1. Run Baby Run! Identifying and Correcting Run-On Sentences This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

2. What is a Run-On? A run on sentence is two or more complete thoughts that “run together” because there is no word or punctuation to separate them. Ex: The best computers are very fast they can download an average novel in three minutes. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

3. Four Run-On Fixes #1. Make Two Separate Sentences Ex. The best computers run very fast they can download an average novel in about three minutes. Fix: The best computers run very fast. They can download an average novel in about three minutes. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

4. Four Run-On Fixes #2. Comma Plus Conjunction Ex: We are visiting the new neighbors on our street you may want to visit them tomorrow. Fix: We are visiting the new neighbors on our street. You may want to visit them tomorrow. Conjunctions: and, but, for, nor, so, yet This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

5. Four Run-On Fixes: #3. Use a Semicolon Ex: We are working hard on the parade float we’d love your help. Fix: We are working hard on the parade float; we’d love your help. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

6. Four Run-On Fixes: #4: Change part of the sentence to a dependent clause and add a comma. Ex: Our new boss is working very hard, he is not making good decisions. Fix: Even though our new boss is working very hard, he is not making good decisions. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

7. Domestic animals are not able to survive in the wild a few have managed to learn to survive. Visitors can see many different kinds of animals in the zoo in some zoos then can touch certain animals. I couldn’t run as fast as the other people in the race I quit trying. Correcting Run-Ons: Practice This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

8. Fussy Fragments Identifying Complete and Incomplete Sentences This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

9. What Makes a Sentence?  Complete Thought: A sentence must give all the needed information for the reader to understand it completely.  Subject: A word that is a noun or pronoun.  Verb: A word that shows action or state of being. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

10. Fragments on the GED IMPORTANT  Questions on the TABE, OPT, and the GED will require you to recognize when a sentence is incomplete and choose the correct revision. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

11. Identifying Fragments: Practice ( 1 ) In the school year 2007-2008 over 16,000 people earned a GED in the state of Tennessee. ( 2 ) Since you can make more money with a diploma. ( 3 ) many students understand the need to take the time to go back to school to study for the GED. ( 4 ) Adult education services in every county in Tennessee and most offer day and evening classes. ( 5 ) The classes free and the materials are also provided free of charge. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

12. Sentence 1 : In the school year 2007-1008 over 16,000 people earned a GED. In the state of Tennessee. A. No correction is necessary B. Remove the period and change the capital “I” to a lower case “I” C. Insert a period after GED D. Insert the word “by” after GED Identifying Fragments: Practice This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

13. Sentences 2 and 3 : Since you can make more money with a diploma. many students understand the need to take the time to go back to school to study for the GED. A. diploma and many students understand B. diploma, many students understand C. diploma so many students understand D. diploma’s many students understand Identifying Fragments: Practice This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

14. Sentence 4: Adult education services in every county in Tennessee and most offer day and evening classes. A. Insert a comma after services B. Replace and with because C. Insert are offered after services D. No Correction Is Necessary Identifying Fragments: Practice This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

15. Sentence 5: The classes free and the materials are also provided free of charge. A. Remove provided B. Insert are after classes C. Insert a comma after free D. No Correction Necessary Identifying Fragments: Practice This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

16. Coordinating Conjunctions Correcting and Creating Sentences using Coordinating Conjunctions This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

17. Coordinating Conjunctions Complete sentences are also called Independent Clauses. A compound sentence is two Independent Clauses joined together using coordinating conjunctions. Examples: and, yet, but, for, or, nor, so This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

18. Coordinating Conjunctions Use a COMMA when combining two independent clauses. Example: The people in our neighborhood decided to have a yard sale. They will have a party afterward. The people in our neighborhood decided to have a yard sale, and they will have a party afterward. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

19. Coordinating Conjunctions: Practice EX: I want to go to college. First I have to finish my GED. The best way to join these two sentences is: A. I want to go to college, but first I have to finish my GED. B. I want to finish my GED and go to college. C. I want to go to college, and first I have to finish my GED. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

20. Coordinating Conjunctions: Practice EX: It is almost time for the kids to go back to school. Let’s throw a back to school party! The best way to join these two sentences is: A. It’s almost time for the kids to go back to school, but let’s throw a back to school party! B. It’s almost time for the kids to go back to school, so let’s throw a back to school party! C. It’s almost time for the kids to go back to school, and let’s throw a back to school party! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

21. Complex Sentences Correcting and Creating Complex Sentences This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

22. Clauses, Clauses, Clauses! Independent Clause: A complete sentence. It is independent because it can stand on its own. Dependent or Subordinating Clause: A fragment. It is dependent because it CAN NOT stand alone. It must be attached to an independent clause! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

23. Creating a Complex Sentence Complex Sentence: this is the combination of an independent clause (complete sentence) and a dependent clause (fragment). The punctuation used to join these two clauses depends on which of the clauses come first in the sentence. Subordinating Conjunctions: because, as, since, although, even, if, unless, so, after before, once, until, when, while This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

24. Creating a Complex Sentence If the Independent Clause comes before the dependent clause, use a Subordinating Conjunction to join the two clauses. Ex: You are my friend because I can trust you. Ex: The sun looks so pretty after a month of cloudy skies. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

25. Creating a Complex Sentence If the Dependent Clause comes before the Independent Clause, use a comma AND a Subordinating Conjunction to join the two clauses. Ex: Because you are my friend, I can trust you. After a month of cloudy skies, the sun looks so pretty. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

26. Creating a Complex Sentence Review: I.C. + S.C.+ D.C. = Complex Sentence S.C. + D.C. + COMMA + I.C. = Complex Sentence This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

27. Creating a Complex Sentence: Practice Choose the sentence that is written correctly:  We are going to the store, because we need milk.  They went home after, the party ended.  She was the best friend I ever had so I cried when she moved away.  No one knew why he moved away, but everyone missed him. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

28. Creating a Complex Sentence: Practice Choose the sentence that is written correctly: A. Because it had rained earlier the ground was soft and muddy. B. After we came back from the store, everyone had to help put away the groceries. C. While the girls brush their teeth you, should pick out your clothes for school. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

29. Creating a Complex Sentence: Practice Choose the sentence that is written correctly: A. When you go to school be sure you turn in your homework. B. I am going to study very hard so I can pass my test. C. We walked for an hour, before we realized we were going in the wrong direction! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

30. Correcting Errors in Parallel Structure This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

31. What is Parallel Structure? When a sentence structure is Parallel the verbs are in the same tense throughout and the words assume the same form. Parallel Structure makes sentences flow nicely and keeps them readable. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

32. Examples of Parallel Structure Incorrect Ex: We decided to go to dinner, go to a movie, and are having dessert at my home afterward. Correct Example: We decided to go to dinner, go to a movie, and have dessert at my home afterward. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

33. Examples of Parallel Structure Incorrect Ex: We are helping my mother dust, vacuum, and are mopping the floors. Correct Example: We are helping my mother dust, vacuum and mop the floors. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

34. Parallel Structure: Guided Practice One of the great things about basketball is that it doesn’t require a lot of equipment, space or needing too many people to play. A. No Correction Necessary B. Insert a comma after basketball C. Insert a period after equipment D. Replace needing too many people with players This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

35. Parallel Structure: Guided Practice Basketball is a good sport for helping people get in shape, make new friends or spending time with your kids. A. Change spending to to spend B. Remove the comma after shape C. Change spending to spend D. Change spending to enjoy spending This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

36. Subject-Verb Agreement Can’t We All Just Get Along? This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

37. Complete sentences must have a SUBJECT and a VERB! Subjects are either SINGLUAR (one) or PLURAL (more than one). Subjects and verbs must agree in number. A singular verb must be matched with a singular subject. A plural verb must be matched with a plural subject. Singular and Plural This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

38. Singular and Plural: Practice My friends and I ___ sending letters to soldiers. (is/are) David ___ too fast and I am afraid he will get a ticket. (drives/drive) The announcer on TV ___ too slowly. (talk/talks) ____ the cost of gas gone up this week? (Has/Have) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

39. Collective Nouns Collective Nouns represent Groups Even though Groups are made up of more than one person or thing, they are considered as SINGULAR because they represent ONE group. EX: The group want to know how you will vote. (singular subject, plural verb) EX: The group wants to know how you will vote. (singular subject, singular verb) Collective Nouns: Group, herd, flock, class, bunch This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

40. Collective Nouns: Practice Our class ___ every Tuesday and Thursday. (meet) The flock of birds ___ high over the treetops. (fly) The high school staff ___ spring break more than the kids do! (enjoy) The herd of bison ___ the plains. (roam) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

41. Singular Subjects These words are ALWAYS singular: One & words ending with one (none, anyone, everyone) Words ending in ‘body’ (somebody, nobody, anybody) Each, Other, Neither, Either, Much This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

42. Singular Subjects: Practice Everyone __ that we are having a Memorial Day party soon. (know/knows) Nobody __ my cell phone this late at night. (call/calls) Neither ___ a car. (own/owns) Each of us ___ our own decisions. (make/makes) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

43. Plural Subjects These subjects are ALWAYS plural: Several Both Many Few This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

44. Plural Subjects: Practice Several students ___ full time jobs while going to school. (work/works) Few of them ___ good grades. (make/makes) Both work and school ___ full time jobs! (is/are) Many people __ to do both, but it is very difficult. (try/tries) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

45. Compound Subjects Compound Subjects joined by OR / NOR, make the verb match the noun nearest to the verb. EX: The officers or the president needs to take control of the project. EX: My friend or his brothers are going to take the food home. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

46. Compound Subjects: Practice The students or the teacher __ to fill out the forms and mail them in. (need/needs) My sister nor her friends ___ to go to the concert. (want/wants) The convict nor the officers ___ being in jail. (enjoy/enjoys) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

47. Verbs, Verbs, Verbs! Verb Tense & Helping Verbs This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

48. Verbs: Action or State of Being Action Verbs show movement or action! He runs five miles a day. She cooks for her family every night. State of being Verbs show that something or someone exists! He is going to the store. The dog and cat are best friends. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

49. Tense Means Time! There are three “simple” tenses: Past, Present, and Future. Past: I walked to the park yesterday. Present: I walk there everyday. Future: I will walk to the park tomorrow. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

50. Tense Means Time! Perfect tenses must have a helping verb. My old dog cannot run. He has stopped playing Frisbee. This dog had been a police dog before we adopted him. He will have been retired for two years. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

51. Verb Tense on the GED Tests will not require identification of the tense used in a sentence. Tests will require identification of which verb tense is used correctly. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

52. Simple Verb Tense: Practice We can ____ things from the past. (learn) I ____ the books yesterday. (return) They _____ in 2012. (marry) I have _____ the gift to her. (give) The police _____ the man for robbery yesterday. (arrest) Mom ______ the best turkey casserole I have ever tasted. (make) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

53. Simple Verb Tense: Practice We have ____ lunch. (ate) Some parents ____ their toddlers to read. (teach) The dogs in the show have ____ for many hours to learn to compete. (train) The investigation of the robbery has ____ that he is guilty. (show) There are 300 students who have ____the GED in this program. (pass) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

54. Common Irregular Verbs PresentPastFuture BlowBlewBlown EatAteEaten KnowKnewKnown SeeSawSeen TakeTookTaken This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

55. Common Irregular Verb: Practice Choose the correct verb for the sentence: Outside the wind _____ fiercely, but inside the family was safe and warm. (Blown, Blew, Blow) Before she knew it the children had _______ all their supper. (Eat, Ate, Eaten) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

56. Correctly Using and Punctuating Interrupters Interrupters This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

57. Interrupters Interrupters are phrases or words that separate the subject and the verb. Use commas to set off the phrase or word. Also, you can spot interrupters easily. These words or phrases can be removed from the sentence without changing the meaning of the sentence. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

58. How to Spot Interrupters! An interrupter is a word or words that describe the subject of the sentence. Ex: Eagles, our national bird, live in mountainous areas. The subject is Eagles. The verb is live. The phrase our national bird just gives more detail, but it could be removed. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

59. How to Spot Interrupters! Ex: Your second cousin, Bob, will take us to the race on Sunday. The word cousin is the subject. The verb is will take. Bob is the interrupter. Bob gives more information about the cousin, but this word could be removed. Notice the commas around the word Bob. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

60. How to Spot Interrupters! Parenthetical Phrases such as: Of course, In addition, For example, However, many add detail, but are not required for the sentence to be complete. They can also be interrupters. Ex: We will, however, continue to work toward a peaceful resolution to this problem. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

61. Interrupters: Practice Of course no one took what he said seriously. You friend Myra is beautiful, but obnoxious. Math 110 a prerequisite for Math 111 is only taught in summer term. Social Studies 220 however can be taken in spring, fall or summer term. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

62. The most confusing uses of the letter ‘s’! Plurals/Contractions/Possessives This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

63. Plurals Plurals are words that mean “more than one”. These words typically end in ‘s’ or ‘es’ EX: girls, boys, dogs, homes, sisters Ex: foxes, presses, churches NOTE: There are NO apostrophes in plurals! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

64. Plurals There are some plurals that break the rules. Such as: children, wives, teeth, mice, etc. If a noun ends in ‘y’, change it to ‘i’ and ad ‘es’: cries, cities, tries NOTE: There are no apostrophes in Plurals! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

65. Contractions are formed when two words are joined into one word. Contractions are used in speaking and in some writing. DO NOT use Contractions in writing the GED ESSAY.. DO NOT confuse Contractions with Possessives. Contractions This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

66. Contractions The apostrophe is used to take the place of the letter that is being “left out” when the two words are joined. EX: do not = don’t : The apostrophe takes the place of the letter ‘o’ EX: they will = they’ll : The apostrophe takes the place of the letters ‘w’ and ‘i’ This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

67. Possessive Nouns Possessive forms of nouns show ownership. A possessive noun is made by using an apostrophe if the word is singular or is an irregular noun not ending in ‘s’. EX: The football team’s next game is on Friday. EX: Amanda’s new car looks expensive. EX: We have a new women’s club in Nashville. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

68. Possessive Nouns A Plural noun is made possessive by adding an apostrophe after the ‘s’ in the word. No additional ‘s’ is needed. EX: The players’ uniforms have arrived. EX: All of Elvis’ movies are playing on cable this weekend. EX: The boys’ shoes were all over the floor. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

69. WARNING!!! Be careful not to confuse possessives with contractions. Both use an apostrophe. Remember, a contraction uses the apostrophe to replace letters. A possessive uses the apostrophe to show ownership! EX: The children’s books don’t have enough pictures. EX: It’s a great day for Susan’s graduation. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

70. Words to Watch! They’re (they are) Their (possessive) There (location) Two (the number) Too (also) To (direction) You’re (belongs to you) You’re (you are) Its (belonging to it) It’s (it is) This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

71. Practice: National Wear Red Day is a holiday to promote womens heart health. Its a day when all women should think about making healthy choices. Women must make good decisions about they’re health. Wearing red shows that you care about womens’ health issues. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

72. Commas Using Commas Correctly This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

73. Punctuation: Commas There are many comma rules. The Good News: The GED focuses on only a handful of these rules. For our purposes, we will study 5 occasions for using commas! This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

74. Punctuation: Commas: Rule 1 Items in a Series: Use commas to separate more than two words or phrases that appear in a series. Ex: The students are collecting paper, cans and plastic for the recycling drive. Ex: We will find the campsite, put up the tent and launch the boat before you arrive. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

75. Punctuation: Commas: Rule 1 Practice: My favorite foods are pizza barbeque and chicken wings. Today I am making out my list going to the store finding the best bargains and returning home as quickly as possible. My daughter is afraid of the dark spiders and the doctor. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

76. Punctuation: Commas: Rule 2 Separate Two Sentences: When you have two sentences joined together by a conjunction, you must use a comma before the conjunction. Ex: We were tired after the swim, but we cooked a great meal for our guests. Ex: He is my best friend, and I am going to keep in touch with him. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

77. Punctuation: Commas: Rule 2 Practice The cats are very loving but they need constant attention. The lions are wild therefore we will need to hire an expert to care for them. John and I are coming to the party but we will have to leave in one hour. She is a sweet and her family adores her. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

78. Punctuation: Commas: Rule 3 Separate Months, Days, Years, Cities, States and Countries: Commas are used when writing a date to keep the days, months and numbers from running together. They are used to separate cities, states and countries, also. Ex: January 25, 1968Monday, May 8 Ex: Murfreesboro, TN Lenoir City, TN, USA This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

79. Punctuation: Commas: Rule 3 Practice Please change my address to 122 West Ave. Memphis TN 37788. The wedding is on March 15 2012 at 609 Cherry Street in Cookeville TN 37799. His address has changed to 4545 Mill Creek Rd. in Knoxville TN 37778. We are leaving Monday May 3 2011. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

80. Punctuation: Commas: Rule 4 Dependent Clause at the Beginning of a Sentence Ex: Because you are my friend, I will trust you. HOWEVER: A dependent clause at the END of a sentence does NOT require a comma. Ex: I will trust you because you are my friend. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

81. Punctuation: Commas: Rule 4 Practice Since you are already here you can stay for lunch. When you passed my car I could tell that your tire was low. Because I like children I have decided to become an elementary school teacher. Knowing my husband he will home late from work tonight. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

82. Punctuation: Commas: Rule 5 Set Off a Noun or Phrase Describing a Noun The word or words you are “setting off “with commas could be left out of the sentence without changing the meaning or clarity of the sentence. Ex: Susan, my best friend, is thirty years old. That dog, a black lab, is very friendly. My favorite game, UNO, is great fun. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.

83. Punctuation: Commas: Rule 5 Practice I go to school at The University of Tennessee one of the best schools in the state. John and Mary, my friends from high school, are working at Allied Tire. Grammar my favorite subject is fun for me. This curriculum was written with funding from the Tennessee Department of Labor and Workforce Development and may not be reproduced in any way without written permission.