Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers
Format: PDF / Kindle (mobi) / ePub
The purpose of Grammar for Teachers is to encourage readers to develop a solid understanding of the use and function of grammatical structures in American English. It approaches grammar from a descriptive rather than a prescriptive approach; however, throughout the book differences between formal and informal language, and spoken and written English are discussed. The book avoids jargon or excessive use of technical terminology. It makes the study of grammar interesting and relevant by presenting grammar in context and by using authentic material from a wide variety of sources.
markers (inflections) such as –s need to be attached or bound to other meaningful units. Since they cannot occur alone and function only as parts of words, they are called bound morphemes. Frequently several morphemes, both bound and free, occur in the same word as in: undeniable un + deny + able Undeniable consists of two bound morphemes –un and –able and the free morpheme deny. (The “y” changes to “i” in accordance with English spelling rules.) backpacks back + pack + s 36 2 Morphology
phrase (Sentence 26). Possessive pronouns stand alone (Sentence 26a). (26) This is my book versus (26a) It is mine. Possessive pronouns, like any pronoun, replace a noun or noun phrase. In Sentence (26a), mine replaces the noun phrase my book in Sentence (26). Possessive adjectives and possessive pronouns are similar because they both refer to possession or ownership. They differ, however, in their function: r r Possessive adjectives form part of a noun phrase. Possessive pronouns replace
person verb form, as we see in this article title: (29) Is Anybody out There? Detection devices are in the works for rooting out extraterrestrial life [Brownlee, C. (2006, January 21). Science News, 16(3), 42.] Or on this web page from the American Museum of Natural History in New York City: (30) Biodiversity: Everything Counts! [(2006, December 17). Retrieved from: http://ology.amnh.org/biodiversity/] In prescriptive, formal English, these indefinite pronouns are followed by a singular
338). New York: HarperCollins.] Part II Look at the adjectives you underlined. 1. Discus which morphological clues helped you identify the adjectives. 2. Were you able to use morphological clues for all the adjectives? Why or why not? Discussion: Discovery Activity 2 As you can see in Discovery Activity 2, many adjectives can be identified by their morphological endings. Common adjective suffixes include: -ist -ible/able -ic –ive -less revisionist journalist lobbyist impossible reliable
as useless as you girls. This should make you feel in good company. [Maguire, G. (1999). Confessions of an ugly stepsister (p. 43). New York: HarperCollins.] Activity 2 (optional additional practice): Identifying Adjectives and Adverbs 1. Read the excerpts. 2. Underline the adjectives and adverbs. 3. Discuss the clues that helped you identify each adjective (e.g. derivational morpheme, sentence position, semantic meaning). A. In one classic skit from a 1970 episode of Monty Python’s Flying