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
CONTENTS
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
Copyright © 2013, 2010, 2007 Pearson Education, Inc.
PREFACE 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 timesaving 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 EnglishLabs@pearson.com. 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. • •
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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.
Copyright © 2013, 2010, 2007 Pearson Education, Inc.