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CHOMP Final Exam. Structure  Identifying run-ons, comma splices, and fragments  Identifying phrases and clauses  Identifying sentence structure (S,

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Presentation on theme: "CHOMP Final Exam. Structure  Identifying run-ons, comma splices, and fragments  Identifying phrases and clauses  Identifying sentence structure (S,"— Presentation transcript:

1 CHOMP Final Exam

2 Structure  Identifying run-ons, comma splices, and fragments  Identifying phrases and clauses  Identifying sentence structure (S, Cd, Cx, Cd-Cx)  Identifying style  Cumulative, periodic, balanced sentences  Emphatic repetition  Fixing sentence errors  Impromtu Essay

3 Phrase/Clause Review  Talking on the phone creates distractions for drivers.  That you are willing to study for this exam increases your chance at success.  This weekend, I got to take my dog to the dog park.  When we go to the dog park, Tuk is always very tired the next day.  Running around, Tuk always finds a new friend to play with.

4 Phrase/Clause Review Con’t  Tuk, a Siberian Husky, sheds so much that I had to buy a cover for my car.  My car’s black interior was covered by his white, squiggly fur, even with the cover.  He is a dog that always gets compliments from other owners at the park, mostly due to his wolf-like appearance.

5 Sentence Structure  Many of the soldiers who fought in Vietnam wrote accounts of their military experiences  Most of these writers were amateurs, but one of them, Tim O’Brien, became a professional novelist.  The articles and letters that he wrote during the war were later published under the title The Things They Carried.  The book contains many lively anecdotes and vivid descriptions, but the picture of war that emerges from the pages is far from glamorous.  According to O’Brien, war is chiefly made up of marching, fighting, rain, mud, and death.

6 Sentence Styles  I would wait for him to arrive on his designated weekend, watching intently for the first sign of the pale yellow 1966 Dodge Dart with black racing stripes, listening for the rackety sound that the overstressed, oversized engine made.  Knowing that exams were nearing, feeling the pressure of the final grade’s impact on class rank, watching her competitors study harder than she would have time to, Sally knew valedictorian would be out of her grasp.

7 Sentence Styles  It was the best of times; it was the worst of times.  The screams from the woman were more than just screams– they were terrified screams, screams of pain and injustice.

8 Sentence Revisions  Unlike high school, college students must purchase many of their own textbooks.  A.Unlike high school students,  B.Unlike high schools,  C.Unlike the policy in high school,  D.Unlike high school’s textbook policy,  E.Unlike high school,

9 Con’t  The poem Jan wrote is expressive of grief over the death of a dog.  A.expresses grief  B.deals with grief  C.grieves  D.deals with an expression of grief  E.is expressive of grief

10  The philosopher asked; “Is the cup half full or half empty?”  A., “is the cup half full or half empty?”  B., “Is the cup half full or half empty?”  C., “Is the cup half full or half empty”?  D.“Is the cup half full or half empty”?  E.; “Is the cup half full, or half empty?”

11  The once beautiful dress was now torn and had a faded color to it.  A.was now torn and faded in color.  B.was now torn and faded.  C.had been torn and made to fade.  D.now had tears and a faded color to it.  E.was now torn and had a faded color to it.

12  Hopper had the vision to see the future and think about what computers could become in the next fifty years.  a. no change  b. Hopper had the vision to see what computers could become.  c. Hopper had vision  d. Hopper thought about computers.

13 Tips  Review punctuation  Watch for:  Active vs. passive voice  Parallelism  Conciseness


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