{"id":434678,"date":"2018-04-27T04:11:08","date_gmt":"2018-04-27T04:11:08","guid":{"rendered":"https:\/\/essaypaper.org\/writing-an-article-grammar-worksheet\/"},"modified":"2018-10-24T09:02:48","modified_gmt":"2018-10-24T09:02:48","slug":"writing-an-article-grammar-worksheet","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/writing-an-article-grammar-worksheet\/","title":{"rendered":"Writing an article grammar worksheet"},"content":{"rendered":"
\n
\n\t\t\t \"Order\n\t\t<\/div>\n
\"Writing<\/div>\n

Articles, determiners, and quantifiers are those little words that precede and modify nouns:<\/p>\n

the<\/i> teacher, a<\/i> college, a bit of<\/i> honey, that<\/i> person, those<\/i> people, whatever<\/i> purpose, either<\/i> way, your<\/i> choice<\/p>\n

Sometimes these words will tell the reader or listener whether we\u2019re referring to a specific or general thing (the<\/i> garage out back; A<\/i> horse! A<\/i> horse! My kingdom for a<\/i> horse!); sometimes they tell how much or how many (lots of<\/i> trees, several<\/i> books, a great deal of<\/i> confusion). The choice of the proper article or determiner to precede a noun or noun phrase is usually not a problem for writers who have grown up speaking English, nor is it a serious problem for non-native writers whose first language is a romance language such as Spanish. For other writers, though, this can be a considerable obstacle on the way to their mastery of English. In fact, some students from eastern European countries \u2014 where their native language has either no articles or an altogether different system of choosing articles and determiners \u2014 find that these \u201clittle words\u201d can create problems long after every other aspect of English has been mastered.<\/p>\n

Determiners are said to \u201cmark\u201d nouns. That is to say, you know a determiner will be followed by a noun. Some categories of determiners are limited (there are only three articles, a handful of possessive pronouns, etc.), but the possessive nouns are as limitless as nouns themselves. This limited nature of most determiner categories, however, explains why determiners are grouped apart from adjectives even though both serve a modifying function. We can imagine that the language will never tire of inventing new adjectives; the determiners (except for those possessive nouns), on the other hand, are well established, and this class of words is not going to grow in number.\n<\/p>\n

\"Writing<\/div>\n

These categories of determiners are as follows: the articles (an, a, the \u2014 see below ; possessive nouns (Joe\u2019s, the priest\u2019s, my mother\u2019s); possessive pronouns, (his, your, their, whose, etc.); numbers (one, two, etc.); indefinite pronouns (few, more, each, every, either, all, both, some, any, etc.); and demonstrative pronouns. The demonstratives<\/b> (this, that, these, those, such) are discussed in the section on Demonstrative Pronouns. Notice that the possessive nouns differ from the other determiners in that they, themselves, are often accompanied by other determiners: \u201cmy mother\u2019s rug,\u201d \u201cthe priests\u2019s collar,\u201d \u201ca dog\u2019s life.\u201d<\/p>\n

\"Low<\/div>\n

This categorization of determiners is based on Understanding English Grammar<\/i> by Martha Kolln. 4rth Edition. MacMillan Publishing Company: New York. 1994.<\/p>\n

Some Notes on Quantifiers<\/h2>\n

Like articles, quantifiers<\/b> are words that precede and modify nouns. They tell us how many or how much. Selecting the correct quantifier depends on your understanding the distinction between Count and Non-Count Nouns<\/b> . For our purposes, we will choose the count noun trees and the non-count noun dancing :<\/p>\n

The following quantifiers will work with count nouns.
many<\/b> trees
a few<\/b> trees
few<\/b> trees
several<\/b> trees
a couple of<\/b> trees
none of the<\/b> trees<\/p>\n

The following quantifiers will work with non-count nouns.
not much<\/b> dancing
a little<\/b> dancing
little<\/b> dancing
\n<\/p>\n

\"Writing<\/div>\n

a bit of<\/b> dancing
a good deal of<\/b> dancing
a great deal of<\/b> dancing
no<\/b> dancing<\/p>\n

The following quantifiers will work with both count and non-count nouns.
all of the<\/b> trees\/dancing
some<\/b> trees\/dancing
most of the<\/b> trees\/dancing
enough<\/b> trees\/dancing
a lot of<\/b> trees\/dancing
lots of<\/b> trees\/dancing
plenty of<\/b> trees\/dancing
a lack of<\/b> trees\/dancing<\/p>\n

In formal academic writing, it is usually better to use many<\/i> and much<\/i> rather than phrases such as a lot of, lots of<\/i> and plenty of<\/i>.<\/p>\n

There is an important difference between \u201ca little\u201d<\/b> and \u201clittle\u201d<\/b> (used with non-count words) and between \u201ca few\u201d<\/b> and \u201cfew\u201d<\/b> (used with count words). If I say that Tashonda has a little experience in management that means that although Tashonda is no great expert she does have some experience and that experience might well be enough for our purposes. If I say that Tashonda has little experience in management that means that she doesn\u2019t have enough experience. If I say that Charlie owns a few books on Latin American literature that means that he has some some books \u2014 not a lot of books, but probably enough for our purposes. If I say that Charlie owns few books on Latin American literature, that means he doesn\u2019t have enough for our purposes and we\u2019d better go to the library.<\/p>\n

Unless it is combined with of<\/i>. the quantifier \u201cmuch\u201d<\/b> is reserved for questions and negative statements:<\/p>\n

    \n
  • Much of the snow has already melted.<\/li>\n
  • How much snow fell yesterday?<\/li>\n
  • Not much.<\/li>\n<\/ul>\n

    Note that the quantifier \u201cmost of the\u201d<\/b> must include the definite article the<\/i> when it modifies a specific noun, whether it\u2019s a count or a non-count noun: \u201cmost of the instructors at this college have a doctorate\u201d; \u201cmost of the water has evaporated.\u201d With a general plural noun, however (when you are not<\/i> referring to a specific entity), the \u201cof the\u201d is dropped:<\/p>\n

      \n
    • Most colleges have their own admissions policy.<\/li>\n
    • Most students apply to several colleges.<\/li>\n<\/ul>\n

      Authority for this last paragraph: The Scott, Foresman Handbook for Writers<\/i> by Maxine Hairston and John J. Ruszkiewicz. 4th ed. HarperCollins: New York. 1996. Examples our own.<\/p>\n

      An indefinite article is sometimes used in conjunction with the quantifier many<\/b>. thus joining a plural quantifier with a singular noun (which then takes a singular verb):<\/p>\n

        \n
      • Many a young man has fallen in love with her golden hair.<\/li>\n
      • Many an apple has fallen by October.<\/li>\n<\/ul>\n

        This construction lends itself to a somewhat literary effect (some would say a stuffy or archaic effect) and is best used sparingly, if at all.<\/p>\n

        Basic Quiz on Choosing Quantifiers<\/h2>\n

        <\/p>\n

        Quiz on Quantifiers<\/h2>\n

        <\/p>\n

        Predeterminers<\/h2>\n

        The predeterminers<\/b> occur prior to other determiners (as you would probably guess from their name). This class of words includes multipliers (double, twice, four\/five times<\/i>. ); fractional expressions (one-third, three-quarters,<\/i> etc.); the words both, half,<\/i> and all<\/i> ; and intensifiers such as quite, rather,<\/i> and such<\/i> .<\/p>\n

        The multipliers<\/i> precede plural count and mass nouns and occur with singular count nouns denoting number or amount:<\/p>\n

          \n
        • This van holds three times the<\/i> passengers as that sports car.<\/li>\n
        • My wife is making double my<\/i> \/ twice my<\/i> salary.<\/li>\n
        • This time we added five times the<\/i> amount of water.<\/li>\n<\/ul>\n

          In fractional expressions<\/i>. we have a similar construction, but here it can be replaced with \u201cof\u201d construction.<\/p>\n

            \n
          • Charlie finished in one-fourth [of] the time his brother took.<\/li>\n
          • Two-fifths of the respondents reported that half the medication was sufficient.<\/li>\n<\/ul>\n

            The intensifiers<\/i> occur in this construction primarily in casual speech and writing and are more common in British English than they are in American English. The intensifier \u201cwhat\u201d is often found in stylistic fragments: \u201cWe visited my brother in his dorm room. What a mess!\u201d<\/p>\n

              \n
            • This room is rather a mess, isn\u2019t it?<\/li>\n
            • The ticket-holders made quite a fuss when they couldn\u2019t get in.<\/li>\n
            • What an idiot he turned out to be.<\/li>\n
            • Our vacation was such a grand experience.<\/li>\n<\/ul>\n

              Half, both,<\/i> and all<\/i> can occur with singular and plural count nouns<\/b> ; half<\/i> and all<\/i> can occur with mass nouns<\/b> . There are also \u201cof constructions\u201d with these words (\u201call [of] the grain,\u201d \u201chalf [of] his salary\u201d); the \u201cof construction\u201d is required<\/i> with personal pronouns (\u201cboth of them,\u201d \u201call of it\u201d). The following chart (from Quirk and Greenbaum) nicely describes the uses of these three predeterminers:<\/p>\n

              The Articles<\/h2>\n

              The three articles \u2014 a, an, the<\/i> \u2014 are a kind of adjective<\/b> . The<\/i> is called the definite article<\/b> because it usually precedes a specific or previously mentioned noun<\/b> ; a<\/i> and an<\/i> are called indefinite<\/b> articles because they are used to refer to something in a less specific manner (an unspecified count noun). These words are also listed among the noun markers<\/b> or determiners<\/b> because they are almost invariably followed by a noun (or something else acting as a noun).<\/p>\n

              CAUTION! Even after you learn all the principles behind the use of these articles, you will find an abundance of situations where choosing the correct article or choosing whether to use one or not will prove chancy. Icy highways are dangerous. The icy highways are dangerous. And both are correct.<\/p>\n

              The<\/i><\/b> is used with specific nouns. The<\/i> is required when the noun it refers to represents something that is one of a kind:<\/p>\n

              The moon circles the earth.<\/p>\n

              The<\/i> is required when the noun it refers to represents something in the abstract:<\/p>\n

              The United States has encouraged the use of the private automobile as opposed to the use of public transit.<\/p>\n

              The<\/i> is required when the noun it refers to represents something named earlier in the text. (See below. .)<\/p>\n

              If you would like help with the distinction between count and non-count nouns, please refer to Count and Non-Count Nouns<\/b> .<\/p>\n

              We use a<\/i><\/b> before singular count-nouns that begin with consonants (a cow, a barn, a sheep); we use an<\/i><\/b> before singular count-nouns that begin with vowels or vowel-like sounds (an apple, an urban blight, an open door). Words that begin with an h<\/i> sound often require an a<\/i> (as in a horse, a history book, a hotel), but if an h-word begins with an actual vowel sound, use an an<\/i> (as in an hour, an honor). We would say a useful device<\/i> and a union matter<\/i> because the u<\/i> of those words actually sounds like yoo<\/i> (as opposed, say, to the u<\/i> of an ugly incident<\/i> ). The same is true of a European<\/i> and a Euro<\/i> (because of that consonantal \u201cYoo\u201d sound). We would say a once-in-a-lifetime experience or a one-time hero because the words once<\/i> and one<\/i> begin with a w<\/i> sound (as if they were spelled wuntz<\/i> and won<\/i> ).<\/p>\n

              Merriam-Webster\u2019s Dictionary says that we can use an<\/i> before an h-<\/i> word that begins with an unstressed syllable. Thus, we might say an hisTORical moment, but we would say a HIStory book. Many writers would call that an affectation and prefer that we say a historical, but apparently, this choice is a matter of personal taste.<\/p>\n

              For help on using articles with abbreviations and acronyms (a<\/i> or an<\/i> FBI agent?), see the section on Abbreviations<\/b> .<\/p>\n

              First and subsequent reference:<\/b> When we first refer to something in written text, we often use an indefinite article to modify it.<\/p>\n

              A newspaper has an obligation to seek out and tell the truth.<\/p>\n

              In a subsequent reference to this newspaper, however, we will use the definite article:<\/p>\n

              There are situations, however, when the newspaper must determine whether the public\u2019s safety is jeopardized by knowing the truth.<\/p>\n

              Another example:
              \u201cI\u2019d like a glass of orange juice, please,\u201d John said.
              \u201cI put the glass of juice on the counter already,\u201d Sheila replied.<\/p>\n

              Exception:
              When a modifier appears between the article and the noun, the subsequent article will continue to be indefinite:
              \u201cI\u2019d like a big glass of orange juice, please,\u201d John said.
              \u201cI put a big glass of juice on the counter already,\u201d Sheila replied.<\/p>\n

              Generic reference:<\/b> We can refer to something in a generic way by using any of the three articles. We can do the same thing by omitting the article altogether.<\/p>\n

                \n
              • A beagle makes a great hunting dog and family companion.<\/li>\n
              • An airedale is sometimes a rather skittish animal.<\/li>\n
              • The golden retriever is a marvelous pet for children.<\/li>\n
              • Irish setters are not the highly intelligent animals they used to be.<\/li>\n<\/ul>\n

                The difference between the generic indefinite pronoun and the normal indefinite pronoun is that the latter refers to any of that class (\u201cI want to buy a beagle, and any old beagle will do.\u201d) whereas the former (see beagle sentence) refers to all members of that class.<\/p>\n

                Proper nouns:<\/b> We use the definite article with certain kinds of proper nouns:<\/p>\n

                  \n
                • Geographical places: the Sound, the Sea of Japan, the Mississippi, the West, the Smokies, the Sahara (but often not<\/i> when the main part of the proper noun seems to be modified by an earlier attributive noun or adjective: We went swimming at the Ocean Park)<\/li>\n
                • Pluralized names (geographic, family, teams): the Netherlands, the Bahamas, the Hamptons, the Johnsons, the New England Patriots<\/li>\n
                • Public institutions\/facilities\/groups: the Wadsworth Atheneum, the Sheraton, the House, the Presbyterian Church<\/li>\n
                • Newspapers: the Hartford Courant<\/i>. the Times<\/i><\/li>\n
                • Nouns followed by a prepositional phrase beginning with \u201cof\u201d: the leader of the gang, the president of our club<\/li>\n<\/ul>\n

                  Abstract nouns:<\/b> Abstract nouns\u2014the names of things that are not tangible\u2014are sometimes used with articles, sometimes not:<\/p>\n

                    \n
                  • The storm upset my peace of mind. He was missing just one thing: peace of mind.<\/li>\n
                  • Injustice was widespread within the judicial system itself. He implored the judge to correct the injustice.<\/li>\n
                  • Her body was racked with grief. It was a grief he had never felt before.<\/li>\n<\/ul>\n

                    Zero articles:<\/b> Several kinds of nouns never use articles. We do not use articles with the names of languages (\u201cHe was learning Chinese.\u201d [But when the word Chinese refers to the people, the definite article might come into play: \u201cThe Chinese are hoping to get the next Olympics.\u201d]), the names of sports (\u201cShe plays badminton and basketball.\u201d), and academic subjects (\u201cShe\u2019s taking economics and math. Her major is Religious Studies.\u201d)<\/p>\n

                    When they are generic, non-count nouns and sometimes plural count-nouns are used without articles. \u201cWe like wine<\/i> with our dinner. We adore Baroque music<\/i>. We use roses<\/i> for many purposes.\u201d But if an \u201cof phrase\u201d comes after the noun, we use an article: \u201cWe adore the music of the Baroque.\u201d Also, when a generic noun is used without an article and then referred to in a subsequent reference, it will have become specific and will require a definite article: \u201cThe Data Center installed computers in the Learning Center this summer. The computers, unfortunately, don\u2019t work.\u201d<\/p>\n

                    Common count nouns are used without articles in certain special situations:<\/p>\n

                    idiomatic expressions
                    using be<\/i> and go<\/i><\/p>\n

                    We\u2019ll go by train. (as opposed to \u201cWe\u2019ll take the train.)
                    He must be in school.<\/p>\n

                    If you would like to see these images listed on one page, click HERE<\/b> .<\/p>\n

                    Notice that there is a difference between a \u201cstressed\u201d some<\/i> or any<\/i> and an \u201cunstressed\u201d some<\/i> or any<\/i>. Consider the words in ALL CAPS as shouted words and you will hear the difference between these two:<\/p>\n

                      \n
                    • That is SOME car you\u2019ve got there!<\/li>\n
                    • I don\u2019t want to hear ANY excuse!<\/li>\n<\/ul>\n

                      \nAs opposed to.<\/p>\n

                        \n
                      • We have some cars left in the lot.<\/li>\n
                      • Isn\u2019t there any furniture in the living room?<\/li>\n<\/ul>\n

                        In terms of the words they usually modify, the unstressed some<\/i> and any<\/i> do not modify singular count nouns.<\/p>\n

                        Quiz on A, An,<\/i> and The<\/i><\/h2>\n

                        <\/p>\n

                        Quiz on Articles and Determiners<\/h2>\n

                        An excellent text for an in-depth study of articles is A University Grammar of English<\/i> by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. Used with permission. Another good resource, especially for students for whom English is a second language, is Quick Access: Reference for Writers<\/i> by Lynn Quitman Troyka. Simon & Schuster: New York. 1995. Used with permission.<\/p>\n

                        Another place to discover more about the use of articles is at Purdue University\u2019s Online Writing Lab (OWL)<\/b> . See, also, the University of Toronto\u2019s Rules for Using the Word The<\/i><\/b> and Rensselaer\u2019s handout on Article Usage<\/b> . The online journal for Teachers of English as a Second Language<\/i> has several quizzes on article usage<\/b> . Students should be forewarned, however, that the best way to address this problem (if it is one) is to immerse oneself in the use of English, paying particular attention to these \u201clittle words.\u201d<\/p>\n