1. English: Grammar Strategies

2. Complete or Incomplete Ideas?
Wheezie sells lemonade
To buy an iPod
Why does she need money
When she needs money
Wheezie really wants

3. Complete or Incomplete Ideas?
Wheezie sells lemondade
To buy an iPod
Why does she need money
When she needs money
Wheezie really wants
Complete
Incomplete

4. What does an idea need to be complete?
What are some ways an idea can be incomplete?
What does an idea need to be complete?
Subject and verb
Missing subject and verb
Missing main idea
Missing the rest of the idea
ALWAYS missing something!

5. STOP punctuation= 2 complete ideas
Period
Semicolon
Comma + FANBOYS (for, and, nor, but, yet, or, so)
Question mark
Exclamation mark
**STOP punctuation can link ONLY complete ideas.

6. Example
Although some English As a Second Language (ESL) teachers work abroad and speak the language of their host countries. Those working in the United States do not necessarily share a common language with their students.
A. NO CHANGE
B. their host countries, those
C. their host countries; those
D. their host, countries, those
What differences do you see among the answer choices?
What comes before (ICI or CI)? What comes after?
What CANNOT link these?

7. Example
Although some English As a Second Language (ESL) teachers work abroad and speak the language of their host countries. Those working in the United States do not necessarily share a common language with their students.
A. NO CHANGE
B. their host countries, those
C. their host countries; those
D. their host, countries, those
ICI CI

8. Example
An ESL teacher should not use her students’ native languages to make her points, since her students, by definition, want to learn English, she must encourage them to use it at all times.
F. NO CHANGE
G. points, considering
H. points. Since
J. points since
*Always read to the end of the
sentence before working the
question; otherwise, you cannot
correctly judge whether the ideas
are complete or incomplete.

9. Example
An ESL teacher should not use her students’ native languages to make her points, since her students, by definition, want to learn English, she must encourage them to use it at all times.
F. NO CHANGE
G. points, considering
H. points. Since
J. points since CI CI
*Always read to the end of the
sentence before working the
question; otherwise, you cannot
correctly judge whether the ideas
are complete or incomplete.

10. Example
One might think that the sole way for an ESL teacher to overcome this communication barrier would be for her to learn her students’ native languages but most teaching experts do not endorse this idea.
A. NO CHANGE
B. languages, but,
C. languages,
D. languages, but
Be sure to draw a vertical line
on both sides of your FANBOYS
words.

11. Example
One might think that the sole way for an ESL teacher to overcome this communication barrier would be for her to learn her students’ native languages but most teaching experts do not endorse this idea.
A. NO CHANGE
B. languages, but,
C. languages,
D. languages, but CI
Need “, but” so POE A and C CI

12. GO punctuation: can link anything EXCEPT two complete ideas
Comma
NO punctuation
ICI and CI
CI and ICI
ICI and ICI

13. Example
A teacher who is fluent in Mandarin, could not communicate with students who speak Cantonese.
F. NO CHANGE
G. fluent in Mandarin could not communicate
H. fluent in Mandarin; could not communicate
J. fluent in Mandarin could not communicate,
What comes before the Vertical Line, a complete or incomplete idea?
What comes after the Vertical Line, a complete or incomplete idea?
Which choice can you eliminate right away?
Is there a reason to slow down the ideas?

14. Example
A teacher who is fluent in Mandarin, could not communicate with students who speak Cantonese.
F. NO CHANGE
G. fluent in Mandarin could not communicate
H. fluent in Mandarin; could not communicate
J. fluent in Mandarin could not communicate,
ICI
ICI

15. Example
Teaching ESL is an exhausting process, requiring a great deal of imagination, enthusiasm, and energy.
A. NO CHANGE
B. exhausting process; requiring a great deal
C. exhausting process requiring, a great deal
D. exhausting process, requiring, a great deal
What comes before the Vertical Line, a complete or incomplete idea?
What comes after the Vertical Line, a complete or incomplete idea?
Which choice can you eliminate right away?
Is there a reason to slow down the idea?

16. Example CI
Teaching ESL is an exhausting process, requiring a great deal of imagination, enthusiasm, and energy.
A. NO CHANGE
B. exhausting process; requiring a great deal
C. exhausting process requiring, a great deal
D. exhausting process, requiring, a great deal
ICI

17. Reasons to use commas
With FANBOYS to link two complete ideas (previous example)
By themselves to link a complete idea to an incomplete idea (previous example)
After an introductory idea
After every item in a list
Between a list of two things
Before and after unnecessary info

18. Example: After an introductory idea
In order to teach, English effectively a teacher must develop innovative ways to communicate.
F. NO CHANGE
G. to teach English effectively, a teacher must develop
H. to teach English, effectively a teacher must develop
J. to teach English effectively, a teacher must develop,

19. Example: After an introductory idea
In order to teach, English effectively a teacher must develop innovative ways to communicate.
F. NO CHANGE
G. to teach English effectively, a teacher must develop
H. to teach English, effectively a teacher must develop
J. to teach English effectively, a teacher must develop,

20. Example: After Every Item in a List
The teacher may use pictures, mime and objects to build her students’ vocabularies.
A. NO CHANGE
B. may use pictures, mime, and, objects
C. may use pictures, mime, and objects,
D. may use pictures, mime, and objects

21. Example: After Every Item in a List
The teacher may use pictures, mime and objects to build her students’ vocabularies.
A. NO CHANGE
B. may use pictures, mime, and, objects
C. may use pictures, mime, and objects,
D. may use pictures, mime, and objects
**In a list of several things, there should always be a comma before
the “and.”

22. Example: Between a list of two things
The number of words in the English language can be very intimidating, and students can feel that becoming fluent is a daunting, and difficult task.
F. NO CHANGE
G. daunting, difficult, task.
H. daunting, difficult task.
J. daunting difficult task.

23. Example: Between a list of two things
The number of words in the English language can be very intimidating, and students can feel that becoming fluent is a daunting, and difficult task.
F. NO CHANGE
G. daunting, difficult, task.
H. daunting, difficult task.
J. daunting difficult task.
** Not tested often – link 2 things with “and” or a comma, but never both

24. Example: Before and after unnecessary information
An instructor can also employ context. She may for example, wave to her students as she enters the room and says “Hello!”
A. NO CHANGE
B. may, for example wave
C. may for example wave
D. may, for example, wave
*** MOST HEAVILY TESTED***

25. Example: Before and after unnecessary information
An instructor can also employ context. She may for example, wave to her students as she enters the room and says “Hello!”
A. NO CHANGE
B. may, for example wave
C. may for example wave
D. may, for example, wave
*** MOST HEAVILY TESTED***

26. Colon and Single Dash: not tested often but perform specific functions
1. Is the idea before the colon/single dash a complete idea?
2. Is the information after it a list, definition, or explanation of the first thing?
Must answer yes to both of these questions to use a colon or single dash.
CI: CI is okay
CI: ICI is okay
ICI: CI is not okay
ICI: ICI is not okay

27. Example
ESL students find two types of English expressions particularly difficult to master; idioms and slang.
F. NO CHANGE
G. master, idioms, and slang.
H. master: idioms and slang.
J. master: idioms, and slang.

28. Example
ESL students find two types of English expressions particularly difficult to master; idioms and slang.
F. NO CHANGE
G. master, idioms and slang.
H. master: idioms and slang.
J. master: idioms, and slang.

29. Example
Idioms are particularly challenging – they defy easy translation and follow no grammatical rules.
Which of the following alternatives to the underlined portion would NOT be acceptable?
A. challenging because they
B. challenging; they
C. challenging. They
D. challenging, they
In the original sentence, what comes to the left of the Vertical Line, a complete
or incomplete idea?
In the original sentence, what comes to the right?
How does A change the idea to the right of the Vertical Line?

30. Example
Idioms are particularly challenging – they defy easy translation and follow no grammatical rules.
Which of the following alternatives to the underlined portion would NOT be acceptable?
A. challenging because they
B. challenging; they
C. challenging. They
D. challenging, they CI CI

31. These words make an idea incomplete but, together with GO punctuation, they connect the incomplete idea properly to a complete idea.
After
Although *
As if
Because *
Before
Even though
Even if
If *
In case
Since *
That *
Though
Unless *
Until *
Whenever
Wherever
Whereas
While *
* Most common – MARK these in your Manual

32. Example: conjunctions
This process of immersion can be frustrating for students, forcing students to use English to express their thoughts expands comprehension and fluency.
F. NO CHANGE
G. This
H. Since this process
J. Although this process

33. Example: conjunctions
This process of immersion can be frustrating for students, forcing students to use English to express their thoughts expands comprehension an fluency.
F. NO CHANGE
G. This
H. Since this process
J. Although this process

34. Example
ESL students who also struggle with slang because the literal translation does not match the figurative meaning.
A. NO CHANGE
B. students which
C. students, who
D. students

35. Example
ESL students who also struggle with slang because the literal translation does not match the figurative meaning.
A. NO CHANGE
B. students which
C. students, who
D. students

36. Example: Subjects and Verbs
However, slang is very useful; it’s more common than some of the formal grammatical constructions students must learn.
Which of the following alternatives to the underlined portion would NOT be acceptable?
F. useful. It’s more common
G. useful: it’s more common
H. useful, it’s more common
J. useful, more common
*Where does the Vertical Line go?
What comes before and after the Vertical Line?

37. Example: Subjects and VerbsCI
However, slang is very useful; it’s more common than some of the formal grammatical constructions students must learn.
Which of the following alternatives to the underlined portion would NOT be acceptable?
F. useful. It’s more common
G. useful: it’s more common
H. useful, it’s more common
J. useful, more common CI

38. Example
Struggling to remember all of this the first time she teaches, but she will learn from experience and flourish in subsequent classes.
A. NO CHANGE
B. An ESL teacher may struggle
C. Having struggled
D. While she struggles

39. Example
Struggling to remember all of this the first time she teaches, but she will learn from experience and flourish in subsequent classes.
A. NO CHANGE
B. An ESL teacher may struggle
C. Having struggled
D. While she struggles

40. Complete Practice pg. 29 Examples
Complete idea, complete idea.
Incomplete idea. Complete idea.
Complete idea (nothing) Incomplete idea.

41. Complete Practice pg. 29 Examples
Complete idea, complete idea. NOT
Incomplete idea. Complete idea. NOT
Complete idea (nothing) Incomplete idea. OK

42. Example pg. 31
I know that in late afternoon. Shortly before it is time to quit work, there is an abrupt decrease in productivity.
A. NO CHANGE
B. afternoon; shortly
C. afternoon it is
shortly
D. afternoon, shortly CI
ICI

43. Example pg. 31
I know that in late afternoon. Shortly before it is time to quit work, there is an abrupt decrease in productivity.
A. NO CHANGE
B. afternoon; shortly
C. afternoon it is
shortly
D. afternoon, shortly CI
ICI

44. Example pg. 35 Our letter carrier Sam is always cheerful. A. NO CHANGE
B. carrier, Sam,
C. carrier, Sam
D. carrier Sam,

45. Example pg. 35 Our letter carrier Sam is always cheerful. A. NO CHANGE
B. carrier, Sam,
C. carrier, Sam
D. carrier Sam,
Rule #6 (before and after unnecessary information)