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ACT Grammar Review

2018. ACT Grammar Review. Wordiness. On the ACT, wordiness = extra words or phrases that are not necessary. Hints

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ACT Grammar Review

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  1. 2018 ACT Grammar Review

  2. Wordiness • On the ACT, wordiness = extra words or phrases that are not necessary. • Hints • The shortest grammatically correct answer is often the correct answer. However, in order for the answer to be correct, it must express the relevant information from the sentence. • Plug the answer back in to the sentence to verify that it makes sense and expresses the information needed. • Example: • Allison took me to a party that was a very fun time. • I enjoy getting my nourishment by way of fried foods.

  3. Wordiness Examples • He then wrote an enthusiastic article for Strand Magazine, being the place in which most of his Sherlock Holmes stories had first appeared, and later wrote a book on the subject titled The Coming of the Fairies. A. NO CHANGEB. in which the magazine where C. in which D. being where  • She worked for thirty years as a teacher and librarian in the field of education in Baltimore public schools. • Which of the following words or phrases from the preceding sentence is LEAST necessary and could therefore be deleted? F. thirty G. and librarian H. in the field of education J. Baltimore public

  4. Wordiness Examples • Over many weeks, as time goes by, her collection slowly grows: clay bowls, cups, vases, and sculptures fill the studio.  A. NO CHANGE B. with the passing of time, C. gradually, D. OMIT the underlined portion

  5. Redundancy Phrases • Redundancy means previously stated or unnecessary. • Redundancy questions can be asked in two ways: • Using two synonyms when one will suffice • Justin is a very friendly and amicable guy. • Use of a phrase that is implied with other words or phrases in the sentence. • This article contains pertinent information that offers relevant facts for doing well in ACT English.

  6. Hints for Redundancy Questions • Look at the shortest answer first. If you can plug the shortest answer in and the sentence makes sense and is grammatically correct, it is the correct answer. • Make sure two synonyms are not being used to describe the same thing. • Check to be sure that, in an underlined portion of a sentence, information is not implied elsewhere in that sentence.

  7. Redundancy questions • I think maybe I might possibly have met them all. F. NO CHANGE G. perhaps I've H. I've possibly J. I've • Today, Smith's repertoire is so vast that she could speak consecutively for twelve hours straight without running out of material. A. NO CHANGE B. continuously nonstop C. perpetually D. OMIT the underlined portion

  8. Redundancy questions • He also began to calculate annual tables of yearly sets of astronomical data, which became the basis for almanacs published under his name from 1792 through 1797. A. NO CHANGE B. covering a year's worth C. about twelve months D. OMIT the underlined portion

  9. Additions, Goals, Purpose Questions • Questions like these are hard to explain because so much depends on context. • Let’s take a look at #14, 15, 29, 30,45, 51, 56, 57, 68, 70, 71 • Why are the right answers correct??

  10. Commonly Confused Words • Who vs. whom • Which vs. that vs. who • Effect vs. affect • Then vs. than • Accept vs. except

  11. Thesis Statements/Writing the essay • Your thesis statement needs to take a perspective on a prompt and state it clearly. • Hints: • Your perspective may be in full agreement with one of the perspectives, in partial agreement with the perspectives, or completely different. • Example: One of the important principles of our country is the freedom to make our own decisions. Sometimes, though, our decisions need to reflect a concern for others beyond ourselves. I believe that our society should strive to achieve the greatest good for the greatest number of people.

  12. How to get a good score on the essay. . . • Choose a perspective that you can argue and stick to it. • Evaluate each perspective as to how true/untrue it is. • Analyze each perspective by evaluating how correct each perspective is and analyzing the implications of each perspective is. Be sure to give examples to help do this. • Compare the other two perspectives to your own. • Note: you can create a perspective of your own; if you do that, remember you still should follow the above suggestions. Remember, too, that you have a 40-minute time limit. • See this website for additional information: Writing rubic analysis blog

  13. Apostrophes • Apostrophes are used to show that one or more letters or numbers have been left out of a word or figure. • had not -----hadn’t • Class of ‘19 • Apostrophes are used to show ownership with singular and plural nouns. • Singular possessive—’s • Spock’s ears • ship’s escape plan • Ross’s essay • Plural Nouns—s’ • girls’ guitar • bosses’ orders • The MacKenzies’ cottage

  14. Conjunctions • Conjunctions are used to join two or more words, phrases, or ideas. • There are different kinds of conjunctions. • Coordinating conjunctions join two equal things. • for, and, nor, but, or, yet, so • Subordinating conjunctions connect two clauses but show that one is more important than the other. • Although, because, after, when, while, since, in order that, unless, as long as, etc. • Correlative conjunctions are used in pairs. • either. . or, neither. . nor, not only. . . but also, both. . .and, whether . . .or • Conjunctive adverbs connect two independent clauses in a compound sentence. Use a semicolon before the conjunctive adverb and a comma after it. • Also, beside, however, instead, meanwhile, then, therefore

  15. Semicolons, Colons, and Commas • Semicolons join two or more closely related independent clauses that are not connected with a coordinating conjunction. • I love to travel; I leave for Europe in May. • Semicolons are also used to set off independent clauses that are long or contain a lot of commas. • We waited all day in that wide line, tired travelers pressing in from all sides; and when we needed drinks or sandwiches, I would squeeze my way to the cafeteria and back. • Semicolons can also be used to separate groups that contain commas. • Every Saturday night my brother gathers up his things—goggles, shower cap, and snorkel; bubble bath, soap, and shampoo; tapes, stereo, and rubber duck—and heads for the tub.

  16. Semicolons, Colons, and Commas • Colons can be used to emphasize a word, phrase, clause, or a sentence that explains or adds impact to the main clause. • His guest lecturers are local chefs who learn a lesson themselves: Homeless people are worth employing.—Beth Brophy “Feeding Those Who Are Hungry” • Colons can introduce a quotation, a sentence, or a question. • Directly a voice in the corner rangout wild and clear: “I’ve got him! I’ve got him!”—Mark Twain • Colons can introduce a list. Be sure that the words used to introduce the list form a complete sentence. • I got all the proper equipment: scissors, a bucket of water to keep things clean, some cotton for the stuffing, and needle and thread to sew it up. Joan Baez

  17. Semicolons, Colons, and Commas • Commas are used to join two independent clauses when using a coordinating conjunction. • I wanted to know on the glass to attract attention, but I couldn’t move. Ralph Ellison, Invisible Man • Commas are used to set off appositives—words that rename a preceding noun. • Leo, a ragdoll Siamese cat, joined our family on Sarah’s 8th birthday. • Commas are used between items in a series. • I like to eat apples, pears, beets, and bananas. • Commas are used after introductory phrases and clauses. • Haunted by the memory of her fall down the stairs, Susy grabbed on tightly to my hand. • After the practice was over, Edna finished her homework.

  18. Semicolons, Colons, and Commas • Commas are used to set off nonrestrictive phrases and clauses. Nonrestrictive means the phrase or clause is not necessary to the meaning of the sentence. • Students and faculty, trying to improve their fitness, use both athletic clubs throughout the week. • The basketball court that has the sign on the door must be reserved.

  19. Dashes vs. Parentheses • Dashes are used to set off parenthetical material. • A single incident—a tornado that came without warning—changed the face of Rochester forever. • Parentheses are used to set off information that interrupts a full sentence. • Mickey (our dog) sits in on our piano lessons even when our teacher is here. • Dashes are used to for emphasis. • Parentheses are always used in pairs. parentheses commas dashes

  20. Works Cited • https://blog.prepscholar.com/wordiness-and-redundancy-in-act-english-tips-and-practice • https://blog.prepscholar.com/act-essay-format-and-templates • http://www.act.org/content/act/en/products-and-services/the-act/test-preparation/writing-sample-essays.html?page=0&chapter=0

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