Preparation for the TAKS Test: Revising and Editing

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Preparation for the TAKS Test: Revising and Editing Powered By Docstoc
					Preparation for the TAKS Test:
Revising and Editing




             But I Stink at Grammar!
Grammar Review

 Commas
 Capitalizations
 Run-ons and Fragments
 Apostrophes
 Spelling
 Misplaced modifiers
Commas
 Use commas:
  - to separate dates, cities and states,
  person addressed in dialogue, introductory
  words
  - before a coordinating conjunction
     (FANBOYS)
  - series of words or phrases
  - a direct quotation
  - introductory phrase in a sentence
  - appositives, nonessential phrases
“Gotta keep ‘em separated!”
The president lives at 1600
  Pennsylvania Avenue, Washington
  D. C.

May 3, 1992, is her birth date.

Whatever, I don’t really care!
FANBOYS
(For, and, nor, but, or, yet, so)

  While I am at work, my dog Floyd
  sleeps on the bed , and my cat
  Buster naps in the bathtub.
“They keep going and going…”
Her chores at home include washing the
  dishes, making the bed, and walking
  the dog.

Her favorite colors are blue, orange, and
  yellow.

He hates veggies, dogs, and sports.
“What he said!”

Bob asked, “Is Sue home?”

The girl shouted across the room, “Does
  anyone have a pencil I can borrow?”

The bus driver whispered under his
  breath, “Only 14 more stops.”
“I’m proud to introduce…”
Because she is my friend, I asked her
  first.

With no expectations and only hope in
  her heart, she gave her valentine to
  him.

With hands in pockets, he walked away.
“That was not necessary”
My friend, Sally Sue, is always
  interrupting.

The little boy, Georgie Porgie, is bad.

The teacher, with lots of papers to
  grade, is teaching the class.
Capitalization
   Proper Names
   Titles (first, middle important words, last)
   First word of sentence
   Direction as a location
ALL CAPS

The young lady, Sandra, and her
  boyfriend, Brett, set out on a trip to
  the South to visit her favorite
  author’s home town and the same
  location as her favorite story, New
  Orleans.
Run-ons and Fragments
 Run-on sentence
   a sentence that continues without any
    defined breaks using a comma and
    conjunction or ending punctuation


 Fragment
   a part of a sentence lacking either the
    subject or a verb
“Stop that run-on!”
Rewrite the following sentence.

The teacher stood up to walk to the
  front of the room a student placed his
  bag where the teacher was to stand
  the teacher tripped on the bag and
  fell on her face the class laughed the
  boy felt silly.
“Hmmm…it needs something.”
Add to the fragment to make it a
  complete sentence:

Which was found on the floor.

When it was near the end of the day.

As the students were packing to leave.
Apostrophes
 To show possession
 Contractions (omission of letters)
 The plural of lower case letters
“That’s mine!”
Make the following scenarios into
   possessions
1. The dog belongs to Brenda.
2. That homework belongs to Jim.
3. That IPOD belongs to Mr. Foust since
   you brought it to school.
“Should, Could, Would”
Make the following words into contractions:
1. Should have
2. Could have
3. Would have
4. Did not
5. Will not
6. Is not
7. Could not
8. Have not
“I like m’s and n’s!”
Answer the following questions using ‘s:

1. What is your favorite lower case
   letter of the alphabet?
2. What lower case letter of the
   alphabet do you despise?
Spelling

YOU CANNOT USE THE DICTIONARY
         ON THE TEST!

 SORRY, YOU WILL HAVE TO DO THE
  BEST YOU CAN ON YOUR SPELLING.
Commonly Wrong
   Accept, except
   Effect, affect
   Principle, principal
   Then, than
   Receive, deceive
   Conscious, conscience
   Write, right
   There, their, they’re
   To, too, two
   Your, you’re
   Its, it’s
Misplaced Modifiers
 Putting the descriptive phrase in the
  wrong place.
 How to check:
   Ask yourself – “Who is being described?”
“Now that’s just crazy!”
Correct the sentences below to make
   sense.
1. Running into the room, the
   typewriter fell over.
2. The lady got on the bus wearing a
   red dress.
3. Blown across the room by the fan,
   we picked up the papers.
Wait! It’s not just grammar!
   Sentence combining
   Transitions
   Adding sentences for clarification
   Rearranging sentences
   Who and Whom
   Good and Well
Sentence Combining
 Combine the following sentences:
   The robber was masked.
   The robber carried a loaded gun and a
    black bag.
   The clerk stared at the robber.
   The robber shouted, “Everyone down!
    Now!”
Transitions
 Why use transitions?
   To make sentences or paragraphs make a
    smoother change from one idea to another
    or to continue an idea over to another
 How do I know which to use?
   The purpose of the sentence: opposition,
    clarifying, explanation, example, additional
    information
 List all of the transition words that
  you know.
Needed: Clarification
Write a sentence or sentences to clarify
  the situation.

The teacher sat down with the student. A
  look of disappoint was on her face.
  She couldn’t believe it was happening.
  The teacher took a tissue. The paper
  was nothing like she expected.
 Movers: $20 an hour
Rearrange the sentences for clarity.

The girl sat on the couch. She was hungry.
  She made herself a sandwich. She had
  forgotten to eat lunch because she was
  so busy with her little brother. She also
  got a drink and chips. Her favorite show
  was on television. She wiped her mouth
  in satisfaction.
 Who or Whom?
 Who – the subject of a sentence.
   Who is standing at the door?
 Whom – the object of the preposition (if you
  can add to or from in front of who then it
  should be whom)
   To whom do I give the gift?


 Who or whom?
   ______ may I say is calling?
   ______ are you calling?
Good and Well
 Good – an adjective
 Well – an adverb

 The boy/girl said, “You look good!”
 Ms. Robinson said that I did well on
  my paper.

 I did ____ on my exam.
 I will do ____ on the TAKS test.

				
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posted:11/4/2012
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