Entries from April 2010 ↓

You must write it

     “If there’s a book you really want to read, but it hasn’t been written yet, then you must write it.” 

—Toni Morrison

 

 

Image: Kevin Dooley under Creative Commons license   

Key to the grammar quiz

Well, how do you think you fared on yesterday’s grammar quiz? Check your answers below.

1.  Your kidding! The Panthers won the championship?

Since the speaker means “You are kidding,” the sentence should begin with You’re, not Your.

2.  Emily’s dog had a thorn in it’s left paw.

In this sentence, it’s is incorrect. Emily’s dog didn’t have a thorn in “it is” paw, so the word should be possessive: its.

3.  This is their first trip to California.

This sentence uses their correctly.

4.  Our homeschool group went to the zoo, we had a great time.

This sentence has a comma splice, which can be fixed any of the following ways:

  • Our homeschool group went to the zoo. We had a great time.
  • Our homeschool group went to the zoo; we had a great time.
  • Our homeschool group went to the zoo, and we had a great time.

5.  Last night, we went to the Franklin’s for dinner.

Franklin’s is incorrect. Since several Franklins live at this home, the sentence calls for a plural possessive: the Franklins’.

6.  Amazingly, there wasn’t a scratch on its fender.

This sentence uses the possessive its correctly.

7.  My friend Jason is a genius he won a math scholarship.

This is a run-on sentence, which can be fixed either of these ways:

  • My friend Jason is a genius. He won a math scholarship.
  • My friend Jason is a genius; he won a math scholarship.

8.  We took it for granite that Grandpa would always be with us.

This is a common homophone error. The correct word is granted, not granite.

9.  Aunt Lucy visited the museum with my family and me.

This sentence is correct. If you remove my family, the sentence still makes sense (Aunt Lucy visited the museum with me).

10.  I shouldn’t of worn white slacks to the spaghetti dinner.

To make this sentence correct, we need to replace of with have: I shouldn’t have worn white slacks.

Did any of these questions give you trouble? If so, take time to review the rules and practice with some simple exercises. Both All About Homophones and The Blue Book of Grammar and Punctuation offer help with troubleshooting common errors of spelling, usage, and grammar. Take the time to learn (or re-learn) some of the basics. It will make a difference in your writing.

Do you need a grammar brush-up?

How’s your grammar?

The tiny apostrophe can wield big power. Used incorrectly, it can affect an essay grade, a college application, or even a job promotion.

In truth, poor grammar skills can label you as uneducated or incompetent. You don’t have to be an English nerd, but it is important to use grammar and punctuation correctly—and to teach your children proper skills as well.

Take the quiz

Here’s a little quiz to help you identify whether you fall prey to some of the most common errors of grammar and punctuation. I’ll post the key tomorrow.

Directions: Read the following sentences. A sentence may be correct as is, or it may contain an error. (If you’re brave enough to take up the challenge, I hope you’ll share your answers in the comment section.)

Ready?

1.  Your kidding! The Panthers won the championship?

2.  Emily’s dog had a thorn in it’s left paw.

3.  This is their first trip to California.

4.  Our homeschool group went to the zoo, we had a great time.

5.  Last night, we went to the Franklin’s for dinner.

6.  Amazingly, there wasn’t a scratch on its fender.

7.  My friend Jason is a genius he won a math scholarship.

8.  We took it for granite that Grandpa would always be with us.

9.  Aunt Lucy visited the museum with my family and me.

10.  I shouldn’t of worn white slacks to the spaghetti dinner.

. . . . .

Have fun with this . . . and check back tomorrow to see how you did!

Concrete writing: A descriptive feast for the senses

“One of the cornerstones of powerful writing is the use of concrete details that can tell your story for you. I don’t care if you’re writing a sales letter, a blog post or a short story for The New Yorker, you need details.” ~Sonia Simone, Copyblogger.com

Concreteness transports us into a story like nothing else. It’s the key that unlocks the door of the reader’s imagination. If your child’s paper is vague and sketchy, what happens? She loses her readers and they come away without a clear understanding of the characters, setting, or event. Instead, her writing should contain specific, concrete details to hold her readers’ attention and give them a mental picture of the topics she’s discussing.

Choose Words Wisely

Concrete writing engages the senses. Your child’s descriptive and narrative writing should employ strong, colorful word choices that allow readers to experience an object, setting or situation through sight, sound, smell, taste, and touch.

Robust nouns and active verbs always pack more punch than weak ones that are simply preceded by a string of adjectives or adverbs. Not to say they don’t have their place, but adjectives and adverbs should boost—rather than define—the words they modify.

Search for Word Pictures

It’s fun to ask your children to search for descriptive, concrete passages in the books they’re reading, such as this excerpt from The Fellowship of the Ring by J.R.R. Tolkien.

Down the face of the precipice, sheer and almost smooth it seemed in the pale moonlight, a small black shape was moving with its thin limbs splayed out. Maybe its soft clinging hands and toes were finding crevices and holds that no hobbit could ever have seen or used, but it looked as if it was just creeping down on sticky pads, like some large prowling thing of insect-kind. And it was coming down head first, as if it was smelling its way. Now and again it lifted its head slowly, turning it right back on its long skinny neck, and the hobbits caught a glimpse of the two small pale gleaming lights, its eyes that blinked at the moon for a moment and then were quickly lidded again.

Notice how Tolkien paints a haunting image of Gollum as he makes his wily approach. Can’t you just imagine that scene in your mind’s eye? Can you see the thin padded fingers and toes and feel the cool smoothness of the rocks in the weak moonlight? Can you picture the secretive, insect-like prowler with the luminous eyes?

This passage from The Miracle at Speedy Motors by Alexander McCall Smith describes a different scene altogether:

Two days passed—two days in which more rain fell, great cloudbursts of rain, drenching the length and breadth of Botswana. People held their breath in gratitude, hardly daring to speak of the deluge, lest it should suddenly stop and the dryness return. The rivers, for long months little more than dusty beds of rust-coloured sand, appeared again, filled to overflowing in some cases, twisting snakes of mud-brown water moving across the plains…. The bush, a dessicated brown before the storms, turned green overnight, as the shoots of dormant plants thrust their way through the soil. Flowers followed, tiny yellow flowers, spreading like a dusting of gold across the land.

Powerful verbs—drenching, thrust, spreading—propel this passage along. Imagery of the river as a snake and flowers as gold dust appeal to the senses. The reader feels the quench of thirst and drought. Such is the power of concrete writing.

Your children can learn to write more vividly too. For starters, encourage them to:

  • Recognize the importance of using specific vocabulary.
  • Pay attention to detail.
  • Add more description.
  • Replace tired, vague words.

Introduce the Thesaurus

A thesaurus is a writer’s best friend (my all-time favorite is The Synonym Finder by Rodale). A thesaurus will help your child find synonyms for repeated words that keep cropping up in the writing. It can also help her find more specific words to replace dull words that contribute to boring prose.

And if you’re looking for curriculum to help your students write more descriptively, consider WriteShop Primary Book C for grades 2-4 (or even older) and WriteShop I for grades 6-10. Both offer several lessons on concrete description that will draw out the best in your young writers and make their writing sparkle with interesting, colorful vocabulary!

Central Coast Home Education Conference – April 10, 2010

Convention season is upon us! WriteShop is exhibiting at our first conference of the year this Saturday, April 10, 2010—at the Central Coast Home Education Conference in lovely Santa Maria, California.

In addition, I’ll be speaking several times throughout the day. Join me for the following workshops:

  • Writing Games (general interest)
  • Beat the Clock: Effective Tips for Writing Timed Essays (for teens and their parents)
  • College Prep: Is Writing on Track? (for teens and their parents)

Visit the Central Coast Home Education Conference website for more information. Hope to see you there!

~Kim

Misspellers’ sanctuary?

The spelling just doesn’t add up.

. . . . .

Stop by every 1st and 3rd Wednesday for a peek into the world of spelling, punctuation, or grammar gone wrong!

Related Posts with Thumbnails