ACT English Review

1. ACT English Review English 3 - Comp

2. Subject-Verb Agreement • Must agree in NUMBER • Generally, nouns ending in ‘s’ are plural and verbs ending in ‘s’ are singular: brothers know, student sings, etc. • The number of a subject is not changed by a phrase following the subject: • One of the kittens is stuck in a tree. • The ring set with rubies was stolen from the jeweler. • Mary, along with her sisters, takes piano lessons.

3. Agreement If subjects are joined by and, they are considered plural. Ex. The quarterback and the coach are having a conference. If subjects are joined by orornor, the verb should agree with the closer subject Ex: Either the actors or the director isat fault. Ex: Either the director or the actors areat fault.

4. Agreement • Pronouns also must agree in NUMBER • These pronouns are SINGULAR: • Anybody/one - no one • Somebody/one - Each • Everybody/one - Either • One - Neither • These are PLURAL: • several, few, many, both

5. Agreement • Some pronouns depend on the sentence: • Some of the food was eaten. • Some of the apples were eaten. • All of the furniture looks comfortable. • All of the chairs look comfortable. • Any of these students is qualified. • Any of these students are qualified. • None of the cartons was full. (not one was full) • None of the cartons were full. (no cartons were full)

6. Agreement Practice • Three-quarters of the students (is, are) against the detention policy.  • Either the physicians in this hospital or the chief administrator (is, are) going to have to make a decision.  • Either the chief administrator in this hospital or the physicians (is, are) going to have to make a decision. • Kara Cannon, together with her teammates, (present, presents) a formidable opponent on the basketball court.   • Everyone selected to serve on this jury (has, have) to be willing to give up a lot of time. End day 1

7. Agreement w Compound Subjects • Subjects joined by ‘and’ take a plural verb if they name more than one thing: • Poetry and prose are different in form • Lucille Clifton and Leslie Silkoare writers • Warning: If the compound subject names one object, it is still singular: • Bacon and eggs is a delicious breakfast. • Romeo and Juliet is a well-known play.

8. Agreement - compounds • Single subjects joined by ‘or’ and ‘nor’ are singular: • Every Saturday, Gail or Joe gets/get the car washed. • Either Jamie or Sue run/runs the 5k this weekend. • If varied subjects are joined by ‘or’ and ‘nor’ then agree with the subject closer to the verb: • Neither the singers nor the accompanist has/have memorized the music. • Either cookies or cake is/are for dessert. • Either cake or cookies is/are for dessert.

9. Agreement – other cases • Collective nouns are generally singular if they refer to one group: • Committee flock class club • Audience family fleet team • Titles are singular: • Great Expectations is by Charles Dickens. • Romeo and Juliet is read in English 1. • Words stating an amount are usually singular: • Ten dollars is a lot for a movie ticket. • Twenty minutes was given for the task.

10. Practice • Snow White and the Seven Dwarfs is/are a popular Disney movie. • Fifteen pounds is/are a lot of weight to lose. • Measles is/are not common anymore due to immunizations. • Neither the captain nor the coach plan/plans to attend the pep rally. • Jeff and Sally is/are going to prom together. • The hammer or the nails was/were left at the work site. End day 2

11. Pronouns • What are they? • Pronouns take the place of a noun: • I, me, we us, you • He, she, him, her, they, them, it

12. Pronouns- Agreement • Must agree in GENDER • Mrs. Banneckerloves to talk about herson. • Steve was shocked at hissurprise party. • The snake swallowed its prey whole – yuk! • If the antecedent can be masculine or feminine, you can pick one or use both. • Anyone going on the field trip needs to bring his or her lunch. • Everyonegoing on the field trip needs to bringhislunch.

13. Pronoun Agreement • Pronouns also must agree in NUMBER • These pronouns are SINGULAR: • Anybody/one - no one • Somebody/one - Each • Everybody/one - Either • One - Neither - Oneof the boys left his helmet on the bus. - Everybodywho is interested can submit his or herapplication. • These are PLURAL: • several, few, many, both

14. Pronoun Agreement • Nouns joined by and are plural • Kim, Laura, and Steve donate theirtime at the food bank. • For nouns joined by or / nor , the pronoun matches the closer antecedent. • Either Sally or Jim brought his camera.

15. Pronoun Agreement Practice • A person should not expect too much from friends. • Amazon.com sent Jack and Ray the books ordered. • Nancy or Gina will stay after school so that can help decorate the room. • Several of the prisoners refused to eat food. • Each of the seals caught the fish that were thrown to . • Neither person apologized for mistake. • One of her brothers used to think could get away with anything. • Everyone needs own copy of the notes. End day 3

16. PRONOUN CASE • Pronouns can be: • Nominative– used as the subject of a clause • Objective – direct or indirect objects of objects of prepositions • Possessive – to show ownership We will deal with these only in terms of usage problems.

17. PRONOUN CASE – Nominative Pronouns These include: I, we, you, he, she, it, they They are used in two ways: • The SUBJECT of a sentence • She and theypassed the test. • After a “to be” verb (such as is, am, was, were, be, etc.) • The winner should have been he. • (He should have been the winner.) • (On the phone): “Is Jessica there?” “This is she.” • (because she is speaking.)

18. Nominative Pronouns • You and ____ will go to the library today. • My cousins and ____ have research to do. • Either Terry or ____ choose a different topic. • Did you and ____ decide to go to the movies on Saturday? • The chairperson of that committee is ____. • The only guys who auditioned for the part were Joe and ____ • The winner has to be ____.

19. Objective Pronouns These include: me, us, you, him, her, it, them and are used as: • Direct objects (answer who or what): • The visitors surprised her. • He helped us boys with our homework. • Indirect objects (answer to or for who/what): • My kids baked me a cake. • Objects of prepositions: • We’ll practice with you and them. (You do not have to be able to label these uses!)

20. Pronoun Case Chart • Nominative • I • we • He, she • They • Objective • me • us • Him, her • them Use when subject or after “to be” verbs: is, am, are, was, were… Use when not nominative. 

21. Case Practice • While in Mexico, my grandmother, Uncle Luis, and I/me visited the Oaxaca Valley. • The state of Oaxaca is where they/them were born. • Luis was amazed to find sturdy homes where all of we/us thought would be bamboo houses. • My relatives and I/me drove to several cities. • Grandmother pointed out some painted woodcarvings to Uncle Luis and I/me. • I decided my souvenir purchase would be they/them or some landscape paintings. • We all enjoyed the trip, but the person who had the most fun was definitely I/me! End 2/3

22. Incomplete Constructions If the idea in the sentence is not complete, finish it in your headto select a pronoun. This generally occurs with than oras. Note how the pronoun changes the meaning of the sentence! • Jim likes Sue better than I (like Sue). • Jim likes Sue better than (he likes) me. • Did you practice as much as she(practiced)?

23. Incomplete Construction Practice – Add in the missing ideas! • Larry can sand the floors better than I/me. • The teacher’s explanation baffled Sam as well as I/me. • Is Elizabeth younger or older than he/him? • We have known Lucy longer than she/her. • You are more idealistic than he/him. • Their children are even smarter than they/them. • The trip exhausted them more than we/us.

24. Who and WhomAnswer the question in your head. • Who is nominative. Use it when you would use he or she. • Mr. Smith is a teacher who likes his students. (He likes students.) • Can you tell me whothat player is? (He is that player.) • Whom is objective. Use it when you would use him or her. • Mr. Smith is a teacher whomstudents like. (His students like him.) • She is a student whom I rarely see. (I rarely see her.) He/She = WHO Him/Her = WHOM

25. Who/Whom Practice • I wondered who/whom was knocking so late. • My sister, to who/whom I sent the package, lives in Kansas City. • It was Napoleon who/whom invaded Spain in 1808. • Maureen finally guessed who/whom it was. • I visited with Mr. Wills who/whom was weeding his garden. • She is a musician who/whom I respect. • Who/Whom are you taking to the ballgame? End March 2

26. Commas with Non-Essentials A Non-essential (non-restrictive) clause or phrase contains info that isn’t needed to understand the main idea of the sentence. Non essentials are set off by commas. • Lydia Cabrera, who was born in Cuba, wrote many books about African-Cuban culture. Lydia Cabrera wrote many books about African-Cuban culture.

27. Commas with Non-Essentials • Lee rephrased the question. Lee, noticing my confusion, rephrased the question. • Did the Senate hearings have a large viewing audience? Did the Senate hearings, which were televised, have a large viewing audience?

28. Commas with Non-Essentials An essential (restrictive) clause or phrase contains info that is needed to clearly understand the main idea of the sentence. These are NOT set off by commas • The students who won the election were called to the office. • Those participating in the blood drive should eat a good breakfast. • Material that is quoted verbatim must be cited in a Works Consulted page.

29. Essentials vs. Non-Essentials Think of essentials as “need to know” info; Non-essentials include “nice to know” info. My brother Mike lives in Seven Pines. essential - if I have multiple brothers, then I need to know which one My brother, Mike, lives in Seven Pines. non-essential – if I only have one brother, his name isn’t needed

30. That vs. Which • That is used when essential information is included in a sentence: • The side of the house that faces north needs to be painted. (The side of the house is essential.) • That phrases are NOT set off with commas • Which is used when non-essential or extra information is presented in the sentence. • The front of the house, which faces south, needs to be painted. • Which phrases ARE set off with commas.

31. Dan’s car that is parked on the street has a flat tire. (which of Dan’s cars?) Dan’s red car, which is parked in the garage, has a flat tire. (We know which car – the red one.) The computer that I take with me when travelling is very light. My new computer, which I take with me when travelling, is really easy to use. The master bedroom, which is on the first floor, has several windows. The bedroom that is on the first floor has many windows.

32. Practice with Non-Essentials The White River Bridge which closed today for resurfacing will reopen in the fall. The White River Bridge,which closed today for resurfacing, will reopen in the fall. Non-essential: time/reason for closing not important The symphony that Beethoven called Eroica was composed to celebrate the memory of a specific person. The symphony that Beethoven called Eroica was composed to celebrate the memory of a specific person. Essential: need to know what symphony.

33. Practice with Non-Essentials The driver sitting on the side of the road had a flat tire. The driver sitting on the side of the road had a flat tire. essential: which driver of many? My car which is seven years old often doesn’t start on cold mornings. My car, which is seven years old, often doesn’t start on cold mornings. non-essential: age of the car doesn’t matter

34. Essentials Comma Practice , , • The dance which was on Friday was well attended. • Highways that have eight lanes are built for speed and safety. • The girl who is in the red sweater is our club president. • Mrs. Jones trying not to smile offered to help us with our stage make-up. • Their youngest daughter loved by everyone is actually not spoiled at all. • Every child enrolling in school for the first time must fill out medical forms. , , , ,

35. Commas in a Series • A series is a group of 3 or more items. • Use a comma to separate items, including before and, to ensure clarity. • Coffee, tea, and hot chocolate were available. • We elected our class officers: president, vice-president, secretary and treasurer. (3 or 4 officers?) • We elected our class officers: president, vice-president, secretary, and treasurer.

36. Commas in Series • If all items are joined by and/or, do not use commas • I bought a tie and a shirt and a hat. • Sam or Sally or Tom will call you. • Independent clauses (subject-verb groups) are usually joined by semi-colons, but if they are very short, commas are acceptable • The wind blew furiously through the trees; lightning flashed across the sky; thunder boomed and rolled; rain poured down. • The wind blew, lightning flashed, thunder boomed, and rain poured down.

37. Consecutive Adjectives • Use a comma to separate two consecutive adjectives describing the same noun. • That is a rough, narrow, dangerous road. • An arrogant, talkative announcer annoys me. HINT: If you can do either of the following, you need the commas: • You can insert “and” between the adjectives. • You can rearrange the order of the adjectives.

38. Comma Practice – other rules , , , • My favorite cousins are Bonnie Steph Billy Joe Calvin and Jim. • George Washington Carver derived from the peanut items such as ink coffee beauty cream and pigments. • She lowered her long curled dark eyelashes. • It was an unusual attractive floor lamp. • A wise monkey is supposed to see no evil hear no evil and speak no evil. • On the surface of the mountain are round deep craters and steep rugged mountains. , , , , , , , , , , , ,

39. Introductory Elements • Use a comma after “extra” words such as well, yes, no, why, etc. when they begin a sentence • No, I have not forgotten. • Well, you could have gotten the homework from the website.

40. Introductory Elements • Use a comma after an introductory participial phrase • Participial phrase = description starting with an –ed or –ing word. • Pausing for a moment in the doorway, the mom waved to her son. • Frightened by the noise, the pigeons flew from the roof. Note that the phrase precedes the word it describes.

41. Introductory Elements • Use a comma after 2 or more prepositional phrases. • Near the gate at the end of the lane, Jenny set up her lemonade stand. • Use a comma with one prep phrase as needed for clarity. • In this state taxes are comparatively low. • In this state, taxes are comparatively low

42. Interrupting Elements • Use a comma to separate interrupters or parentheticals: • He, of course, won’t be there. • Everyone, even his enemies, respects him. • To tell the truth, I don’t really like that show. • Use a comma for direct address: • Mrs. Bannecker, may I go to my locker? • That question, Jeff, was already answered. • Let’s go eat, Grandma.

43. More Practice - Review , , , , , , , , , , , End here 3/25 White fluffy cumulus clouds dotted the sky. My father a well-known physician addressed the medical society. Yes Mrs. Bannecker I will always look at my feedback on turnitin.com from now on. It is necessary however to maintain a healthy weight. My parents who were born there visited Scotland every summer. That dress which has a floral print belongs to the woman next door.

44. CLAUSES • CLAUSE – a word group that contains a verb and its subject and is used as part of a sentence • INDEPENDENT CLAUSE – contains a subject & a verb and a complete thought. This means it can stand alone as a sentence. • The bell rings to start class every day at school. • He stood straight and tall with confidence on the day of his competition.

45. CLAUSES SIMPLE SENTENCE – contains one independent clause. Mrs. Banneckerloves her job most of the time. I want to see a movie next weekend but don’t have a babysitter. (1 clause – 1 subject) Mr. B and Iwant to see a movie and go to dinner. (1 clause – compound subject and compound verb)

46. CLAUSES – Compound Sentence COMPOUND SENTENCE – contains two or more independent clauses Iwant to see Sweeney Todd, but Ihave to find a babysitter first. I want to see Sweeney Todd but have to find a babysitter first. (only 1 subject=1 clause)

47. Forming Compound Sentences Coordinating Conjunctions – used to connect independent clauses For And Nor But Or Yet So S + V , CC S + V

48. Compound Sentences The freshmen are reading Jekyll & Hyde. The juniors are starting The Great Gatsby. The freshmen are readingJekyll & Hyde, and the juniors are startingThe Great Gatsby. Rachel and Alicia look a lot alike. Rachel wears glasses. Rachel and Alicia look a lot alike, butRachel wears glasses.

49. Compound Sentences I’m going to work at the library this weekend. I need more evidence for my argument paper. I’m going to work at the library this weekend, forI need more evidence for my argument paper. I need more evidence for my argument paper, soI’m going to work at the library this weekend.

50. Compound Sentences Jack didn’t do his homework. The boys didn’t pick up their rooms. They may not watch tv. The boys didn’t pick up their rooms, nordid Jack do his homework. Jack must do his homework, orhe may not watchtv. The boys didn’t pick up their rooms, nordid Jack do his homework, sothey may not watchtv. End 3/28