Week 2 grammar notes-1-15

ROYAL ENGLISH DEPARTMENT
GRAMMAR REVIEW I
PARTS OF SPEECH
There are eight parts of speech in English.
A part of speech is a category into which one places a word depending on how it functions
in a sentence.
The same word may be different parts of speech, depending on the word’s use in the
sentence.
Examples: I have a part in the play. (“part” is a noun.)
I part my hair on the left. (“part is a verb.)
My dog is part collie. (“part” is an adjective.)
My love gave me a ring. (“ring” is a noun.)
I will ring the doorbell. (“ring” is a verb.)
Have you a ring holder? (“ring” is an adjective.)
This is the fast lane. (“fast” is an adjective.)
The man runs very fast. (“fast” is an adverb.)
Only a close examination of what a word is doing in a sentence reveals its part of speech.
Parts of speech:
Names: Noun
Pronoun
Modifiers: Adjective
Adverb
Action/State of Being: Verb
Mortar of a Sentence: Prepositions
Conjunctions
Exclamation: Interjection

GRAMMAR REVIEW II
THE NOUN
The noun (Latin nomen = name) is the name of:
A person (Rumplestilskin; Claudette Colbert; Fetty Wap)
A place (New York City, Bear Mountain,
Lake Chargoggagoggmanchauggagoggchaubunagungamaugg)
A thing (twig, frog, walnut, sphygmomanometer)
A quality (beauty, happiness, courage)
An activity (swimming, praying, speaking) = GERUND
A concept (friendship, Communism, materialism, spirituality)
A condition (peace, security, joy)
Types of Nouns:
Common: the label for any member of a category
(man, novelist, country, soup, city, religion)
In English, one never capitalizes a common noun.
Proper: the label for a specific member of a category
(Cary Grant. Ernest Hemingway, Mongolia, Campbell’s Soup,
Horseheads, Roman Catholicism)
Abstract: the name of a non-tangible thing, an idea
(violence, empathy, catastrophe)
Concrete: the name of something one can sense
(prune, aroma, fire, violin)
General: the broad term naming all members of a group (like a common
noun) (weapon, dwelling, fruit, furniture)
Specific: the name of a particular member of a group
(sword, apartment, grape, sofa)
Collective: the name of a group, written as a common noun and in the
singular (committee, jury, army, club, team, class, murder of
crows, pride of lions, exaltation of larks, pod of whales)
Collective nouns may be consistently singular (referring to a
unit) or consistently plural (referring to individuals.
Gender of Nouns:
Since the Middle Ages (since about 1300), English nouns have natural
gender, reflecting the sex of the individual:
Males have masculine gender: actor, man, boy, aviator, bull, rooster.
Females have feminine gender: actress, woman, girl, aviatrix, cow, hen
Sexless objects have neuter gender: tree, box, book, floor, chair
Terms applying to males and females have common gender: worker, friend,
worker, student, assistant)
Note: So-called “sexist” nouns containing the word “man: (chairman,
fireman, mailman) traditionally apply to either sex and are common
nouns, as is the word “man: when referring to the human race.

GRAMMAR REVIEW III
Number of Nouns:
Nouns may be singular (referring to one) or plural (referring to more than
one)
Most nouns form their plural by adding “s” to the singular:
(hat = hats; duck = ducks; name = names)
Nouns ending in a sibilant (s,z,sh,ch,x) form their plural by adding “es” to
the singular (class = classes; bushes = bushes; church = churches; ax =
axes) N
Nouns ending in a consonant + y change the y to i form their plural by
adding “es” to the singular (spy = spies; country = countries
- Some nouns for their plurals irregularly:
man = men
woman = women
goose = geese
ox = oxen
child = children
foot = feet
tooth = teeth
- English is an eclectic language, taking words and even their plurals from
other languages: [Note: Use a good dictionary for unfamiliar nouns.]
Latin datum = data
bacterium = bacteria
medium = media
alumnus = alumni
alumna = alumnae
stratus = strata
Greek: criterion = criteria
phenomenon = phenomena
crisis = crises
psychosis = psychoses
French: chateau = chateaux
beau = beaux
tableau = tableaux
Italian: graffito = graffiti
soprano = soprani
concerto = concerti
Hebrew: cherub = cherubim
seraph = seraphim

GRAMMAR REVIEW IV
- Collective nouns may be singular or plural, but once one settles on a
number, he must be consistent in using that number:
Correct: The committee is finished with its work. It adjourned.
The committee are finished with their work. They adjourned.
Incorrect: The committee is finished with their work. They adjourned.
Case of Nouns: Nouns and pronouns have case.
Case is a category into which one puts a noun based on its function
in the sentence.
Modern English has three cases:
Nominative (Subjective) Case:
Used for the subject of a verb (The lamp burned out.)
Used for direct address (John, come here.)
Used for an appositive of a subject (My friend, Bill, died.)
Used for predicate nominative, the complement of s copulative
verb (The last caller was Mary.)
Objective Case:
Used for the direct object of a verb: (I need a new lamp.)
Used for the indirect object of a verb: (Give them the money.)
Used for the object of a preposition: (Give the money to them.)
Used for the subject of an infinitive: (I need her to help the girls.)
Used for an objective complement: (They elected him chairman.)
Note: The nominative and objective cases use the noun’s same form.
Possessive (Genetive) Case:
Used to show ownership. In the noun, the possessive case is the
only case with a distinct ending added to the noun.
-usually, add ‘s to a singular noun to form the possessive case:
Bill = Bill’s
poet = poet’s
goddess = goddess’s
-if the singular noun ends in “s,” one may form the possessive
either with ‘s or just the apostrophe:
Mr. Marks = Mr. Marks’s or Mr. Marks’
Anaxagoras = Anaxagoras’s or Anaxagoras’
Santa Claus = Santa Claus’s or Santa Claus’
-for plural nouns ending in “s,” add just the apostrophe for the
possessive case;
boys = boys’
classes = classes’
-for plural nouns ending in a consonant other than “s,” add ‘s to form
the possessive case: men = men’s

GRAMMAR REVIEW V
THE PRONOUN
The pronoun (L. pro nomine = for the noun) is a word substituting for a noun or
another pronoun.
The noun for which the pronoun is a substitute is called the ANTECEDENT
(ante + cedo = to go before) of the pronoun, and the antecedent must always be a
single word, either stated or implied. Sometimes, the antecedent can follow the
pronoun.
Mark said that Mark would be late.
Mark said that he would be late. (The pronoun “he” substitutes for the noun
“Mark.” “Mark” is the antecedent of “he.”)
After he built the fire, Chuck died. (The pronoun “he” comes before its
antecedent, “Mark.”)
Number: Like nouns, pronouns can be singular (I, one, he, she, it) or plural (we,
they).
Gender: Like nouns, pronouns have natural gender, meaning that the pronouns
and nouns have a gender based on the sex of the person or thing to which
they refer:
Masculine pronouns denote males (he, him, his);
Feminine pronouns denote females (she, her, hers);
Neuter pronouns denote inanimate or non-human things (it, its);
Common gender pronouns refer to males, females, and inanimate
objects (they, them, one).
Person: The concept of person in verbs and pronouns refers to which role the
verb or pronoun identifies in the act of communication.
FIRST PERSON (I, me, my, we, us, our, ours) denotes the speaker when
referring to himself.
SECOND PERSON (you, your, yours, thou, thee, thy, thine, ye) denotes
The person being spoken to.
THIRD PERSON (he, him, his, she, her, hers, one, it, its, they, their,
theirs, them) denotes the person(s) or thing(s) being spoken about.
Types of Pronouns:
Personal: refer to the three persons involved in communication (See
concept of Person above) (I, you, he, she, it, etc.)
Impersonal: refer to non-humans ( it, they)
Relative: refer to a person or thing, begin a dependent clause, and
relate that person or thing in the dependent clause to
a noun or pronoun in the rest of the sentence (who, whom,
whose, which, what that) (Example: My doctor whom I
trust fell out of bed and died.)

GRAMMAR REVIEW VI
Demonstrative: point to something (this, these; that, those)
Interrogative: ask questions (who? which? what? whose? whom?)
Reflexive: repeat or intensify the antecedent (I myself; he himself;
she herself; you yourself; they themselves; we ourselves)
Reciprocal: express mutual action or relationship (each other; one
another)
Indefinite: refer to no specific person or thing:
Singular: another anyone, anybody, anything
someone, somebody, something
everyone, everybody, everything
none, nobody, nothing
each, either, neither
Plural: several, some, many, few, all (at times)
Case: Like nouns, pronouns have case. But the personal pronouns and “who”
have distinct case forms:
Nominative Possessive Objective
I my, mine me
you, ye your, yours you, ye
thou thy, thine thee
he his him
she her, hers her
it its it
we our, ours us
they their, theirs them
who whose whom
Note: Use the correct form for a specific use in the sentence:
We (subject = nominative case) love summer.
It is I (predicate nominative = nominative case).
Toys are we (predicate nominative = nominative case).
Just between you and me (object of a preposition =
objective case), grammar is such fun!
Is this yours (ownership = possessive case)?
Note: The possessive case of personal pronouns does not use the
apostrophe.
Antecedent Agreement:
A pronoun and its antecedent must have the same number and gender.
Replace a singular, masculine noun (boy) with a singular, masculine
pronoun (he): The boy said he was sick.
Replace a singular, feminine noun (daughter) with a singular, feminine
pronoun (she): My daughter said she was prepared.

GRAMMAR REVIEW VII
Problems with Pronoun Agreement and Reference: finding the antecedent
can be a problem because of:
a) Unclear, Distant, or Ambiguous Pronoun Reference:
John told Bill he was unprepared. (Who was unprepared?)
The coach, along with the team members, staff, and volunteers,
brought his lunch. (The pronoun “his” refers to “coach.”)
b) A Collective Noun Antecedent:
The committee is preparing its work. (“Committee” is seen as a
Single body; thus, the pronoun referring to “committee” is
singular (“its”), as is the verb “is.”)
The committee are divided on their views. (“Committee” here is
Seen as individuals; thus, the pronoun referring to
“committee” and the verb “are” are plural.)
c) Several Possible Antecedents:
Neither Mary nor her sisters offered their help.
Neither her sisters nor Mary offered her help.
(Pronouns “either” and “neither” are singular; the antecedent
is one or the other term, but not both. Thus, choose the closer
antecedent to determine the number of the pronoun.
d) Indefinite Singular Pronoun Antecedents:
Everybody had better shut his book, or he will be punished.
(The pronouns “everyone,” “everybody,” anyone,” “anybody,”
“none,” “nobody,” “someone,” and “somebody” are singular,
though sometimes some seem plural; thus, they take a singular
pronoun to replace them in a sentence.)
e) An Antecedent Comes After the Pronoun:
When they finished, Jack and his brother went home.
(The writer must be alert to the antecedents.)
f) Inconsistent Person:
In this class, a student must work hard or you will fail.
(Note the shift of person from third “student” to second “you.”
Be consistent in the person of the noun and pronoun:
In this class, a student must work hard or he will fail.)

GRAMMAR REVIEW VIII
THE ADJECTIVE
The adjective (Latin adjectivum = added to) describes, modifies, alters, specifies our
understanding of a noun or pronoun.
Brilliant birds flew by. (“Brilliant” describes and specifies the birds.)
The children are sad. (“Sad” describes the children.)
The hippopotami, which were bathing in the brook, drowned. (The clause describes
the hippopotami and is an adjective clause.)
Potatoes from Long Island taste best. (The phrase describes the potatoes and is an
adjective phrase.)
Running up the stairs, Veronica tripped, fell down, broke her toe, and died. (The
phrase describes Veronica and is an adjective phrase.)
***To identify the adjective, take a noun or pronoun and ask, “What kind?” and
the answer, be it a word, phrase, or clause, is an adjective.
The woman with the purple snood won the prize.
(The underlined phrase describes the noun “man” and answers the question,
“What kind of man?”)
Those by the window are the records which I need.
(The underlines phrases are adjective phrases. “By the window” answers the
question, “What kind of those?” and “which I need” answers the question,
“What kind of records?”)
****The articles (a, an, the) are always adjectives.
In English, the normal position of the adjective is before the noun it modifies:
The broken window let in the cold air.
Occasionally, to draw attention to the adjective, it may be misplaced after the noun,
since anything out of its ordinary place is noticed and stressed:
The window, broken, let in the cold air.

GRAMMAR REVIEW IX
Comparison of Adjectives
Adjectives (and adverbs) have three degrees
-Positive (an adjective describes one thing and offers no comparison):
sweet, fine, intelligent, beautiful)
-Comparative (an adjective compares two things only):
sweeter, finer, more intelligent, less beautiful
(Use “more” or “less” in the comparative degree if the adjective has more
than two syllables; sometimes, either form is acceptable: costlier, more
costly.)
-Superlative (an adjective compares more than two things):
sweetest, finest, most intelligent, least beautiful
(Use “most” or “least” in the superlative degree if the adjective has more
than two syllables.)
Irregular Comparatives: good, better, best
well, better, best
nigh, near, next
bad, worse, worst
little, less, least
Absolute Adjectives: These adjectives never compare because they identify
characteristics a person or thing either has or does not
have; there are no degrees:
dead alive
pregnant full
empty unique
complete perfect
fatal
Avoid Double Comparatives or Double Superlatives:
Never use more than one form of the comparative or superlative degree
in a sentence:
Wrong: I am more happier than you.
Right: I am happier than you.
Wrong: This is the most sweetest fruit I ever tasted
Right: This is the sweetest fruit I ever tasted.

GRAMMAR REVIEW X
THE ADVERB
An adverb is a word, phrase, or clause describing a verb, adjective, or adverb.
Modification of a Verb: ask of the verb how, when, where, why, how much, to what
extent, under what condition or circumstances?
Jim swam rapidly. (swam how?)
Jim swam yesterday. (swam when?)
Jim swam in the river. (swam where?)
Jim swam for exercise. (swam why?)
Jim swam briefly. (swam how much, to what extent?)
Jim swam despite the chilly weather. (swam under what
condition?)
Modification of an Adjective: the adverb intensifies or specifies the adjective.
Waldo was positively certain that he fed the sapsuckers.
(the adverb “positively” intensifies the adjective
“certain.”)
Mildred’s eyes are intensely blue.
(the adverb “intensely” intensifies the adjective “blue.”)
Modification of an Adverb: the adverb intensifies or specifies the other adverb.
Ophelia’s cake baked moderately slowly.
(the adverb “moderately” specifies the adverb “slowly.”
How slowly? Moderately slowly.
Usually, adverbs end in –ly, but not always (He spoke fast.)
Usually, one can form an adverb by adding the suffix –ly to the adjective:
beautiful (adj.) = beautifully (adv.)
quick (adj.) = quickly (adv.)
willing (adj.) = willingly (adv.)
sad (adj.) = sadly
deserved (adj.) = deservedly (adv.)
Note: Surly grammarians insist that all words ending in –ly are adverbs. But
“surly” is an adjective, as are “holy,” “silly,” and “wooly.”
Comparison of Adverbs:
Like adjectives, adverbs have degrees of comparison. Most adverbs are
multi-syllabic and use “more” or “less” in the comparative degree and
“most” or “least” in the superlative degree.
Positive: quickly, joyfully
Comparative: more quickly, less joyfully
Superlative: most quickly, least joyfully

GRAMMAR REVIEW XI
POSITIONING ADJECTIVES AND ADVERBS
In English, to avoid confusion and to maintain clarity, place the adjective and
adverb word, phrase, or clause next to or near the word the adjective or adverb
describes, modifies.
Misplaced Modifiers are adjectives or adverbs placed incorrectly in the sentence
and thus describing the wrong word or idea:
Wrong: Lola almost fed all the dogs. (She almost fed them?)
Right: Lola fed almost all the dogs. (She fed five of six dogs.)
Wrong: The newspaper noted that the team won the game on the
back page. (The team won on the back page?)
Right: On the back page, the newspaper noted that the team won
the game. (The paper, on the back page, noted the win.)
Squinting Modifiers are adjectives or adverbs placed between two possible words,
either of which the adjective or adverb could describe.
Wrong: Children who need extra help normally are given it.
(Do they need help normally or are given it normally?)
Right: Children who need extra help are normally given it.
Children who normally need extra help are given it.
(Now, “normally” clearly modifies one concept.)
Wrong: The treasurer announced after the supper he would speak.
(Did he announce after the supper or that he would speak
after the supper?)
Right: After the supper, the treasurer announced that he would
speak.
The treasurer announced that he would speak after the
supper.
(Now, no confusion.)
Dangling Modifiers are adjectives or adverbs that modify nothing in the sentence.
Wrong: While dancing the hokey-pokey, the floor gave way.
(Oh, really? The floor was dancing? Who was dancing?)
Right: As we danced the hokey-pokey, the floor gave way.
(Now we know who danced.)
Wrong: Having cooked the kohlrabis, the supper was ready.
(Who cooked kohlrabis? Not the supper.)
Right: Having cooked the kohlrabis, the hostess had the supper
ready (The hostess cooked the kohlrabis.)

GRAMMAR REVIEW XII
THE INTERJECTION
The interjection (Latin inter = among, between and iacio = throw) is a word
or phrase thrown into a sentence, like a rock in a pond, to express surprise,
anger, glee, or other emotion, often strong. It is autonomous, bearing no
grammatical relationship to other words in a sentence.
The interjection, if strong, is usually followed by an exclamation point and is
not normally included in formal style..
A quiet or mild interjection in formal prose is followed by a comma.
Ouch! That slap hurt!
Wow! I thought that you died!
Holy pussycats! You look so good!
Indeed, the proposal was in good order.
Well, the situation never improved.

GRAMMAR REVIEW XIII
THE PREPOSITION
The preposition is a word “pre-posed” or places before a noun or pronoun to
relate that noun or pronoun to another word in the sentence.
Many, but not all, prepositions show a relationship of space or time.
Give the crust to the birds. (“To” shows the relationship between “give” and
“birds.”)
The girl in the autogyro is a student. (“In” shows the relationship between
“girl” and “autogyro.”)
The warden fell off his velocipede and into the cement mixer and died.
(“Off” shows the relationship between “warden”
and “velocipede”; “into” shows the relationship
between “fell” and “mixer.”)
Common Prepositions:
in of between beside over
around through like near by
within among according to above off
with without after against past
before beyond behind into under
about across during toward at
up down instead of upon for
below except because of since on
Object of the Preposition:
The noun or pronoun that the preposition relates to another word in
the sentence is called the object of the preposition and is in the
objective case,
The pussycat on the sofa swallowed the goldfish.
(“sofa” is the object of the preposition “on.”)
Willy ate the garlic ice cream with a long spoon.
(“spoon” is the object of the preposition “with.”)
Hansel and Gretel took a crumb cake into the forest with them.
(“forest” is the object of the preposition “into,” and
“them” is the object of the preposition “with.”)
Prepositional Phrase:
The prepositional phrase = the preposition + its object + whatever
modifies the object:
over the river
through the woods
to grandmother’s house
without doubt

GRAMMAR REVIEW XIV
Uses of the Prepositional Phrase:
The prepositional phrase can act as an adjective, modifying a noun or
pronoun:
The book on the shelf is old. (The prepositional phrase describes the
noun “book.”)
Cats with short tails like sour cream. (The prepositional phrase
describes “cats.”)
The prepositional phrase can act as an adverb, modifying a verb, an
adjective, or another adverb:
The book fell off the shelf. (The prepositional phrase describes where
the book fell.)
People who eat hot dogs with mayonnaise will eventually die.
(The prepositional phrase describes how
people eat hot dogs.)
Avoid ending a sentence with a preposition, if possible, since a preposition is
a weak word whose function is to relate one word to another. Placing a
preposition in the emphatic final position of a sentence wastes a dramatic
opportunity to stress a key word or concept.
Weak: Do not betray the ideals these men died for. (Why stress
“for”?)
Strong: Do not betray the ideals for which these men died. (“Died” is
a powerful word and concept to stress.)

GRAMMAR REVIEW XV
THE CONJUNCTION
Conjunctions (Latin con + junc = join with) link words, or phrases, or
clauses, or sentences.
There are two kinds of conjunctions:
Coordinating Conjunctions: connect words, phrases, clauses, or sentences
of EQUAL grammatical rank, of EQUAL
importance.
There are only six: and, yet, but
or, nor, for.
(“so” is sometimes listed.)
-They boiled kohlrabis and salsify.
(“kohlrabis” and “salsify” are of equal grammatical
importance; they are both direct objects of the verb
“boiled.” Thus, “and” links equal parts of the
sentence.)
-Sally bought a new hat, but she dropped it in the mud
when she left the shop.
“Sally bought a new hat” and “she dropped it in the
mud when she left the shop” are independent clauses;
they are equally important; the “but” therefore links
equal ideas.)
Subordinating Conjunctions: connect clauses that are of UNEQUAL
grammatical rank, of UNEQUAL importance.
They make a clause subordinate, dependent,
less grammatically significant.
Here are some: although, since, if, when,
where, how, why, while, whereas, whether,
until, because, after, before, as, unless,
than
After we left, the party died. (“After” makes
the clause “we left” less important than
the clause, “the part died.”)
Molly smiled when her front tooth fell out.
(The important idea here in “Molly
smiled.” “When” makes the clause “her
front tooth fell out” less important.)

Week 2 grammar notes-1-15

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Week 2 grammar notes-1-15