CS-1C

Grammar Refresher

READING FOCUS

Assignment: Complete the PRACTICE exercises before class. When your lesson refer-
ences the Tongue and Quill (T&Q, Aug 04), take a look...check it out!

Cognitive Lesson Objective: Comprehend the impact correct grammar and punctuation
usage has on effective writing and speaking.

Cognitive Samples of Behavior:

1. Differentiate between passive and active voice sentence structure.
2. Explain the procedures for correcting subject-verb agreement, smothered verbs, or pas-
sive and active voice.
3. Differentiate between different personal pronouns (1st, 2nd, and 3rd person case
forms).
4. Identify the correct/incorrect use of commas, colons, semicolons, and dashes.
5. Summarize the rules for capitalization, number usage, and abbreviations.

Affective Lesson Objective: Respond to the impact correct grammar and punctuation
usage has on effective writing and speaking.

Affective Sample of Behavior: Complete SSG practice problems and participate in case
study discussion.

Nostalgia is like a grammar lesson: you find the present tense, but the past perfect!
~Owens Lee Pomeroy

In order to write and speak effectively, officers need to have strong grammar and punctuation
skills. Grammar and writing skills promote our image as competent, credible professionals. The
underpinnings of effective communication also reflect critical thinking skills.

Getting back up to speed with grammar is just like getting back up on a bike again--in the begin-
ning you might be a little wobbly, but after a few attempts, you'll be back to your old form. It just
takes practice, and that's what we're going to give you. Learn the concepts, and you will be able to
identify whether or not they are used properly in given sentences. Take the time necessary to prepare,
so the results of this reading and practice exercises will be a true reflection of your abilities.

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 Grammar is the logic of speech, even as logic is the grammar of reason.
~Richard C. Trench

In this lesson, we’ll review 12 topics in grammar and writing, using the following format:

1) a definition or description of the topic

2) an example(s) of the topic, and
3) a practice exercise.

The classroom lesson will include a case study for you to further review and practice your gram-
mar and writing mechanics. Please keep in mind that the examples do NOT account for every possi-
bility; we tried to focus on the more common issues. Also, don’t forget that the Tongue and Quill
(T&Q) is an excellent resource for double-checking grammar and mechanical writing questions.
Finally, please note that the textbook software used to print the Student Study Guides doesn’t allow
for two spaces following end-of-sentence punctuation or colons. However, use proper spacing in your
work!

1. Passive and Active Voice

(T&Q, pp. 73-74, 269)

Passive voice: The voice of a verb tells whether the subject performs the action (active voice) or is
acted upon (passive voice). When passive voice is used, the subject is often located in a prepositional
phrase (by Jean Auel) or not stated. A passive verb always includes a “to be” verb form plus the past
participle of the verb (is written, was written, has been written, have been written).

The subject is acted upon.

Ex: “Clan of the Cave Bear” was written by Jean Auel.

Active voice: Someone does the action; more concise, clearer and direct—makes us sound alive!

The subject acts.

Ex: Jean Auel wrote “Clan of the Cave Bear.”

(Note: There are times when passive voice is appropriate, such as when the actor is unknown or not
important to know.)

3 Steps to Changing Passive Voice (e.g., is driven by Mary) to Active Voice (Mary drove)

Step 1: Find the “to be” verb form, including present, past, or participle tense forms.

is, are, am, has, have, was, were, will be, am being, have been

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Step 2: Find the past tense verb that follows the “to be” verb. The past tense verb (action verb) usually
ends in d, ed or en. To change passive voice to active voice, use the action verb without the “to
be” verb. Active voice can include past or present tense of the action verb, depending on need.

The results of the survey were reviewed by Capt Dawson.

Step 3: Put the actor (subject) before the action (past tense verb): actor – action – receiver.

Actor: Capt Dawson

Action: reviewed
Receiver: the results of the survey.

Corrected sentence: Capt Dawson reviewed the results of the survey.

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PRACTICE Rewrite the sentence to change the passive verb form to active verb form.

1. With seven seconds left in the game, a personal foul was committed by one of the players.
(Hint: actor? action? receiver?)

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2. Personal Pronouns
(T&Q, pp. 99, 269)
Personal pronouns create instant rapport; they show concern and keep your reader involved.
Also, pronouns illustrate a natural reference to people. In addition, personal pronouns can indicate
the writer’s or speaker’s relationship to the information presented.

SINGULAR Subjective *Objective Possessive

1st Person (1P) I me my, mine

2nd Person (2P) you you your, yours

3rd Person (3P) he, she, it him, her, it his, her, hers, its

PLURAL

1st Person (1P) we us our, ours

2nd Person (2P) you you your, yours

3rd Person (3P) they them their, theirs

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*Objective case forms are pronouns used either as:
1) the “object” following a verb (e.g., “hugged me”) or as
2) the “object” following a preposition (e.g., “by him”).
1st person (1P) Ex: I need someone to go to the base exchange.

2nd person (2P) Ex: At my command, fall in! (you as an understood subject)

3rd person (3P) Ex: It’s a good thing Dave found them some available seating.
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PRACTICE Identify the correct pronoun for sentences 2-4.

2. If a representative for the squadrons calls, tell ___________ that I'll be back on Tuesday.
a) him or her b) them
3. Between you and ____________ , this policy has a lot of problems. a) me b) I
4. To Jennifer and ____________ , the movie seemed very profound. a) her b) she
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3. Subject–Verb Agreement
(T&Q, p. 98)

Subject and verbs need to match in number (e.g., a plane flies or planes fly) and person (e.g., I eat or we
eat for first person; he eats or they eat for third person).
If a subject has two nouns/pronouns connected by and, then the subject is called a compound subject
and is considered plural in number (e.g., a car and boat are in the garage).
Pronouns and their antecedents must agree in person (1P, 2P, and 3P), number (plural or singular),
and gender (feminine, masculine, or neutral). The antecedent of a pronoun is the noun or other pro-
noun to which the pronoun refers.
Agreement of person and pronouns:
Ex: I doubt that either of those students knows what his/her workload will be for this class.
Why? 1. The word either is a singular indefinite pronoun.
2. The word his/her are the antecedents to either.
3. Since gender is unknown, use both the feminine and masculine forms for a 3P
singular, possessive pronoun.

Subjects connected by “or”/“nor” requires the verb to agree with the number (singular or plural) of
the nearer subject .

Ex: Neither the girl nor the boys were singing.

Ex: Neither the girls nor the boy was singing.

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PRACTICE Correct the subject-verb agreement in the following sentences.

5. The Airman must prepare for marching events to ensure ____________ professionally.
a. s/he performs b. they perform
6. Each one of the officers turned ________ head to the front when the guest speaker entered.
a. his/her b. their
7. Michael’s new story, like all his stories, _________ well written. a. is b. are
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4. Smothered Verbs
(T&Q, p. 75)

Smothered verbs involve a verb form used as a noun. These verb forms often end in: -ant, -ent, -ence,
-ance, or –ion. Smothered verbs add unnecessary words to sentence construction. To correct a sen-
tence with a smothered verb requires the writer to first locate the verb disguised as a noun and then,
rewrite the sentence using the verb form of the word.

Ex: We’ll conduct room inspections on Saturday morning.

Corrected: We’ll inspect rooms on Saturday morning.
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PRACTICE Rewrite the sentence more concisely by changing the smothered verb to a verb form.

8. In the future, don’t take your complaints directly to the OTS Commander.

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5. Unnecessary Redundancy
(aka Word Doubling; T&Q, p. 80)

Redundancy occurs when we say nearly the same thing twice, leading to wordy sentence construction.
We want to avoid unnecessary wordiness in our writing.

Ex: We designed the extra additional building for storage purposes.

Corrected: We designed the extra building for storage purposes.

Ex: The students were excited and ecstatic about the proposed changes.
Corrected: The students were ecstatic about the proposed changes.

On page 80 of the Tongue & Quill, you’ll see a list of “Repetitive Redundancy” words to avoid:

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 absolutely conclusive bisect it in two future plan
connect together real fact small in size
completely unanimous descend downward temporary reprieve
deadly poison grave crisis old antique

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PRACTICE In the following sentences, cross out unnecessary words to avoid redundancy.

9. The instructions for the court-martial proceedings were clear and simple.
10. The panel guests were disgraced and dishonored at the pointed barbs of one obnoxious
audience member.
11. The original founder discussed his success and achievement for creating smooth and silky
chocolates.
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6. Mechanics of Writing: Comma

(T&Q, pp. 282-286)

a. Use: After a dependent clause, when followed by an independent clause

b. Ex: Before we walk to the BX, let’s clean up our room.
(dependent clause) (independent clause can stand alone)

a. Use: Before coordinating conjunctions (e.g., and, but, or, nor) when two independent
clauses are joined together
b. Ex: The team had just seen their first battle, and their morale was down.
(independent clause) (independent clause)

a. Use: To separate three or more words in a series, except before a coordinating conjunction
b. Ex: *The Navy SEAL fought his way to the objective by swimming, running, crawling, and
SCUBA diving.

* Closed punctuation includes the comma before the coordinating conjunction. Open punctuation
omits the comma before the coordinating conjunction. In military writing, both are acceptable.

a. Use: To set off nonessential words, phrases, or clauses not necessary for the meaning or sen-
tence structure; the title, position, or organization after a person’s name; to set off
introductory elements; to set off explanatory dates, addresses, and place names; and to
set off quoted statements. (more information on comma use is given in the Tongue &
Quill, pp. 282-286)

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 b. Ex: The major, a recent promotee, is an experienced instructor.
The Commander, 42ABW, is responsible for law enforcement on base.
Yes, I see what you mean.
The new DoD policy on sexual assault was announced on Tuesday, 5 Jan 05.
The SrA said, “I’m here to look at your computers listed on the work order.”

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PRACTICE In the following sentences, add commas as appropriate.

12. Of all the desserts on the sample tray I like the lemon meringues the best.
13. The results are in and TSgt James was selected for promotion!
14. Capt T. J. Eller a recent arrival from Space Command loves to play golf.
15. The student announced I have an appointment with Mr. Wiggins at 1100.
16. The student announced that she has an appointment with Mr. Wiggins at 1100.
17. The battleship Gallactica will be taken off the active list.
18. When the final results were tabulated Linda was declared the winning briefer.
19. The message is worth repeating because it’s so critical to personal safety.
20. Do you want me to do the weeding watering poison spraying or grass seeding first?
21. Because it’s so critical to personal safety the message is worth repeating.
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7. Mechanics of Writing: Colon
(T&Q, p. 280)

a. Use: Before a series or list of items.

b. Ex: The revised strategy proved to be effective in many ways: improved community rela-
tions, shorter wait time, and reduced cost.

a. Use: To introduce an idea that is to follow. The statement preceding the colon is an inde-
pendent statement and clearly points to what is to follow.
b. Ex: I only have one ambition: to graduate!

a. Use: To separate an introductory statement from other material (explanation, summary)

when coordinating conjunctions or transitions are omitted.
b. Ex: Living in a dormitory has lots of advantages: residents can quickly walk to class,
socials are easy to organize, and recreational areas are nearby.

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PRACTICE Add colons and commas where necessary.

22. For the BOT potluck, we need to include the following meat dishes salads desserts and drinks.
23. We have only one option to win the election nominate Kudrow.
24. The Shopette caters to many work schedules it offers early open hours late closing hours and a
variety of sundry products.
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8. Mechanics of Writing: Semicolon
(T&Q, p. 307)

a. Use: To separate independent clauses not joined by a coordinating conjunction

b. Ex: The instructor provides the questions; the answers come from the operating instruc-
tion.

a. Use: Before transitional words and phrases (e.g., accordingly, as a result, however, therefore,
nevertheless)
b. Ex: Expenses are increasing; however, we haven’t increased our prices.
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PRACTICE In the following sentences, make punctuation corrections.

25. Interalizing the core values involves every aspect of a person’s life therefore it includes career home
and school decisions.
26. The Flt/CC will give the answers in class the answers come from the lesson plan.
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9. Mechanics of Writing: Dash
(T&Q, p. 287)

The dash indicates an interuption: it signals an insertion or break. When using your computer, form a
dash with two hypens (--) or the character called an em dash (automatic long dash made from typing
two dashes immediately followed by letters and a space). Don’t add space around or between the
hyphens or around the em dash.

a. Use: To give a break in thought.

b. Ex: She’s lost her bid for the semi-finals--no, she’s back on the board due to an error.

a. Use: To set off a nonessential element requiring special attention.

b. Ex: We’ll be sure to notify all students--as well as staff--of the general’s visit.

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PRACTICE Correct the punctuation in the following sentences.

27. Certain areas of study leadership, profession of arms, and communication are considered manda-
tory curriculum.
28. Elvis has left the building no, he’s headed down another hallway.
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10. Mechanics of Writing: Capitalization
(T&Q, pp. 317-329)

“Conventions of capitalization vary from language to language. English, for instance, is the only lan-
guage to capitalize the first-person singular pronoun, I, and its practice of capitalizaing proper nouns,
but not most common nouns, also distinguishes it from some other languages.” (Fowler and Aaron,
The Little, Brown Handbook, 9th Ed, p. 518)

a. Use: To identify the official or proper name of a person, place, or thing.

b. Ex: Statue of Liberty (but not the statue); Air War College (but not the college)
Twenty-first Century; the Constitution
the Capitol in DC; the capital of Maine is...

a. Use: In titles and headings; capitalize the first word and all words with four or more let-
ters; capitalize words with less than four letters EXCEPT articles (the, a, an), short
conjunctions (and, as, but, if ), and short prepositions (at, by for, on); capitalize
short verb forms (is, be), but not to when part of an infinitive.
b. Ex: Know Your Strengths and Limitations if You Want to Succeed
When a Kiss Is Not Just a Kiss; Power: How to Get It
To Be Runner-Up: Winner or Loser?

a. Use: To identify names of military exercises, operations, concepts, etc.

b. Ex: Exercise GLOBAL SHIELD Operation ENDURING FREEDOM
Air and Space Superiority 10th Air Base Wing or 10 ABW

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PRACTICE Correct any capitalization errors.

29. I am going to take a physics course before I graduate from college.

30. Auburn university is a famous school in the south and is located a few miles north of I-85.
31. The auditorium lecture, the art of war, discussed current military ideas, such as agile combat sup-
port.

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11. Mechanics of Writing: Number Usage
(T&Q, pp. 331-336)

In general, numbers 10 and above use figures, and numbers one through nine are written in words.
There are some exceptions: to express time, to designate military units up to and including wings, and
to write numerical abbreviations.

Ex: My class graduates in 1 month, 9 days, 6 hours and 37 minutes.

First Lieutenant Jackson (abbreviated 1st Lt Jackson)
Second Lieutenant Andrews (abbreviated 2d Lt Andrews)
43rd Medical Group (abbreviated 43 MDG)
42nd Mission Support Squadron (abbreviated 42 MSS)
Civilian - 10:00 AM or 10:00 a.m.; military - 1000
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PRACTICE Correct any problems with number usage.

32. I’ll be thirty-eight years old in 7 months.

33. First Lt Roberts needs to see his troop, Airman 1st Class Welby by 10:00 am.
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12. Mechanics of Writing: Abbreviations
(T&Q, pp. 170, 152-154, 310-315)

For military abbreviations, spell out the word(s) the first time followed by the abbreviation in paren-
thesis. Now you can use the abbreviated form throughout the rest of document without the parenthe-
sis.

Ex: I shop regularly at Army and Air Force Exchange Service (AAFES) facilities. I
love the selection AAFES offers its customers.
Also, the use of contractions are generally accepted in military writing. However, be careful of the cor-
rect use of your and you’re, along its and it’s.

Ex: Where you’re going is your busines.

If it’s important, we’ll respect its urgency.
Note that most military abbreviations don’t use a period (.) after the abbreviated word. Some abbrevi-
ations noted on pp 314 and 315 are exceptions. Take a peek!

Ex: Mr. and Mrs. Ripley live three mi from SrA Locklear.

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PRACTICE Correct any number usage or abbreviation problems.

34. Dr James Morris called to ask what your wearing to the banquet.
35. Sr Airman Wallace says its urgent to call Capt. Eller or its going to be heck to pay!
36. There’ll be 9 people attending the retirement ceremony for Lt. Gen Crosby.
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REFERENCES

1. AFH 33-337, The Tongue and Quill, 1 Aug 04

2. Fowler, H. Ramsey and Aaron, Jane E., The Little, Brown Handbook, Ninth Ed; Pearson Longman:
NY, 2004

PRACTICE ANSWER KEY

If you have trouble underestanding the answer to any practice problems, be sure to bring up in class.

1. With seven seconds left in the game, a personal foul was committed by one of the players.
With seven seconds left in the ball game, one of the players committed a personal foul.

2. If anyone calls, tell ____________ that I'll be back on Tuesday. a) him or her b) them
If anyone calls, tell him or her that I'll be back on Tuesday.
(anyone = singular; them is plural, so is not a correct use)

3. Between you and ____________ , this policy has a lot of problems. a) me b) I

Between you and me, this policy has a lot of problems.
(me is the objective form that follows the preposition between; I is a subjective case form)

4. To Jennifer and ____________ , the movie seemed very profound. a) her b) she
To Jennifer and her , the movie seemed very profound.
(To is a preposition and requires the objective case form of her, not she)

5. The Airman must prepare for marching events to ensure ____________ professionally.
a. s/he performs b. they perform
The Airman must prepare for marching events to ensure s/he performs professionally.
(need singular case form)

6. Each one of the officers turned ________ head to the front when the guest speaker entered.
a. his/her b. their

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 Each one of the officers turned his/her head to the front when the guest speaker entered.
(need singular case form)
Note: To avoid overuse of s/he or him/her in your writing, try using plural or gender neutral terms.
For example, try changing the above sentence the following way. “All the officers turned their heads to
the front...”
7. Michael’s new story, like all his stories, _________ well written. a. is b. are
Michael’s new story, like all his stories, is well written.
(story is singular; need singular verb form)
8. In the future, don’t take your complaints directly to the OTS Commander.
In the future, don’t complain directly to the OTS Commander.
9. The instructions for the court-martial proceedings were clear and simple.
The instructions for the court-martial proceedings were clear and simple.

10. The panel guests were disgraced and dishonored at the pointed barbs of one obnoxious audience
member.
The panel guests were disgraced and dishonored at the pointed barbs of one obnoxious
audience member.
(disgraced could have been used and dishonored deleted)

11. The original founder discussed his success and achievement for creating smooth and silky choco-
lates.
The original founder discussed his success and achievement for creating smooth and silky
chocolates.
(achievement could have been used with success deleted; also, smooth could have been used
instead of silk—just a matter of personal taste)

12. Of all the desserts on the sample tray I like the lemon meringues the best.
Of all the desserts on the sample tray, I like the lemon meringues the best.
(introductory phrase)

13. The results are in and TSgt James was selected for promotion!
The results are in, and TSgt James was selected for promotion!
(two independent clauses)

14. Capt T. J. Eller a recent arrival from Space Command loves to play golf.
Capt T. J. Eller, a recent arrival from Space Command, loves to play golf.
(nonessential appositive)

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15. The student announced I have an appointment with Mr. Wiggins at 1100.
The student announced, “I have an appointment with Mr. Wiggins at 1100.”
(set off quote)

16. The student announced that she has an appointment with Mr. Wiggins at 1100.
The student announced that she has an appointment with Mr. Wiggins at 1100.
(okay as is)

17. The battleship Gallactica will be taken off the active list.
The battleship Gallactica will be taken off the active list.
(okay as is; Gallactica is essential information because there is more than one battleship on
the active list)

18. When the final results were tabulated Linda was declared the winning briefer.
When the final results were tabulated, Linda was declared the winning briefer.
(to set off a dependent clause)

19. The message is worth repeating because it’s so critical to personal safety.
The message is worth repeating because it’s so critical to personal safety.
(because it’s so critical to personal safety is an adverbial clause that tells why; it doesn’t require a
comma)

20. Do you want me to do the weeding watering poison spraying or grass seeding first?
Do you want me to do the weeding, watering, poison spraying, or grass seeding first?
(series of items needs to be separated by commas)

21. Because it’s so critical to personal safety the message is worth repeating.
Because it’s so critical to personal safety, the message is worth repeating.
(Because is the subordinating conjunction used in a subordinating clause; therefore, a
comma is needed. If this one caught you off guard, realize the Little Brown Handbook, a
grammar handbook, is 1,000 pages. We can’t cover everything in our refresher lesson!)

22. For the BOT potluck, we need to include the following meat dishes salads desserts and drinks.
For the BOT potluck, we need to include the following: meat dishes, salads, desserts, and
drinks.

23. We have only one option to win the election nominate Kudrow.
We have only one option to win the election nominate Kudrow.

24. The Shopette caters to many work schedules it offers early open hours late closing hours and a
variety of sundry products.

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 The Shoppette caters to many work schedules: it offers early open hours, late closing hours,
and a variety of sundry products.

25. Interalizing the core values involves every aspect of a person’s life therefore it includes career home
and school decisions.
Interalizing the core values involves every aspect of a person’s life; therefore, it includes
career home and school decisions.

26. The Flt/CC will give the answers in class the answers come from the lesson plan.
The Flt/CC will give the answers in class; the answers come from the lesson plan.

27. Certain areas of study leadership, profession of arms, and communication are considered manda-
tory curriculum.
Certain areas of study--leadership, profession of arms, and communication--are considered
mandatory curriculum.

28. Elvis has left the building no, he’s headed down another hallway.
Elvis has left the building--no, he’s headed down another hallway.

29. I am going to take a physics course before I graduate from college.

I am going to take a physics course before I graduate from college.
(no errors)

30. Auburn university is a famous school in the south and is located a few miles north of I-85.
Auburn University is a famous school in the South and located a few miles north of I-85.

31. The auditorium lecture, the art of war, included current military ideas, such as agile combat sup-
port.
The auditorium lecture, The Art of War, included current military ideas, such as Agile Com-
bat Support.

32. I’ll be thirty-eight years old in 7 months.

I’ll be 38 years old in seven months.

33. First Lt Roberts needs to see his troop, Airman 1st Class Welby by 10:00 am.
First Lieutenant (or 1st Lt) Roberts needs to see his troop, Airman First Class (or A1C)
Welby by 1000.

34. Dr James Morris called to ask what your wearing to the banquet.
Dr. James Morris called to ask what you’re wearing to the banquet.

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35. Sr Airman Wallace says its urgent to call Capt. Eller or its going to be heck to pay!
Senior Airman Wallace (or SrA Wallace) say it’s urgent to call Capt (no period) Eller or it’s
going to be heck to pay!

36. There’ll be 9 people attending the retirment ceremony for Lt. Gen Crosby.
There’ll be nine people attending the retirment ceremony for Lt (no period) Gen Crosby.

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