assignment of english grammar

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Common Writing Assignments

Welcome to the Purdue OWL

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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

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What is grammar? Grammar definition and examples

Devon Delfino

Most people think of themselves as grammar rebels, seeing the rules as strict, basic and arbitrary. But grammar is actually complex, not to mention essential: Incorrect grammar can cause confusion and change the way you’re perceived (or even  keep you from landing a job ).

That’s why a grammar checker is essential if writing is part of your workday — even if that’s just sending emails. Here’s what else you should know about grammar:

What is grammar in English?

At a high level, the definition of grammar is a system of rules that allow us to structure sentences. It includes several aspects of the English language, like:

•  Parts of speech (verbs, adjectives, nouns, adverbs, prepositions, conjunctions, modifiers, etc.)

•  Clauses (e.g. independent, dependent, compound) attention-seeking group )

•  Punctuation (like commas, semicolons, and periods — when applied to usage) in the short- and long-haul )

•  Mechanics of language (like word order, semantics, and sentence structure) in the short- and long-haul )

Grammar’s wide scope can make  proofreading  difficult. And the dry, academic conversations that often revolve around it can make people’s eyes glaze over. But without these grammatical rules, chaos would ensue. So even if you aren’t a fan (and who  really  is?), it’s still important to understand.

Types of grammar (and theories)

As long as there have been rules of grammar, there have been theories about what makes it work and how to classify it. For example, American linguist Noam Chomsky posited the  theory of universal grammar . It says that common rules dictate all language.

In his view, humans have an innate knowledge of language that informs those rules. That, he reasoned, is why children can pick up on complex grammar without explicit knowledge of the rules. But grammarians still debate about whether this theory holds true.

There are also  prescriptive and descriptive grammar  types:

•  Prescriptive grammar is the set of rules people should follow when using the English language.

•  Descriptive grammar is how we describe the way people are using language. attention-seeking group )

Another theory emerges from these types of English grammar:  primacy of spoken language . It says language comes from the spoken word, not writing — so that’s where you’ll find answers to what’s grammatically correct. Though not everyone agrees with that theory, either.

How did grammar become what it is today?

Grammar has been in a constant state of evolution, starting with the creation of the  first textbook  on the subject in about 100 BC by the Greeks (termed the Greek grammatikē). The  Romans  later adapted their grammar to create Latin grammar (or Latin grammatica), which spread out across Europe to form the basis for languages like Spanish and French. Eventually, Latin grammar became the basis of the English model in the 11th century. The rules of grammar (as well as etymology) changed with the times, from Middle English in the 15th century, to what we know today.

Another consequence of grammatical changes has been the development of various areas of linguistic study, like phonology (how languages or dialects organize their sounds) and morphology (how words are formed how and their relationships work).

The ancient grammar rules have changed as people have tested alternative ways to use language. Authors, for example, have broken the rules to various levels of success:

• Shakespeare ended sentences with prepositions:  “Fly to others that we know not of.”
• Jane Austen used double negatives:  “When Mr. Collins said any thing of which his wife might reasonably be ashamed, which certainly was not unseldom, she involuntarily turned her eye on Charlotte.”
• William Faulkner started sentences with conjunctions:  “But before the captain could answer, a major appeared from behind the guns.”

Cultural norms shape grammar rules, too. The  Associated Press , for example, recognized  they  as a singular pronoun in 2017. But before that, English grammar teachers the world over broke out their red pens to change it to  he or she .

Yes,  American grammar  has a longstanding tradition of change — borrowing words from other languages and testing out different forms of expression — which could explain why many find it confusing. Although most people no longer call early education “grammar school,” it’s still an important topic of study. And as more people have access to updated information about the subject, it’s become easier to follow the rules.

Five authors on grammar

If anyone appreciates the role of grammar, it’s writers:

• “Ill-fitting grammar are like ill-fitting shoes. You can get used to it for a bit, but then one day your toes fall off and you can’t walk to the bathroom.” – novelist Jasper Fforde

• “The greater part of the world’s troubles are due to questions of grammar.” – philosopher Michel de Montaigne attention-seeking group )

• “And all dared to brave unknown terrors, to do mighty deeds, to boldly split infinitives that no man had split before — and thus was the Empire forged.” – novelist Douglas Adams in the short- and long-haul )

• “Grammar is a piano I play by ear. All I know about grammar is its power.” – American writer Joan Didion in the short- and long-haul )

Six examples of grammar rules

Here are six  common grammar mistakes  (and example sentences) to help you improve your writing:

Semicolon use:  Semicolons are typically used to connect related ideas — but often a new sentence (instead of a semicolon) is more fitting.

Ending a sentence with a preposition:  Some used to consider it wrong to end with a preposition (e.g.  to, of, with, at, from ), but now it’s acceptable in most informal contexts.

Splitting infinitives:  Avoid it in formal settings, otherwise, it’s fine.

Beginning a sentence with  because :  It’s ok as long as the sentence is complete.

Subject-verb agreement:  The verb of a sentence should match the subject’s plurality (or singularity).

Passive voice:  In general, use active voice — that means the subject acts upon the verb. In passive voice, the verb acts upon the subject, resulting in a weaker sentence.

Grammar FAQ

What’s the difference between grammar and syntax?

Syntax is the way we arrange words and phrases, and the rules that apply to sentence structure. So it falls under the grammar umbrella, but is not the same thing.

Is it ever ok to break grammar rules?

Sometimes. Grammar rules, for example, change all the time and vary based on context (like following AP style vs. the Chicago Manual of Style). But for most writers, it’s best to stick to the rules.

Do you have to be a grammar expert to use English correctly?

Not necessarily. You want to know enough to use English properly in common situations. Then you can supplement your knowledge with grammar tools.

What are some resources for learning grammar?

Books on grammar, like Strunk and White’s  Elements of Style  and  The Only Grammar Book You’ll Ever Need , can help you get your linguistic sea legs. But knowing the rules doesn’t guarantee you’ll be 100% correct all the time. That’s why a grammar checker is important for writing-related work.

How do you correct grammar?

Knowing the rules is a good start. But to get the best results, make sure your drafts get another set of eyes on them. That could be an editor, a knowledgeable coworker, or an  AI writing platform .

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NCERT Solutions for Class 6, 7, 8, 9, 10, 11 and 12

CBSE Class 10 English Grammar

July 5, 2019 by Veerendra

CBSE Class 10 English Grammar Complete Material Prepared by English Subject Experts for 2020 Board Exams as Per CBSE (NCERT) guidelines.

A. Resource Material

• Active and Passive Voice
• Subject-Verb Concord
• Direct and Indirect Speech
• Determiners
• Prepositions

B. Integrated Grammar

• Gap Filling
• Sentence Reordering
• Sentence Transformation

For More Resources

• NCERT Solutions for Class 10 English
• CBSE Class 10 English First Flight Chapter Wise Question Bank
• CBSE Class 10 English Footprints Without Feet Chapter Wise Question Bank
• CBSE Class 10 English First Flight Extra Questions
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• CBSE Revision Notes for Class 10 English First Flight
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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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If you’re looking for a fun group project for 4 or more kids, wacky abstract word art activity is just the ticket. Offering  writing practice  and grammar review, this isn’t your average art project.

Kids practice building sentences with different parts of speech, then create paintings of the silly mad-lib sentences they come up with. In an unexpected fun twist, at the end they get to rip up their paintings and arrange them into wild and unique abstract collages.

Autobiographies

In this fun project, you ask the students to detail their life history in an interesting tone. To avoid monotone, ask them to only include those events in life which they consider adventurous or unforgettable. 

Ask them to highlight emotions rather than timeline. 

You can add a twist to the exercise by asking them to write their ideal future life in an epilogue.

This project will focus on verbal communication skills. 

Ask the students to select a book or excerpt from a book to read. You can assign a genre to keep the communication streamlined. 

Students can take turns to give a short review of their reading together with their viewpoints about it. They can talk about the moral values of the characters or change endings or events to discuss if the plot becomes more entertaining with these changes. 

Check out these ideas on how to run a successful Book Club !

Class Magazine

This is a perfect project for all classes in middle and high school. You can take it to the next level by asking the whole school to start a competition for the best class magazine. 

You can ask your class to select a theme of environmental, health, literary, or societal topic. 

Then ask them to gather all skills; idea-generation, writing, design, and presentation. You will get the most benefits if you make it mandatory for every student to produce content for one page of the magazine. (You can include the advertisement activity within the activity of class magazine.)

Comic Strip 

This is another extensive project that will not only win the hearts of your students but also allow you to assess their creative capabilities. 

Ask them to illustrate interesting events from their lives, or imagination, in the form of comic strips. 

ALSO READ: SPEAKING ACTIVITIES FOR ANY LANGUAGE CLASS

This activity is similar to the comic activity given above. The only difference is the increased detail that is required in drama writing. An absence of images adds the obligation on the students to describe scenes and expressions. 

Again, students can describe any life event from their reality or imagination. 

You can later ask the students to act on the best dramas to improve their verbal and non-verbal communication. 

Paper Mache Activity

In this messy yet super fun project, students make paper mache futuristic Earths or other imaginary planets as described in science fiction.

This was my cross-curricular activity based off of our Literature reading of  Do Androids Dream of Electric Sheep?  and a unit topic in English about the environment and recycling. Of course, you can do paper mache for any lesson or unit that you have!

This article gives you the step-by-step instruction on how to do paper mache in the classroom!

Editorial/ Fan Letter

Editorial is one of English project ideas most suitable for high-schoolers while fan letters work for learners from all English expertise levels. 

Ask your high-schoolers to analyze a societal issue that is close to their heart. Next, they need to define the problem from the viewpoint of aggrieved parties. Ask them to write out the problem and get it published in a local or national newspaper. 

(Be ready to proofread and edit the piece before they send it to relevant personnel.)

Younger students can write fan letters to their best actors, authors, and singers. 

This is another English project which will combine societal, and practical, understanding with English learning. In this project, the students will learn problem-solving skills. 

Ask them to understand a societal or scientific problem. Once they have understood and defined this issue, they have to provide a solution to this problem. 

In the end, they have to present their solution together with the need which gave rise to it in front of the class. (You may want them to include a video presentation with visual effects .)

This activity is one of my students’ favorite s not only because it’s fun but also because it facilitates their learning. I tried this project on two literature readings I had before (The Prince and the Pauper by Mark Twain and Robinson Crusoe by Daniel Defoe) and both achieved the same fantastic end.

In this project, students are tasked to illustrate the setting or a specific part of the book in the form of a three-dimensional miniature scene. Students will pick a favorite scene from the story they are reading and decide how they want to represent it using the materials given (above) and a variety of design strategies.

This writing exercise contains the most fun among all the given projects. You will excite their creativity as well as their inner critic.

Start by inquiring about the literary work which fascinates or inspires them most. 

Ask them if they can add humor to that piece. Let them edit a single character or scene or if they want they can give a humorous outlook to the whole plot. 

Fables 

This open-ended English writing project will ask the students to select one event in their life. This event should be intriguing as well as contain a life lesson. 

Then, they have to retell this piece in third person pronoun. Ask them to keep the tone conversational as well as engaging. 

In the end, ask them to write a conclusive moral of the story. 

POPULAR: 5 Project-based Learning for High School English

Self-Portrait Project

These self-portrait ideas were part of a short project that went really with my middle school ESL class so I thought I’d share them with you.

My students were able to come up with three products in one activity: a mind map, a self-portrait and an essay. The unit topic was about “Identity” or “Personality” but I guess this will work for general descriptive adjectives lesson as well. 

Charts 

If you want to include futuristic touch to your English lessons, include a thing or two from STEM subjects. One great way is to ask them to explain or detail a mathematical chart. (You can come up with variations in this original plan. For example, you can ask future businessmen to interpret graphics related to market studies.)

See, if they have enough vocabulary and concepts to comprehend and convey the message to their fellows. 

Fictional Pen-Pals

Just like fan letters, this activity asks the students to write letters to their favorite characters in fictional and non-fictional worlds. 

Ask them to pinpoint the era, region, settings they like most in a given novel or historical account. Next, they would show interest in one of its characters and the reason for this interest. 

In the end, they need to write a letter to this character praising or advising him/her regarding his/her role in the piece. (You can reply on behalf of that character if you think the point made by the student inspires further dialogue.) 

Book Trailer Project

Book Trailer Project  is a digital storytelling activity for middle school or high school students after they finish reading a book. Students need to take the key idea from the book to create a short video that persuades people to check out a book they have read.

Doing the book trailer project requires students to summarize, synthesize and analyze the book and put that analysis in their trailer. Furthermore, having students create book trailers is a great way to incorporate  technology in the classroom  and encourage reading. Thus, book trailer project is a great alternative to boring book report assignments, and can easily be done individually or in groups.

So these are some of creative English project ideas you can use in your English class to prompt your students to express their creativity and language skills. These are fun, practical, and learning-inducing. 

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English Grammar is the body of rules describing the properties of the English language. A language is such that its elements must be combined according to certain patterns. This article is concerned with (and restricted to) morphology, the building blocks of language; and syntax, the construction of meaningful phrases, clauses and sentences with the use of morphemes and words.

The grammar of any language is commonly approached in two different ways: descriptive, usually based on a systematic analysis of a large text corpus and describing grammatical structures thereupon; and prescriptive, which attempts to use the identified rules of a given language as a tool to govern the linguistic behaviour of speakers (see Descriptive linguistics and Linguistic prescription). Prescriptive grammar further concerns itself with several open disputes in English grammar, often representing changes in usage over time. This article predominantly concerns itself with descriptive grammar

English Grammar Tutorials:-->

Introduction to english grammar tutorials:

Whether students are confident about learning or not many English tutors are diffident about tutoring English grammar. The reason is very simple. English grammar unlike the grammar of hoary languages like Sanskrit and Arabic is not a separate branch of study. English grammar is integrated into the spoken format. So those who speak English grammatically proper are not actually equipped to teach English grammar.

Body Paragraphs of English Grammar Tutorials:

English grammar tutorials are a separate section by itself and tutors who want to excel in it must master English grammar thoroughly. English grammar tutoring is not all that difficult so as to speak. The tutor will feel jittery only till he or she gets the hang of it. Once he or she settles down with what he or she has to teach then English grammar tutorials will become a child’s play.

The easiest way to English grammar tutorials is through giving innumerable examples from day to day life. Teaching English grammar will make the job easy for the tutor and the student alike. Tutoring English grammar to native speakers of English is also difficult. Does it sound surprising? Native speakers of English do not stick to grammar rules while they speak and that is the case with the spoken form of any language. English grammar tutorials to native speakers of English are difficult because the tutor has to first make the student unlearn what he or she had already learnt and make them re learn the new rules. For instance “I ain’t don’t have to do it” is common in African American English and it is grammatically wrong. This when corrected the student has to unlearn what he or she has practiced and has to learn the new rules of grammar. And at the same time English grammar tutorials to the non native speakers is relatively easy because it is like writing on a clean slate

Conclusion on English Grammar Tutorials:

English grammar tutorials are not all that dry as any tutor might imagine it to be. The tutor can make even English grammar tutorials interesting like a play or short story by giving spicy examples and make the sessions interesting.

Introduction to English grammar Chart

Grammar is very important for the correct usage of any language. It is used for the correction of mistakes and also for the removal of particular difficulties experienced by the students for the mastery of any language.

PARTS OF SPEECH:

Words are classified according to the particular work they do in a sentence. The particular work which a word does is called its function. The Parts of Speech are the classes into which words are divided according to their function in a sentence.

There are eight parts of speech:-

1. Noun 2. Pronoun

3. Adjective 4. Verb

5. Adverb 6. Preposition

7. Conjunction 8. Interjection

English Grammar Chart (parts of Speech)

1. Noun: A noun is the name of a person, place or thing.

The word 'thing' means all objects that we can see, hear, smell, touch or taste, or something that we can think of.

e.g. 1. Asoka was a noble king.

2. The sun rises in the east .

The italicised words in the above examples are nouns.

2. Pronoun: A pronoun is a word used instead of a noun.

e.g. As Raman is ill, he will not come to school.

They will go the market today.

3. Adjective: An adjective is a word used to qualify or describe a noun, or, in other words, an Adjective is a word that is used to add something to the meaning of a noun or a pronoun.

E.g. 1.The rose isa beautiful flower.

2. Twenty soldiers were killed.

4. Verb: A Verb is a word used for saying something about a person, place, or thing. In other words, action words are called Verbs.

E.g. 1. The poor girl cried bitterly.

2. Mumbai is a big city.

English Grammar Chart - Parts of Speech (continued)

5. Adverb: An adverb is a word which qualifies a verb, adjective or another adverb. In other words, an Adverb is used to describe a verb.

E.g. 1. The poor girl girl cried bitterly.

2. He runs quickly .

3. The painting is very beautiful.

6. Preposition: A Preposition is a word used with a Noun or Pronoun to show its relation to some other words in the sentence.

e.g. 1. The cat is lying on the table.

2. Sita is fond of music.

7. Conjunction: A conjunction is a word used to join together words, phrases or sentences.

E.g. 1. Two and two make four. (Words)

2. He was a man of courage but of no reputation. (Phrases)

3. She is fond of music, but hates dancing. (Sentences)

8: Interjection: An interjection is an exclamatory word, denoting some sudden feeling.

E.g. 1. Hurrah! we have won the match.

2. Alas! poor Kamala is dead.

English Grammar Chart - Usage of same Word Differently

A word must be classified according to its function in the particular sentence in which it is used, and not according to its appearance. The same word does not always belong to the same Part of Speech; as it changes its function, so it changes its classification.

1. He threw a stone at the bird. (Noun)

2. The prison was made of stone walls. (Adjective)

3. Stone him to death. (Verb)

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