2. Proofreading
• Proofreading is checking a work’s technical accuracy.
• Technical issues like formatting, grammar, and punctuation should
be checked last, after all the creative work is done.
• Formatting styles make written works more appealing.
• Formats are like gift-wrap.
• Each formatting style has
its own rulebook; that’s
how you check formats.
• Grammar and punctuation
govern how we write.
• Memorize all the rules.
• Or, diagram sentences.
3. Sentence Diagrams
• Diagrams denote the role of each element in a sentence.
• Diagramming is a methodical process. Go slowly, word-by-word.
Verbs
Subjects
Objects & PredicatesModifiers
Conjunctions
4. Verbs
The professor smiled
and thanked the class
for a great semester.
• Verbs indicate the action or condition of the sentence.
I have been an avid
Star Wars fan since I
was young.
• Each sentence requires at least one main
verb but may also include helping verbs.
What should I have
done?
Action Verbs
Sensory
Verbs
Being Verbs
(To Be)
Affect Objects
Easily Demonstrated
Helping
Verbs To Do
To
Have
Modals
Linking Verbs
5. Subjects
• Each Verb requires a Subject—a Noun or Pronoun.
• To identify a Subject, ask yourself “Who or what [Verb]?”
Nouns
Standard Persons, Places, Things, & Ideas
Gerunds [Base Verb + -ing]
Infinitives To [Base Verb]
Pronouns
Subjective I We You He/She/It They
Relative That Which Who
Indefinite Pronouns that refer to unspecific nouns.
Studying is beneficial
for everyone.
The movie, which
stars Jenifer Lawrence,
should finish by 9 p.m.
We smiled and
thanked the class for
their attention.
6. Verb-Subject Agreement
• Verbs and Subjects must agree in person and number.
• Each subject has a
set perspective—1st,
2nd, or 3rd—and
number—1 or >1.
• Each verb has forms
to indicate tense and
match subjects.
• Use a chart to
match the correct
form to its subject.
• Beware To Be….
Someone has stolen
my lunch; I am going
to find out who.
Someone have stoled
my lunch; I’ll going
find out who.
I am fine. Are Elena
and Amanda okay?
Last night, Alex wrote
the presentation and
finished it
We love when our
professor cancels
class.
I be fine. Was Elena
and Amanda okay?
Last night, Alex writed
the presentation and
finish it.
We loves when our
professor cancel class.
7. Verb-Subject Agreement
1st Person 2nd Person 3rd Person
I We You He/She/It They
PresentTense [Base] [Base] [Base + -s/-es/-ies] [Base]
PastTense
Regular [Base + -d/-ed/-ied]
Irregular Uh, it’s irregular. Irregular verbs follow their own vowel changes.
FutureTense Will + [Base]
PerfectTense
Present Have + [Past] Have + [Past] Has + [Past] Have + [Past]
Past Had + [Past]
ProgressiveTense [To Be] + [Base + -ing]
Forms
of
To Be
Present Am Are Are Is Are
Past Was Were Were Was Were
Future Will + Be
Perfect [To Have] + Been
Progressive [To Be] + Being
8. Objects & Predicates
• Verbs often affect Direct Objects or link to Predicates.
• To find either, ask “[Subject] [Verb] who or what?”
The crazy brown
squirrel stole my
lunch, so I did not eat.
There is a way to
exercise without
hurting yourself.
Julia made me cookies
but forgot that I am
not fond of them.
Nouns & Pronouns
Action Verbs
Sometimes Necessary
Indirect Objects: “[S] [V] [DO] to/for whom?”
Objects
Nouns, Pronouns, & Modifiers
LinkingVerbs
Always Necessary
Predicates
9. Modifiers
• Modifiers modify the traits of elements in a sentence.
• What?Which?Whose?
• Nouns & Pronouns
Adjectives
• When? How?Where?Why?
• Adjectives,Verbs, &
Adverbs
Adverbs
• When? Where?
• Object of the Preposition
Prepositions
• Modifiers must be applicable to their target
and should be as close as possible.
• Some Modifiers require extra punctuation.
• Are two coordinating adjectives targeting the
same element? Use a comma between them.
• Does an adverbial modifier or phrase begin a
sentence? Use a comma after the modifier.
• Does a modifying phrase include non-
essential information? Flank it with commas.
Earlier, a crazy brown
squirrel stole my
watch from me.
Jimmy, one of my
students, always sleeps
in class.
10. Modifiers
• Modifiers modify the traits of elements in a sentence.
• Move any modifier
that can’t apply to
its nearest target or
is far from its target.
• Use a comma if…
• …two adjectives
target the same
element.
• …an adverbial
starts a sentence.
• …a phrase is
non-essential.
The lawyer who worked
on copyrights died,
yesterday evening.
The lawyer, who
worked on copyrights,
died yesterday evening.
If I fail another quiz I
will real cry.
Churning in the ocean,
the report about the
storm was dire.
Earlier an evil crazy
squirrel stole my
delicious lunch.
If I fail another quiz, I
will really cry.
The report about the
storm churning in the
ocean was dire.
Earlier, an evil, crazy
squirrel stole my
delicious lunch.
11. Conjunctions
• Conjunctions join separate elements within a sentence.
• Loosely Similar
Elements
• F.A.N.B.O.Y.S.
Coordinators
• Parallel Elements
• Conjunctive Pairs
Correlators
• Transform Independent
Clauses into Modifiers
Subordinators
• Joined elements should usually be parallel—
equal in function, tense, and complexity.
• Some Conjunctions require punctuation.
• Does it join three or more elements? Use a
comma after each element except the last.
• Does it join multiple independent clauses?
Use a comma before the conjunction.
• Does it create a modifier that starts the
sentence? Use a comma after the modifier.
Not only did Jenifer
direct the film, but she
also performed in it.
Alex did well on the
test because he took
notes and studied.
12. Conjunctions
• Conjunctions join separate elements within a sentence.
• Rephrase joined
elements to make
them parallel.
• Use a comma if…
• …three or more
units are joined.
• …an independent
clause is joined
to another one.
• …a dependent
clause begins the
sentence.
You must finish your
vegetables, before you
eat dessert.
You must finish your
vegetables before you
eat dessert.
Peggy asked to see
you. But I’m sure
you’re not in trouble.
I like pie, and my
uncle’s boss also likes
a variety of pies.
After the show, we
smiled bowing, and
thank everyone.
Peggy asked to see
you, but I’m sure
you’re not in trouble.
My uncle’s boss and I
like a variety of pies.
After the show, we
smiled, bowed, and
thanked everyone.
13. Sentence Structure
• A Complete Sentence needs a complete thought.
• 1 Independent Clause
• (.), (?), or (!)
Simple Sentence
• 2+ Independent Clauses
• (;) or (, [Conjunction])
Compound
• 1+ Independent Clauses
• 1+ Dependent Clauses
Complex
• Sentences are comprised of clauses—verb-
subject pairs supported by other elements.
• Independent Clauses include a full thought.
• Without at least one, you have a fragment.
• Punctuation joins and separates clauses.
• Periods, question marks, and exclamation
points denote the end of a complete sentence.
• Semi-colons and commas with a conjunction
can join related independent clauses.
Not only did Jenifer
direct the film, but she
also performed in it.
Alex did well on the
test because he took
notes and studied.
14. Sentence Structure
• A Complete Sentence needs a complete, full thought.
• Rewrite any phrase
lacking a single
complete thought.
• Join closely related
thoughts with a (;).
• Join loosely related
thoughts with a (,)
and a conjunction.
• Separate unrelated
thoughts with a (.),
a (?), or a (!).
The crazy squirrel
stole my delicious
lunch.
The crazy squirrel
stole my lunch would
have been delicious.
Alex works really
hard; he wants his
students to succeed.
Prof. Daniels wanted
to skip class, so he
could catch the movie.
After you proofread,
you should take a
break from writing.
Alex works really
hard; he loves donuts.
Prof. Daniels wanted
to skip class so he
could catch the movie.
After you proofread;
you should take a
break from writing.
15. • Access any of our services
direct from your WaveNet!
• Login, click Student Services,
and locate our box on the left.
Student Services
Conway Julia Bryant, Program Coordinator
843-349-7872
Building 1100, Room 201
Grand
Strand
Tristan Daniels, Coordinator
843-477-2113
Building 200, Room 102
Georgetown SSTC Front Desk
843-520-1455
Building 100, Room 200
Notas del editor
Introduce yourself and the SSTC.
Ask who’s familiar with Proofreading. Ask who’s an expert.
Explain the presentation’s goal: to explain basic strategies of proofreading. (Advise the SSTC for anyone requiring more help.)
Explain that proofreading is a technical exercise and should be done last.
Note that formatting styles work like packaging and each style has its own rulebook.’
Note that grammar and punctuation add clarity to ideas—note the image. Explain that, until one memorizes all the rules, sentence diagrams are the best proofreading technique.
Explain that diagrams help highlight the role of each element in a sentence; advise students to start word-by-word.
Note that Verbs allow us to find Subjects, which allow us to find Objects & Predicates, so we can find Modifiers and Conjunctions. In that order.
Note that verbs indicate the action or condition of the sentence.
Note that each sentence requires a single main verb that may have helping verb.s
Note that main verbs include Action, Sensory, and Being verbs.
Note that Action Verbs affect objects and are easily demonstrated; also, note that Sensory and Being Verbs are Linking Verbs.
Note that Helping Verbs adjust the meaning of the Main Verbs.
Note that Helping Verbs include forms of Main Verbs To Have, To Do, and To Be.
Also, note that Helping verbs include modals—can, could, may, might, must, etc.—that are never main verbs.
Note the main verbs been and was, both Being Verbs, and the helping verb have, normally an action verb.
Note the main verb done, an action verb, and the helping verbs should, a modal, and have.
Note the main verbs smiled and thanked, both action verbs.
Note that each verb requires a subject, which is found by asking ‘Who or What [Verb]”
Note that subjects are typically nouns, pronouns, or phrases acting like nouns or pronouns. Indicate the chart.
Ask “Who or what is”—Studying. Also, note studying is a gerund.
Ask “who or what stars”—which. Also, ask “who or what should finish”—movie.
Ask “who or what smiled”—we. Also, ask “who or what thanked”—we. Note both verbs share a subject.
While distributing the VSA handout, explain that verbs must agree with subjects in person and number.
Note that person refers to the perspective/point-of-view of a subject: first, second, or third.
Note, also, that number refers to the quantity of a subject.
Explain that each verb has multiple forms for specific tenses and match different subjects.
Note that, outside of memorization, a chart is the best way to check agreement.
Also, warn students of the numerous variations of To Be.
Ask which sentence, the red/left or blue/right, shows correct agreement. Remind students to refer to the handout.
Reveal the red sentence is correct.
Explain that both sentences use simple past tense.
Note, though, that Red recognizes we as first/plural and professor as third/singular, unlike Blue.
Ask which sentence is correct.
Reveal the red sentence is correct.
Explain that both sentences use simple past tense.
Note, though, that Red uses the correct forms of To Write, an irregular verb, and To Finish, a regular verb, unlike Blue.
Ask which sentence is correct.
Explain that both sentences are using simple present tense.
Note, though, that Red uses the correct forms of To Be for first/singular I and third/plural Elena/Amanda, unlike Blue.
Ask which sentence is correct.
Reveal the red sentence is correct.
Explain that both sentences use perfect present tense and present progressive tense.
Note, though, that Red uses the correct form of To Have for third/singular Someone and includes the correct helping verb To Be, also conjugated correctly for first/singular I, for progressive tense, unlike Blue.
Note this chart is similar to the handout and primarily for those watching the presentation online.
Note that verbs often have Direct Objects and Predicates, which are found by asking “[subject] [verb] who or what?”
Note that Objects are always nouns, any of them, or pronouns, certain kinds.
Note, also, that Objects only follow action verbs and aren’t always necessary.
Note, further, Indirect Objects are recipients of Direct Objects, found by asking “[subject] [verb] [d.o.] to or for whom?”
Note that Predicates are always nouns, any of them, pronouns, the same kinds as Objects, or Modifiers.
Note, also, that Predicates only follow Linking Verbs but are always necessary.
Note the verbs stole and did eat.
Ask “Squirrel stole who or what”—lunch, an object.
Ask “I did eat who or what”—nothing, no objects.
Note that the first verb, stole, would require an object where the second verb, eat, does not require one.
Note the verbs made, forgot, and am.
Ask “Julia made who or what”—cookies, an object; also, ask “Julia made cookies to/for whom”—me, an indirect object.
Ask “Julia forgot who or what”—that I am not fond of them, an object phrase.
Ask “I am who or what”—fond, a predicate, which is necessary for linking verb am.
Note the verb is.
Ask “Way is who or what?”—there, a predicate, which is necessary for linking verb is.
Note, also, that there is an adjective and can’t be a subject, hence the subject way.
Note that modifiers describe other elements in a sentence, typically verbs, subjects, and objects.
Note that modifiers include adjectives/adjectivals, adverbs/adverbials, and prepositions, each of which target different elements and address different questions.
Note that all modifiers should be as near as possible to their targets and must also apply to their targets.
Note that some modifiers require additional punctuation.
Note that a comma separate two coordinating adjectives targeting the same element.
Note that a comma follows an adverb/adverbial starting a sentence.
Note that a comma precedes and follows a non-essential modifying phrase.
Note that modifiers earlier, a, crazy, brown, my, and from me.
Note earlier, an adverb, targets stole and has a comma after it since it begins a sentence.
Note a, an adjective, targets crazy brown squirrel.
Note crazy, an adjective, targets brown squirrel.
Note, brown, an adjective, targets squirrel.
Note from me, a prepositional phrase, targets stole.
Note the modifiers one of my students, of my students, always, and in class.
Note one of my students, a non-essential adjectival phrase, targets Jimmy and is flanked by commas.
Note of my students, a prepositional phrase, targets one.
Note always, an adverb, targets sleeps.
Note in class, a prepositional phrase, targets sleeps.
Remind that modifiers denote the traits of other elements in a sentence.
Also, remind that modifiers must be close to their targets and must apply.
Also, remind students of comma usage for adjectives, adverbs/adverbials, and non-essential phrases.
Ask which sentence, red/left or blue/right, uses modifiers correctly.
Reveal the blue sentence is correct. Ask why.
Explain that earlier, an adverbial beginning a sentence, requires a comma after it, as in Blue.
Explain, also, that evil and crazy are coordinating adjectives targeting squirrel and must have a comma between them.
Note, though, that my and delicious target different elements and need no comma between them.
Ask which sentence uses modifiers correctly.
Reveal the blue sentence is correct. Ask why.
Explain that, in Red, churning in the ocean targets report, which doesn’t work.
Explain, also, that, in Blue, churning in the ocean is nearest to storm, which works.
Ask which sentence uses modifiers correctly.
Reveal the blue sentence is correct. Ask why.
Explain that if I fail another quiz, an adverbial, begins this sentence and requires a comma after it.
Note, also, that Blue’s really, an adverb, can target cry, where Red’s real, an adjective, cannot.
Ask which sentence uses modifiers correctly. Ask why.
Reveal the blue sentence is correct. Ask why.
Explain who worked on copyrights, a non-essential modifier, must be flanked by commas.
Note, also, that yesterday, an adverbial, ends the sentence and, unlike Red, does not require a comma.
Note that conjunctions join elements of a sentence.
Note that conjunctions include coordinators, correlators, and subordinators, each joining different kinds of elements.
Note that joined elements should usually be parallel—equal in function, tense, and complexity.
Note that conjunctions often require punctuation.
Note that a comma follows each item in a series except the last.
Note that a comma precedes a conjunction if the conjunction joins independent clauses (complete thoughts).
Note that a comma follows a dependent clause (an incomplete thought, typically a modifier) that begins a sentence.
Note the conjunctions not only and but also, correlators that join Jenifer did direct the film to she also performed in it. Also, note the comma before the second half of the correlator since the conjunction joins two independent clauses.
Note the conjunctions because, a subordinator that turns he took notes and studied into a modifying thought, and and, a coordinator that joins the verbs took and studied.
Remind that conjunctions join elements in a sentence.
Also remind that joined elements should be parallel unless they’re contrasting thoughts.
Remind that commas are necessary for a series, the joining of independent clauses, and after dependent clauses (adverbials) that begin sentences.
Ask which sentence, the red/left or blue/right, uses conjunctions correctly.
Reveal the blue sentence is correct.
Note the blue sentence joins elements smiled, bowed, and thanked are parallel in tense, as oppose to the red sentence.
Also, note the blue sentence includes a comma after each item in the series except the last.
Ask which sentence uses conjunctions correctly.
Reveal the blue sentence is correct because the joined elements boss and I are parallel in complexity, as oppose to the red sentence. Also, note that the red sentence did correctly use a comma before the conjunction that joined independent clauses.
Ask which sentence uses conjunctions correctly.
Reveal the blue sentence is correct because a comma precedes but, a coordinator joining independent clauses. Also, note the red’s but doesn’t actually join anything.
Ask which sentence uses conjunctions correctly.
Reveal the blue sentence is correct because before creates a dependent thought, not an independent one, so no comma is necessary before the conjunction.
Note that a Complete Sentence includes at least one complete thought.
Note that complete sentences may be simple, compound, or complex, depending upon the number and type of clauses/thoughts in the sentence.
Note that all sentences include clauses.
Note that independent clauses contain a full thought; dependent clauses are incomplete.
Note also that without at least one independent clause, the sentence is a fragment.
Note that punctuation is used to join and separate clauses and sentences.
Note that end punctuation ends a complete sentence.
Note that semi-colons or commas with conjunctions can join independent clauses.
Note the independent clauses Jenifer…the film and she…in it, which create a compound sentence when joined by a conjunction and a comma. Also, note the ending punctuation.
Note the independent clause Alex…test and the dependent clause because…studied, which create a complex sentence when joined by a conjunction (because). Also, note the ending punctuation.
Remind that Complete Sentences require a single complete thought (independent clause).
Remind students to rewrite sentences lacking a single independent clause, to join closely related thoughts with a semicolon, to join loosely related thoughts with a comma and conjunction, and to separate unrelated thoughts with end punctuation.
Ask which sentence, the red/left or the blue/right, is a complete sentence?
Reveal the red sentence is correct. Ask why.
Explain that both sentences contain an independent clause: you…writing.
Note, though, that Red recognizes after you proofread as a dependent thought/modifier, as oppose to Blue.
Ask which sentence is a complete sentence?
Reveal the red sentence is correct. Ask why.
Explain that both sentences contain two independent clauses: Prof. Daniels…class and he…movie.
Note, though, that Red includes a comma before so, a coordinating conjunction joining two independent clauses.
Ask which sentence is a complete sentence.
Reveal the red sentence is correct. Ask why.
Explain that both sentences contain independent clauses: Alex…hard/he…succeed in red, Alex…hard/he…donuts in blue.
Note, though, that Red uses a semicolon to join closely related, as oppose to unrelated, independent clauses.
Ask which sentence is a complete sentence.
Reveal the red sentence is correct.
Explain that both sentences contain an independent clause: the…lunch in red, my lunch…delicious in blue.
Note, though, that Red includes a single independent clause, where Blue also includes a fragmented thought: the…stole.
Thank everyone for their time.
Ask if there are any questions.
Remind them how to contact the SSTC for further assistance.
