INSTRUCTOR’S MANUAL to accompany ANALYZING ENGLISH GRAMMAR Seventh Edition Thomas P. Klammer California State University, Fullerton Muriel R. Schulz California State University, Fullerton Angela Della Volpe California State University, Fullerton Revised by B. Cole Bennett Abilene Christian University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Instructor's Manual to accompany Klammer/Schulz/Della Volpe, Analyzing English Grammar, Sixth Edition Copyright © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. 1 2 3 4 5 6 7 8 9 10–ONLINE–12 11 10 09 www.pearsonhighered.com ISBN-10: 0-205-25255-9 ISBN-13: 978-0-205-25255-8 C ONTENTS Preface MyCompLab Teaching Suggestions Chapter 1 Introduction Chapter 2 Varieties of English Chapter 3 The Morphology of English Chapter 4 Form-Class Words Chapter 5 Structure-Class Words Part I Chapter 6 Structure-Class Words Part II Chapter 7 Phrases Chapter 8 Five Basic Sentence Types Chapter 9 Basic Sentence Transformations Chapter 10 Finite Verb Clauses Part I: Adverbial and Adjectival Clauses Chapter 11 Finite Verb Clauses Part II: Nominal Clauses Chapter 12 Nonfinite Verb Phrases Appendix The Sounds of English Answers to the Exercises P REFACE In this Instructor’s Manual for Analyzing English Grammar, we have tried to do several things:  Based on our experience teaching with the text, we have offered suggestions for BEGINNING THE DISCUSSION of each chapter. Here we have often included reproducible introductory exercises that have worked in our classes or shared notes that reflect successful openers we have used.  Beginning with Chapter 3, we have included with each chapter a reproducible STUDY GUIDE that identifies key terms and concepts and establishes goals for student learning.  Beginning with Chapter 3, we have created brief, reproducible CHECKUP QUIZZES similar to the ones we use to encourage student self-assessment at the end of each chapter. They are short enough so that you can, if you wish, give them to students at the beginning of class and still have time to review the answers in the same class period. (These quizzes help to prevent the unhappy shocks that can otherwise occur with only one or two midterm exams and a final.)  For each chapter we have provided a complete EXERCISE ANSWER KEY. We like to provide students with the answers to many of the exercises so that they can check their own work; you may wish to do the same by reproducing the answers to selected exercises directly from this Manual. Some exercises are especially well-suited for work with small groups in class, and others are useful for checking on student mastery; we identify those exercises that we have used in these ways. (Because we are accustomed to giving our students major portions of the Exercise Answer Key, the comments that are often part of the answers are addressed to students.) For ease in copying, we have placed the answers to many of the exercises together at the end of this manual. Although courses in English grammar may seem to lend themselves to short answer and multiple choice tests, we like to include student writing, often ungraded, wherever feasible and appropriate. For example, prior to beginning a new chapter or a new topic, we like to ask our students to write for a few minutes about what they already know about the topic (“Write for five minutes describing what you know about dependent clauses.”). Beginning, interrupting, or ending a class with a few minutes of ungraded writing can often help students to gain or regain their focus on what is being studied or to sum up what they have learned and identify what remains unclear. Sometimes these brief writing assignments are “FYEO” (For Your Eyes Only) and are not collected. At other times, we collect them for our own quick review and a brief, encouraging comment. In this way, we have learned a great deal about what our students have and have not learned. Basing 5-10% of the course grade on students’ completion (not your evaluation) of collected in-class writing encourages students to take this activity seriously but doesn’t burden you with hours of paper grading. Copyright © 2013, 2010, 2007 Pearson Education, Inc. We sincerely hope that this Instructor’s Manual, together with Analyzing English Grammar, assists you in teaching courses in English grammar with pleasure and success. THANKS. Thomas P. Klammer Muriel R. Schulz Angela Della Volpe Fullerton, California June, 2012 Copyright © 2013, 2010, 2007 Pearson Education, Inc. www.MyCompLab.com What Is MyCompLab? MyCompLab, a powerful and flexible online learning solution, facilitates writing instruction while providing personal assessment and practice resources to hone students’ skills. Emerging from instructors’ desire to put writing at the forefront of the Composition course and to teach students in the context of their own writing, MyCompLab facilitates writing instruction through time- saving commenting functions. Students benefit from learning resources integrated with the composing space as well as personalized assessment that direct learning via a Study Plan. For almost a decade, MyCompLab has been the most widely used online learning application at the composition course level, with over 1 million student registrations across two- and four-year institutions. We have published case studies and multiple surveys demonstrating how MyCompLab consistently enhances instructors’ teaching and students’ writing as well as critical thinking. What’s New in MyCompLab? What’s New in MyCompLab? As is the case with any good technology, MyCompLab is improving every day. The Pearson Media Team is committed to providing high quality features and content to help instructors teach and students learn. The changes listed below are the result of the feedback we’ve received from our users—instructors and students alike. Thank you for being part of our team! Your feedback is valuable to us! Please feel free to email your comments and suggestions to [email protected]. SPECIAL ANNOUNCEMENT: Pearson is proud to announce our next-generation MyCompLab. Building on its hallmark features (diagnostics, personalized Study Plan, Composing, and instructor commenting), this new release of MyCompLab offers streamlined navigation, a suite of course management tools to save you time, and even more engaging and effective content. • More intuitive, familiar navigation. The top navigation bar has been replaced by a left-hand navigation tree. • New file attachment capability. The ability to attach a file to an assignment has been extended for Composition, Collaboration, Peer Review and Portfolio assignments. Instructors can allow students to attach specific types of files to their assignment submissions. Instructors can download the attachments, comment on the documents, and repost the file to send back to the student. TIP! This new feature is great for managing documents that require heavy formatting. Other applications include: off-line commenting, support for different file types (e.g., PowerPoint), and more. • New role for section instructors (teaching assistants). Instructors can now assign “section instructors” (a.k.a., TA status) to course members. • Ability to hide features. Instructors can hide features (e.g., the Composing space) that they choose not to use in their course. • Interactive chat and whiteboard. Chat & ClassLive tools enable instructors and students to engage in synchronous chat and whiteboard sessions. • Enhanced announcements manager. Announcements now have date and time display settings as well as expirations. • Enhanced email manager. A native email manager allows users to more efficiently control course email. • Enhanced document and file sharing. The document-sharing tool allows instructors and students to post documents to be shared with the class. Instructors can use document sharing to post their syllabus and other course documents. • New search box functionality. The search box functionality has been modified to allow for auto- complete, which guides users to achieve more accurate search results. • New Media Index filter and search functionality. Users are now able to filter and search the Media Index through the Search Media Index tab on the Resources page. Users can filter by Chapter, Topic, and Media Type to quickly locate the desired assets. • Improved display (ability to modify the viewing area). Users are now able to drag and stretch the topic viewing area on the Resources page, and Gradebook Topic Results Summary to show lengthy titles. Also available to instructors in the Assignment Builder for the Skill Building assignments. • Improved accessibility. Pearson is committed to making our content and technology accessible to all users. We’ve made changes throughout the application so the user interaction is consistent with Section 508 recommendations. • Improved mobility. In the ongoing effort to make our content and technology mobile-ready, we’ve redeveloped media resources, including the Writing in Action, Common Grammar Errors, and Avoiding Plagiarism videos, to work across more platforms and devices. • WriteClick! WriteClick is a powerful application that encourages writers to think critically about their writing, then review, edit, and revise effectively--anywhere they write. WriteClick instantly analyzes writing for grammar and spelling errors, provides suggestions on writing skills, and puts useful tools at the writer’s fingertips. WriteClick is available at no additional cost with the MyLab. • Model Documents Player. An updated, enhanced player makes it easier to navigate and view helpful annotations and writing samples, including emails, letters, presentations, and essays. It also works across more platforms and mobile devices, and is Section 508-compliant/accessible. Additional sample documents will be added to the Lab this year. • Office Hours Plus. Completely updated videos address 10 topics useful for college writers, including writing process, avoiding plagiarism, and peer review. • Writing Strategies Topics. This new section offers instruction and practice for 9 of the traditional modes or patterns, including Argument, Cause and Effect, Comparison and Contrast, Definition, Description, Division and Classification, Illustration, Narration, and Process writing. Writing in Action Videos. New instructional videos cover such writing purposes as Writing to Inform and Writing to Reflect. • Grammar Podcasts. Additional podcasts have been added to the Resources and the Writer’s Toolkit areas. Visit www.MyCompLab.com. Pearson has long been a partner to the English disciplinary community, shaping the way English has been taught and used for well over 200 years, pretty much ever since we published Samuel Johnson’s Dictionary in 1755 and Roget’s Thesaurus in 1851. Our most recent efforts to support the profession are focused on providing top-quality instructional support materials and ongoing support for faculty professional development. English Instructor Exchange, an open-access community site, was created to provide a space for college English instructors at all stages of their careers to share ideas and resources. At EnglishInstructorExchange.com you can: read articles on our multi- authored blog; discuss trends and topics in higher education with your colleagues around the country; or download podcasts, electures and videos from our Resource Library. You’re always welcome, so stop by anytime! www.englishinstructorexchange.com Chapter 1 – Introduction BEGINNING THE DISCUSSION One of the chief goals of chapter one is to explore with students the various meanings of grammar and grammatical rule. Many students begin the class with the notion that grammatical rules are solely concerned with matters of correctness and incorrectness and that these prescriptive rules must be memorized. One way of pointing out to students the limits of memorization is to contrast the rules of English described by formal linguists,those known to applied linguists,those known to the best teachers,and those taught to students. Using an overhead projector,we like to talk about the following diagram adapted from Steven Krashen,Principles and Practice in Second Language Acquisition (Oxford: Pergamon Press,1982),pp.92-93. rules of English rules described by formal linguists rules known to applied linguists rules known to best teachers rules taught 1. A rule not described by linguists is the difference,if any,between I might be able to pay you back next week. I may be able to pay you back next week. 2. A rule described by linguists but not usually taught is the rule governing the presence or absence of /g/ in words like the following: longing longest clinging linger singer finger stronger wringer 1–1 Copyright © 2013, 2010, 2007 Pearson Education, Inc. 1–2 CHAPTER 1 – INTRODUCTION In dialects in which there is not a /g/ in all of these words,the rule governing the distinction seems to be that /g/ is not pronounced in words derived from verbs (longing,from the verb long plus the ending -ing) but is in words like longer (from the adjective long plus the comparative ending -er). Students should be able to think of other examples. You might try testing whether this rule operates on new words by having them pronounce the following words: ming: to move carelessly,like a bull in a china shop minger: one who mings (“What a minger you are.”) ming: fond of argument minger: comparative of ming (“I may be ming,but you are even minger than I am.”) USAGE EXERCISE Since Chapters 1 and 2 provide background information,you will probably decide to allot less time to them than to subsequent chapters,which are dense with material to be mastered. However,you might want to consider asking students to bring a handbook of usage to class and giving them the exercise that follows. This is designed to show students how to use a handbook and to demonstrate that handbooks do not always agree. When an item is not listed,one can assume that the editors have decided that the item is no longer a problem. Since some students have difficulty using handbooks,it helps to have students work in pairs or small groups. Before students do the exercise,you might point out to them that most handbooks of American English contain the following: 1. A rhetorical section covering the writing and organization of an essay. 2. A capsule grammar of English. 3. A usage guide discussing the major problems of correct usage. 4. A glossary of usage: an alphabetical listing of the errors most frequently made in writing and speaking and a discussion of how to correct them. 5. An index which includes not only general topics but also—in better handbooks—each item that a student is likely to look up. Copyright © 2013, 2010, 2007 Pearson Education, Inc.