had the obvious effect (noun meaning the result) of
spoiling Dorinda.
Maybe Dorinda was too self-centered for anyone else to affect (verb form meaning to
influence) her deeply.
b. Affect and effect both have a noun and verb meaning, which is one reason they
are so confusing. As a noun, a person’s affect is his emotional appearance, feeling
or emotion. As a verb, to effect is to bring about or accomplish something.
11. between, among
Use between when dealing with two items, among with three or more.
She wandered among the exotic botanical species. (more than two different species
of plants)
Dorinda held the napkin between her thumb and first finger. (two fingers)
Idioms
An idiom is an expression that cannot be understood literally, word for word. Example: We
had better go our separate ways. Had better is an idiom meaning ought to. No one has, or
possesses, something called better!
Do not expect students to determine parts of speech of words in idioms because often this
will not make sense. When sentences begin with idioms, they do not always have to be
labeled as certain openers.
Passive versus Active Voice (Advanced)
In active voice, the subject of the sentence is doing the verb action. Most sentences are
written in active voice. Example: The soldier invited the dwarf to warm himself by the fire.
In passive voice, we start with the person or thing being acted upon, in the example
above, the dwarf, and make it the new subject of the sentence: The dwarf was invited by
the soldier to warm himself by the fire.
Passive voice follows this pattern: Person/thing being acted on + be verb + past participle
+ by someone or something (either in the sentence or understood). The dwarf (person
being acted on) was (be verb) invited (past participle) by the soldier (by someone) to warm
himself by the fire. If the sentence does not have all four elements, it is not in passive voice.
That is, not every be verb is passive.
In writing, discourage older students from misusing passive voice because it is usually
wordy and dull. Do not teach the concept to younger students.
Understanding passive voice helps instructors and older students even at this level with
one tricky part of speech identification. When -ed past participles (see Parts of Speech:
Verbals, page G-9) follow a be verb, it is unclear whether they are subject complements
after a linking verb or part of the verb phrase.
One way to tell is that they are verbs if the sentence is in passive voice.
Example: The castle would be demolished by the soldiers. Test for passive voice: The
castle (subject being acted upon) would be (be verb) demolished (past participle) by the
Fix It! Grammar Glossary G-33
Additional Rules and Concepts
soldiers (by someone). Since this sentence is in passive voice, demolished is a verb, not
an adjective.
The men were famished. Test: The men (subject) were (be verb) famished. Famished
ends in -ed, so can it be a past participle? No: there is no one famishing the men so no
by someone phrase. This makes famished an adjective, not a verb.
Two hundred pounds would be rewarded to the man who delivered Robin Hood to
the king. Test: Two hundred pounds (subject being acted upon) would be (be verb)
rewarded (past participle) to the man who delivered Robin Hood to the king. There is
also a “by someone” phrase that is understood: by the king. Since this is in passive
voice, the past participle is part of the verb and not an adjective.
Past Perfect Tense (Advanced)
Use the past perfect when relating the earlier of two events that occurred in the past. The
more recent event is couched in past tense, the earlier event in past perfect. Form past
perfect with had + the past participle of the verb.
One such frightful deluge swept away (past tense) worthy King William, who had
reigned (past perfect) in Flovenia for fourteen peaceful years.
Subjunctive Mood (Advanced)
Used infrequently, the subjunctive mood expresses contrary-to-fact conditions with wish or
if statements in the third person followed by a be verb. For present tense, all subjects take
be; for past, were. To test: Ask if the statement is literally true. If not, use subjunctive.
Kissing his hand, the little mermaid felt as if her heart were already broken. Her heart is
not already broken, so the subjunctive is correct: “as if her heart were” rather than “as
if her heart was.”
Fearing lest his name be tarnished, Gawain began to despair of ever finding his
implacable enemy. His name will not be tarnished, so the subjunctive is correct: not
“Fearing lest his name is tarnished,” but “Fearing lest it be tarnished.”
G-34 Fix It! Grammar Glossary
Stylistic Techniques
Stylistic Techniques
Fix It! stories teach the stylistic techniques of the Institute for Excellence in Writing. The
list below reviews these techniques and offers pointers about how dress-ups and sentence
openers reinforce grammar.
Dress-Ups
Dress-ups are ways of dressing up writing style, either by using stronger vocabulary (-ly
adverb; strong verb; quality adjective) or by making the sentence structure more complex
(who-which clause; www.asia.b clause).
Generally, hold older students to a more rigorous standard than younger students,
encouraging all students to use word lists like a thesaurus to build their vocabulary when
they work on dress-ups in their own writing.
The words marked as vocabulary dress-ups in the book have varying levels of strength.
It is up to teachers to decide whether to count some of these words as “dress-up quality”
or to allow words the book does not mark. The goal is to encourage interesting and
specific vocabulary.
Two of the dress-ups, -ly adverbs and www.asia.b clauses, can also be sentence openers
if they start a sentence. Count them as dress-ups if they come later in the sentence but as
sentence openers if they are the first word in the sentence.
-ly Adverbs
Found anywhere except the first word in a sentence, this dress-up enriches by adding color
and detail. Like other adverbs, the -ly adverb describes or modifies adjectives or verbs. See
Parts of Speech: Adverbs, page G-10.
The palace accountant vehemently complained about the princess’s excessive texting.
Count only -ly words that are adverbs, not imposter -ly’s, which are adjectives, like
princely, lonely, ugly, and ghastly.
When they are ready, direct students to distinguish true -ly adverbs from adjectives by
understanding how these parts of speech work. Even younger students can be asked what
part of speech follows the -ly word.
The easiest way to check if an -ly word is an adverb or adjective is to place it in front of a
noun. If that makes sense, it must be an imposter -ly (an adjective) since only adjectives
can describe nouns. Then check it by placing it in front of a verb. If it works, it is a
legitimate -ly adverb.
Fix It! Grammar Glossary G-35
Stylistic Techniques
Examples: She cleverly masqueraded herself as a poor girl. Cleverly comes before and
describes a verb (masqueraded), so it must be an -ly adverb. It also answers the adverb
question how: She masqueraded. How did she masquerade? She cleverly masqueraded.
“What nonsense this silly frog is talking!” Silly comes before and describes a noun
(frog), so it must be an imposter -ly, an adjective and not an adverb. It also does not
answer the adverb question how.
Who-Which Clauses
A who-which clause is a dependent clause that begins with who or which. These clauses Who-which clauses
deepen content by adding new information to the sentence or minimize choppiness are adjective clauses,
by combining two short sentences. See also Sentences, Clauses, and Phrases: Clauses, which usually modify
the noun they follow.
page G-16.
Older students may
Example: Robin Hood cut straight a hefty staff, which measured six feet in length. write which clauses to
modify the entire idea
To keep the who or which from stealing the main verb, remove the who-which clause from that comes before.
the sentence and confirm that a complete thought (a sentence) remains. If not, the who or
Example: You have
which may have stolen the main verb. killed the king’s deer,
Example: A bedraggled young woman, who stood at the door. If I remove my who which is a capital
clause, I am left with only A bedraggled young woman, which is not a complete offense. It is not
thought. I need something more: A bedraggled young woman, who stood at the door, the deer that is the
offense but killing it—
dripped water into her shoes.
the full idea expressed
Use who for people, which for things or institutions. Animals are a special category. in the main clause.
If they are just animals, use which. If they are beloved pets or if they take on human Advanced: The
characteristics like the frog in “The Frog Prince,” use who. pronouns who, that,
and which become
Younger students should form who-which clauses by placing the who or which immediately singular or plural
after the noun it describes. Many who-which clauses take commas. For younger students, according to the noun
you could simply require that they put commas around them all and only later teach they modify. Since the
essential and nonessential who-which clauses. clause modifies the
noun right before it,
Advanced Who-Which Clauses the verb must agree
in number with that
Punctuation. Who-which clauses are set off with commas if they are nonessential but take noun.
no commas if they are essential.
Example: Gawain was
Essential which clauses usually start with that instead of which, but do not count these as one of the knights
dress-ups because the dress-up is for practicing who and which clauses. who honor courtesy.
The verb honor agrees
That starts an adjective clause when it follows a noun. If it follows a verb, it is a noun with knights, not with
clause instead. See under Punctuation: Commas: Rule 15: Essential-Nonessential one.
Elements, page G-24, for further information about this important concept. See also Also, if you teach
Stylistic Techniques: Advanced Style: Noun Clauses, page G-44. who-which clauses
Question. When who or which asks a question, it begins a full sentence (a main clause), so as a dependent
who or which starting a question is not a who-which adjective clause, which is a dependent clause, it may help to
understand that who
clause. Example: “Who was at the door?” does not count as a dress-up.
or which is usually the
Whose. Whose is the possessive pronoun, used with people or things. subject of the clause.
Examples: There lived within the glades of Sherwood Forest a famous outlaw whose
name was Robin Hood. The table whose legs were wobbly threatened to crash to
the ground.
Who versus whom. Use whom instead of who when whom is the object of something
(objective case), such as the object of a preposition or a direct object. Use who when it is
G-36 Fix It! Grammar Glossary
Stylistic Techniques
in the subjective case, functioning as the subject of the sentence or, rarely, as a subject
complement. See Parts of Speech: Pronouns, page G-7.
Trick: he/him substitution. If you can revise the sentence and substitute he or they, use
who; if him or them, use whom.
He bellowed his challenge, as if doubting who/whom in the hall held rule. He held rule,
so who is correct.
I am not he of who/whom you speak. You speak of him, so whom. (object of
preposition)
Invisible who-which. Who-which’s followed by a be verb can be invisible for a more
stylish sentence.
Example: Robin Hood started off from Locksley, which was the town where he lived. All
had come to Sherwood Forest, which was a vast, uncharted wood. In both cases, we
could drop which was for a more elegant construction.
Strong Verbs
Teach younger students to recognize verbs by filling in these blanks with a form of the
word in question: yesterday he ________; today he ________; tomorrow he will ________.
(Yesterday he pitched; today he pitches; tomorrow he will pitch.)
As the most powerful part of speech, the verb can make or break a sentence. Challenge
students to distinguish truly strong verbs from ordinary ones.
Example: Compare ordinary: “It’ll be the first thing I’ll throw away when I make
changes.”
versus strong: “It’ll be the first thing I’ll pitch when I redecorate.”
Strong verb dress-ups should be action verbs, not helping or linking verbs. See Parts of
Speech: Verbs, page G-8.
Quality Adjectives
Gradually teach students the difference between ordinary and quality adjectives. Quality
adjectives are strong because they are more colorful, provide a stronger image or feeling,
or add more detail and are more specific than ordinary adjectives. See also Parts of
Speech: Adjectives, page G-10.
Example: His advisers realized they had a daunting task.
Adjectives describe nouns. Teach how to locate adjectives with this simple test: The
________ person or object (thing).
Examples: the gurgling brook. Is brook a person or thing? Yes, so gurgling is an
adjective. Or the confident stranger. Is stranger a person or object? Yes, so confident,
which describes the noun, must be an adjective.
Fix It! Grammar Glossary G-37
Stylistic Techniques
www.asia.b Clauses
Initially, teach that dependent clauses may begin with one of these eight subordinating www.asia.b
conjunctions: when, while, where, as, since, if, although, because, easy to learn by when
memorizing www.asia.b. IEW materials sometimes call these the www words. They while
usually start an adverb clause. where
as
Eventually, students will learn that other words can start dependent clauses too, such since
as until, whereas, wherever, whenever, as if, unless, and sometimes before or after. See if
Sentences, Clauses, and Phrases: Clauses, page G-16, and Stylistic Techniques: Sentence although
Openers: #5 Clausal, page G-42. because
A dependent clause cannot stand on its own as a sentence. It needs to be attached to a
main clause to be a legal sentence.
Examples:
“Meet me if you dare.”
“Your name, Little John, fits you ill because you are far from little!”
Robin Hood and his band guffawed loudly until the stranger began to grow enraged.
Remain on the other side while I quickly make a staff.
Most of the time, a www.asia.b word will begin an adverb clause. When an adverb clause
occurs mid-sentence (the dress-up), it should not be set off with commas; when an adverb
clause starts a sentence (the opener), it takes a comma after the clause. Teach simple
patterns to help students remember these rules:
MC AC: no comma when an adverb clause falls in the middle or at the end of
a sentence
AC, MC: comma at the end of a clause when the adverb clause comes before the
main clause
Advanced: www.asia.b Words
The www words since, as, and until sometimes are prepositions instead of conjunctions.
You can tell they do not start clauses if there is no subject and verb after them, as in since
childhood or as an archer or until the next day. See under Sentence Openers: #5 Clausal
Opener, page G-42, for tricks to tell the difference.
The www words as, where, and when can start adjective clauses instead of adverb
clauses, usually when they follow and describe a noun. Adjective clauses can be essential
(no commas) or nonessential (commas). See Punctuation: Commas: Rule 15: Essential-
Nonessential Elements, page G-24.
Example: King Arthur decided to climb to the top of the cliff, where he could drink
from the pool of water collected above. This where clause follows a noun that it also
describes; since it is nonessential, it needs a comma.
While, although, and whereas sometimes need a comma before them because they
present a contrast to the main clause in the sentence.
Examples: You stand there with a lethal bow to shoot at my heart, while I have only a
plain blackthorn staff to meet you with.
Hrothgar and Robert had been trying to save his life all along, whereas he had been
too foolish to listen to them.
G-38 Fix It! Grammar Glossary
Stylistic Techniques
While and whereas technically function as coordinating conjunctions in this case and
follow the punctuation pattern MC, cc MC, but it is easiest to explain this as needing a
comma because of the contrast.
Sentence Openers
Sentence openers are the patterns that sentences begin with. Their obvious advantage is
in encouraging more complex sentence structure and variety, which greatly improves the
quality of student writing. A second advantage is that openers teach lots of grammar in a
backdoor fashion. By teaching the patterns and punctuation that accompany the openers,
you will help students master quite a bit of grammar in the context of writing.
#1 Subject Opener
Subject openers essentially begin with the subject of a main clause, although articles and/
or adjectives may precede it. If the sentence is shorter than six words, it can be counted as
a #6 vss opener instead.
Examples: He became livid on the subject of modern gadgets. The subject is He.
The convivial company congregated in the great hall. The subject is company, but it is
still a subject opener because the is an article and convivial an adjective.
Sometimes #1 sentences invert the usual word order, placing the verb or other word first.
For this reason, it helps to explain that the #1 sentence starts with a main clause.
Example: There were blameless, loyal men at his side who rambled with him through
the greenwood shades. The actual subject is men, but the sentence begins with a main
clause so is still a #1 subject opener.
#2 Prepositional Opener
Prepositions begin phrases that follow this pattern:
preposition + noun (no verb)
The phrase starts with a preposition and ends with a noun, with no verb inside. Other
words may squeeze in between the preposition and noun but never a verb. See under #5
Clausal Opener, page G-42, for the trick to distinguish between #2s and #5s. See also
Parts of Speech: Prepositions, page G-11.
Examples:
Punctuation rule
During these reflections, King Morton shook his head in abject despair. note: Grammar
books express the
After a pause she summed it up.
punctuation rule
Younger students should practice finding prepositional phrases before identifying the #2 more vaguely: long
opener, showing how the phrase fits the pattern. Example: After (preposition) + a (article) prepositional phrases
+ pause (noun). This phrase begins with a preposition, ends with a noun, and has no take a comma; with
verb, which fits the pattern. Remind students that the lack of a verb means it must be a short ones, the
comma is optional.
phrase and cannot be a clause.
For most students, a
Punctuation: Prepositional phrases of five or more words take a comma after them; clear cutoff is more
with fewer than five, the comma is optional. Let the pause test be your guide for shorter helpful than this
prepositional phrases: use a comma if you need a pause, no comma if you do not. general principle, and
five or more words are
When short prepositional openers work transitionally (as in For example, In addition, On usually long enough
the other hand), they will need a comma, just as any transitional opener should take a to warrant a comma.
comma. Usually the pause test is sufficient to determine this.
Fix It! Grammar Glossary G-39
Stylistic Techniques
Advanced Prepositional Phrase
Disguised #2. Sentences starting with some kind of time (Wednesday; Two weeks ago; The
evening of the ball; One night) followed by the main clause begin with what is effectively
a disguised #2, in which a preposition is implied but not stated, as in “One morning…”
where “In,” “On,” or “During one morning” is implied. The sentence sounds better
without the preposition, but the opener functions as if it were there and is punctuated the
same way.
Infinitives. Although infinitives do not fit the usual pattern of prepositional phrases
(preposition + noun), the to in them is still a preposition, used to mark the infinitive of a
verb. Infinitives starting sentences may be counted as #2 openers. E.g., To lend credence
to this claim, one of the most respected authors related a pertinent account.
#3 -ly Adverb Opener
The main difference between an -ly dress-up and -ly sentence opener is the flow of the
sentence. Beginning the sentence with the -ly adverb gives a different kind of rhythm than
placing it later in the sentence. Usually -ly openers do not need a comma, but let the pause
test be your guide: use a comma if you want a pause, no comma if you do not.
Examples: Resentfully the stranger answered him.
Sadly, his amiable wife, Queen Mary, was traveling with him at the time.
Advanced: -ly Adverb Punctuation. If the -ly adverb opener modifies just the main verb,
the comma is optional but discouraged. Add it only if a strong pause is desired.
Resentfully the stranger answered him. The stranger resentfully answered him also makes
sense, so resentfully modifies just the verb and a comma is therefore not needed.
If the -ly adverb opener modifies the entire sentence, the comma is required.
Sadly, his wife was traveling with him at the time of the massive flood. Sadly describes
the whole sentence, so a comma after it is needed.
Tip to distinguish: The -ly adverb modifies the sentence and takes a comma if you can
convert it into the phrase “it is _____ that” with the adjective form of that adverb in the
blank.
It is sad that his wife was traveling with him at the time. We can convert sadly into “it is
sad that,” so this -ly adverb modifies the sentence and takes a comma.
It is resentful that the stranger answered him. Here, the -ly adverb resentfully does
not make sense as “it is resentful that,” so it fails the sentence modifying test and
therefore does not need a comma.
Sometimes, both the comma and no comma are correct but affect the meaning.
Sorrowfully Chanticleer acceded to the counsel of his wife. He acceded, but he did so
sorrowfully, with regret.
Sorrowfully, Chanticleer acceded to the counsel of his wife. This opener is the narrator’s
warning that Chanticleer made a mistake in acceding to his wife’s advice. It is
sorrowful that Chanticleer acceded to his wife’s counsel.
G-40 Fix It! Grammar Glossary
Stylistic Techniques
#4 -ing Participial Phrase Opener
Sentence opener #4 sounds easy but can be complicated grammatically. Teach this
pattern:
-ing word/phrase + comma + subject/-inger + main verb
It begins with an -ing word (participle) or phrase, then a comma, then the subject of the
main clause which is also doing the inging, then the main verb. Check that #4 openers
have these four elements and teach students to ask this important question: Is the subject
after the comma doing the inging?
Examples: Gathering their three gifts, the soldiers set out on a journey to visit a
neighboring king. 1. Gathering their three gifts is an -ing phrase; 2. there is a comma; 3.
the noun after the comma is both the subject of the main clause (soldiers set out) and
the inger (soldiers were gathering); 4. set out is the verb. This follows the four steps
and is therefore a legal, legitimate #4 opener.
Taking up his bow, Robin Hood shot with unparalleled skill. This also follows the four
steps: Robin is both taking up his bow and shooting.
Advanced #4 Opener
There are two main ways students might mislabel #4s.
1. Illegal #4s look like #4s, only the person or thing after the comma is not the one
doing the inging. This is known as a dangling modifier—an often humorous but still
grammatically faulty sentence pattern.
Examples: Hopping quickly to keep up, she let the frog traipse behind her to the
resplendent dining hall. It is not the princess but the frog that is supposed to
be hopping!
Looming nearby in the harbor, she beheld a large ship. The mermaid is not looming
nearby but the ship.
Scanning the noble assembly, the horse rode straight to the high dais. The horse is not
the one doing the scanning but the Green Knight.
2. Imposter #4s begin with an -ing word so look like #4s but are actually #1 subject
openers or #2 prepositional phrase openers. See also Parts of Speech: Verbals, page G-9.
#2s that look like #4s begin with one of these prepositions: during, according to,
regarding, concerning. The four steps reveal that the pattern does not work.
Examples: According to state history, the only indisputable test for real princess
blood is the mattress test. The subject after the comma is test, which is not doing
the according, so this sentence does not fit the #4 pattern. It is actually a #2.
During the obligatory dance after dinner, she twirled him around. She is not doing
the inging. In fact, nobody can “dure” because during is not a participle derived
from a verb but a preposition.
#1s that look like #4s begin with an -ing word, but it functions as the subject of the
sentence. (We call -ing nouns gerunds, not participles). These have no place for a
comma and no person or thing mentioned doing the inging.
Examples: Living at the splendid castle cheered the soldiers. There is no comma or
place for one, nor is there a subject that is doing the inging. The context makes
it clear that the soldiers are living there, but the sentence does not use soldiers as
the subject doing that action. The subject-verb pair is Living cheered.
Fix It! Grammar Glossary G-41
Stylistic Techniques
Peering through the curtain left Gawain in wonder. Again, no comma or place for
one. The subject-verb pair is Peering left.
Invisible #4s are sentences that follow the same pattern as regular #4s, but the -ing
word is hidden. These sentences begin with an adjective or adjective phrase followed
by a comma plus main clause, with the word being, seeming, or appearing implied at the
beginning of the sentence. They are more elegant without the -ing participle but function
and are punctuated just like a #4.
IEW instructors sometimes add a seventh opener for sentences starting with a past
participle ending in -ed, but it is unnecessary to create a separate category for this since it
follows the same pattern as an invisible -ing opener.
Examples: Quick-witted and agile, Robert compensated for his limitation by an eagerness
to please. Implied: Appearing quick-witted and agile, Robert compensated for his
limitation.
Relaxed and untroubled, the stranger genially waited for him. Implied: Being relaxed
and untroubled, the stranger genially waited for him.
Energized by boyish blood, Arthur did not care to lounge at his ease. Implied: Being
energized by boyish blood, Arthur did not care to lounge at his ease.
#5 Clausal Opener
This is the same as the dress-up and uses the same www words (subordinating
conjunctions), except that now this dependent clause starts the sentence and needs a
comma after it. Teach the simple pattern: AC, MC
Examples:
If possessions were plundered, the yeomen would recapture the goods and return them
to the poor.
As he approached, Robin Hood noticed a tall stranger resolutely striding toward
the bridge.
When he demanded it back, Dorinda mumbled something about not being able to
locate it.
Advanced: #5s versus #2s. The problem with accurately identifying #5s, #2s, and
www.asia.b dress-ups is that a few words might be either a preposition or a subordinating
conjunction. After, before, since, until and as can function as either, and while because is a
subordinating conjunction, because of is a preposition.
Two tricks help tell the difference, both bouncing off the fact that prepositional phrases
never have a verb and clauses always do.
1. Drop the first word of the phrase or clause in question and look at what is left. If it
is a sentence, the group of words is an adverb clause; if it is not, the words form a
prepositional phrase.
2. Look for a verb: only #5s and adverb clause dress-ups can have a verb.
Example:
a. After supper, King Morton ordered Dorinda to prepare the Golden Guestroom.
b. After they finished supper, King Morton ordered Dorinda to prepare the Golden
Guestroom.
Drop After and see what is left in the opener. Sentence a starts with a #2 prepositional
opener because supper is not a complete sentence; sentence b starts with a #5 clausal
G-42 Fix It! Grammar Glossary
Stylistic Techniques
opener because they finished supper is a complete sentence. Also, we know that
sentence b starts with a #5 because the opener contains a verb (finished).
#6 vss, or Very Short Sentence
An occasional short sentence can pack a punch in paragraphs that otherwise have intricate
and lengthy sentences.
Examples:
“Tarry for me here.”
Robin Hood set off.
The blow inflamed him.
King Morton esteemed values.
The trick to #6s is that they must be short (two to five words) and they must be sentences
(subject + verb and be able to stand alone).
They should also be strong: a vsss = Very Short Strong Sentence!
#T or Transitional Opener
#T works for sentences beginning with interjections, interrupters, or transitional words
and expressions. Transitional openers are usually followed by a comma. Tip: When you add
one of these words
Common words and phrases in this class include the following: however, therefore, then, or phrases to a main
thus, later, now, otherwise, indeed, first, next, also, moreover, hence, furthermore, henceforth, clause, the clause
likewise. Also included are interjections, such as oh, ouch, wow, ha, which can be followed remains a main
by a comma or an exclamation mark. clause.
#T “Moreover, the august Macrobius explained that his dreams were clear portents.”
(transition)
#T Oh, how gladly she would have shaken off all this pomp and laid aside the heavy
wreath! (interjection)
#T “Alas! For this, you have forfeited my heart and all my love.” (exclamatory
interjection)
#Q or Question
#Q takes care of sentences that ask questions. This teaches students not to mark questions
beginning with who or which as their who-which dress-up or questions beginning with
words like when or where as their clausal openers.
#Q Did you ever hear the story of the three poor soldiers?
#Q “What name do you go by, good fellow?”
#Q Where is fair Pertelote?
Fix It! Grammar Glossary G-43
Stylistic Techniques
Advanced Style
Duals and Triples
Deliberate use of dual or triple adverbs, adjectives, or verbs, especially when the words
add a different nuance, enriches prose and challenges students to be precise with words
chosen. Classic writers of the past like Charles Dickens and persuasive essayists like
Winston Churchill have used duals and triples to convey their meaning most powerfully.
Examples:
All who beheld her wondered at her graceful, swaying movements.
The ship glided away smoothly and lightly over the tranquil sea.
Noun Clauses
A noun clause is a dependent clause used as a noun. It can function in any of the ways
that nouns function: subject, direct or indirect object, or object of a preposition. See also
Sentences, Clauses, and Phrases: Clauses: Dependent Clauses (Advanced): Noun Clauses,
page G-18.
Although noun clauses may begin with many words, those starting with that are the
main ones highlighted in IEW because students sometimes confuse them with essential
adjective clauses.
To tell the difference: If that begins an adjective clause, you can substitute which and it
will still make sense. If that begins a noun clause, which does not work in its place. Also,
noun clauses follow verbs and answer the question “What?” after a verb. Adjective clauses
usually follow a noun and describe the noun they come immediately after.
Example:
“I know well that I am the weakest of these illustrious knights.” Can you say, “I know
well which I am the weakest of knights”? No, so it is not an adjective clause but a
noun clause. It follows a verb (know) and answers the question “What?” E.g., I know.
What does he know? That he is the weakest of these knights.
Invisible Noun Clause: This is a noun clause with the word that understood, not stated
directly. Example: He could tell [that] he was going to relish his palace stay. Sometimes it is
more elegant without that: He could tell he was going to relish his palace stay.
G-44 Fix It! Grammar Glossary
Stylistic Techniques
Decorations
Used sparingly, as an artist might add a splash of bright color to a nature painting, these
stylistic techniques daringly or delicately decorate one’s prose. You can introduce the
decorations at any time when teaching IEW writing.
The six decorations are questions, conversation/quotation, 3sss (three short staccato
sentences), dramatic opening-closing, simile/metaphor, and alliteration. In Fix It!
Grammar, you will see the last two.
Similes and Metaphors
A simile is a comparison between two unlike things using the words like or as. A
metaphor, harder to create, is a similar comparison but without the like or as.
Examples:
The ship dived like a swan between them. (simile)
The waves rose mountains high. (metaphor)
The key to recognizing these figures of speech is that they compare unlike things. For
example, to say that a cat is like a tiger is a comparison but not a simile.
Alliteration
Alliteration is the repetition of the same initial consonant sounds in two or more words in
close proximity. It adds flavor to writing when used judiciously.
Example: Arthur was seeking some shady relief from the sweltering sun. Shady is not
part of the alliteration because it does not have the same initial sound as the other
s words. It is not the letter that matters but the sound. Thus, celery and sound are
alliterative, but shady and sound are not.
Stressed syllables in the middle of words that carry the same sound can contribute to the
alliteration. Example: I will award you what I win in the woods.
In academic writing, alliteration usually sounds awkward unless found in a title or the first
or last sentence of a paper, where it can appropriately dramatize those parts.
Fix It! Grammar Glossary G-45
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