Elements of Effective Writing I: Grammar and Mechanics
Do you remember the difference between the 8 parts of speech, and how to use them? Are you comfortable with punctuation and mechanics? No matter what type of writing you do, mastering the fundamentals of grammar and mechanics is an important first-step to having a successful writing career.
Course level: Beginner
Required Book: None required
Workshop Length: 6 weeks
Tuition: $250.00 ($225 for VIP)
Start Date: View Elements of Effective Writing I: Grammar and Mechanics Course Schedule
Course Structure
The workshop will consist of six one-week sessions. Each session will include online lectures (text based) and creative and practice exercises. You will have an opportunity to evaluate your own progress with online, self-graded “tests.” Each session, you’ll submit an assignment to the instructor for private review, and optional writing assignments will be posted for group review and feedback. Throughout the workshop, you will be able to participate in asynchronous lecture discussion and encouraged to take advantage of ongoing informal discussions and self-directed writing exercises. (1.2 CEUs)
You will learn:
- To identify the 8 parts of speech, and how to use them correctly
- Noun/pronoun agreement and prounoun cases (subjective, possessive, objective)
- Verb usage, including subject-verb agreement, verb tense, and active versus passive verbs.
- To recognize phrases and clauses, and how to punctuate each.
- About punctuation marks and their use.
Who should take this course:
- Beginner students who need to learn how to apply the principles of good grammar and proper writing mechanics
- Writers who feel they could benefit from revisiting the topic of fundamental writing practices
- Individuals who would like the assistance of a Published Author as they start their writing journey
What Our Students Are Saying About This Workshop:
“This is the most writing I’ve ever done in a career of taking writing classes. I felt encouraged to continue with writing, and that’s what I was really looking for. The instructor understands how beginning writers feel. She also recognized that she was talking to adults and was never condescending.” ~ Robin Dougherty
“I was amazed at the end of class how much I had actually written over a 12-week period! It really helped me develop some discipline in writing. It was a great workshop with a very interesting mix of classmates and a good instructor.” ~ Michele Eakins
“This was an excellent experience for me. I hadn’t written much in a while, and my purposes in taking the workshop were motivation and brushing up on the basics. I think it fulfilled those very well. Halfway through the course, I received a major writing assignment at work, and I was much better prepared for it—and confident about it—because of this workshop.” ~ Jeanne Davant
Workshop Outline
Session One: The Eight Parts of Speech
You must be able to identify the parts of speech before you can learn to use them correctly: Noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection
Writing Assignment:
Part I
Some of the words in the following Writer’s Encyclopedia excerpt are followed by numbers in parentheses—”grammar(1)”—for example. We want you to identify the part of speech represented by each of these numbered words. Prepare your answers in this format:
1. word—part of speech
2. word—part of speech
3. etc.
(The lines in the excerpt are marked “A,B,C, etc. for Part II of this assignment, so just ignore those for now.)
A. Grammar(1) is a series of statements that defines(2) the basic(3) structure of a
B. language and(4) how it works(5). A writer’s goal (no matter what his(6) style and
C. genre) is to communicate precisely, logically(7), directly and clearly. To succeed, he
D. must understand(8) how to use the basic tool of(9) his craft: language. The issue
E. of(10) grammar and correct usage(11) has been a point of division(12) between(13)
F. scholars and writers for many years. . . . Indeed(14), some standards of usage in the
G. name of direct(15), effective communication are(16) necessary. Writers owe their
H. readers and editors an understanding(17) of parallel construction, the use of commas,
I. the difference(18) between which and that, the function of subject-verb agreement,
J. the rules for forming possessives and plurals, the meaning(19) of homonyms and the
K. many other(20) “standards” of clear writing. Whether he writes a business report or
L. an advertising filler, the writer is responsible(21) for the clarity and effectiveness(22)
M. of content.
Part II
The following questions refer to the excerpt above. For each of them, type the number of the question and your answer in this format:
1. answer
2. answer
3. etc.
1. In line H above, “understanding” is a common noun of what type?
2. In line C, what kind of a verb is “communicate”?
3. In line C, what word does “clearly” modify?
4. In line C, what noun does the pronoun “he” replace? (be very specific)
5. In line F, what part of speech did you identify “indeed” as? Could it be considered anything else the way it is used in this sentence?
6. In line K, what word does the pronoun “he” replace? (be very specific)
7. In line L, what kind of a verb is “is”?
Optional writing assignment for Lesson One: Parts of Speech
In no more than 100 words, write a paragraph or two describing the room you’re sitting in right now. Make an effort to use every part of speech at least once (even, my goodness, interjections). As you do this exercise, pay particular attention to your word choices. It’s never too early to get in the habit of being precise in your diction (diction is just a fancy word for “word choice”). Use all of your senses, not just sight, to try to give your instructor a real sense of the space you’re working in. The instructor will post these writing samples in Critics’ Corner, so be sure to stop by anytime after Sunday to participate in the group review.
Session Two: Pronouns
Case (subjective, possessive, objective); Noun–pronoun agreement
Writing Assignment:
Part I
As you did on the self test for this lesson, indicate whether the case of the following italicized pronouns is correct (by writing “C”) or incorrect (by providing the corrected form). Prepare your answers in the following format:
1. corrected pronoun form
2. C
3. corrected pronoun form
4. etc.
1. Was it him?
2. The manager complained about us working overtime.
3. My wife made fun of me singing in the shower.
4. Who did they see at the lecture?
5. Who gave the lecture?
6. I asked whom he was, anyway.
7. We ourselves will benefit from the plan.
8. The estrangement between my brother and I began when we were young.
9. The estrangement between my brother and myself began when we were young.
10. I can blame no one but myself.
Part II
In each of the following sentences select the correct pronoun from the choices provided in parentheses and indicate its antecedent. Prepare your answers in the following format:
1. pronoun choice (antecedent)
2. pronoun choice (antecedent)
3. etc.
1. Either John or his father must give (his/their) testimony at the trial.
2. Everyone taking part in the wedding will be told (his or her/their) duties at the rehearsal.
3. None in this church has turned in (his or her/their) pledge yet.
4. A few of the volunteers for this project need to have (his or her head/their heads) examined.
5. Nearly everyone has (his or her/their) own opinions about what makes good fiction.
6. The instructor will give every student (his or her/their) own class schedule.
7. One should carry a copy of the car’s registration in (one’s/his or her/their) glove compartment.
8. Each of the sisters will have to decide for (herself/themselves).
9. The supervisors (themselves/theirselves) let out the news about the layoff.
10. Neither of the men was well enough informed about tax laws to prepare (his/their) own taxes.
11. Ted is one of those salesmen who get (his/their) weekly reports in on time.
12. Most young boys, at some time in (his/their) lives, go through the stage of admiring some athlete or actor, hoping someday to be just like (him, them).
13. Jack was only one of the parents who brought (his child, their children) to the meeting.
14. Jack was the only one of the parents who brought (his child, their children) to the meeting.
15. One of the women who volunteered (her/their) time is someone who normally never gets (her/their) hands dirty.
Part III
Rewrite the following sentences, using what you learned in this lesson to make them clear, free of unnecessary pronouns, and consistent in point of view.
1. Jake took the eggs from the crates and placed them on the floor.
2. In this article it says that, for every fifty females born, there are fifty-three males born.
3. Mrs. Jackson gave her daughter a needlepoint kit for Christmas because she liked sewing.
4. The only thing I have against milkshakes is that it is fattening.
5. If one wants to be a professional writer, you must work awfully hard at it.
Optional Writing Assignment for Lesson Two: Pronouns
Put everything you’ve learned about pronoun case and agreement to the test. Write a short passage (100 words or less) that involves three people doing something together. Only two of the people should be of the same gender. In your passage, try different combinations of compound subjects and objects, and alternate antecedents with pronouns in different cases. For example:
Jerry, Bart and Susan decided to take their dogs to obedience school. Neither Jerry nor Bart knew what he was getting himself into, but Susan had been through this before. Before they arrived, Susan told Bart and Jerry that they needed to keep their dogs on their leashes. But when the car door opened, the dogs jumped out and the guys went chasing after them. Pretty soon, every dog at the obedience school was barking its head off, wanting to get into the fray.
. . . You get the idea.
Session Three: Verbs
Subject–verb agreement; Verb tense; Mood of the Verb; Active vs. passive verbs; Verbals
Writing Assignment:
Part I
As you did on the self test for this lesson, indicate whether the italicized verbs in the following sentences are correct (by writing “C”) or incorrect (by providing the corrected form). Prepare your answers in the following format:
1. corrected verb form
2. C
3. corrected verb form
4. etc.
1. There you are; $19.98 are your change.
2. The total cost of materials, tools and man hours were paid by the insurance company.
3. Every one of the boys and girls were given a tetanus booster.
4. Either hail or crumbling trails was the cause of the climbers’ deaths.
5. If one of these hours is open, please let me have an appointment.
6. The opinion of most critics are that Love Story is not a great novel.
7. The most important things to consider in sharpening chisels are file angle and pressure.
8. The best way to get ahead in any jobs in all businesses and industries are to give your employer more than he expects from you.
9. Near the end of the bar stands the bouncer, the bartender and the piano player.
10. Abernathy has the most seniority of the men who have been employed by this firm.
11. Abernathy is the only one of the men who have been employed for more than ten years.
12. The three most important considerations in purchasing a home is location, location and location.
Part II
In each of the following sentences, select the correct verb form from the choices provided in parentheses and indicate its subject. Prepare your answers in the following format:
1. verb choice (subject)
2. verb choice (subject)
3. etc.
1. The president-elect—with his personal advisers, his office workers, his many bodyguards, and the usual company of photographers and newsmen—(require/requires) three floors of a hotel.
2. Molly thinks her display of primitive cooking utensils (gives/give) her kitchen personality.
3. The napkins are (lying/laying) next to the spoons; please (lie/lay) them next to the forks, where they belong.
4. Contrary to popular notion, the ostrich really (sits/sets) while sleeping.
5. All in favor of Sam O’Toole, please (rise, raise).
6. All in favor of Sam, please (rise/raise) your hands.
7. Next on the agenda (is/are) the jazz ensemble auditions.
8. The trouble with us church members (is/are) our limited finances.
9. Our local troop of Girl Scouts (is/are) made up of sixteen Scouts, two assistant leaders and one leader.
10. The most interesting part of their performance (was/were) their costumes.
Optional Writing Assignment for Lesson Three: Verbs
In no more than 250 words, write a brief scene (either real or fictional) that depicts people in action. Concentrate on using specific verbs and avoiding the passive voice, but don’t forget what you’ve learned about pronouns and agreement.
Session Four: Adjectives & Adverbs
How to identify them and use them correctly—and effectively
Writing Assignment:
As you did on the self test for this lesson, indicate whether the italicized modifiers in the following sentences are correct (by writing “C”) or incorrect (by providing the corrected modifier). Prepare your answers in the following format:
1. corrected modifier form
2. C
3. corrected modifier form
4. etc.
1. I thought the tryouts would be a snap, but I found out differently.
2. Oh, is it silk? I feel so badly with my right hand since my stroke, you know.
3. None of their work was satisfactory.
4. Not one of them did his work satisfactory.
5. If you want my opinion about Mr. and Mrs. Bledsoe, I think Joyce is the smartest.
6. I am justly alarmed and will thusly change my vote.
7. I threw open the door and looked angry at the mob.
8. I threw open the door and looked at the angry mob.
9. Heart attacks and strokes are both serious, but a heart attack is more fatal.
10. Do you realize how bad your grades may suffer if you don’t do your homework?
11. My barber is awful opinionated about how this country ought to be run.
12. This rule is of no real importance; it isn’t real important to follow it.
13. We should drive slow through this residential area; you may drive fastly when we’re back on the interstate.
14. It was a sad affair, and I feel sadly about it.
15. This glass has less milk in it because, though it is larger than the other one, it holds less ounces.
16. Our savings, I fear, are fastly going down the drain.
17. Both sisters are older than I, yet I intend to marry the oldest of them.
18. Your pit bull may be gentle, but he looks mean; in fact, he looks mean at everyone who walks by.
19. The lawn mower is running smoother since I oiled it.
20. Ike finished the job quicker than he expected.
21. You can dress casual if you like, but nobody will take you serious.
22. Please speak clear enough to be understood.
23. It was a real treat; we had a real nice time.
24. After my last arrest, I realized that I had to be more careful.
25. After my last arrest, I realized that I had to drive more careful.
Optional Writing Assignment for Lesson Four: Adjectives and Adverbs
Write a passage of up to 250 words that describes an event in a particular setting (an outdoor wedding, a baseball game, a cocktail party at an elegant home, a jazz concert at a small club, etc.) Pay particular attention to adjectives and adverbs, but don’t overdo it. Modifiers are like spices—too many can be overwhelming. Focus on quality over quantity; get out your thesaurus and look for unusual and interesting words—words that enhance the beauty of your writing as well as its meaning.
Session Five: Phrases & Clauses
Recognizing phrases; Dependent clauses (adverbial, restrictive and nonrestrictive); Independent clauses; Punctuation of phrases and clauses
Writing Assignment:
Part I
Punctuate the following sentences correctly according to the rules you learned this week. (Note: Please do not rephrase the sentences, even if, stylistically, they seem a bit awkward. The point of this exercise is to identify and properly punctuate phrases and clauses, and these sentences have been constructed specifically for that purpose.)
1. Did you while you were in New York see the Rockettes perform?
2. Before you turn in your status report be sure to sign your name.
3. The truth of the matter is that after I read his report I knew no more than when I began.
4. Before considering bankruptcy we should think about our good name.
5. At the fair we stayed an hour looking at canned goods and then we decided to look at the animals.
6. Tell me why your account is overdrawn otherwise I will have to require an audit.
7. One of my favorite sports is baseball therefore I’ve rarely missed a game since I moved to Cincinnati.
8. When in Rome do as the Romans do.
9. When you are in Rome do as the Romans do.
10. I always like after I jog for an hour to take a quick shower and read the paper before going to work.
11. If anyone here has anything to add to the facts in the case speak up.
12. John Perkins had three job offers nevertheless he moved back to Chicago.
13. We served my mother-in-law a cold roast so she packed up and left.
14. He has failed me many times yet I will trust him.
15. Having finished the fifteen letters by noon I had lunch at home within the hour.
Part II
Correct the following interview excerpt, providing the necessary punctuation. (Please work with the sentences AS WRITTEN; you should be able to make all corrections without restructuring or re-writing the excerpt).
Q. Although I am a female writer I am chiefly interested in writing the type of material that would sell to editors who work for “men’s publications.” Will using a male pseudonym increase my chance of sales?
A. Discrimination against women has decreased but male editors who are unable to be totally objective about the content of a piece might decide you could not write such articles as well as a male writer. Of course female editors who have never worked with male authors might be subject to the same prejudices! On the other hand editors you don’t know who could be either male or female might welcome what a writer of the opposite gender could bring to their publications. Try it both ways and see what happens.
Optional Writing Assignment for Lesson Five: Phrases and Clauses
Complex sentences with many phrases and clauses are more likely to be found in formal and/or technical writing. Appositives, in particular, are frequently used to provide definitions or explanations for things that may be unfamiliar to readers. For this assignment, write a short explanatory piece (up to 500 words) detailing how to do something you know how to do well. It can be anything from how to make waffles to how to change a spark plug to how to winterize your home. The subject doesn’t matter, as long as it’s interesting to you. Write the piece in the second person, as if you were addressing the reader directly. For example:
If you want to make really good waffles, the first thing you need is a really good waffle iron, one that won’t burn the surface of the waffle leaving the middle raw. After that, it’s all in the preparation of the batter. First, . . .
Session Six: Punctuation & Mechanics
Punctuation marks and their use; Spelling; Capitalization; Numbers
Writing Assignment:
Part I
The following sentences lack absolutely all punctuation. Rewrite them and include everything that is needed. Keep each one as all one sentence, using what you’ve learned to join the clauses. There’s one case where you’re going to have to improvise: Neither underlining nor italics will stay in your document when you paste it as text into your Personal Notebook, so for purposes of this assignment only, use * * to indicate underlining or italics: *like this.*
1. while crossing the atlantic on the queen mary i was able to read the novel crime and punishment and a book of short stories by hemingway the best of which i think is cat in the rain
2. some say dickens a tale of two cities is the worlds greatest novel others claim flauberts madam bovary is
3. yesterday i read hemingways short story the snows of kilimanjaro today i think ill start on his novel death in the afternoon
4. of course you can buy that new coat with your credit card if you want to my father said sternly but remember what i always say if you cant afford to pay cash for it you cant afford it
5. mom says that you spend too much time in front of the television
Part II
Rewrite the following excerpt, inserting all necessary punctuation, capitalization, hyphenation, etc. Use * * to indicate italics or underlining. The grammar in the excerpt is correct, so if you read it carefully you should be able to get punctuation hints from subject/verb agreement, etc. In some cases, there may be more than one right answer. If so, pick the one you think is the most effective stylistically (dashes over parentheses, for example, or a semicolon vs a period).
a few years ago an article in writers digest magazine named the best fiction writers of the twentieth century who do you suppose took top honors it was ernest hemingway author of notable novels the sun also
rises and for whom the bell tolls plus the much studied short story a clean well lighted placehemingway has a recognizable style i cant read hemingway a friend said recently its too depressing indeed hemingways work can be
grim to the point of despair and yet anyone wishing to learn the craft of fiction writing would do well to read at least one hemingway novelwhat makes hemingways work successful there are many factors of course but one primary factor is simplicity no the work is not
child like but it is direct and not ostentatious you wont find dialogue tags like bob chortled or emma stated coldly in a
hemingway story dialogue is tagged with he said or she said simple dramatic and effective
Optional Writing Assignment
This is your last chance to get your instructor’s (and your classmates’) feedback on a writing sample, so we encourage you to take advantage of it. Write up to 1,000 words on a topic of your choice. Incorporate dialogue, description, action, narrative-pull out all the stops. Try to vary short, simple sentences with longer, more complex ones. Spend extra time on word choice, digging in to the sizeable collection you should have if you’ve been doing the creative exercises. When you’re done, submit this sample, along with the send-in assignment above to your instructor. If you have any final questions for your instructor, include those at the end of the assignment.
