{"id":35,"date":"2018-01-19T12:57:37","date_gmt":"2018-01-19T12:57:37","guid":{"rendered":"https:\/\/integrations.pressbooks.network\/demobook\/chapter\/grammarstyle\/"},"modified":"2023-10-11T20:02:18","modified_gmt":"2023-10-11T20:02:18","slug":"grammarstyle","status":"web-only","type":"chapter","link":"https:\/\/integrations.pressbooks.network\/demobook\/chapter\/grammarstyle\/","title":{"raw":"Grammar and Style Development Resources","rendered":"Grammar and Style Development Resources"},"content":{"raw":"
\n\nThis section provides an example of an instructor's use of a Pressbooks resource page to help students address local-level writing issues.\n\nIf an instructor for a writing-intensive course noticed a pattern of error in their students' work, they could provide a direct link to additional development-oriented activities in their feedback. They might do this by creating a grammar resource page with some of the most common grammatical issues they saw and creating individual anchor links<\/a> for each sub-topic on the page.\n\nThis could benefit the instructor because it would shorten the time required to leave local-level feedback. Students could benefit from the opportunity to test their recall and access further resources via the link.\n\nIn the subject-verb agreement quiz below, for instance, the H5P quiz provides specialized links to Writing Center resources for different kinds of subject-verb agreement errors. If a student takes the self-test and enters an incorrect answer, the quiz returns a link to Writing Center information about the specific subject-verb agreement conventions they may need to revisit.\n\n<\/div>\n

Examples of Instructor Feedback That Connect to the Activity Page Below<\/h1>\n
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Comment 1: (comment in a rubric)<\/h2>\n\n\n\n
Grammar and Style<\/td>\n \n\nWhile this rubric\u00a0places the most\u00a0emphasis on finding strong evidence to support your argument, local-level issues can still negatively affect readers' ability to follow your broader claims. In this draft, there are a number of subject-verb agreement errors that might distract your readers. When you're polishing your next paper for this course, see if you can spot and correct subject-verb agreement errors.\n\nAddressing this pattern is simply a matter of practice. One resource that may be helpful for you is this subject-verb agreement activity<\/a>.\u00a0<\/em><\/td>\n3 \/ 5 points<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Comment 2: (component of an essay end-note)<\/h2>\n

During section, we discussed the difference between the passive and the active voice. While\u00a0<\/em>not all instances of the passive voice are problematic, many of the passive voice sentences in this draft appear distractingly technical. In the body of your essay, I\u2019ve highlighted a few examples of unnecessary passive voice. As you polish your next paper for this course, see if you can remove distracting instances of the passive voice in your work.<\/em><\/p>\nThis link provides information and interactive activities to help you identify sentences in the passive voice and practice changing them to the active voice.\u00a0<\/strong><\/em><\/a>\n\n<\/div>\n<\/div>\n

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Course Activity Page:\nA Guide to Common English Grammar Rules<\/h1>\n

<\/a>Subject-Verb Agreement<\/h2>\n
\n\n[h5p id=\"4\"]\n\n<\/div>\n \n\n \n\n \n

<\/a>Passive to Active Voice\u00a0<\/em><\/h2>\n

The term \"voice\" describes the relation of the action of the verb to its subject. The voice of a verb may be either active (with the subject doing the action) or passive (with the subject receiving the action).[footnote]See the Oxford Dictionary definition for more information on this topic.<\/a>[\/footnote] Sentences that use the active voice often seem more personal and less clinical because they allow your readers to imagine the actors (or \"doers\") in a sentence.<\/p>\n

Of course, not all instances of the passive voice are problematic, but in some contexts, the passive voice can be\u00a0confusing or simply appear distractingly technical.<\/span><\/p>\n\n\n\n\n\n\n\n\n
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Passive<\/b><\/p>\n<\/td>\n

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Active<\/b><\/p>\n<\/td>\n<\/tr>\n

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Coffee was brought to Stephanie by Abby.<\/p>\n<\/td>\n

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Abby<\/span> brought Stephanie coffee.<\/p>\n<\/td>\n<\/tr>\n

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It was concluded that the sandwich had been eaten.<\/p>\n<\/td>\n

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Researchers<\/span> concluded that the boa constrictor<\/span> ate the sandwich.<\/p>\n<\/td>\n<\/tr>\n

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The location in consideration for this study is the Memorial Union.<\/p>\n<\/td>\n

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The Memorial Union<\/span> provides a clear example of this phenomenon.<\/p>\n<\/td>\n<\/tr>\n

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I was made aware of the problem by a fellow student.<\/p>\n<\/td>\n

A fellow student informed me about the problem.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This Writing Center resource page provides information and strategies for using the active voice:\u00a0https:\/\/writing.wisc.edu\/Handbook\/CCS_activevoice.html<\/i><\/span><\/a><\/p>\nPassive to Active Voice Self-Test<\/strong>\n\n[h5p id=\"5\"]\n\n \n

Hyphen Practice<\/h2>\nThis drag-and-drop hyphenation activity was created by Excelsior College's Online Writing Lab<\/a>.\u00a0The Excelsior Lab has shared its activities under a Creative Commons Attribution 4.0 International License<\/a>.\n