English Reviewer

Grammar Reviewer

1. Parts of Speech

●​ Nouns: Words that name people, places, things, or ideas.

●​ Types of Nouns:
●​ Common Nouns: General names (e.g., city, dog).
●​ Proper Nouns: Specific names (e.g., New York, Rover).
●​ Collective Nouns: Names for a group (e.g., team, flock).
●​ Abstract Nouns: Names for ideas or concepts (e.g., love, freedom).
●​ Pronouns: Words that replace nouns to avoid repetition.
●​ Types of Pronouns:
●​ Personal Pronouns: Refer to specific people or things (e.g., I, you,
he, she, it, we, they).
●​ Possessive Pronouns: Indicate ownership (e.g., mine, yours, his,
hers, ours, theirs).
●​ Reflexive Pronouns: Refer back to the subject (e.g., myself,
yourself, himself).
●​ Relative Pronouns: Introduce relative clauses (e.g., who, whom,
whose, which, that).
●​ Verbs: Words that express action or state of being.
●​ Types of Verbs:
●​ Action Verbs: Describe physical or mental actions (e.g., run, think).
●​ Linking Verbs: Connect the subject to a subject complement (e.g.,
am, is, are, was, were).
●​ Auxiliary (Helping) Verbs: Help the main verb express tense, mood,
or voice (e.g., have, will, can).
●​ Adjectives: Words that describe or modify nouns.
●​ Types of Adjectives:
●​ Descriptive Adjectives: Describe qualities (e.g., blue, tall).
●​ Quantitative Adjectives: Indicate quantity (e.g., some, many).
●​ Demonstrative Adjectives: Point out specific items (e.g., this, that).
●​ Possessive Adjectives: Show ownership (e.g., my, your, his).
 ●​ Adverbs: Words that modify verbs, adjectives, or other adverbs.
●​ Types of Adverbs:
●​ Adverbs of Manner: Describe how an action is performed (e.g.,
quickly, carefully).
●​ Adverbs of Time: Indicate when an action occurs (e.g., now,
yesterday).
●​ Adverbs of Place: Indicate where an action occurs (e.g., here,
there).
●​ Adverbs of Degree: Indicate the intensity or degree of an action
(e.g., very, quite).
●​ Prepositions: Words that show relationships between nouns (or pronouns) and
other words in a sentence.
●​ Examples: in, on, at, between, under, over, with.
●​ Conjunctions: Words that connect clauses or sentences.
●​ Types of Conjunctions:
●​ Coordinating Conjunctions: Connect words, phrases, or
independent clauses (e.g., and, but, or, nor, for, so, yet).
●​ Subordinating Conjunctions: Connect an independent clause with a
dependent clause (e.g., because, although, since, unless).
●​ Correlative Conjunctions: Pairs of conjunctions that work together
(e.g., either...or, neither...nor).
●​ Interjections: Words that express emotion or exclamation.
●​ Examples: wow, ouch, hey, hurray.

2. Sentence Structure

●​ Simple Sentences: Contains one independent clause.

●​ Example: The dog barks.
●​ Compound Sentences: Contains two or more independent clauses joined by a
coordinating conjunction.
●​ Example: The dog barks, and the cat meows.
●​ Complex Sentences: Contains one independent clause and at least one
dependent clause.
●​ Example: Although the dog barks, the cat sleeps.
 ●​ Compound-Complex Sentences: Contains at least two independent clauses and
one or more dependent clauses.
●​ Example: Although the dog barks, the cat sleeps, and the bird sings.

3. Common Grammar Issues

●​ Subject-Verb Agreement: The subject and verb must agree in number (singular
or plural).
●​ Example: She runs (singular) vs. They run (plural).
●​ Tense Consistency: Maintain the same tense throughout a sentence or
paragraph.
●​ Example: Incorrect: She runs to the store and bought milk. Correct: She
runs to the store and buys milk.
●​ Misplaced Modifiers: Ensure modifiers are placed next to the words they modify.
●​ Example: Incorrect: She almost drove her kids to school every day.
Correct: She drove her kids to school almost every day.
●​ Pronoun-Antecedent Agreement: Pronouns must agree in number and gender
with their antecedents.
●​ Example: Everyone should bring their own lunch. (Incorrect: Everyone
should bring his or her own lunch.)
●​ Run-On Sentences: Avoid combining multiple independent clauses without
proper punctuation or conjunctions.
●​ Example: Incorrect: I love to read I have many books. Correct: I love to
read, and I have many books.
●​ Fragments: Ensure every sentence has at least one independent clause.
●​ Example: Incorrect: Because I was tired. Correct: I went to bed early
because I was tired.

4. Punctuation

●​ Periods (.): Used to end declarative sentences.

●​ Commas (,): Used to separate items in a list, after introductory phrases, and
before conjunctions in compound sentences.
●​ Semicolons (;): Used to connect closely related independent clauses.
●​ Colons (:): Used to introduce lists, quotes, or explanations.
●​ Quotation Marks (" "): Used to indicate direct speech or quotations.
●​ Apostrophes ('): Used to show possession or form contractions.
●​ Exclamation Points (!): Used to express strong emotion or emphasis.
●​ Question Marks (?): Used to end interrogative sentences.
Practice Problems:

1.​ Identify the part of speech for the underlined word: "The quick brown fox jumps
over the lazy dog."
2.​ Correct the following sentence: "Each of the students have completed their
assignments."
3.​ Rewrite the following run-on sentence: "I love to read I have many books."
4.​ Identify the subject and verb in the following sentence: "The cat chased the
mouse."
5.​ Choose the correct pronoun: "Neither of the boys brought ___ lunch." (his, their)
6.​ Rewrite the following fragment as a complete sentence: "When I went to the
store."
7.​ Identify the misplaced modifier in the following sentence: "She saw the dog
running down the street with a broken leg."
8.​ Correct the punctuation in the following sentence: "I have three pets a dog a cat
and a fish."
9.​ Identify the type of sentence: "Although it was raining, we decided to go for a
walk."
10.​Rewrite the following sentence to correct the subject-verb agreement: "The team
are winning the game."
Vocabulary Reviewer

1. Understanding Vocabulary

●​ Definition: Vocabulary refers to the set of words known and used by a person or
group. It is essential for effective communication and comprehension.
●​ Types of Vocabulary:
●​ Active Vocabulary: Words that a person uses regularly in speech and
writing.
●​ Passive Vocabulary: Words that a person understands but does not use
frequently.

2. Word Meaning

●​ Context Clues: Use the surrounding text to infer the meaning of unfamiliar words.
Look for definitions, synonyms, antonyms, or examples within the sentence.
●​ Denotation and Connotation:
●​ Denotation: The literal meaning of a word (e.g., "home" refers to a place
where one lives).
●​ Connotation: The emotional or cultural associations of a word (e.g.,
"home" may evoke feelings of warmth and comfort).

3. Synonyms and Antonyms

●​ Synonyms: Words that have similar meanings (e.g., "happy" - "joyful").

●​ Antonyms: Words that have opposite meanings (e.g., "happy" - "sad").

4. Homophones and Homographs

●​ Homophones: Words that sound the same but have different meanings (e.g., "to,"
"two," "too").
●​ Homographs: Words that are spelled the same but have different meanings (e.g.,
"lead" (to guide) vs. "lead" (a metal)).

5. Word Formation

●​ Prefixes: Letters added to the beginning of a word to change its meaning (e.g.,
"un-" in "unhappy" means "not").
 ●​ Suffixes: Letters added to the end of a word to change its meaning or
grammatical function (e.g., "-ness" in "happiness" turns an adjective into a noun).
●​ Root Words: The base part of a word that carries its primary meaning (e.g., "bio"
means "life" in "biology").

6. Strategies for Building Vocabulary

●​ Reading: Read a variety of texts (books, articles, essays) to encounter new

words in context.
●​ Flashcards: Create flashcards with new words and their definitions to review
regularly.
●​ Word Games: Engage in word games like Scrabble, crossword puzzles, or
vocabulary quizzes.
●​ Use in Writing: Incorporate new vocabulary into your writing to reinforce learning.
●​ Practice with Context: Write sentences using new words to understand their
meanings better.

Practice Exercises:

1.​ Context Clues: Use context to determine the meaning of the underlined word:
"The weather was so inclement that the game was canceled."
●​ a) Pleasant
●​ b) Harsh
●​ c) Warm
●​ d) Clear
2.​ Synonyms: Choose the synonym for the word "benevolent":
●​ a) Malevolent
●​ b) Kind
●​ c) Indifferent
●​ d) Hostile
3.​ Antonyms: Choose the antonym for the word "diligent":
●​ a) Hardworking
●​ b) Lazy
●​ c) Careful
●​ d) Attentive
4.​ Homophones: Choose the correct homophone: "The teacher asked the students
to ___ their homework." (write, right)
5.​ Word Formation: Identify the prefix in the word "disagree":
●​ a) agree
●​ b) dis-
●​ c) -e
●​ d) None of the above
6.​ Fill in the Blank: Choose the correct word: "The scientist's findings were met with
great ___ from the community." (apathy, enthusiasm)
7.​ Root Words: What does the root "graph" mean in the word "autograph"?
●​ a) To write
●​ b) To draw
●​ c) To measure
●​ d) To speak
8.​ Sentence Completion: Complete the sentence with the correct word: "Her
explanation was so ___ that everyone understood the complex topic."
(ambiguous, lucid)
9.​ Word Usage: Write a sentence using the word "meticulous."
10.​Matching: Match the word with its definition:
●​ a) Eloquent
●​ b) Obscure
●​ c) Pragmatic
●​ d) Ubiquitous
4.​ Practical and realistic
5.​ Clear and persuasive in speech
6.​ Present everywhere
7.​ Not well-known or unclear
Reading Comprehension Reviewer

1. Understanding Reading Comprehension

●​ Definition: Reading comprehension is the ability to understand, interpret, and

analyze written texts. It involves extracting meaning from the text and making
connections to prior knowledge.
●​ Importance: Strong reading comprehension skills are essential for academic
success, effective communication, and critical thinking.

2. Strategies for Improving Reading Comprehension

●​ Preview the Text: Before reading, skim the title, headings, subheadings, and any
images or captions to get an overview of the content.
●​ Active Reading: Engage with the text by highlighting key points, taking notes, and
asking questions as you read.
●​ Summarization: After reading a section, summarize the main ideas in your own
words to reinforce understanding.
●​ Make Inferences: Use context clues and prior knowledge to draw conclusions
that are not explicitly stated in the text.
●​ Visualize: Create mental images of the content to enhance understanding and
retention.
●​ Reread: If a passage is difficult to understand, reread it for clarity.

3. Types of Questions in Reading Comprehension

●​ Main Idea Questions: Identify the primary focus or theme of the passage.
●​ Example: What is the main idea of the passage?
●​ Detail Questions: Find specific information or details mentioned in the text.
●​ Example: According to the passage, what are the benefits of exercise?
●​ Inference Questions: Make logical conclusions based on the information
provided.
●​ Example: What can be inferred about the character's feelings?
●​ Vocabulary in Context Questions: Determine the meaning of a word based on its
usage in the passage.
●​ Example: What does the word "arduous" mean in the context of the
passage?
●​ Author's Purpose Questions: Identify the reason the author wrote the passage (to
inform, persuade, entertain, etc.).
●​ Example: What is the author's purpose in writing this article?
 ●​ Tone and Mood Questions: Analyze the author's attitude toward the subject and
the emotional atmosphere of the text.
●​ Example: How does the author feel about the topic discussed?

Practice Exercises:

Passage for Questions 1-5: Read the following passage and answer the questions that
follow.

Passage: "Many people believe that exercise is essential for maintaining good health.
Regular physical activity can help prevent chronic diseases, improve mental health, and
enhance overall well-being. Despite these benefits, many individuals struggle to
incorporate exercise into their daily routines. Finding enjoyable activities and setting
realistic goals can make it easier to stay active."

1.​ Main Idea: What is the main idea of the passage?

●​ a) Exercise is difficult to maintain.
●​ b) Exercise is important for health.
●​ c) Many people dislike exercising.
●​ d) Chronic diseases are common.
2.​ Detail Question: According to the passage, what are two benefits of regular
physical activity?
●​ a) It prevents chronic diseases and improves mental health.
●​ b) It is enjoyable and easy to do.
●​ c) It enhances overall well-being and is time-consuming.
●​ d) It helps with weight loss and increases energy.
3.​ Inference Question: What can be inferred about people who struggle to
incorporate exercise into their routines?
●​ a) They do not care about their health.
●​ b) They may not have access to exercise facilities.
●​ c) They find it challenging to find enjoyable activities.
●​ d) They are all overweight.
 4.​ Vocabulary in Context: What does the word "incorporate" mean in the context of
the passage?
●​ a) To remove
●​ b) To include
●​ c) To ignore
●​ d) To complicate
5.​ Author's Purpose: What is the author's purpose in writing this passage?
●​ a) To entertain readers with a story.
●​ b) To inform readers about the benefits of exercise.
●​ c) To persuade readers to stop exercising.
●​ d) To describe different types of exercises.

Passage for Questions 6-10: Read the following passage and answer the questions that
follow.

Passage: "Climate change is one of the most pressing issues facing our planet today.
Rising temperatures, melting ice caps, and extreme weather events are just a few of the
consequences of climate change. Scientists warn that if we do not take immediate
action to reduce greenhouse gas emissions, the effects will be catastrophic for future
generations."

6.​ Main Idea: What is the main idea of the passage?

●​ a) Climate change is not a serious issue.
●​ b) Climate change has many consequences.
●​ c) Immediate action is needed to combat climate change.
●​ d) Scientists are unsure about climate change.

7.​ Detail Question: According to the passage, what are two consequences of
climate change?
●​ a) Rising temperatures and increased rainfall.
●​ b) Melting ice caps and extreme weather events.
 ●​ c) Improved agricultural yields and better air quality.
●​ d) More wildlife and healthier ecosystems.
8.​ Inference Question: What can be inferred about the author's view on climate
change?
●​ a) The author believes it is a minor issue.
●​ b) The author thinks action is necessary.
●​ c) The author is indifferent to the topic.
●​ d) The author believes scientists are exaggerating.
9.​ Vocabulary in Context: What does the word "catastrophic" mean in the context of
the passage?
●​ a) Beneficial
●​ b) Destructive
●​ c) Uncertain
●​ d) Unimportant
10.​Author's Purpose: What is the author's purpose in writing this passage?
●​ a) To entertain readers with a story about climate change.
●​ b) To inform readers about the consequences of climate change.
●​ c) To persuade readers to ignore climate change.
●​ d) To describe the history of climate change.
Writing Skills Reviewer

1. Writing Process

●​ Prewriting: The initial stage where you brainstorm ideas, conduct research, and
outline your thoughts. Techniques include:
●​ Brainstorming: Jotting down ideas without judgment.
●​ Mind Mapping: Creating a visual representation of ideas and their
connections.
●​ Outlining: Organizing ideas into a structured format.
●​ Drafting: Writing the first version of your text based on your outline. Focus on
getting your ideas down without worrying too much about perfection.
●​ Revising: Reviewing and making changes to improve the content, structure, and
clarity of your writing. Consider:
●​ Adding, deleting, or rearranging sections.
●​ Ensuring that your ideas flow logically.
●​ Editing: Checking for grammar, punctuation, spelling, and formatting errors. This
step ensures that your writing is polished and professional.
●​ Publishing: Sharing your final piece with an audience, whether in print or online.

2. Essay Structure

●​ Introduction:
●​ Hook: Start with an engaging opening statement to capture the reader's
attention.
●​ Background Information: Provide context or background on the topic.
●​ Thesis Statement: Clearly state your main argument or purpose of the
essay.
●​ Body Paragraphs:
●​ Each paragraph should focus on a single point that supports the thesis.
●​ Topic Sentence: Begin with a sentence that introduces the main idea of
the paragraph.
●​ Evidence and Examples: Use facts, quotes, or examples to support your
point.
●​ Analysis: Explain how the evidence relates to your thesis.
●​ Conclusion:
●​ Summarize the main points discussed in the essay.
●​ Restate the thesis in a new way.
●​ Provide a final thought or call to action.
3. Types of Writing

●​ Narrative Writing: Tells a story with a clear sequence of events. Focus on

character development, setting, and plot.
●​ Elements: Characters, setting, conflict, climax, resolution.
●​ Descriptive Writing: Uses sensory details to create vivid images in the reader's
mind. Focus on showing rather than telling.
●​ Techniques: Use adjectives, adverbs, and figurative language (similes,
metaphors).
●​ Expository Writing: Explains or informs about a topic. It is factual and objective.
●​ Structure: Clear and logical organization, often using headings and
subheadings.
●​ Persuasive Writing: Aims to convince the reader of a particular viewpoint. Use
logical reasoning, emotional appeals, and credible evidence.
●​ Techniques: Address counterarguments, use strong language, and
provide compelling evidence.

4. Common Writing Issues

●​ Clarity: Ensure sentences are clear and concise. Avoid jargon and overly
complex language.
●​ Coherence: Use transitions to connect ideas smoothly. This helps the reader
follow your argument.
●​ Grammar and Mechanics: Check for correct punctuation, spelling, and grammar.
Common issues include:
●​ Subject-verb agreement
●​ Run-on sentences
●​ Sentence fragments

Practice Exercises:

1.​ Prewriting Exercise: Choose a topic and create a mind map to organize your
ideas.
2.​ Drafting Exercise: Write a short narrative about a memorable event in your life,
focusing on sensory details.
3.​ Revising Exercise: Take a paragraph from a previous writing assignment and
revise it for clarity and coherence.
4.​ Editing Exercise: Proofread the following sentence for errors: "The dog barked
loudly it was hungry."
5.​ Essay Structure Exercise: Write a thesis statement for an essay on the
importance of renewable energy.
6.​ Body Paragraph Exercise: Write a body paragraph supporting your thesis
statement, including a topic sentence, evidence, and analysis.
7.​ Conclusion Exercise: Write a concluding paragraph for an essay about the
benefits of reading.
8.​ Descriptive Writing Exercise: Describe your favorite place using vivid sensory
details.
9.​ Persuasive Writing Exercise: Write a short persuasive paragraph arguing for or
against school uniforms.
10.​Grammar Exercise: Identify and correct the errors in the following sentence:
"Each of the students have submitted their assignment on time."
Literary Analysis Reviewer

1. Understanding Literary Analysis

●​ Definition: Literary analysis is the examination and interpretation of a piece of

literature. It involves breaking down the text to understand its meaning, themes,
and the author's intent.
●​ Purpose: The goal of literary analysis is to gain a deeper understanding of the
text and to communicate insights about its significance, structure, and impact.

2. Key Elements of Literary Analysis

●​ Theme: The central idea or message conveyed by the work. Themes can be
explicit or implicit and often reflect universal truths or moral lessons.
●​ Examples: Love, conflict, identity, power, and morality.
●​ Characterization: The process by which the author reveals the personality and
traits of characters. This can be done through:
●​ Direct Characterization: The author explicitly describes a character.
●​ Indirect Characterization: The author reveals a character's traits through
actions, dialogue, thoughts, and interactions with others.
●​ Setting: The time and place in which the story occurs. The setting can influence
the mood, tone, and characters' actions.
●​ Elements of Setting: Location, time period, social context, and cultural
background.
●​ Plot: The sequence of events that make up the story. It typically includes:
●​ Exposition: Introduction of characters, setting, and background
information.
●​ Rising Action: Development of conflict and complications.
●​ Climax: The turning point or most intense moment of the story.
●​ Falling Action: Events that follow the climax and lead to resolution.
●​ Resolution: The conclusion of the story where conflicts are resolved.
●​ Point of View: The perspective from which the story is told. Common points of
view include:
●​ First Person: The narrator is a character in the story (uses "I" or "we").
●​ Third Person Limited: The narrator knows the thoughts and feelings of one
character.
●​ Third Person Omniscient: The narrator knows the thoughts and feelings of
all characters.
●​ Tone and Mood:
 ●​ Tone: The author's attitude toward the subject or audience, conveyed
through word choice and style.
●​ Mood: The emotional atmosphere of the text, created by the author's
language and imagery.
●​ Literary Devices: Techniques used by authors to enhance their writing and
convey meaning. Common devices include:
●​ Imagery: Descriptive language that appeals to the senses.
●​ Symbolism: The use of symbols to represent ideas or concepts.
●​ Metaphor and Simile: Comparisons between two unlike things (metaphor
is direct; simile uses "like" or "as").
●​ Alliteration: The repetition of consonant sounds at the beginning of words.
●​ Foreshadowing: Hints or clues about what will happen later in the story.

3. Writing a Literary Analysis

●​ Thesis Statement: A clear, concise statement that presents the main argument or
interpretation of the text. It should be specific and arguable.
●​ Example: "In 'The Great Gatsby,' F. Scott Fitzgerald uses symbolism to
illustrate the emptiness of the American Dream."
●​ Supporting Evidence: Use quotes and examples from the text to support your
thesis. Analyze how these examples contribute to your overall argument.
●​ Structure:
●​ Introduction: Introduce the text, author, and your thesis statement.
●​ Body Paragraphs: Each paragraph should focus on a specific point that
supports your thesis. Include evidence and analysis.
●​ Conclusion: Summarize your main points and restate the significance of
your analysis.

Practice Exercises:

1.​ Identify the Theme: Read a short story or poem and identify its central theme.
Write a brief explanation of how the author conveys this theme.
2.​ Character Analysis: Choose a character from a novel and analyze their
development throughout the story. What are their motivations, conflicts, and
changes?
3.​ Setting Description: Describe the setting of a story you have read. How does the
setting influence the characters and plot?
4.​ Plot Structure: Outline the plot of a short story, identifying the exposition, rising
action, climax, falling action, and resolution.
5.​ Point of View Analysis: Analyze the point of view in a novel. How does the
chosen perspective affect the reader's understanding of the story?
6.​ Tone and Mood: Read a poem and identify its tone and mood. Provide examples
of language that contribute to these elements.
7.​ Literary Devices: Find examples of at least three literary devices in a piece of
literature. Explain how each device enhances the text.
8.​ Thesis Statement Practice: Write a thesis statement for a literary analysis of a
novel or poem of your choice.
9.​ Evidence and Analysis: Choose a quote from a literary work and explain its
significance in relation to the theme or character development.
10.​Essay Outline: Create an outline for a literary analysis essay based on a text you
have read. Include your thesis statement and main points for each body
paragraph.