Use commas to indicate interrupters, items in a series, and to indicate direct address. Use a hyphen to divide words at the end of a line. Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Use coordinating conjunctions. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that editing To be successful with this standard, students are expected to for correct sentence formation, grammar, punctuate correctly capitalization, spelling, and punctuation apostrophes in contractions (e.g., and possessives (e.g., isn’t), Jan’s); makes the meaning of the writing clearer to commas (e.g., items in a series, to set off the words and and to indicate yes no; the reader. direct address that you, Zoe?”]) [“Is quotation marks with dialogue hyphens to divide words at the end of a line indicate titles of works by using underlining, quotation marks, or italics use adverb comparisons (e.g., fast, faster, fastest) use adjective comparisons (e.g., big, bigger, biggest) use adverbs instead of adjectives where appropriate (e.g., instead really “He played well.” of real “He played well.”) use a comma to separate coordinate adjectives (e.g., a fascinating, enjoyable “It was movie”) use a comma to separate an introductory element from the rest of the sentence use plural possessives, (e.g., covers are “The books’ torn.”) use interjections (e.g., look at the size of that “Yikes, bug!”) form and use the perfect (e.g., I have walked; I will have verb “I had walked; walked.”) tenses use verb tense to convey various times, sequences, states, and conditions
Use commas to indicate interrupters, items in a series, and to indicate direct address. Use a hyphen to divide words at the end of a line. Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Use coordinating conjunctions. ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES All students should understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. To be successful with this standard, students are expected to punctuate correctly apostrophes in contractions (e.g., isn’t), and possessives (e.g., Jan’s); commas (e.g., items in a series, to set off the words yes and no; and to indicate direct address [“Is that you, Zoe?”]) quotation marks with dialogue hyphens to divide words at the end of a line indicate titles of works by using underlining, quotation marks, or italics use adverb comparisons (e.g., fast, faster, fastest) use adjective comparisons (e.g., big, bigger, biggest) use adverbs instead of adjectives where appropriate (e.g., “He played really well.” instead of “He played real well.”) use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable movie”) use a comma to separate an introductory element from the rest of the sentence use plural possessives, (e.g., “The books’ covers are torn.”) use interjections (e.g., “Yikes, look at the size of that bug!”) form and use the perfect (e.g., “I had walked; I have walked; I will have walked.”) verb tenses use verb tense to convey various times, sequences, states, and conditions
english-cf-2017.docx