Grammar Basics Answers

Grammar
Basics
• Parts of speech; nouns and noun phrases
• Verbs: tense and person; subject/verb agreement; citation; phrasal verbs
• Conjunctions; sentence types and structure, and errors; relative clauses; adverbs
• Punctuation; prepositions; false friends; parallelism; editing

B.Andersson , 2016. CL&T, ECU. 2

Session 1: Parts of Speech, & Nouns in detail
‘Parts of Speech’ refer to the types of words used in English, and their roles. Using correct grammar
means knowing what type of word to use and where it should go in a sentence.

Noun A noun is a naming word - a label. It can name a thing; a particular place or
person; a quality, idea or feeling; a group.
Examples:
Brian, Egypt, bricks, butter , sincerity, humanism,

Verb A verb is a word that describes an action (doing something) or a state of being
(being/having something).
Examples:
To be, to do, to have

Adjective An adjective is a word that describes a noun.
Examples:
Red, metal, French, seven

Adverb An adverb describes a verb (or an adjective or an adverb). It tells you how something is done and
when, where or how often something happened.
Examples:
Quickly, tomorrow, never

Pronoun A pronoun takes the place of a noun, to avoid repeating the noun.
Examples:
He, she, it

Conjunction A conjunction joins two words, phrases or sentences together.
Examples:
For, and, nor, but, or, yet, so; since, if, while, until, when

Preposition A preposition usually comes somewhere between two nouns, pronouns or
noun phrases. It shows the relationship between the nouns.
Examples:

To, from, on , with

Article An article introduces a noun.
Examples
The, an, a

Session 1: Nouns and noun phrases
Nouns
In English, there are four categories of noun:
• concrete or common
• proper
• collective
• abstract.

Concrete or common nouns name things (and people) you can perceive with the senses.
• table, chair, lamp, bed
• person, woman, waitress, bee-keeper (even prime ministers in general are concrete or common)
• flowers, daisy, octopus, bird, canary
• train, boat, plane, jet
• silver, glass, wool, quartz
• food, butter, spinach, plums
• mountains, river, sand
• cat, dog, goat, zebra, jellyfish
• uranium, blood, water, petrol

Proper nouns name people, deities, institutions, places, landmarks, brands, titles, and take capital
letters.
• Ivan the Terrible, Bill, Beyonce
• Neptune, Krishna, Jesus, Mohammad
• Edith Cowan University, The Australian Labor Party
• Norway, Adelaide, Tajikistan,
• The Eiffel Tower, Uluru, Disneyland
• Prime Minister John Curtin, Professor Doug Clements, Doctor Mavis Lindsay (but no capital
needed for professors and doctors in general)
• Tuesday, August, Easter
• Coca Cola, Twitter, MacDonalds
• Finding Nemo, The Honeymoon Killers, The Cabinet of Doctor Caligari.

A collective noun refers to a group of individuals.
• A litter of kittens
• A flock of sheep
• A carton of eggs
• A gang of bikers.

*NOTE! A singular collective noun needs the singular form of the verb:
Eg A carton of eggs is on the table
not: A carton of eggs are on the table (but Two cartons of eggs are on the table).

Abstract nouns refer to ideas, feelings, intangible things, and concepts.
• love, hate, contempt, indifference, joy
• democracy, justice, integrity, beauty, excellence, poverty, modernity, management
• education, science, law, aesthetics, dance
• measurement, elegance, culture, tradition, instruction, humanity


Abstract nouns express the main concepts of your field of study. You must understand and define these
terms because they are open to interpretation – not everyone agrees, for example, on what ‘justice,’
‘excellence’ or ‘humanity’ mean.
1.1 What types of noun are the following words?
• herd
• chocolate
• scientist
• interest
• Martha
• priority
• Kansas City

1.2 Identify the common nouns in the following sentences.
a. Participants were required to provide an initial sample of hair and blood.
b. Mice, rats and porcupines are all species of rodent.
c. Figs, apricots, almonds and pistachios were staple elements of the Calcolithic diet.
d. The group of young men with beards tested the new electric razor.
e. The researchers investigated the tunnels of two species of cicadas.
f. Guide dogs were first used to guide the blind in the 19th century.
g. The Pompeian frescoes depict scenes of domestic and commercial life.
h. Geological surveys of the region revealed rich deposits of silica.
i. Unlike the alligator, the crocodile can expel salt through glands in its tongue.

1.3 Identify and capitalise the proper nouns in the following sentences.
a. The largest country in the Caucasus region, Azerbaijan, is bordered by the Caspian Sea, Iran,
Turkey, Armenia, Georgia and Russia.
b. The prime-ministers and presidents of 21 countries attend the Asia Pacific Economic Cooperation
meeting.
c. Parliament House in Canberra, Australia’s capital city, was opened in 1988.
d. The Sydney Opera House was designed by the Danish architect Jorn Utzon.
e. The element arsenic was mined in ancient Greece, China and Egypt.
f. King Lear’s three daughters are called Regan, Goneril and Cordelia.
g. Stan Kent is a police sergeant with the Australian Federal Police.

1.4 Identify the abstract nouns in the following sentences.
a. The Catholic Church regarded pride as the earliest and most deadly sin.
b. English and Mandarin grammar have numerous significant differences.
c. The scandal spread rapidly on the internet.
d. The study of law is called jurisprudence.
e. Elements of both Hellenistic and Egyptian culture are evident in these portraits.
A note about abstract nouns

Abstract nouns express the key concepts of a field of study and may have different meanings in
different subject areas. Words that may be concrete in one discipline may be abstract in another. As
the following sentences (in which the abstract nouns have been bolded) demonstrate, academic
writing is dense with abstract nouns: the linguist Biber asserts that fifty percent of the nouns used in
academic writing are abstract (Biber, 2006).
Example:
“This rethinking was political in its fundamental inspiration. First, Saussure’s basic
conception of the linguistic sign, as split into two aspects, the signifier and the signified,
came in for criticism” (McHoul & Grace, 2015, p.11).

Learning to read, speak and write the language of your discipline is one of your chief tasks as a
university student. To manage the abstractions of academic writing and thinking:

• recognise the abstract nouns used in your field of study
• listen to how your lecturers use these words
• create glossaries of definitions/synonyms/examples and of antonyms for these words.

This process will help you to understand the abstract nouns of your field of study and to use them
precisely in your own writing. The glossary pro-forma on the following page will encourage you to
start recording these words.

Below is an example of what a glossary entry could look like.

Term/part of speech/use Definitions/examples Reference
potlatch (noun) 1. festival celebrated by N. W American Potlatch. (2006). The Columbia
indigenous cultures at which the host encyclopaedia. (6th ed.). Retrieved from
e.g The Chief invited me to a potlatch. distributes and gives away accumulated http://www.encyclopaedia.com
wealth, food, property, privileges.

Are you attending the potlatch this 2. “A ceremonial feast held by Indians of the Potlatch. (n.d). A glossary of Native
weekend? Northwest Pacific Coast marked by the American history. Retrieved from
host's lavish distribution of gifts.” http://www.digital history.uh.edu/
It took me three weeks to recover from
the potlatch. Q. Are there any contemporary equivalents
of this practice? What about television game
shows? Credit cards?

Glossary of important terms
Learning to use the language of your discipline precisely is a valuable skill. This tool will assist
you to remember and to apply new vocabulary.
Photocopy this double-sided page. Make copies for each of your units or make a Word document and keep it on your
computer.
Use the table below to record unfamiliar words that you find in your readings or hear in your lectures. For each entry:

• Record the new word. Record the part of speech of the word or term (the term connotation, for example, is a noun).
Record the other forms of the term (to connote (verb); connotative (adjective); connotatively (adverb).
• Provide a definition of the word from your readings or lectures that you understand. Reference the definition.
• Find a memorable example of the word or term.

Term/ Definitions & examples Reference
part(s) of speech


1.5 Identify the abstract nouns in this paragraph

Language – especially the control of language – is often an important topic in dystopian fiction. One of the
most striking uses of language in dystopian fiction occurs in Burgess’s A clockwork orange, a dystopian
fiction set in a nightmarish near-future England that centrally focuses on the …dialect spoken by Alex, its
narrator and central character.

Booker, M.K. (1994). Dystopian literature: A theory and research guide. Westport, CT: Greenwood Press.

1.6 Give the noun form of the following adjectives:

Adjective Noun
e.g., valid validity
difficult difficulty
generous generosity
reliant reliance
compliant compliance
interested interest
fluent fluency
debatable debate
generational generation

How many of the nouns above are abstract nouns?

Precision in noun choice
The linguist Biber states that “ written [academic] registers use nouns to a much greater extent than any
other word class” (2006, p. 48). Good noun choice adds clarity and precision to your writing.

1.7 Homework activity: NOTE: Other answers are also possible
Fill out the grid below. Nouns in the left-hand column are general, becoming more specific in the
centre column, and most specific in the right-hand column.

e.g., food meat steak
animal dog Chihuahua
text film comedy
person woman mother
plant tree cypress
machine computer Macintosh

What is the effect of using nouns from the left hand column? From the right-hand column?

Noun phrases
According to the linguist Biber, academic writing is largely comprised of “long and complex noun phrases
which convey most of the…information” (Biber, 2006, p. 49).

A noun phrase contains (or may contain):
• determiner/s (the, a, an, some, one of the)
• modifier/s (red, velvet, stately, awkward)
• a head noun (chair, basket, woman)
• qualifiers (on the beach, who lives down the lane, with three legs, of the moment etc etc etc).

1.8 Fill in the table below to create some noun phrase. NOTE: Other answers are also possible

determiner modifier head noun qualifier
six fatigued cowboys around a campfire
a pair of yellow shoes of patent leather
nine sad children with dirty faces
five chocolate cupcakes on a plate
a fat nurse dressed in white
six terrifying clowns with balloons
a lively debate in Parliament

A noun phrase can be the subject of a clause:
• The hungry children demolished the strange little house made of gingerbread.

A noun phrase can be the object of a clause:

A noun phrase has a noun as its ‘head’:

A noun phrase can be replaced by a pronoun:
• They demolished it.

1.9 Underline the noun phrases in the following passage. The noun phrases in the first sentence
have been underlined.
In our hyperconnected digital age of global media and virtual reality, the elusive currency of
authenticity has become synonymous with cultural value. From foodies obsessed with local
macrobiotics and organic raw milk to hipster beekeepers and basement home-brewers, the search
for authenticity organizes meaning for affluent consumers across markets…. [C]ommunication
scholar Sarah Banet-Weiser observes how social media mavens, street artists, spiritual leaders,
and so-called “socially responsible” corporations rely on the strategies and logics of branding to
enhance their public reputations and identities. They do this in part by relying on a discourse of
authenticity in which they portray themselves as sincere, unfiltered, anti-commercial, spiritual,
and/or ideologically pure.

(Adapted from Grazian, D. (2013). “Authentic ™: The politics of ambivalence in brand culture.” [Book review]. Contemporary
Sociology: A Journal of Reviews.44(1).34-35. doi: 10.1177/0094306114562201c).


Examples of academic noun phrases

• the zone of proximal development

• the material conditions of existence
• standards of reasonable care
• third class lever
• central driving forces model
• nanometer-scale patterned granular motion
• people with Downs syndrome
• rule of law
Noun phrases in your discipline
Noun phrases may hold key concepts in your discipline: they may be “keywords” in a group and mean
something very specific
e.g., lactate threshold in Sports Science
If you look for synonyms for each of these words when paraphrasing, you will lose the meaning of the
concept
e.g., suckle doorway (no such things exists)
If the noun phrase is an extended keyword, it should be incorporated into your paraphrases as it is (more
of this in the next session)
Find out which noun phrases hold key concepts in your discipline & include them in your glossary
1.10 Identify the head noun in these noun phrases
principles of clinical communication
risk management procedures
Cannon-Bard theory of emotion
diffusion of responsibility
polymerase chain reaction
ionic bonds
1.11 Revise these clumsy noun phrases, using the principle “Less is more.” First find the head
noun.
• Parents of participating children

• Local residents

• Faults of the current model

Pre-teaching for Session 2: The noun as a subject.
Nouns are generally the subjects and/or objects in sentences. When the noun is the subject, he/she or it
performs the verb.
Kelly brought a cake.
In the sentences below, nouns are also the objects of the sentence. An action is done to them.
• Kelly brought a cake.

• Marcus hid in a cupboard.
Homework:
Identify the subjects in the following sentences.
1. The Athenian family was the model family in ancient Greece.
2. The science-fiction author Jules Verne was a lover of technology.
3. Sontag’s essay argues that photography has changed the way we view the world.
4. Student-centred learning is a contemporary pedagogical approach.

Session 2: Verb tense, subject-verb agreement, voice, and phrasal verbs
Warm up: Fill in the grid below. Note: it may not be possible to fill in every box.

Noun Verb Adjective
e.g, writer to write written
modernity To modernise modern
Invention/inventor To invent invented
nation To nationalise national
deprivation To deprive Deprived/depriving
convergence To converge convergent
harmony To harmonise harmonic

Verbs
Verbs are words that name actions and states of being or having.
2.1 Find the verbs in the following sentences:
a. Robert played the piano.
b. The Mongols ruled much of the ancient world.
c. Perth is the capital city of Western Australia.
d. A neutron has no electrical charge.
e. Sulfur turns red when it melts.

The base, or “to –”, form of the verb is called the infinitive: e.g., to be; to have; to do; to go.

The form of the verb (the way it is spelled) changes (or conjugates) according to who performs the
verb (person) and when the verb is performed (tense).

Below are examples of how the verb ‘to be’ conjugates according to person, or who performs the verb:
• I am
• You are
• He is; she is
• We are
• They are

“To like” is the verb in the following sentence; “I” is the subject, or performer, of the verb:

• I like cheese.
Now observe how the form of the verb changes as the subject of the verb changes from “I” to “Steve”.
• Steve likes cheese.
not: Steve like cheese.

Using the correct form of the verb for the right subject is called subject-verb agreement. To make
subject and verb agree, first identify the subject of the sentence.

2.2 Decide if subject and verb agree in the following sentences.
a. Many Australians maintain contact with their professional networks using social media.
b. There are several types of sugar including lactose, glucose and fructose.
c. The gang is wanted in three states.
d. A group of six ECU students was invited to present their research.
e. Both turmeric and cumin are used in Indian cuisine.
f. The commission’s findings were surprising.
g. The style of the knots distinguishes Persian from Turkish rugs.
h. In chess, the term ‘openings’ refers to a sequence of movements at the beginning of the game.
i. While the octopus is a solitary creature, some species of the squid are not.

Verbs and Tense
As well as changing according to who performs the verb, English verbs conjugate according to when the
verb is performed (tense). The following sentences conjugate the verb ‘to run’ in five tenses.
• I run every morning. (present simple)I will run tomorrow. (future simple)
• I ran yesterday. (past simple)
• I heard thunder while I was running. (past continuous)
• I have been running since I was seventeen. (past perfect continuous)

The tenses of English (with thanks to A. Beveridge, 2014).
present simple Used to describe
Simple tense he writes • an activity happening at a particular
past simple point of time in the past, in the ‘now’, or
he wrote in the future
future simple • a habit repeated at a certain point of
he will write time
• a universal law/truth (present)
past continuous Used to describe continuing activity
Continuous tense he was writing across a point of time, either across an
(also called progressive) present continuous event in the past or future (past & future
he is writing continuous) or across the ‘now’ (present)
future continuous
he will be writing
Perfect tense past perfect Used to describe a state someone/thing
he had written is in over a period of time from one event
present perfect to another (far past - past, far future -
he has written future) or from one event until the ‘now’
future perfect (present). May also describe a change of
he will have written state, or an experience.
Perfect continuous tense past perfect continuous Describes both the sense of a stretch of
he had been writing time between two events and continuing
present perfect continuous activity over that time
he has been writing
future perfect continuous
he will have been writing

Use the present simple tense when citing (or quoting)
In the humanities, we generally use the present simple tense to describe what the authors we reference
do or say. Even if an author wrote a book long ago, we speak about his or her work using verbs in the
present simple tense:
Vygotsky (1978, p. 11) maintains that “The only ‘good’ learning is that which is in advance of
development.”
Adorno (1983, p. 71) asserts that “technology is making gestures precise and brutal, and with
them men.”

2.3 Read the passage below and see how many tenses you can find. Why do you think the author
chose these tenses?

This paper's purpose is threefold. First, it shows that Chevalier Auguste Dupin, as a private detective,
thinks like a game theorist. Second, it briefly elaborates on a bargaining game that turns the three Dupin
stories into a real trilogy, and it shows that Dupin, as a negotiator, has learned the value of both putting
himself in the other person's shoes and looking several moves ahead. Third, it shows that Poe, as well as
Dupin, thought like a game theorist in strategic situations. Therefore, in each of Poe's three detective
stories featuring Dupin, in the Dupin trilogy as a whole, and in two pivotal episodes of Poe's life -- Poe's
decision to leave Allan's home as a young man and to publish a temperance oath twenty years later --
behavior can be profitably analyzed in terms of game theory.

Deloche, Régis; Oguer, Fabienne. Eastern Economic Journal 32.1 (2006): 97-110.
http://search.proquest.com.ezp,roxy.ecu.edu.au/docview/198079212?pq-
origsite=summon&accountid=10675

A note about tenses
In general, academic writing mostly uses the present simple tense, the past simple tense, and the present
perfect tense. It tends to use continuous tenses and future tenses less frequently.

Present simple:
• Marx asserts that a society’s economic base determines the forms and values its culture adopts.
• The research suggests that learning is largely a social act.

Past simple:
• Josef Breuer’s patient Ann O coined the term ‘the talking cure’ to describe psychoanalysis.
• Singapore fell to the Japanese in 1942.
• Flaubert’s novel caused a public outcry.

Present perfect:
• Several discredited studies have suggested that Shakespeare was, in fact, a woman.
• Little research has been devoted to the representation of the sloth in contemporary South
American literature.


The active and the passive voice

In the active voice, the agent (which is the subject) and the verb are at the front of the sentence.
Sentences in the active voice tell us who does what:

• Julie practices the piano.
• China produces steel.
• Milk contains calcium.

Sentences in the passive voice tell us what was done to whom. The agent (which is no longer the
subject) appears at the end of the sentence or not at all. Passive sentences ALWAYS include a form
of the verb ‘to be’ and the past participle.

• Julie practices the piano !
• The piano was practiced by Julie. (passive)

• China produces steel!
• Steel is produced by China. (passive).

• Milk contains calcium!
• Calcium is contained in milk. (passive)

Use the active voice when possible. It is clearer, more emphatic and direct, and less wordy.

Place the subject of the sentence (if known) and the verb at the front of your sentence: state who/what
does or is something.

e.g., Copernicus first demonstrated that the Earth orbits the Sun.
not: That the Earth orbits the Sun was first demonstrated by Copernicus.

e.g., This essay argues that the figure of sloth is worthy of deeper investigation.
not: It could be argued that the figure of sloth is worthy of deeper investigation.

e.g., Hannah suggests that the series reproduces racist and sexist stereotypes.
not: It has been suggested by Hannah that the series reproduces racist and sexist stereotypes.

When is it ok to use the passive voice?

The passive voice is permissible when:

• The agent of the action is unknown (e.g., Parliament House was vandalised early on Saturday
morning).
• The agent of the action is unimportant (Pharaohs were buried with their belongings).
• The agent of the action is less important than the noun/pronoun that was acted on (The Prime
Minister was pelted with rotten eggs by protestors).
• In science writing where the subject of an action is irrelevant (Mike cultivated the bacteria)


2.4 Active or passive?

The package was wrapped in brown paper. passive
The mayor declined to talk with reporters. active
The Presidential Palace was besieged by passive
revolutionaries.
The students were informed of their exam passive
results.
Representations of people with disabilities active
were often negative.
Six horses tested positive for the virus. active
Six horses were tested for the virus. passive
The novel scandalised the French reading active
public.
The principal was informed of the incident. passive
The article will be published in November. passive

2.5 Rewrite these passive sentences in the active voice.

a. A panel of scholars reviewed the article.

b. Other researchers repeated James’ experiment.

c. A bacterium, mycobacterium, causes tuberculosis.

d. Mary Shelley wrote Frankenstein.

e. Baer and her team arranged the pottery shards according to their age.

Phrasal verbs
Phrasal verbs join a verb (to pick) and a preposition (on or off or up or at or out) to create an idiomatic
expression:

• The children picked on their youngest brother. (The verb bullied would be a better choice
of word in this context).
• The children picked up headlice. (The verb caught would be a better choice here).
• The children were picked up by the police. (Arrested might be a better verb here).
• The children picked out a birthday cake. (The verb chose can replace the phrasal verb).

The over-use of phrasal verbs contributes to an informal and slangy register, more like speech than like
writing. There is always a better verb or expression than a phrasal verb. Develop a set of good verbs to
apply in your academic writing.

2.6 Replace the phrasal verbs in the sentences below with more appropriate verbs. NOTE: Other
answers are also possible.

a. Children under eight years of age tend to learn/acquire languages quickly.

b. The research will investigate the factors that influence young people to smoke.

c. George (2006) indicates the disadvantages of this approach, but does not support his critique with
useful alternatives.

d. I will conduct six interviews.

e. Huygens’s work raises many interesting questions.

f. Many philosophers have considered the nature of mind.

g. After seven days, the gang released the hostages.

h. Students can benefit from learning how to analyse complex tasks.

i. She found it hard to meether father’s expectations.

2.7 Replace the phrasal verbs in the passage below with strong academic verbs. . NOTE: Other

Researchers Hodge and Podge examine the myths that circulate the ill-fated 1555 expedition of the
British ship The Albatross. Captain Louis Cannon conceived the idea of offering British entrepreneurs a
tour of the New World. The King of Spain provided money for the expedition. The Albatross embarked
from Plymouth for the East Indies. The voyage began favourably. Six weeks into the voyage, however,
Captain Cannon and the first mate, Lubber, contracted a mysterious condition. It caused them to vomit
violently. They erupted in rashes. It was impossible for the Captain or Lubber to digest their food.
Meanwhile, the rest of the crew drank the ship’s rum. They comandeered the ship, threatening to eat
the passengers. Dangerously weak, Canon and Lubber tried to quash the rebellion, but it was too late:
the crew had already eaten the passengers. Only their shoes and powdered wigs were left.

Participles (-ing and –ed forms) can be confusing…

The -ing form of a word, when used in particular ways, is called the present participle. Forms like broken,
left, finished are called past participles. As Swan (2003, p. 401) points out, these labels are not
particularly accurate because both the past and present participles can be used to describe the past,
present and future.

• Young people are always bored! (present simple tense)

• I think she was lying. (past tense)

• I think she is a lying cow! (present simple tense)

• The identity of the murder will soon be revealed. (future tense)

Participles can be used as adjectives before nouns (an interesting question; a despised dictator; a
broken heart; that masked man). But not all participles can be used as adjectives before a noun: Swan
(2003, p.403) points out that we can speak of a lost dog, but not a found dog.

Participles can be used after nouns to define or identify the noun.

• None of the people interviewed had much to say on the topic.

• Who is the man standing by the bar?

Participles can join with other words to create participle clauses. These can also be used after nouns like
relative clauses, instead of complete verbs.

• Who is the woman eating all the cake? (= Who is the woman who is …)
• Anyone thinking about leaving before the speeches can think again!
• I had never read half of the books she mentioned.


Verbs for writing about other people’s work

• Verbs to use instead of “says”

Lindcombe (2001, p.34) states that “Only those leaves with brown spots were diseased”.

Brouardel (2012) asserts that science has much to learn from the puffin.

• Verbs to use when an author makes an argument

Watson (2011) argues that water purity is a primary consideration for community health.

Zhang (2009) contends that the mobile phone has fundamentally changed youth culture.

Hubert (2003) proposes that French be made a mandatory language for primary students.

• Verbs to use when an author investigates an idea or subject

Cheng (2001) considers Italy’s role in World War 1.

Matthews (2012) analyses two scenes from the documentary.

Beveridge (2007) examines the role of the learning advisor in the university system.

Brown (1999) details the events of the 2008 world economic crisis.

Tapweed (2001) discusses two difficulties new students face.

South (2002) investigates the use of arsenic in clothing in the Victorian period.

Klimt (1999) explores the use of colour in twentieth-century Dutch painting.

• Verbs to use when the author summarises an idea or topic

Lee (2012) summarises the major arguments for culling sharks.

Toynbee (2005) outlines the process of bronze production in the Bronze Age.

• Verbs to use when an author quotes another author

Balamir (2006, p. 79) cites Adorno who states “The poor are prevented from thinking by the discipline of
others, the rich by their own.”

Lundgren (2001, p. 11) quotes Freud’s famous remark that “America is a mistake, a giant mistake.”

• Verbs to use when an author acknowledges an opposing
argument/point/perspective/viewpoint

Thurston (2007) concedes that his approach has some limitations.

Jones (2010) acknowledges that construction methods have changed considerably since the 1980s.

Gollinger (1987) grants that Figgis has a valid point.

Glanville (2011) agrees that this decision was highly unpopular with locals.

Note: these verbs are often used to show partial agreement with another author or idea when they
are followed by a ‘but’ statement

Thurston (2007) concedes that Chen’s (1998) model of water usage is useful as a guide, but argues that
the model is too simple to describe such a complex system.

• Verbs to use when an author refutes an opposing argument/point/perspective

Vanderplanck (2004) refutes Flange’s argument on three grounds.

Wastrelle (2003) counters Poulsen’s assertion that organic food is overpriced.

Vretch (2009) opposes Smyth’s use of ‘delinquent’ to describe young offenders.

Wang (2004) challenges Cargill’s model of adult literacy.

Clem (2006) questions Mugabe’s definition of democracy.

• Verbs to use to suggest you are not convinced by an author

Prate (2009) alleges that Hitler’s reputation is undeservedly bad.

Pugge (1999) claims that, while expensive, chocolate is a source of fuel superior to petrol.

Anderson (2010) maintains that declining levels of phonological awareness among school children are
due largely to global warming.

• Verbs to use when the author only briefly deals with an idea or topic
(Note: avoid using these in other situations)

Snobb (2008) mentions the increase in pop-up restaurants, but his focus is the long-established
traditions of fine dining.

Carr (2008) indicates that this area might benefit from more research, but she concentrates on the
research conducted before 2011.

Eaton (2007) notes that there is interesting research in a parallel field, but he does not draw from this
material.


• Verbs to use when the author makes an assumption

Stein (2012) infers that repeating the experiment may lead to a different result.

Giordi (2011) surmises that such experiences are common to many young people.

Graf (2009) conjectures that future research may find a new process for production.

Sheehan (2002) speculates that an earthquake destroyed the temple.

• Verbs to use when the author presents results

Jung (2008) finds that the female puffins outnumber the males by 2%.

Metherill (2006) determines that teachers were more concerned about class size.

• Other useful verbs

Jay (2011) concludes that Marxism has had a profound influence on modern social thought.

Andersson (2008) recommends that literacy become a priority.

Bond (2004) warns that lack of education for tourist operators will lead to destruction of heritage
material.


Useful Verbs and their noun form

Verb form Noun form
( * indicates no directly equivalent noun form)
He states This statement signals a revision of his previous perspectives.
She asserts Her assertion is supported only by anecdotal evidence.
He argues
This argument was popular among post-structuralists in the 1970s.
She contends Her contention is that this pattern is unlikely to change soon.
He considers His consideration of previously unseen documents is compelling.
She analyses Her analysis of this film draws on Lacan’s conception of the drives.
She examines This examination relies heavily on her personal experience.
He details * This account fails to consider the Australian government’s response
to the incident.
He discusses His discussion, however, overlooks three significant factors.
She investigates This investigation follows a study of the Scale-crested Pygmy Tyrant.
He explores His exploration of the Dreyfus Affair drew some critical attention.
He cites This citation indicates the area of research he draws from.
She quotes She takes this quotation out of its original context, evidence of poor
scholarship.
She concedes Her concession suggests that the two ideas are not incompatible.
He acknowledges Acknowledgement of this limitation does not undermine his position.
He grants * Such an admission does little to strengthen his argument.
He refutes His refutation is at least logical.
She counters * Her counter-argument employs two logical fallacies.
She opposes Her opposition to the use of this term is outlined in the introduction.
He challenges His challenge to Cargill’s model presents its own problems.
He questions This question is certainly worth asking.
He alleges His allegation is without foundation.
She claims The unlikelihood of her claims did not prevent the movement from
gaining support in the 1920s.
She maintains * Her claim is not supported by the literature on the topic.
He mentions Goldwasser’s groundbreaking (1922) research receives only a
mention.
She indicates She concludes with an indication of future research directions.
He summarises Lee’s clear summary of this debate provides an accessible entry point.
He outlines His outline of these processes adds little to the literature on the
Bronze Age in Mesopotamia.
She infers The inference is that such responses do not reflect local opinions.
He surmises His surmise has been substantiated in research by Higgs and Trull
(2003).
He conjectures Such fascinating conjecture does little to contribute to the debate.
She speculates Speculations of this kind were once confined to science fiction.
She finds Her findings appear to confirm Turnot’s (1972) hypothesis.
He determines * His findings support those of Blague and Triste (2009).
She concludes The conclusion she draws is clear.
He recommends This practical recommendation, however, is unlikely to be acted upon.
She warns Recent events in Italy suggest her warning may have come too late.

In-text referencing: Understanding the grammar of direct quotation
The best way to present a direct quotation in academic writing is to embed the quoted material in your
sentence. Do this by giving (at least) the family name of the author and a verb to describe what it is that
the author does before opening the quotation marks and the quotation itself, or at the end of the sentence
after the closing quotation marks.

• It is important to choose an appropriate verb to describe what an author does and your attitude to
what an author does (e.g Harmon argues… Smith asserts… Jones supposes…).

• It is equally important that your words and the author’s words (whether one or two words or an
entire independent clause) together form a complete sentence.

Eg., Muller (2006, p.36) states “The musical track itself may of course also be used as an expressive or
narrative device.”
NOT
Muller (2006, p. 36) states “may of course also be used as an expressive or narrative device”.

• Sometimes, if the author is writing in the first person (I, me, my) you may need to change and
embed these pronouns (she, her).
Eg., Alexander-Smith describes how she “asked the students to write one or two sentences” (2004, p.59).
NOT
Alexander-Smith describes how “I asked the students to write one or two sentences” (2004, p.59).

• Sometimes, you will need to add more than the author’s surname and a verb to make a sentence
that your reader will understand. You may have to fill in some blanks for the reader.

Eg., Smith describes the celebrity chef as “a massive pain in the neck.”
NOT
Smith (2012, p. 19) describes “ a massive pain in the neck.”

• 2. 8 Read the following examples aloud, so your ear can pick up any irregularities.
Do the author’s name and the verb plus the quotation form a complete sentence or an incomplete
sentence? Do any pronouns need changing? How would you correct the incomplete sentences?
What would you add or remove? . NOTE: Other answers are also possible.

1. Baudrillard argues that “Reading a screenful of information is quite a different thing from looking.”

2. Pettman (2011, p. 32) describes a world “that Marx could not have foreseen in his wildest
nightmares.”

3. Seneca advises the reader to “associate with people who are likely to improve” him or her(1969, p.
42).

4. Watson states that “journalists must choose their words carefully and skillfully and insist that others
do the same” (2003, p. 5)

5. Rosen asserts that “the Roman satirists complained that most people were suspicious of their motives
and regarded satire” as suspect (2002, p. 117).


The grammar of in-text referencing: Verbs + “that”

Robinson (2002) agrees that sustainability must become a priority.

Smith (2008, p. 9) alleges that the Albanian dictator “actually meant well.”

Jones (2011) argues that such conduct was inappropriate.

Viola (2008) asserts that the Physovsky case deserves revisiting.

Shilling (2008) claims that the proposed measures are, in fact, counterproductive.

Pigott (2004) concedes that Parrott’s argument is persuasive.

Gilot (20008) conjectures that time travel is only a decade away.

Jones (2009) concludes that Gilot is a fraud.

Michaels (2004) contends that Neanderthals were largely flat-footed.

Benoit (2004) determines that class size is an effect of neo-liberalism.

Prader (1999) finds that populations of urban raptors are on the rise.

Barnham (2007, p. 7) grants that that actor Physovsky was, at times, “unreasonable”.

Villani (2009) infers that Physovsky was drunk at the time.

Schubert (2001) notes that Physovsky did offer an apology.

Verreld (2006) observes “diplomacy was not Physovsky’s strong suit”.

Poing (1971) predicts that solar power will overtake fossil fuels as the principal Australian energy
source.

Valldd (1981) proposes that corporal punishment be reintroduced in primary schools.

Chen (2001) recommends that Valldd’s proposal be contextualized.

Gilot (2008) speculates that time travel will soon be an everdyday occurrence.

Jones (2007) states that “Gilot has read too much science fiction.”

Smith (2007) surmises that Gilot was drunk at the time.

Levinson (2007) warns that Gilot is “dangerous.”


Session 3: Sentence structure and conjunctions; sentence faults; relative clauses for next session
Warm up :Fill in the grid below. Note: it may not be possible to fill in every box.

Noun Verb Adjective
e.g, song to sing sung
prohibition To prohibit prohibited
revolution to revolt Revolutionary/revolting
eclipse To eclipse eclipsed
novelty ------------ novel
vacancy to vacate Vacant/vacated
process To process processed
Sentences: less mysterious than they may seem
All the sentences that can be written in English are variations on four types of sentence:
• simple
• compound
• complex
• and complex-compound.

The simple sentence
The simple sentence is comprised of (at least) one subject and one verb*: the simple sentence may be
completed by an object, a noun phrase, an adjective, or a prepositional or adjectival phrase.

*NOTE: Neither the –ing form of the verb nor the infinitive form of the verb can be the main verb in a
sentence.
e.g., Bert liking jam.
Bert to like jam.

With some verbs, no completer is necessary. The following sentence, with one subject and one verb, is
the shortest sentence in the Bible.

• Jesus wept.

A simple sentence is an independent clause because it can stand on its own.
• Bert likes jam. (Subject plus verb plus object)
• The child threw the ball. (Subject plus verb plus object)
• The Mongols invaded Russia. (Subject plus verb plus object)
• Bethany was a stubborn child. (Subject plus verb plus (noun phrase) object)

Note that the adjective ‘simple’ applies to the structure of the sentence, not necessarily to its content. As
the following quotations from the great thinkers Marx, Freud and Lacan will demonstrate, a simple
sentence can convey complex ideas.

• Religion is the opium of the masses. (Subject plus verb plus object/noun phrase)
• The hysteric suffers from reminiscences. (Subject plus verb plus prepositional phrase)
• The unconscious is structured like a language. (Subject plus verb plus prepositional phrase)


3.1 Write a simple sentence with one subject, one verb and the ending of your choice.

The compound sentence
A compound sentence is two or more simple sentences joined by a semi-colon or a coordinating
conjunction: for, and, nor, but, or, yet, so. Remember FANBOYS

• Bert likes jam. Bert likes butter. ! Bert likes jam and Bert likes butter. ! Bert likes jam and
[Bert likes] butter. ! Bert likes jam and butter. Bert likes jam; Bert likes butter.

• The Phoenicians put the women on board their vessel and [they] set sail for Egypt. (Herodotus)

3.2 Identify the coordinating conjunctions in the following sentences.
a. Pinocchio is transformed from a puppet into a boy for he has finally learnt the value of telling the
truth.
b. Kafka suffered from poor health so he took particular care of his diet.
c. Pasolini made twelve films in his lifetime but never won an award.

The complex sentence
The complex sentence contains at least one independent clause and a dependent clause containing a
subordinating conjunction: if, while, since, because, when, although, after, until, once

• Although Bert likes jam and butter, he does not eat them at every meal.
• After dinner, Jane played the violin.
• If you can’t explain it simply, you don’t understand it well enough. (Einstein)
• The patient’s foot should remain elevated until the swelling subsides.
• The interview was rescheduled because the subject fell ill.

NB: Note that if the dependent clause comes first, as it does in the first three examples, you must use a
comma to separate it for the independent clause.

Add an independent clause to each of the dependent clauses below to create complex sentences.
Make sure your tenses are consistent and logical. NOTE: Other answers are possible. . NOTE: Other
3.3

Although it was summer, Tony wore a jumper.

Because a drought had caused widespread famine, people migrated.
During the holidays, the children stayed with their grandmother.

Tony and the children made dinner when they came home.


The compound-complex sentence
The compound-complex sentence has one complex sentence, a coordinating conjunction and a simple
sentence

• Although Bert likes jam and butter, he does not eat them at every meal and [he] tries to limit his
intake of sugary drinks.

• When they heard these words, the Persians were full of joy and [they] fell down at the feet of
Xerxes, and made obeisance to him. (Herodotus).

Sentence flaws
• The comma splice
The comma splice is a common error. It joins two or more independent clauses with the weak glue of a
comma.
e.g., The children listened to a story, then the bell rang, it was raining outside, the children had
their lunch in the classroom.
3.4 How many independent clauses are joined together in the sentence above?
There are three ways to correct comma splices:
• Separate the independent clauses with full stops (followed by capital letters).
• Join the independent clauses with coordinating conjunctions (F A N B O Y S)
• Join the independent clauses with the semi-colon (;)

3.5 Use one or more of these techniques to correct the comma splices.
a) Many superstitions surround Shakespeare’s play Macbeth; it is considered bad luck to speak the
name of the play inside a theatre.

b) These superstitions are based on the idea that the play’s witches cast real spells. Apparently, many
productions of the play have been beset by accidents.

c) It is these witches who are alleged to cause disasters and mishaps in the theatre when the name of
the play is spoken. This superstition is so strong that even actors who do not believe in the curse
refrain from calling the play by its name in order not to offend believers.

3.6 Splice, or nice?
Identify which (if any) of the sentences below are comma splices.
a. The cocoa tree is native to South America and the bean of the cocoa pod is one of the main
ingredients in chocolate.

b. In Aztec culture, cacao was only consumed by men; it was believed to be toxic if consumed by
women and children.

c. Young cocoa pods may be red, purple or green. As they reach maturity, they ripen into a rich
yellow or orange colour.

d. The pulp and seeds of the cocoa tree must be left to sweat. Sweating the pulp and seeds removes
any bitterness.

e. The Aztec word for cocoa, cacahuatl, means ‘bitter water’.

• The run-on sentence
Like the comma splice, the run-on sentence links independent clauses together, but this time using air
instead of a comma!

e.g., The children listened to a story soon the bell rang it was raining outside the children had their lunch
in the classroom.

There are three ways to correct run-on sentences:
a. Separate the independent clauses with full stops (followed by capital letters).
b. Join the independent clauses with coordinating conjunctions (F A N B O Y S)
c. Join the independent clauses with the semi-colon (;)

3.7 Correct the following run on sentences either dividing them into independent clauses with full
stops, or joining the clauses with semi-colons or (FANBOYS) coordinating conjunctions.

Thomas Dam was the inventor of the Troll doll, which gained popularity in the 1970s and 1980s. He
created a doll out of natural rubber, wool, and wood shavings for his daughter’s birthday one year
when he could not afford to buy her a present. The dolls became popular with children in Dam’s small
Danish village. Soon, Dam was running a cottage industry from his living room. nearly fifty years
later, the dolls are valuable collectors’ items.

• The sentence fragment
Sentences require at least two components: a subject and a main verb*. A sentence needs something or
someone to do something.

*NB : Not any form of the verb will do. The –ing form of the verb can’t be the main verb of a
sentence.
e.g. I reading a book. The to- form can’t be the main form of the verb either, e.g., I to read a book

The subject may be a proper noun (Billy-Bob) or a more complex noun phrase (the bad-tempered
science teacher with the crooked red wig; the old woman who lived in a shoe).

The sentences below are sentences: they have both a subjects and verbs.
• The shoemaker and his wife slept soundly.
• Kashmir is in India.
• The Rajputs who saw Timur’s army were afraid.
• Bali is a popular holiday destination.
• The film represented life in an isolated village.

The following sentences in the next set are, in fact, sentence fragments. Either the subject or the verb is
missing.
• The victorious Trojan army. (noun phrase subject; no verb)
• Helen, who was very beautiful. (subject with relative clause; no main verb)
• A massive wooden horse. (noun phrase subject; no verb)
• The army experiencing defeat. (weak continuous (-ing) form of the verb)
• The town of Ubud in Bali. (noun phrase subject; no verb)

To correct a sentence fragment, determine what is missing from the fragment (subject or verb) and add
it. Ask yourself: who does or is something in the sentence? Ask yourself: am I using the correct form of
the verb?

3.8 Determine which of the following sentences are fragments. Revise any fragments to make
them complete.

a) The author suggests that learning has a social aspect.
b) Constructivism is a theoretical approach.
c) Marx wrote more than twenty books.
d) Freud is known as the father of psychoanalysis.
e) He asked his patients to retell their dreams.

The dangling modifier
Modifying phrases or clauses
• add extra information about a noun or pronoun

• need to be close to the noun/pronoun they modify

e.g., Smith argues that dogs should be sedated when maddened by rabies.

• cause confusion (and sometimes laughter) when they modify the wrong noun/pronoun

When maddened by rabies, Smith argues that dogs should be sedated.

(In this construction, Smith appears to have rabies on a regular basis)

Examples of dangling modifiers:

“Although widely used by the Bashilange men, women were rarely allowed to use cannabis” (cited in
Pullum, 2005).

The award-winning actress sashayed down the red carpet in a gold mini-dress, revealing her cleavage
which just reached her knees.

3.9 Rewrite the following sentences, eliminating ambiguity.
a) The scientist described the ricin toxin, capable of causing violent and uncontrollable vomiting
resulting in death.

b) The home-economics teacher prepared macaroni cheese, an inexpensive meal for families on a
budget.

c) Walt Disney created the animated character Goofy, a buck-toothed dog of questionable
intelligence.

d) Schoolchildren often contract head-lice, which are both irritating and frequently difficult to get rid
of.


Relative clauses
Relative pronouns include who, which and that. Relative clauses begin with who, which, and that.
e.g., There was an old woman who lived in a shoe.
I saw the film that you recommended.
I’m reading Bill’s essay, which is lousy.

There are two types of relative clause:
• The restrictive (or defining) relative clause is an extended label for the person or thing we are
talking about. This type of clause should not be separated by punctuation from the noun it
describes.

e.g. My brother who lives in Sydney likes motorcycles.
(This distinguishes him from my brother who lives in St. Petersburg and who likes angora jumpers…)

The cake that Roger baked was delicious.
(This distinguishes it from the cake that Myrtle baked…)

Wear the dress that Aunty Ida made for you.
(Don’t wear the one Aunty Myrtle made!)

• The non-restrictive relative clause gives unnecessary but interesting information about a
person/thing already identified.
Note punctuation.

Father Christmas, who lives at the North Pole, only gives presents to children who are good.

The Sydney Harbour Bridge, [which is] known to locals as ‘the coat hanger’, was opened in 1932.

My aunty, who looks like a toucan, snorts when she laughs.

Paired commas
• work in the same way as curved brackets or parentheses
• are used to enclose extra interesting but inessential information about a topic
• need to be used in pairs, like brackets, on such occasions
• should not be used in clauses that distinguish one object or topic from another, that is, in defining
clauses
• are often used around “which clauses”

Mathematics, which I am still unable to comprehend, was my least favourite subject at school.

The Mona Lisa, which was much smaller than Jim had expected, was a disappointment.

Learning to use paired commas will add interest and sophistication to your writing. Using them
incorrectly can cause you to make dangerous generalisations or to appear to express opinions that may
not be yours. Reading around the commas should enable you to see if you have used them correctly or
not.

E.g. Teenagers, who cause damage to private property, should be punished for their crimes.

3.10 Are the sentences below punctuated correctly or not?

1. Machu Pichu, which is located in the Urumbamba Valley in Peru, is 2,430 metres above sea level.

2. Some works by controversial British artist Damien Hirst have drawn accusations of plagiarism.

3. Patients who have failed to respond to conventional treatments for Hepatitis C may benefit from
these new proteases inhibitors.

4. The abduction of Helen of Troy, who was also known as Helen of Sparta, precipitated the Trojan
War.

5. Hans Christian Andersen, who never married, developed an intense romantic attachment to the
Swedish opera singer Jenny Lind.

6. Bon Scott of the band AC/DC, who died in 1980, was born in Fremantle.

7. Children who were born in Sparta were raised to become warriors.

8. Coca-Cola, more commonly known as Coke, is a marketing success story.

9. The first moon landing, which took place in 1969, was televised globally.


The grammar of thesis statements
In general, an essay requires that you present a position in response to the question you chose. This
position, expressed in one or two sentences, is your thesis statement. The thesis statement is usually
the last sentence or sentences in your introductory paragraph – it is the argument that the introduction
introduces. The ideas expressed in the thesis statement run through the entire essay, like the thread in a
string of beads, or the spine of a fish.

Your thesis statement is:
• your central argument
• your core contention
• the backbone of your essay
• a statement that reveals and defines your argument/point of view
• your considered and informed opinion, expressed in one or two sentences.

Articulating an argument in a sentence or two is difficult. It requires you to choose your words carefully,
and to think about a structure ‘big’ enough to accommodate a complex idea. Writing a thesis requires you
to consider both sentence structure and word-choice

• Sentence structure
A simple sentence on its own (subject + verb+ predicate) is not likely to provide you with enough space
or depth to articulate your thesis statement. A simple sentence will provide a bald statement which elicits
a “so what?” from the reader rather than being a nuanced articulation of your position on a topic.

e.g. Macbeth is too ambitious.
Teaching is an innate gift.
Facebook is a useful promotional tool.

At minimum, a thesis statement will require a compound sentence (two simples sentences joined by a
FANBOYS conjunction) or a compound sentence with a modifying clause or a relative non-defining
clause. (Relative clauses are a useful way to condense information). It is likely to require a complex
sentence.

Type 1: compound sentence with non-defining relative clause
• Non-academic example

Red Riding Hood, who ignores her mother’s repeated warnings, takes a detour through the forest and
meets an inquisitive wolf.

• Academic examples

Baudelaire’s sonnet “The Albatross,” which uses metaphor, metonym and simile to liken the artist to
a giant seabird, reinforces the Decadent idea of the artist as radically alien and hindered as much as
helped by his genius.

Artists A and B use the internet as a form of the public sphere, rather than as a digital marketplace, to
interrogate ideas of human responsibility to the human and non-human Other.

• Your example

_________________________________________________________________________________________________________________________

Type 2: Compound sentence with modifying clause

Jane’s new in-laws played with guns at the table and argued loudly about how to split the bill, causing
her to wonder if marrying Billy-Bob had been a good idea.

• Academic example

The digital environment permits the endless circulation and reproduction of hegemonic images, serving
to naturalise what are actually cultural constructions of race and gender.

• Your example

_________________________________________________________________________________________________________________________

Type 3: Complex sentence: two clauses, one dependent and one independent

Because there was no butter, the children ate cheese on toast.

When the rains came, the gutters overflowed.


While Marten’s works use traditional methods to critique modernity’s will-to-know and
utilitarian attitude towards nature, Nechvatal embraces the possibilities of the intersection of the
virtual and the actual that characterizes late modern culture.

• Your example

_________________________________________________________________________________________________________________________

Type 4:Complex-compound sentence with modifying clause
The light of their father’s life, the wicked stepsisters were permitted to laze in bed or shop until they
dropped while Cinderella slaved in the kitchen.


A modern institution in Giddens’ sense of the world, Facebook claims to embody the utopian aim of a
“better world” through “sharing” while actually producing an alienating and commoditized experience
that makes users complicit in their own surveillance.

• Your example

_________________________________________________________________________________________________________________________

• Word choice: being concise
Two or more sentences can be combined by turning one of them into a relative clause or into a noun
phrase. Condensing two sentences into one eliminates wordiness and allows you to fit more into your
thesis statement.

Turning two sentences into one using a relative clause
e.g., The Mona Lisa was a disappointment. It was much smaller than Jim had imagined. !

The Mona Lisa, which was smaller than Jim had imagined, was a disappointment.

Turning two sentences into one using a noun phrase

e.g., Camaron de la Isla was born into a gypsy family of eight children. Camaron de la Isla was an
acclaimed flamenco singer. !

Acclaimed flamenco singer Camaron de Isla was born into a large gypsy family.

3. 11 Make one sentence from the pairs of sentences below by turning one of the sentences into a
relative clause or a noun phrase. Remember to offset non-defining relative clauses (which add
additional interesting but unnecessary information) with commas. NOTE: Other answers are also
possible.

1. Sociologists Smith and Jones from Harvard University investigate road rage, a disturbing
contemporary phenomenon, in their latest book.

2. Terry Eagleton, a Marxist literary critic, has published eight books.

3. The internet, which claims to create greater transparency through sharing, actually alienates its
users.

4. The parrot, which belonged to the infamous Captain Kidd, squawked in its cage all night long.

5. Novice writers must practice writing, a skill like any other, consistently if they want to improve.

What other techniques can you think of to condense two simple sentences into one sentence?


Adverbs in academic writing

Adverbs are used as discourse markers in academic writing, demonstrating the relationship between
ideas in a paragraph or between paragraphs. They can indicate the frequency, degree or manner of an
occurrence. They often (but not always) end in - ly.

Adverbs modify verbs

I run fast
I run upstairs
I run effortlessly
I run outside
I run daily
I never run with scissors
I run enough

Adverbs can also modify adjectives

incredibly cold
horribly noisy
often drunk
stunningly beautiful
surprisingly easy

Adverbs don’t always add, though.

The athletes raced rapidly around the track.
A vegan diet excludes meat and milk completely.
The PowerPoint teaches students to correctly identify adverbs.
The sun rose gradually in the east.

3,12 Remove redundant adverbs – keep any that contribute to meaning

1. He died in a plane crash.
2. The snail moved along the leaf.
3. The patient was occasionally violent.
4. The street was empty.

Adverb position and punctuation

Adverbs in middle and at end of sentences: no punctuation necessary

Browne was frequently expelled from school.
The artefacts lay beneath the pyramid.
The Aztec god Tlaloc is usually represented with fangs and bulging eyes.
The family hid upstairs.

3.13 Use commas to separate initial adverbs from rest of sentence

Ostensibly, Emma goes to Rouen for piano lessons.
Actually, she meets her lover, Leon.
Weekly, she deceives her husband, Charles.
Simultaneously, she runs up huge debts.
Eventually, her lies and debts overtake her.
Finally, she takes poison and dies.

A word of adverbial advice to undergraduate writers

Please do not use obviously and importantly to describe your own assertions or findings.What you have
to say may not be obvious or important to your reader.
Revise your use of literally…don’t use it for meatphorical or exaggerated claims
e.g. I was literally drowning in paperwork.

Adverbial conjunctions

• Function, like adverbs, to show the relationship between sentences or ideas
• Include words like hence, however, therefore, likewise, thus, furthermore
• Require careful punctuation, as the next slides show

Punctuating around adverbial conjunctions, featuring “however

• Paul likes chocolate. I, however, prefer cocoa.
• I couldn’t find the chocolate that Paul likes at the supermarket; however, I did
find a tin of delicious cocoa.
• Paul was upset with me for a week. However, he is speaking to me again
today.

3.14: Punctuate these sentences correctly. NOTE: Other answers are also possible.

He was extremely shy in person; however, he was talkative on the phone.

Alice hated her landlord; reciprocally, her landlord loathed Alice.

The election was said to be democratic. Nevertheless, the president was unpopular.


Hedges and boosters

Hedges include modals like may, might, could, verbs such as indicate, suggest, and
adjectives such as possible. Boosters include modals like must, verbs like prove, and
adverbs like obviously ,absolutely, and always.
Which should you use more frequently: hedges or boosters?

What the research says

“Regardless of discipline, hedges and boosters work together to balance subjective
evaluation and objective information with anticipated reactions from readers and aim to
persuade readers to accept their claims. Nevertheless, no research is conclusive, leaving
some room for uncertainty, and research cannot be reported with the same confidence of
shared beliefs across disciplines. Thus, research has to be expressed with more hedges
than boosters” (Takimoto, 2015, p. 103)

3.15.Remove boosters, unnecessary adverbs and phrasal verbs. NOTE: Other answers
are also possible.

This research suggests that students may benefit from the opportunity to resubmit
assignments after an initial fail. Lecturers could indicate their willingness to remark
assignments. This initiative may increase both retention and student satisfaction.


Session 4: Punctuation; vocabulary
Apostrophes
Apostrophes of contraction show the reader two words have been joined and a letter/letters left out.
E.g. does not !doesn’t
The most problematic contractions are
you’re (you are)
it’s (it is/it has)
they’re (they are)
we’re (we are)
let’s (let us)
These words look or sound much like other words in the English language: your (belonging to you); its
(belong to it); there (not here); and were (as in past tense plural form of “was”).

You can avoid mistakes with apostrophes of contraction by:
• Writing out words in full rather than using contractions (‘it is’ rather than ‘it’s’).
This is the preferred option for academic writing.

• Saying the full form of the word to yourself (or aloud).
Possessive apostrophes
Learn 3 simple rules:
1. Establish who owns what
2. Put the apostrophe after the owner (singular or plural, it’s all the same)
3. If in doubt, leave it out

Apostrophes can show that something belongs to or is a property of another person or thing. Add an
apostrophe and an ‘s’ (if you can hear that one is needed) after the name of the person/thing who owns
something:
Nina’s birthday; the dog’s bowl; the report’s author; the minister’s downfall.

If more than one person or thing owns something, you STILL put the apostrophe after the owner.
Often this will mean it goes after an ‘s’, as most English plurals end in ‘s’: the dogs’ bowls; the girls’
school.

This also applies to words that change their form in the plural, like wives (plural of wife) and
communities (plural of community).
The wife’s tale The wives’ husbands
The community’s customs The communities’ customs

If the plural form is one that does not end in ‘s’ you STILL PUT THE APOSTROPHE AFTER THE OWNER
but add an ‘s’ just as for singular:
The woman’s car The women’s cars
The person’s home The people’s palace

Buyer beware: The grocer’s apostrophe.
Please note that you do not need to shove an apostrophe on plural forms that end in ‘s’ just for the joy of
it: this is the dreaded “grocer’s apostrophe. ” Plurals ending in -s (pumpkins, apples, sardines, flowers,
students, rainbows, unicorns and dreams) do not need an apostrophe unless they possess something
(e.g. the unicorn’s horn).
The not so special case of ‘its’
Let’s (short for ‘let us’) sort out ‘its’ forever.
• With an apostrophe: it’s = it is/it has ALWAYS
• Without an apostrophe: ‘its’ is a possessive pronoun which already shows possession:
The kitten played with the kitten’s toy (noun needs -s)
The kitten played with her toy. (female possessive pronoun)
The kitten played with its toy.(neuter possessive pronoun)

If you put an apostrophe in its, this would mean:
The kitten played with it is toy.
This doesn’t make sense – so that’s how you check.

4.1 Add or remove apostrophes as necessary. Remember: no apostrophe is necessary if nothing is
owned. Don’t use an apostrophe if ‘it” owns something.
a. Beethoven’s Fifth Symphony is a popular work of classical music.
b. The parrot squawked in its cage.
c. The Treaty of Versailles forced Germany to make huge financial reparation.
d. Bulging eyes, or exopthalmia, is one of the disease’s symptoms.
e. The argument’s weaknesses were clear. (plural arguments: ’ after final –s)
f. The organisation’s activities include literacy programs for adult learners. (plural organisations:
’after final –s)
4.2 Punctuate the passage below, adding or removing apostrophes where necessary. There are
six errors.

Closely related to the Capitol residents’ obsession with youthfulness is their shallowness. Echoing long-
standing beliefs that gay men are vain, materialistic, and—because they do not have wives and children
to support—have a prodigious amount of disposable income, the residents of the ruling city of Panem
take wasteful consumption to new extremes. When Katniss enters an apartment in the city in the final
book, she is stunned by the abundance: “In one bedroom we find hundreds of the woman’s outfits, coats,
pairs of shoes, a rainbow of wigs, enough makeup to paint a house. In a bedroom across the hall, there’s a
similar selection for men” (Collins, 2010, p. 316). Of course, the Capitols most deplorable display of
wasteful excess occurs with food. While attending the banquet at President Snow’s mansion during the
Victory Tour, Katniss learns that, to keep enjoying the bounty of culinary delicacies, Capitol guests drink a
clear liquid that makes them vomit. The narrator-protagonist is understandably appalled by this
gluttonous practice, especially because individuals in many of the districts of Panem are literally
starving to death (Collins, 2009, p. 80)

Abate, M.A. (2014). “The Capitol accent is so affected almost anything sounds funny in it”: The Hunger
Games trilogy, queerness, and paranoid reading. Journal of LGBT Youth. 12, 394-418. doi:
10.1080/19361653.2015.1077768

Commas – used to mark off different parts of a sentence. NOTE: Other answers are also possible.

• To separate short items in a list
His hobbies include eating, drinking, and sleeping.
[He] spent his last days in poverty, in squalor and in France. (Quentin Crisp on Beau Brummell).
4.3 Write a list of three nouns separated by commas.

I like walking, reading, and swimming.
-------------------------------------------------------------------------------------------------------------------------- ---------
• To separate adjectives in a description
Publicity for the actress Jane Russell described her as ‘mean, moody, and magnificent’.
4.4 Describe someone you know using three adjectives separated by commas.

Bob is tall, fair, and patient.
--------------------------------------------------------------------------------------------------------------------------- ---------
• To mark the end of one phrase and the beginning of the next
A communications innovation, Twitter has made its mark on the social-media landscape.

At a press conference, the disgraced ex-mayor confessed to feeling “awkward”.
4.5 Write a complex sentence beginning with a dependent clause.
Because it was raining, I brought my umbrella.
--------------------------------------------------------------------------------------------------------------------------- ---------
• To separate an extra piece of information from the core sentence
Santa Claus, a native of the North Pole, brings presents to good boys and girls.
(this extra information is known as a non-defining relative clause –see below)

4.6 Write a sentence using paired commas for extra description.
The Aztec, a fierce culture, practiced human sacrifice.
--------------------------------------------------------------------------------------------------------------------------- ---------

• To separate an initial adverb from the rest of a sentence
Gently, she coaxed the cat off the wall.

Yesterday, I received a letter.

4.7 Write a sentence beginning with an adverb.
Generally, he led a quiet life.
--------------------------------------------------------------------------------------------------------------------------- ---------
• To separate the person being addressed from the question or statement.
Ricky, don’t lose that number. Good night, Eileen.
• To separate reported speech from the reporting clause when quoting.

“I’ll think about it tomorrow, “ Scarlett O Hara averred.

The Colon
A colon can only ever come after an independent clause: that is, one group of words that is grammatically
a complete sentence. Thus, anything to the left-hand side of the colon must be able to be read as
complete sentence. In its simplest usage, it rather theatrically announces what is to come. A colon can
be used:
• After a main clause to introduce a list
Students were taught to use three weapons: the foil, the sabre and the epee.

• After a reporting clause to introduce a direct quotation

George W. Bush said: “I’ve been misunderestimated.”

• After the first clause to summarise, exemplify, balance, explain or elaborate upon that first
clause.

There are only three problems with your essay: the beginning, the middle and the end.

Bertha knew only one cure for her sadness: chocolate.

The Semicolon
The semicolon is not difficult if you remember that a semicolon (;) is more like a full stop than a comma.
It is a very strong punctuation mark.

There are only three uses of the semicolon:
• To connect two independent clauses
Alice is going to Barcelona; she isn’t going to Ankara.
The meeting adjourned at dawn; nothing had been accomplished.

NOTE: Semicolons are never used to connect parts of unequal rank. It is incorrect to use a semicolon to
yoke an independent and dependent clause together.

• To separate sentences joined by the linking words therefore, however, thus, moreover and
the linking phrases (discourse markers) for example, in fact, in any case, on the other hand.
I have never studied geometry; in fact, I am lousy at all kinds of mathematics.
• The semicolon is used to separate items in a list when some of the items already contain
commas.


We invited Harold, the butcher; Maxine, the dentist; Greg, the teacher; Joe, the construction worker;
Violet, the factory owner; and Debbie, the landlord (Bazerman & Weiner, 1998, p.123).
4. 8 Colon, comma or semi-colon? Which piece of punctuation should replace the full stop? Extra
points if you can guess the name of the movie the line was taken from.

• Two things I can handle: guns and dames.

• Frankly, my dear, I don’t give a damn.

• Toto, I’ve got a feeling we’re not in Kansas any more.

• I will look for you; I will find you; and I will kill you.

• Fasten your seatbelts: it’s going to be a bumpy night.

• There are two types of people in this world: those who like Neal Diamond, and those who don’t.

Word choice, word form and vocabulary
Prepositions
According to Swan (1995, p.444) “it is difficult to learn to use prepositions correctly in a foreign
language”. Increasingly, it is becoming difficult for native English speakers to use prepositions correctly.
There is little literature on the reasons for this increasing difficulty but, as with second-language
speakers, native speakers at university may have to learn by rote the correct prepositions to use in
different contexts.

Below are some of the common errors of preposition use made by native speakers in academic writing.

4. 9 Replace the bolded preposition with a better one. You may need to change more than
the preposition, for example, the form of the verb.

1. I will partially base my research on this text.

2. I intend to analyse the film Eraserhead as an example of the horror genre.

3. People were awed by the poems.

4. The article is particularly aimed at people who appreciate poetry.

5. It is interesting to consider the angle from which the information is presented.

6. Grove argues that the poet's preference for metered verse was a defiance of modernist
experimentation.

7. The text is largely comprised fof personal experiences that the writer had.

8. Taylor gives a positive perspective of Larkin's poetry.

9. The text is helpful for this assignment as it includes many details of Larkin’s lesser-known poems.

Confusing pairs
Wynford Hick’s book English for journalists (1998, pp.76-77) gives an exhaustive (though not exhausting)
list of words that sound similar and are easily confused, thus creating ambiguity or unintended meanings.
If you are unsure of the meaning of a word, check your dictionary.

4.10 Circle the more appropriate word in these confusing pairs.
1. Both children and adults can suffer from the effects of lead poisoning.
2. 2011 saw the 200th anniversary of historical discovery of the Lost City of Petra in Jordan.
3. Fred Smith, of the University of Western Australia, is an expert on Australian economic reform.
4. Francis Bacon stated that the scientist should be an uninterested observer of nature.
5. He was arrested for possession of illicit substances.

Remember: neither SpellCheck nor GrammarCheck can pick up these ambiguities for you. Try to become
familiar with errors of this sort that you commonly make.

4.11 Word form: Fill in the following grid where possible.

Noun Verb Adjective Adverb
imagination To Imaginary/imagined/imaginative imaginiatively
imagine
haste to hasty hastily
hasten
enchantment To Enchanting/enchanted enchantingly
enchant
softeness To Soft/softened softly
soften
stupidity --- stupid stupidly
instruction To instructive instructively
instruct
prescription to prescriptive prescriptively
prescribe
--- --- delicious deliciously
fluid To fluid fluidly
fluidify
advice to advised advisedly
advise


Parallelism
Clear, well-organised academic writing often makes use of parallel structures. Parallel structures use the
same grammar pattern a number of times in sequence. Using the same structure allows the different
content to be clearly read and compared.
Use parallel structures in your writing when listing, either in point form or in a sentence.
E.g., Roses need sandy soils, regular fertilizing and frequent watering.
NOT Roses need soils that are sandy, to be fertilized regularly and water frequently.
4.12 Construct a parallel sentence from these parts:
1. Spartan children were trained to endure fatigue, cold, hunger and thirst.
2. Prospective husbands were evaluated on their health, wealth, strength and manners.
3. Before his campaigns, the Mongol ruler Genghis Kahn would pray, fast and meditate.
4. Symptoms of influenza include fever, fatigue, cough and headache.
5. Axolotls have external gills, caudal fins, lidless eyes and wide heads.

Ten quick tips for tidier, more precise prose
1. Choose the best noun for the sentence
Avoid starting your sentences with the clauses “It is…” and “This is…” or “These are”. If you notice that
you frequently begin sentences with these clauses, ask yourself: exactly who or what do I mean? What
category/concept do I need to name here? What is the most precise noun to use?

2. Choose the best verb for the sentence
Phrasal verbs (where a verb is used with a preposition: drop in; drop out; drop off) are informal,
imprecise, and inappropriate for academic writing. Collect a stock of good, strong verbs to describe
precisely what you mean. One good verb can replace a weak verb and a couple of prepositions.
e.g., Lewis begins his argument by…
NOT: Lewis starts his argument off with…

3. Check that subject and verb agree
The subject and the verb in your sentence should agree in number: a plural subject (e.g., citizens) should
have a plural verb form (e.g., vote). A single subject (Johnny) needs a single verb form (votes); two
subjects joined by “and” (Mum and Dad) need a plural verb (vote).

4. Prefer the active voice
Make sure that the subject of the sentence (if known) and the verb are at the front of your sentence: that
you state who/what does or is something.

e.g., Copernicus first demonstrated that the Earth orbits the Sun.
NOT: That the Earth orbits the Sun was first demonstrated by Copernicus.

e.g., This essay argues…
NOT: It could be argued that…

e.g., Hannah suggests…
NOT: It has been suggested by Hannah

5. Use parallel forms when listing
As when writing a shopping list (parsley, spinach, plums, coffee), keep the parts of speech in your ‘lists’
parallel:

e.g.,: Artists, philosophers and writers have described the effects of industrialization on tradition.

NOT: Artists, philosophers and writing have described the effects of industrialization on tradition.


6. Remember: People who…/things that…
Use ‘who’ for people (and categories of people: children, senators, a bee-keeper, the nationalist, asylum
seekers, critics, metal fans, theorists) and ‘that’ for other nouns, including animals.

7. Ensure that nouns and pronouns agree in number
The woman! she
The women! they
The people! they
The image!it
Citizens!they

e.g. The politician protects the interests of his or her party.
NOT: The politician protects the interests of their party.

8. Check your apostrophes
As academic writing avoids using contractions, you don’t have to worry about the apostrophe of
contraction in it’s, don’t, haven’t and isn’t. In these cases, write the words in full: it is, it has, do not,
have not, is not etc.

Only use possessive apostrophes when there is a relationship of ownership or possession. Figure out if
someone/something owns or belongs to someone/something. Put the apostrophe after the name of the
owner or owners and before the ‘s’.

e.g., the teacher’s pet; the children’s books; the library’s opening hours; the country’s people; these
countries’ policies; the shark’s teeth.

9. Use labels consistently
You may have been counseled against repetition in your work, but repetition in the labels you give to
things (researchers, films, experiments, participants) is acceptable and preferable to using a variety of
synonyms– it helps your work to ‘hang together’.

10. Keep an error log
Use the feedback you receive from your tutors and Learning Advisers. Keep a record of the grammatical
errors that you commonly make in your essays. By becoming aware of the pattern of errors that you
usually make, you may be able to recognise and correct them when you are editing your work.

Ask for clarification if you do not understand the feedback you receive.


4 tips for editing your work

1. Leave yourself time between drafts and between edits
Allowing yourself enough time to consider, express, order and refine your ideas is an essential
component of successful writing for a university audience.
• Give yourself enough time to write (at least) a couple of drafts, with time in between each draft.
Leaving time between drafts will help you to evaluate your work critically and to identify obvious
errors.
• Allow yourself enough time to do a series of edits, looking at a different aspect of your document
each time.

2. Move from macro- to micro-level edits
Use your time effectively.
• Begin by editing the big structures (answering all parts of the question, overall content, choice of
references, essay structure, paragraph structure).
• Move to the sentence-level details (consistent and correct referencing, grammar and punctuation).
• Conclude with proofreading (eliminating typos and spelling errors, and considering formatting).
• Leave yourself time between each edit. Even a couple of hours will give you some critical distance
from your work.

3. Proofread on paper, pen in hand, when you feel alert
Proofreading requires attention to detail. It requires that you are alert and not rushed.
• Set aside the time to give your full attention to the document.
• Make a hard copy – for some reason it is much easier to see errors on the page than on the screen.
• Stand up to edit – this will keep you awake.
• Use a pen to point to each word (or punctuation mark) and to mark up corrections on your page.

4. Read aloud as you revise and as you edit
Our ears sometimes pick up errors that our eyes miss.
• Read your work aloud between drafts to determine what you actually wrote, rather than what you
think you wrote.
• Read each sentence in your essay aloud, starting with the concluding sentence and ending with the
opening sentence, to find grammatical errors overlooked when reading silently and from the
introduction. NOTE: Only do this to pick up grammatical errors, on your final or second-last draft.


Practical editing exercises.
1. Edit the following passage for subject/verb agreement.

The “Twilight” series has been criticized on multiple aesthetic and political grounds (including classism,
racism, and really bad prose), but the charge that concerns me here is that it presents as ideal and
desirable relationships that includes many of the available warning signs for abuse. This is true most
obviously in the relationship between Edward and Bella, but also in Bella's relationship with Edward's
rival, Jacob, and in the subplot relationship between Jacob's fellow tribal members, Sam Uley and Emily
Young. These male characters' behavior toward the women they ostensibly love encompasses not only
physical violence and threats of violence, but also stalking, insults, deception, economic manipulation,
and other assertions of dominance and control. More specifically, in addition to reminding Bella verbally
about his predatory danger, Edward demonstrate his physical power by tearing up trees and sneaking
into Bella's bedroom to watch her sleep. He follows her on outings with her friends and has his siblings
keep watch on her house. He forbids her to see Jacob and tampers with her car to prevent her from
disobeying his wishes (Karning, 2009). His lavish gifts have been construed as economic abuse,
manipulating Bella's sense of obligation and asserting his economic power (Housel, 2009). He tries to
exercise power and control and insists on having his own way by frequently saying things like, "Bella,
please just do this my way, just this once" (Meyer, 2005). He calls her unobservant, irresponsible, a poor
judge of risk, and other things that might be considered insulting and derogatory (Russo, 2010).
Adapted from Michel, F. (2011). How to bring your kids up sado-masochist: Intimate-partner violence and the “twilight” phenomenon.
Psychoanalysis, Culture and Society, 16(4). Retrieved from http://search.proquest.com.ezproxy.ecu.edu.au

2. Identify and correct errors of subject/verb agreement.
As a transmitter of morality and as the one who cares for the student in the classroom, the teacher must
be moral and dependable. Perceived immorality on a teacher's part is, necessarily, of great concern for
those who oversee teaching. As Jones argues, the teacher has always been ‘a suspicious figure that
requires continual examination’ (p. 75). Foucault argued that in a disciplinary society these examinations
were directed at the body and occurred within specific sites and regulated spaces (Foucault, 1991a).

Each new enclosure corresponds with forms of institutional surveillance that is bounded by the temporal
and spatial limits of the institution. Within each enclosure individuals can construct themselves anew (or
at least improve on their old selves). For example, at university student–teachers are expected to leave
behind irresponsible adolescence and become ‘professionals’. The normalising surveillance of the
disciplinary society operates through ‘apprenticeship’ – the teacher is made governable and self-
governing in a scaffolded way through a hierarchy of institutions and inspections (Foucault, 1991b). This
theory of power relations has been utilised extensively in contemporary critiques of schools and school
practices. For Deleuze, however, the disciplinary society is no longer the best way to explain how power
manifests itself in the contemporary world, as discipline has been giving way to control since the end of
the Second World War. As ‘new forces moved slowly into place … we were no longer in disciplinary
societies, we were leaving them behind’ (Deleuze, 1995a, p. 178). Teaching, in this disciplinary and moral
sense, is an interior ‘that's breaking down like all other interiors’ (Deleuze, 1995a, p. 178). While there
remains a deceptive solidity to the rigid boundaries of sites of confinement, such as ‘prisons, hospitals,
factories, schools, the family’, the practices, comportments, discourses and facilities internal to these
institutions are being overthrown by modulatory machines that exteriorise and disaggregate (p. 178).
Tellingly, Deleuze nominated ‘assessment’ as a technology of control becoming frightful, accelerating and
amplifying in the school system (1995b, p. 175). This paper follows that logic through looking at a
particular form of high-stakes testing in Australia.

Adapted from Thompson, G., & Cook, I. (2014). Manipulating data: Teaching and NAPLAN in the control society. Discourse: Studies in the Cultural Politics of
Education, 35(1).doi: 10.1080/01596306.2012.7394

3. Edit the following passage to eliminate sentence fragments.
Hip-hop as a marketing tool has proven flexible for the endorsement of most products, even those not
associated with glamour or rich living. For instance, soft-drink giant Sprite began using rap music in its
commercials in 1994 and saw its profits quadruple. Burger King soon did the same with its own
advertising and Macy's department store began putting more "hip hop-friendly selections" on its racks as
well.
Not all those in need of hip-hop marketing are lucky enough to get it, however. In the spring of 2005, fast-
food franchise McDonald's launched a campaign that offered rap artists the chance to make between $1
and $5 for every time one of their tracks mentioning a Big Mac got played on the radio. McDonald's
spokesman Walt Rider said that the company wants to connect with young customers in a "relevant,
culturally significant way." Unfortunately for McDonald's, to date, no rapper has taken it up on the deal
by writing the burger into a song.

Adapted from Grinberg, M. (2007). Gold diggers and playa haters. Risk Management, 54(3). Retrieved from
http://search.proquest.com.ezproxy.ecu.edu.au/

4. Edit the following passage for commas, apostrophes, and capitalization.
I've read one of Cormac McCarthy’s books (All the Pretty Horses) and watched most of the adaptations
and I have to say I’m not a big fan. Behind the lean consciously pared-down prose seems to lie a lurid
fascination with violence and po-faced belief in capital-E evil, all of which is rather indigestible. Still, 80-
year-old McCarthy is an unmistakable voice -and The Counsellor, his first original screenplay, is that rare
thing: a writer’s vision brought to the screen without the usual compromises. This is a unique film, likely
to alienate many more people than it pleases. The hero does nothing heroic; the plotting is deliberately
thin; the danger (though repeatedly talked about) is never clearly delineated; and talky scene follows
talky scene till the whole thing collapses in a haze of hints and half-measures.
The film could (and maybe should) be seen as a very dry comedy. What happens is simple enough: the
Counsellor gets involved in drug trafficking. Things go wrong, and a ruthless Mexican cartel takes revenge
on him and his friends. There’s a kind of gallows humour in the general air of helplessness, not to
mention the constant foreshadowing; we keep being told of bad things happening - like the bolito, a
Mexican murder weapon that "keeps going till the noose closes completely" - and we know they’re going
to happen, the noose sure to close around the Counsellor. The florid dialogue adds to the fun: "It was
hallucinatory. You see a thing like that, it changes you," marvels Javier Bardem - which is amusing, but
even more amusing in that he's talking about a naked Cameron Diaz rubbing against a car windshield.
Even a grisly decapitation is funny because of the scene that precedes it (a motorbike being carefully
measured) but that’s only funny in retrospect, which is typical of the film’s maddening quality.

Adapted from Wilder, P. (2013, December 2). The Counsellor [film review]. Cyprus Mail. Retrieved from http://search.proquest.com.ezproxy.ecu.edu.au

5. Edit the following passage for errors of sentence structure, capitalization and punctuation, and
subject verb agreement.

Reports of turmoil in Transylvania reached the British press in March 2002. UNESCO heritage experts
were sent to Sighisoara, Europe’s only inhabited citadel and a world heritage site. With the support of 85
per cent of the local population, the Romanian government were preparing to open a Dracula terror park
on the basis that the fifteenth-century Count Vlad Tepes (‘Vlad the Impaler’) may have been born there. A
ghost castle, Dracula hotels and a ‘vampirology’ centre had been designed; snack bars serving blood red
candyfloss, plates of brains, garlic-flavoured ice cream and blood pudding were planned. The exclusive
rights to soft drink sales had already been sold to Coca-Cola (for £330,000), and negotiations with the
Austrian beer company, Brau Union, and the hotel chain, Best Western, were well in hand. Before you
book your holidays, the row between the government and UNESCO resulted in plans being shelved.
Historical heritage, perhaps only temporarily, won out over the more commercial myth market. Don’t be
disappointed, however. The Castel Hotel Dracula is open, located in Bistrita-Nasaud, Romania, at an
altitude of 3,600 feet in the Carpathian mountains. It is a mock-Gothic edifice with a turret nightclub. Built
between 1983 and 1985, it has been refurbished and rebranded since then. At the time of building, no
references to Dracula were permitted: it was built for Nicolae Caeusescu.

Botting, F. (2008). Limits of horror: Technology, bodies, Gothic.
Retrieved from http://site.ebrary.com/lib/ecu/Doc?id=10627234&ppg=10>


Grammar Basics Answers

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Grammar Basics Answers

Hochgeladen von

Copyright:

Verfügbare Formate

Grammar

B.Andersson , 2016. CL&T, ECU. 3

B.Andersson , 2016. CL&T, ECU. 4

b. Mice, rats and porcupines are all species of rodent.

e. The researchers investigated the tunnels of two species of cicadas.

g. The Pompeian frescoes depict scenes of domestic and commercial life.

h. Geological surveys of the region revealed rich deposits of silica.

b. English and Mandarin grammar have numerous significant differences.

c. The scandal spread rapidly on the internet.

d. The study of law is called jurisprudence.

A note about abstract nouns

B.Andersson , 2016. CL&T, ECU. 9

• the zone of proximal development

Noun phrases in your discipline

e.g., lactate threshold in Sports Science

e.g., suckle doorway (no such things exists)

1.10 Identify the head noun in these noun phrases

principles of clinical communication

risk management procedures

Cannon-Bard theory of emotion

polymerase chain reaction

B.Andersson , 2016. CL&T, ECU. 10

Kelly brought a cake.

• Kelly brought a cake.

B.Andersson , 2016. CL&T, ECU. 14

B.Andersson , 2016. CL&T, ECU. 17

B.Andersson , 2016. CL&T, ECU. 21

B.Andersson , 2016. CL&T, ECU. 22

During the holidays, the children stayed with their grandmother.

B.Andersson , 2016. CL&T, ECU. 31

B.Andersson , 2016. CL&T, ECU. 34

B.Andersson , 2016. CL&T, ECU. 41

4.12 Construct a parallel sentence from these parts:

4. Symptoms of influenza include fever, fatigue, cough and headache.

B.Andersson , 2016. CL&T, ECU. 44

B.Andersson , 2016. CL&T, ECU. 45

B.Andersson , 2016. CL&T, ECU. 46

B.Andersson , 2016. CL&T, ECU. 47

3. Edit the following passage to eliminate sentence fragments.

B.Andersson , 2016. CL&T, ECU. 50

Das könnte Ihnen auch gefallen