(3.2) Grammar and Structure — Literacy

Grammar is not just about memorizing rules; it is about precision in communication.

As a teacher, you’re the language model for your students.

And TRCN focuses on “error correction” as well as how these structures function in formal academic writing.

1. Parts of Speech

• Nouns: People, places, things, ideas (e.g., classroom, Abuja).
• Verbs: Actions or states of being (e.g., teach, is, become).
• Adjectives: Modify nouns (e.g., a diligent student).
• Adverbs: Modify verbs, adjectives or other adverbs (e.g., she speaks fluently).
• Conjunctions: Connect words or clauses (e.g., and, but, because).

2. Subject–Verb Agreement

The subject and verb must agree in “number” (Singular/Plural).

• General rule: Singular subjects take singular verbs and plurals take plurals.
  • The teacher explains. (Not: The teacher explain).
• Tricky cases: “Neither/Nor” or “Either/Or” agreements follow the noun closest to the verb.
  • Neither the students nor the teacher is present.

3. Tenses and Consistency

Tenses tell us when an action happens.

Consistency is key: don’t mix past and present in the same narrative.

• Simple: I eat (Present) / I ate (Past).
• Continuous: I am eating (Action in progress).
• Perfect: I have eaten (Action completed recently).

Exam trap include sequence of tenses.

If the first clause is past, the second usually follows: “He said that he was (not is) tired.”

4. Modals, Pronouns and Prepositions

• Modals: Indicate mood or intent.
  • Advice: Should / Ought to (“You should study more”).
  • Permission: May / Can (“May I come in?”).
  • Ability: Can / Could (“She could read at age four”).
• Pronouns and Determiners: Replace nouns (He, They) or specify nouns (The, A, This, Some).
• Prepositions: Show relationships in time/space (at, on, in, by, with).

5. Sentence Structure and Voice

• Simple: One independent clause.
  • “The bell rang.”
• Compound: Two independent clauses joined by a conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So).
  • “The bell rang, and the students left.”
• Complex: One independent + one dependent clause.
  • “Because the bell rang, the students left.”
• Active vs. Passive:
  • Active (Direct): “The boy broke the glass.” (Focus on the doer).
  • Passive (Formal): “The glass was broken by the boy.” (Focus on the object).

6. Nigerian English Interference

TRCN often tests your ability to correct errors from influence of local Nigerian languages or colloquialisms.