Grammar Boot Camp Ms. Zourzoukis Spring 2014: SAT 11SN:dvchs.ss8.sharpschool.com/UserFiles/Servers/Server_520119/File... · Read each of the following sentences. Then, correct the

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Grammar Boot Camp Ms. Zourzoukis Spring 2014: SAT 11

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

SN: ____

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

Annie Zourzoukis

A sentence fragment is a group of words that does not express a completethought but is punctuated as if it were a sentence. To correct a fragment,make sure that the group of words has a subject and a verb and that it makessense by itself.

Sentence Fragment: About a trip to the Grand Canyon.Complete Sentence: Alex dreamed about a trip to the Grand Canyon.

For each item, write F if it is a fragment or S if it is a sentence.

1. Whenever we attend the St. Patrick’s Day parade.

2. Crowds on the parade route waving and clapping.

3. Bands play.

4. In the middle of an elaborate dinner.

5. On a cool, damp morning, I left to join the army.

Rewrite each fragment, turning it into a complete sentence.

1. The new store on the corner.

2. By the time the show ended.

3. The toad hopping in the grass.

4. Arrived early this morning.

5. Because they had warned us not to.

392 Reading Kit © Pearson Education, Inc. All rights reserved.

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Practice

Sentence Fragments

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B

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For each item, write F if it is a sentence fragment or S if it is a sentence.

1. Getting cable TV.

2. One hundred and fifty channels available.

3. The History Channel is Taylor’s favorite.

4. Cartoons entertain.

5. Game shows sometimes very challenging.

Rewrite each sentence fragment, turning it into a complete sentence. If an item is not afragment, write correct.

1. Staying up past 11:00 P.M. to watch the talk shows.

2. Watches football on the weekend.

3. North Carolina won.

4. Hockey playoffs tomorrow at 4:00 P.M.

5. The Crown Jewels of England.

6. On the second day, we reached the coast.

7. Working in Paris as a chef.

Assess

Sentence Fragments

© Pearson Education, Inc. All rights reserved. Reading Kit 393

A

B


In any sentence the subject and its verb must agree, or match, in number.A singular subject takes a singular verb; a plural subject takes a plural verb.

Singular PluralThe athlete trains constantly. The athletes train constantly.The horse runs swiftly. The horses run swiftly.

Errors in agreement often occur with compound subjects, with subjects joinedby or or nor, and with indefinite pronouns serving as subjects.

Compound subject: The bride and groom look so happy together.

When a singular subject and a plural subject are joined by or or nor, the verbagrees with the subject nearer the verb.

Subject joined by or or nor: Either the boys or Joe is receiving the prize.Either Joe or the boys are receiving the prize.

Indefinite pronoun as subject: Each of the boys is going to get a turn at bat.

In the fourth example, Each is the subject, not boys, so the verb is singular.

Underline the verb form in parentheses that agrees with the subject.

1. Two strings on my electric guitar (is, are) out of tune.

2. Days in the summertime (seems, seem) to pass very quickly.

3. All stars, just like our sun, (have, has) a system of planets.

4. A bouquet of roses (was, were) thrown on the stage.

5. Mort’s major worry (is, are) the four months of unpaid bills.

6. Both the defendant and the plaintiff (agrees, agree) to the terms of thesettlement.

7. Pizza and soft drinks (makes, make) a cheap and popular dinner.

8. Pandas and orangutans (is, are) endangered mammals.

9. Cassie or Kevin usually (does, do) the supper dishes.

10. Neither the children nor Mrs. Ramirez (was, were) on the bus.


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Practice

Subject and Verb Agreement


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Underline the verb form in parentheses that agrees with the subject.

1. Neither the coach nor the team members (was, were) happy with the loss.

2. Breezes from the ocean (is, are) cooler this evening.

3. The mechanic who fixes transmissions (was, were) sick yesterday.

4. Either Mara or Tony (shovels, shovel) the snow off of sidewalk.

5. A plate of crackers (is, are) Sherri’s favorite snack.

6. The lights of the cars in the valley below (shines, shine) brightly.

7. Neither the kittens nor the mother cat (likes, like) the rain.

8. A desk, a table, and a pile of books (is, are) needed for this scene.

9. Just thinking about those strong winds (scares, scare) her.

10. Everyone on the roller coaster (appear, appears) to be having fun.

Add a verb in the space provided in each of the following sentences. Make sure the verbagrees with the subject of the sentence.

1. Neither Harold nor his siblings feeling well today.

2. Stephanie and Uncle Stan to water-ski when they getto Florida.

3. The students in Mrs. Lacey’s class learning thealphabet.

4. Tina, Yolanda, or Megan the directions to my house.

5. Every one of the paintings very valuable.

Assess

Subject and Verb Agreement


A

B



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Transitions are words that show relationships among ideas: chronological,spatial, comparison and contrast, cause and effect, and order of importance.Groups of words that function in the same way are called transitionalphrases.

Transition: Then, Maria served the lemonade. Transitional Phrase: Most important, get a good night’s sleep.

Common transitions like because, as a result, if, therefore, in addition,although, next, in contrast, similarly, despite, and recently can clarify theconnections between ideas.

Add transitions or transitional phrases to the following paragraph.

How should you choose a college? You may look for a college that offerscourses of study that interest you. You may consider the size and location ofvarious colleges. You might try to pick a school in whatever climate you willfeel most comfortable. Colleges in Boston or Chicago will not be high on thelist of people who detest cold weather. For some applicants, the distance ofthe school from their house is an important factor. Rural and urban areas offercollege students different types of activities and resources. It is importantwhen you consider a school to examine your own likes and dislikes outside ofclass as well as inside. Your final choice may depend on budgetary factors.Whom a college decides to accept as a student may prove the decisive factorin your choice.

Practice

Transitions and Transitional Phrases

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Rewrite each pair of items below, adding a transition or transitional phrase to indicate arelationship between the items in the pair.

1. A. Mr. Matsui cooked and ate his dinner. B. He went over to play cards with a friend, Mr. Takashimaya.

2. A. Olivia likes fruit salads for lunch. B. Penny prefers club sandwiches.

Add transitions or transitional phrases to the following paragraph.

Worldwide, most wood is used for fuel. In the United States, trees are asource for dozens of different products. Cellulose or plant fiber is used formaking paper or paperboard. Lumber is used for making buildings, furniture,musical instruments, and other important products. Round timbers may beused for utility poles. They may be used for bridge and building supports. Isthere anyone who has not used pencils, baseball bats, or toothpicks made ofwood? The ties supporting train tracks are made of wood. The tonguedepressors used by doctors are wooden ones. Forests provide us with nutsand maple syrup. If forests were destroyed, many species of wildlife wouldhave no homes or food. We would find it difficult to survive. We must beconcerned about conserving and replacing our forests.

Assess

Transitions and Transitional Phrases

A

B



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Adjectives modify nouns or pronouns; adverbs modify verbs, adjectives, orother adverbs. Always use an adjective after linking verbs such as am, is, andare if the modifier describes the subject. Always use an adverb to modify anaction verb. Usage problems with adjectives and adverbs typically occur whenthese words are placed incorrectly in a sentence or are confused due to similarmeanings. For example, the position of only in a sentence can affect the entiremeaning of a sentence.

Only he ate the vegetables. (Nobody else ate it.)He only ate the vegetables. (He did nothing but eat vegetables.)He ate only the vegetables. (He ate nothing but vegetables.)

These problems can be fixed by determining the intended meaning of thesentence and which word is being modified.

Revise the sentences in which the underlined modifier is placed incorrectly.

1. I only ate a little bowl of ice cream.

2. I badly played at the tennis tournament.

3. I made just a huge birthday cake.

Underline the appropriate modifier form.

1. Now the election results seem (uncertain, uncertainly).

2. Aurora felt (bad, badly) about missing Grandma’s party.

3. The referee sounded (angry, angrily) when he called the penalty forunnecessary roughness.

4. One sentence in the memo was underlined (heavy, heavily).

5. Vince felt his way (cautious, cautiously) through the dark tunnel.

Practice

Correct Use of Adjectives and Adverbs

A

B

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Read each of the following sentences. Then, correct the placement of the underlinedmodifiers by writing the sentences on the lines provided. If the sentence is correct, writecorrect on the line.

1. I wanted to play ball badly.

2. Luis ate only one slice of pizza.

3. Do you just want to play a game or go fishing?

4. Ryan was bad at climbing trees because he always fell.

5. Sam only ate dinner because she missed lunch.

Underline the appropriate modifier form.

1. Mr. McHale taught us to speak (distinct, distinctly).

2. As the officer approached the car, Dan felt (nervous, nervously) for hisdriver’s license.

3. Everyone in the diner looked (frantic, frantically) when the fire alarmsounded.

4. The hockey team cheered (loud, loudly) when they won the tournament.

5. Tito drives so (reckless, recklessly) I would rather walk than ride with him.

6. How (delicious, deliciously) those chestnuts tasted!

7. Carmen’s cologne smells (spicy, spicily).

Assess

Correct Use of Adjectives and Adverbs

A

B


A pronoun is a word used to take the place of a noun. The noun it substitutesfor is called an antecedent. A pronoun should agree with its antecedent inperson, number, and gender.

Underline the pronoun in each sentence. Then, circle its antecedent.

1. Victoria, can you show George how to fix the computer?

2. When Lydia sang, everyone was amazed by her voice.

3. Roberto said that he had learned how to speak Spanish at an early age.

4. “I will practice my flute more often,” Sheila promised.

5. “Why are you so upset, David?”

Fill in each blank with a pronoun.

1. How are enjoying your new school, Mark?

2. Many stores have hours posted on the door.

3. The tree dropped acorns on the ground below.

4. Jacob promised his parents that would never lie again.

5. Mildred brought broken watch to the repair shop.

6. The actors did such a great job that were nominatedfor awards.

Pronoun-Antecedent Agreement

Elizabeth likes her new car.John, Garrett, and Mike wore their suits.


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Practice

Pronoun and Antecedent Agreement

A

B


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Assume that each item is an antecedent for a personal pronoun. After each item, write his,her, its, or their to show which pronoun you would use.

Example: Jane and Rachel

1. my kitten 6. a robot

2. Jim and Allen 7. each niece

3. the boy 8. Janet, Annie, or

Wendy

4. many authors 9. the stewardess

5. only one tractor 10. either Kevin or

Karl

Write an appropriate personal pronoun to complete each sentence.

Example: Jasper’s parents attended graduation last night.

1. Alicia or Kimberly will give you sweater.

2. The squirrel built nest high up in the trees.

3. I accidentally dropped stack of papers on the floor.

4. Ever since Ted started new job, he has been muchhappier.

5. Betsy and Lindsay decorated new apartment.

6. Arthur, please remember to bring towel.

his

their

Assess

Pronoun and Antecedent Agreement


A

B



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Commonly confused words sound similar, but they are spelled differently,function differently in sentences, and usually mean different things as well.For example, than and then sound very similar but have different functionsand meaning. Than is a conjunction used to compare things. Then is anadverb telling about time. To use commonly confused words correctly, thinkabout the meaning you want and which word you really need to use—and howto spell it.

Commonly Confused WordsWord Function Sample Sentencethan conjunction I like this dress better than that one.then adverb First you crawl, and then you walk.to preposition I have to go to the store.too adverb This room is too small for our party.raise transitive verb My grandfather raised tomatoes.

(active or passive) Tomatoes can be raised easily.rise intransitive verb The sun rises each morning.

(only active)

Complete the following sentences by underlining the correct word in parentheses.

1. We are (raising, rising) the question now, before it becomes a problem.

2. We arrived (to, too) late (to, too) see the movie.

3. You have turned on the car’s ignition; (than, then) what do you do?

4. More (than, then) six people would be (to, too) many (to, too) fit in this car.

5. My grandfather is sixty-four years older (than, then) I.

6. People who (raise, rise) at dawn get a head start on the day.

7. I want to go (to, too)!

8. As I was (raising, rising) my hand, I was also (raising, rising) from my seat.

Practice

Commonly Confused Words: than, then; to, too; raise, rise


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Complete the following sentences by underlining the correct word in parentheses.

1. You are not (to, too) (raise, rise) your hand until the speaker (raises, rises).

2. If it’s 20 degrees colder (than, then) it was yesterday, what was thetemperature (than, then)?

3. There were (to, too) many students who preferred (to, too) have the dance inthe gym.

4. If you (raise, rise) puppies, (than, then) you must be very patient.

5. (Raise, Rise) if you feel you are better off (than, then) you were last year.

Fill each of the blanks in this passage with one of the following words: than, then, to, too, raise, rise. You may use some words more than once.

Yesterday, I decided 1. take my little cousins, Gina and

Greg, to the new science museum. I was actually baby-sitting, but I ended up

having a lot more fun with them 2. I expected. They are

eight-year-old twins, but they don’t look 3. much alike.

My favorite of all the exhibits was the “marble machine,” which was more

4. two stories high. I especially loved the machine’s little

elevator, which would 5. a few marbles from the bottom

6. the top of the structure and 7.

drop them into the chute, so that they could clatter down noisily. A really

funny exhibit was the one in which static electricity made every hair

on our heads 8. up. By day’s end, the twins were

9. tired 10. stay up late, so I got a

break from my baby-sitting chores.

Assess

Commonly Confused Words: than, then; to, too; raise, rise

A

B



Use verb tenses to show when actions happen in relation to one another. If theactions happen at the same time, avoid shifting from one tense to another. Ifthe actions happen at different times, a shift in tenses may help youcommunicate the sequence.

Remember that participle forms (assigning, assigned, having assigned) andinfinitive forms (to assign, to have assigned) can also show time sequence.

Circle the letter of the sentence that avoids an unnecessary shift in verb tense.

1. A. Dickens was a novelist who writes about social conditions.B. Dickens was a novelist who wrote about social conditions.

2. A. Characters in Dickens’ novels have names that reflect their personalities.B. Characters in Dickens’ novels have names that reflected their personalities.

Rewrite any sentences that have verb shifts when the actions take place at the same time.If the verb tenses are correct, write C.

1. Dickens wrote many novels and also gives readings from them.

2. Although Dickens lived in Chatham as a young child, at age ten he movesto London.

3. Dickens’ novels were popular in his lifetime, and they are being read today.

4. Having already read Hard Times, I plan to have read Oliver Twist some day.

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Practice

Avoiding Shifts in Verb Tense

A

B

Incorrect shift in tenses: Yesterday, Ms. Price talks about the book andassigned a chapter.Correct: Yesterday, Ms. Price talked about the book and assigned a chapter.Correct: Yesterday, Ms. Price assigned a chapter, and tomorrow we willdiscuss it.



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Circle the letter of the correct verb tense for the blank in the sentence.

1. The assignment is to read a novel by Dickens and to a review of it.

A. have written C. will writeB. wrote D. write

2. A Tale of Two Cities a historical novel that begins in 1775.

A. is C. wasB. had been D. has been

3. I chose Hard Times for the assignment and it right now.

A. read C. am readingB. had read D. today

Circle the letter of the sentence that avoids an unnecessary shift in verb tense.

1. A. Mr. Micawber gets in money troubles but believes he can overcome them.B. Mr. Micawber gets in money troubles but believed he can overcome them.

2. A. Dickens modeled Mr. Micawber after his father who is extravagant.B. Dickens modeled Mr. Micawber after his father who was extravagant.

Decide whether a sentence uses verb tenses correctly. If it is correct, write C. If it isincorrect, rewrite the sentence correctly.

1. Dickens and his wife had ten children, but only nine survive.

2. Dickens wrote novels that are published in parts in monthly magazines.

3. Readers looked forward to the monthly installments that Dickens turned out.

4. In his final years, Dickens is not well, but he continued work on his lastbook.

Assess

Avoiding Shifts in Verb Tenses

A

B

C



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Learn to use the pronouns who and whom correctly in sentences. Who, likehe or she, is used as a subject or subject complement. Whom, like him or her,is used as a direct object or the object of the preposition.

Subject: Who will bring the dessert?Object: Whom have you told?

It is especially important to examine the pronoun’s use in a complex sentence.Reword the clause that the pronoun is in to check whether you have used itcorrectly.

This waiter is an unpleasant fellow whom I dislike.Subordinate Clause: whom I dislikeReworded Clause: I dislike him. (not he)Use of Pronoun: direct object of dislike

Identify the function of who or whom in the following sentences. In the blank, writesubject, subject complement, direct object, or object of the preposition.

1. Who knows the answer?

2. The detective discovered who the murderer was.

3. Whom have you invited so far?

4. To whom did you give the message?

5. Joe had to introduce a woman whom he did not like.

Complete each sentence by writing who or whom in the blank.

1. was elected president in 1968?

2. To did you report the accident?

3. did the teacher appoint as class monitor?

4. A good babysitter must be someone likes children.

5. Anyone witnessed the accident should contact thepolice.

Practice

Usage: Who or Whom

A

B


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Determine the function of who or whom in the following sentences by identifying andrewording the clause as in the example.

There are still a few actors whom the director has not auditioned.Clause: whom the director has not auditionedRewording of Clause: the director has not auditioned them.Function of Pronoun: direct object of auditioned.

1. He is the one who will get the job.

Clause:

Rewording of clause:

Function of pronoun:

2. Laurie is a person who knows what she wants.

Clause:



3. Do you know whom the judges selected?

Clause:



Complete each sentence by writing who or whom in the blank.

1. I want to know wrote this.

2. From did you receive this excellent résumé?

3. Lenny Jacobs is a coach gets results.

4. The job is open to anyone can speak German.

5. can I contact to find out more about the job?

6. That band director is the one to she gave lessons.

Assess

Usage: Who or Whom

A

B


A clause is a group of words containing a subject and a verb. A subordinateclause is one that contains a subject and a verb but does not express acomplete thought.

An adjective clause is a subordinate clause that is used as an adjective. In asentence, it modifies a noun or pronoun by telling what kind or which one.Adjective clauses begin with relative pronouns (whom, whose whom, which, orthat) or relative adverbs (when, where, why, before, and after).

Underline the adjective clause in each sentence. Then, circle the noun or pronoun itmodifies.

1. The book that you mentioned is no longer in print.

2. It is they who should be ashamed.

3. The capital that we visited is not a very big city.

4. This is the style that she prefers.

The following sentences contain adjective clauses. Underline the relative pronoun orrelative adverb in each sentence.

1. He is the same man who stole our newspaper last Sunday morning.

2. She traveled with Ida in Italy, where they attended school.

3. On a day when there was almost no smog, Uncle Stanley went jogging.

4. Willow, who came from the city pound, is the prettiest cat in our building.

ADJECTIVE CLAUSES

I bought the book that was on sale.

The man whom you described is my uncle.

We need a place where we can relax.


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Practice

Adjective Clauses

A

B


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Circle the letter of the correct answer.

1. Which of the following is a relative pronoun?

A. but C. whoB. than D. and

2. Which of the following is a relative adverb?

A. when C. andB. then D. because

3. Which of the following sentences contains an adjective clause?

A. Millie’s favorite subject is math, but she does better in English.B. Volleyball is harder to play in the sand than it is to play in a gymnasium.C. My brother plays the guitar and the harmonica.D. I like being home, where I feel most comfortable.

Underline the adjective clause in each sentence. Then, circle the noun or pronoun itmodifies.

1. Is this the map that he wanted?

2. The woman who you wanted to talk to is on her lunch break.

3. The man whose car is outside will be disappointed.

4. The jacket, which was on sale, was the first item I purchased.

The following sentences contain adjective clauses. Underline the relative pronoun orrelative adverb in each sentence.

1. She is the same woman who walks her dog past our house every morning.

2. I wanted to buy a few CDs that I could listen to at night.

3. The newlyweds returned to Italy, where they first met.

4. On a day when there was a perfect sunset, the photographer captured somegreat photos.

Assess

Adjective Clauses


A

B

C


A clause is a group of words containing a subject and a verb. A subordinateclause is one that contains a subject and a verb but does not express acomplete thought. It is often introduced by a subordinating conjunction.Here are some common subordinating conjunctions:

after although because before if unless when whenever

An adverb clause is a subordinate clause that is used as an adverb. In asentence, it modifies a verb, an adjective, or another adverb. To vary yourwriting, you can combine two sentences by turning one of them into an adverbclause. Notice that when an adverb clause comes at the beginning of asentence, it is followed by a comma.

Two sentences: The concert ended. Then, we stopped for pizza.Combined: After the concert ended, we stopped for pizza.

[ adverb clause ]

Underline the each adverb clause and circle the subordinating conjunction.

1. When the weather is hot, we turn on the air conditioner.

2. I will not put down this book until I have finished it.

3. After the first frost, the leaves begin to fall from the trees.

4. The parade will begin at 10:30 unless it rains.

Combine each pair of sentences, using the subordinating conjunction indicated.

1. The bus arrives. The campers will wait in the gym. (until)

2. There is a long period without rain. Many plants will not survive. (if)

3. Miami is a large city. Los Angeles is even larger. (although)

4. Mr. Jackson got a new job. The Jacksons moved to Charlotte. (because)


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Practice

Adverb Clauses

A

B


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1. What is the adverb clause in this sentence?

Before the campaign ends, the candidates will meet in three debates.

A. Before the campaign ends C. the candidates will meet in threedebates

B. the candidates will meet D. in three debates

2. What is the subordinating conjunction in this sentence?

Rachel Beck would certainly win if the election were held today.

A. certainly C. wouldB. if D. today

Underline the each adverb clause and circle the subordinating conjunction.

1. Until the prices go down, we will not buy that new laptop computer.

2. The contest will begin precisely at 3:00 unless there is a rain delay.

3. After the icebreakers open the channel, the ships can pass through.

4. The journalist double-checked the facts before he sent in his report.

Combine each pair of sentences, using the subordinating conjunction indicated.

1. He has soccer practice. Steve goes to the library after school. (unless)

2. A fox lives in the woods nearby. The farmer rarely sees it. (although)

3. Many good-hearted people volunteer. Disasters occur. (when)

4. The price of gas has risen. Air fares have also risen. (because)

Assess

Adverb Clauses


A

B

C



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Commas are punctuation marks used to indicate pauses between words orgroups of words. They are also used to clarify meaning.

Commas in a series are placed between three or more parallel items to linkthem. Usually, coordinating conjunctions such as and, or, or but precede thefinal item.

Sign your name at the top, on the line, and at the bottom.

Use commas after introductory words and to set off interrupting words orexpressions.

Yes, I will bring the cranberry sauce to Thanksgiving dinner.

Rewrite the following sentences, adding commas where necessary. If the sentence iscorrect, write Correct.

1. Unfortunately the picnic was canceled because of rain.

2. Her list of chores included washing the dishes mowing the lawn and feedingthe parrot.

3. The winners of the race had practiced had developed team spirit and hadpredicted victory.

4. Hey can you come over and show me how to put this bookcase together?

5. A picket fence separates our yard from our neighbor’s yard.

6. The tour director rounded up the tourists collected a dollar from eachexplained when the bus would leave and left the group on their own in themuseum.

Practice

Commas


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Identify which of the following sentences are correctly punctuated. Indicate a correctsentence by placing a C on the line. If the sentence is incorrect, place an I on the line.

1. The flag of Italy has green, red, and white stripes.

2. No, dogs are not allowed on the beach.

3. Einstein Marconi and the Curies, all won Nobel prizes in physics.

4. Oh we should not have stayed out, so late last night.

Rewrite the following sentences, adding commas where necessary. If the sentence iscorrect, write Correct.

1. One room contained a crystal chandelier leather-bound books and a chessset.

2. Actually this year’s harvest was better than last year’s.

3. The couple sat on the bench and ate gourmet chocolates.

4. Hurry we might be able to catch the bus if we run.

Use each of the following as an introductory word in a sentence about your hometown.

1. Yes

2. Well

3. Honestly

Assess

Commas

A

B

C



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Practice

Comparative and Superlative Adjectives and Adverbs

The comparative form of an adjective or adverb is usually formed by adding -er or by using the word more. The superlative form is usually formed byadding -est or by using the word most. Some words form their comparativeand superlative in irregular ways—for example, good, better, best; bad, worse,worst; much, more, most.

Positive large heavy carefully farComparative larger heavier more carefully fartherSuperlative largest heaviest most carefully farthest

Use the comparative degree to compare two persons, places, or things. Use thesuperlative to compare three or more.

Comparative: Tina runs faster than Gina.The printer was more expensive than the camera.

Superlative: Of all the girls on the track team, Tina is the fastest.The printer was the most expensive piece of equipment I bought.

Give the correct form of the adjective or adverb in parentheses.

1. That car has the horn I have ever heard! (loud)

2. Mars is from the sun than Earth is. (far)

3. Of those three tennis players, Demetrius is the .(talented)

4. Sarah is a good piano player, but Jared plays .(skillfully)

Cross out each incorrect adjective or adverb form, and write the correct form on the line.If a sentence is correct, write Correct.

1. Which flower do you find most beautiful, the tulip or therose?

2. Mrs. Chen’s garden has the greater variety of roses I haveever seen.

3. Daffodils are found more often than lilies in this climate.

A

B


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Assess

Comparative and Superlative Adjectives and Adverbs


Give the correct form of the adjective or adverb in parentheses.

1. Which planet in our solar system is to the sun?(close)

2. James finds soccer than basketball. (challenging)

3. For me, poetry is to write than fiction. (hard)

4. Both sweaters looked nice, but the red one fit me .(well)

Cross out each incorrect adjective or adverb form, and write the correct form on the line.If a sentence is correct, write Correct.

1. The giant anteater is the larger species of anteater on earth.

2. Which was built most recently, the zoo or the aquarium?

3. The polar bears seem to have a nicer habitat than the gorillas.

4. Brad enjoys both the zoo and the aquarium, but he goes tothe zoo most often.

For each numbered adjective or adverb, write two sentences, one using the comparativeform and one using the superlative form.

1. eagerly

Comparative:

Superlative:

2. cold

Comparative:

Superlative:

A

B

C



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Coordinating conjunctions connect words or groups of words. Theseconjunctions include and, but, for, nor, or, so, and yet. A compound sentencehas two or more independent clauses. Place a comma before the coordinatingconjunction that joins the independent clauses in a compound sentence.

Example: They traveled all day, and finally their destination came into view.

Use the coordinating conjunctions provided to form compound sentences.

1. The poor spider could not move fast. It had only seven legs instead of eight.(for)

2. Do you want to leave tomorrow? Would you prefer to wait until Tuesday? (or)

3. Nellie listens only to classical music. Paula prefers rock. (but)

4. The Hatfields have invited us to their party. We look forward to attending. (and)

Combine the sentences in each item into a single sentence.

1. We arrived early at the airport. Randall was somewhat delayed.

2. I prefer documentaries on television. My brother often joins me in watchingthem.

3. There is something wrong with the oven. The turkey is not yet thoroughlycooked.

4. We can get the information at the library. We may find it on the Internet.

Practice

Coordinating Conjunctions in Compound Sentences

A

B


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Use the coordinating conjunctions provided to form compound sentences.

1. Trish wants to become a professional musician. Elena would like to open anarts supply store. (but)

2. I have always loved outdoor sports. I often play softball and lacrosse. (and)

3. The negotiations reached a stalemate. Each side refused to compromise. (for)

4. A home safe is useful. Extremely valuable papers should be kept in a bankvault. (but)

5. The governor had not seen the news reports. He could not comment indetail. (so)

Combine the sentences in each item into a single sentence.

1. Sue loves to bake peach cobbler. Her real specialty is lemon meringue pie.

2. We plan to visit France and Italy. Then we hope to explore Austria andGermany.

3. I don’t like many of the recent science fiction movies. I didn’t care for someof the earlier ones.

4. There was a signal problem. The commuter train had to stop.

Assess

Coordinating Conjunctions in Compound Sentences

A

B



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Correlative conjunctions are pairs of connecting words. They link similarkinds of words and word groups and connect ideas. Correlative conjunctionsare usually used in these combinations:

either . . . or neither . . . nor just as . . . sonot only . . . but (also) whether . . . or

In these examples, the correlative conjunctions are in bold print, and theconnected ideas are underlined.

The teams will either cancel the game or wait for the rain to stop.Ralph Waldo Emerson was not only an essayist but also a poet.The suspect will neither admit to the charges nor deny them.The hikers had to decide whether to keep going or return to their campsite.Just as our forefathers fought off threats to freedom, so we will defend ourliberties and our way of life.

Draw parentheses around each of the correlative conjunctions. Then, underline the ideasthey connect.

Example: We will (either) sink (or) swim.

1. We don’t know whether to go to a movie or watch a DVD at home.

2. Carla is neither an honest person nor a dependable one.

3. Just as the drought came, so did the rains.

4. Either the mayor will fulfill his promises, or he will not be reelected.

5. Alaska is not large but also beautiful.

Write a sentence using each of these correlative conjunctions:

either . . . or neither . . . nor not only . . . but (also)

1.

2.

3.

Practice

Correlative Conjunctions

A

B


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Draw parentheses around each of the correlative conjunctions. Then, underline the ideasthey connect.

Example: We will (neither) admit guilt (nor) pay the fine.

1. The director will cast either a star or a complete unknown.

2. Just as the alarm clock rang, so did the telephone.

3. The town had to decide whether to put a stop sign or a traffic light at thecorner.

4. Ronald Reagan was not only a U.S. president but also an actor.

5. Neither the House nor the Senate will pass the bill.

6. The Democrats will hold their convention in either Denver or Miami.

7. Tell me whether you want to take the bus or go by car.

8. Ada is not only an excellent singer but also an accomplished pianist.

9. You don’t need a jacket because it is neither cold nor rainy.

10. Just as the holidays arrived, so did the sales.

Write a complete sentence, using each of these correlative conjunctions:

either . . . or neither . . . nornot only . . . but (also) whether . . . or

1. The election

2. This year, Thanksgiving dinner

3. The lead musician

4. Tell me

Assess

Correlative Conjunctions

A

B



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Practice

Creating Sentence Variety

Using a variety of sentence structures in your writing will improve your style.Try these methods to create sentence variety:

! Introduce some of your sentences with single-word modifiers (adjective oradverbs), some with participial phrases, and some with prepositionalphrases.

Single-word modifier: Startled, the kitten jumped two feet into the air.Participial phrase: Closing the door behind her, Sasha stepped into

the night.Prepositional phrase: In a flash, his life changed completely.

! Occasionally, switch the order of subject and verb to create an invertedsentence.

Subject VerbRegular Word Order: The two old women sat side by side.

Verb SubjectInverted Word Order: Here sat the two old women, side by side.

Revise each sentence according to the instructions in parentheses.

1. Maxine Hong Kingston had mastered English by the age of nine. (Begin witha prepositional phrase.)

2. She soon began to earn straight A’s in school. (Begin with an adverb.)

Revise each sentence by inverting the word order.

1. The girl and her dog strolled into the sunset.

2. The ticket for your trip is right there.

A

B


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Assess

Creating Sentence Variety


Revise each sentence according to the instructions in parentheses.

1. The star player was injured, so he had to leave the game. (Begin with anadjective.)

2. Fido has finally learned to lie down on command. (Begin with an adverb.)

3. Most of the students remained serious during rehearsals. (Begin with aprepositional phrase.)

4. Fred raced down the field and caught the pass just in time. (Begin with aparticipial phrase. Hint: Change raced to racing.)

5. A small whimper broke the silence after several seconds. (Begin with aprepositional phrase.)

Revise each sentence by inverting the word order (placing the verb before the subject).

1. The crowd hurried toward the subway platform.

2. The Space Needle is over there!

3. Most of the ingredients for the tamales are here.

4. A horrified shriek arose from the dark valley.

A

B



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A gerund is a verb form that ends in -ing and is used as a noun. It canfunction as a subject, an object, a predicate noun, or the object of apreposition.

Subject: Swimming is fun.Direct Object: Don dislikes arguing. Predicate Noun: His hobby is gardening. Object of the Preposition: Those shoes are perfect for jogging.

Underline the gerund in each sentence.

1. Jennifer received an award for volunteering.

2. Jousting was once popular in Europe.

3. Hunting is not allowed on these premises.

4. Raking is one of my least favorite chores.

5. Decorating is one of the hardest parts of moving to a new apartment.

6. Since the announcer was so dull, the people stopped listening.

7. Bill improved his grades by studying.

Underline the gerund in each sentence. Then, tell whether it is used as a subject, directobject, predicate noun, or object of a preposition.

1. Jogging has proved to be both healthful and popular.

2. Neil improved his performance on the cello bypracticing.

3. Mia enjoys walking for the exercise it gives her.

Practice

Gerunds

A

B


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Underline the gerund in each sentence.

1. Surprisingly, Donnie’s biggest fear is flying.

2. Peter and Nancy have always loved dancing.

3. Since childhood, Tony has displayed a great talent for drawing.

4. Uncle Luis went snowboarding once.

Underline the gerund in each sentence. Then, tell whether it is used as a subject, directobject, predicate noun, or object of a preposition.

1. Her main joy in life is writing.

2. Do not punish Stan for leaving, he does not feel well.

3. Since I am always on time, I cannot stand waiting.

4. Quitting was not an option since Barrie had bills topay.

Use the following gerunds as indicated.

1. landscaping as a predicate nominate

2. teaching as a subject

3. asking as a direct object

Assess

Gerunds

A

B

C



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An infinitive is a verb form that is preceded by the word to and that acts as anoun, an adjective, or an adverb. An infinitive phrase is an infinitive with itsmodifiers or complements. Like infinitives, infinitive phrases can function asnouns, adjectives, or adverbs.

Infinitive acting as a noun: To disagree would have been foolhardy.Infinitive Phrase acting as a noun: To find a good mechanic is no easy task.

Underline the infinitives or infinitive phrases in each sentence.

1. Frank wants to wait here for Mary.

2. Bonnie really wanted to win.

3. Above all, we wanted to be sure of his loyalty.

4. To accept stolen goods is a criminal offense.

5. Nick wanted to get seats near the stage.

6. Kiyo’s decision was to stay on the team for one more year.

Underline the infinitive in each sentence. Then, write the part of speech it is used as oneach line to the right.

1. Lawrence is the opponent to beat.

2. Where is a good place to eat?

3. The computer program is easy to learn.

4. Joe would be happy to help you.

5. The music began to play.

Practice

Infinitives and Infinitive Phrases

B

A

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Underline the infinitives or infinitive phrases in each sentence.

1. To plan a successful vacation takes a good deal of thought.

2. Cindy is only pretending to be ill.

3. Their responsibility is to recommend new products.

4. To fish for trout on a lazy day in summer is bliss.

5. We expect to live in this community for another five years.

6. To argue with Neil is to ask for trouble.

7. The management decided to open a new office in Boise.

8. People came from afar to see the memorial.

9. Politicians like to hear from the voters.

10. The ambition of everyone is to play in the finals.

Use each of the following infinitive phrases to write an original sentence.

1. to help others

2. to travel across Africa

3. to finish the job

4. to relax in the pool

5. to set the table

Assess

Infinitives and Infinitive Phrases

A

B

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Practice

Introductory Phrases and Clauses

Writing can get boring if every sentence begins with the subject. To vary yoursentence structures, try starting some sentences with introductory phrases orclauses. A phrase is a group of words that acts as one part of speech butlacks a subject and a verb. A clause is a group of words that has a subjectand a verb.

Subject First: Len stopped by a small apple tree to rest.Phrase First: By a small apple tree, Len stopped to rest. (prepositional phrase)

Subject First: He leaned against the tree and gulped down some water.Phrase First: Leaning against the tree, he gulped down some water.

(participial phrase)

Subject First: He would have to slow his pace to conserve energy.Phrase First: To conserve energy, he would have to slow his pace. (infinitive

phrase)

Subject First: He abruptly collapsed when he reached the river.Clause First: When he reached the river, he abruptly collapsed. (adverb clause)

Revise each sentence by using the italicized part as an introductory phrase or clause. Insome sentences, you will need to change the wording slightly.

1. Jo stood completely still as she listened to the rustling leaves. (Change stoodto standing.)

2. Kevin spends a lot of time outdoors because being in nature helps him relax.

Revise each sentence by changing the beginning as indicated in parentheses.

1. Jan invites me along whenever her family goes camping. (Begin with a clause.)

2. The dog dug a hole in the shade of the back porch to stay cool. (Begin witha phrase.)

A

B


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Assess

Introductory Phrases and Clauses


Revise each sentence by using the italicized part as an introductory phrase or clause. Insome sentences, you will need to change the wording slightly.

1. Max was inspired by Jack London’s story and decided to write his ownsurvival story.

2. Jack London endured many hardships throughout his youth.

3. Young Jack London, although he spent many hours working at unskilledjobs, still found time to read.

4. Jack London had sympathy for the working class because he had struggledhimself.

5. London decided to educate himself after he was arrested for vagrancy.

6. London traveled to the Alaskan Yukon, where he hoped to find gold andbecome rich. (Change hoped to hoping.)

7. He worked up to fifteen hours a day to turn his Alaskan adventures into books.

Revise each sentence by changing the beginning as indicated in parentheses.

1. We set up camp in a clearing near the riverbank.(Begin with a phrase.)

2. We always traveled in groups because we knew the wilderness could bedangerous. (Begin with a clause.)

A

B



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Practice

Misplaced and Dangling Modifiers

A misplaced modifier is too far away from the word it modifies. To correct amisplaced modifier, rewrite the sentence with the modifier in the correct place.A dangling modifier does not make sense because the word it should modifyis not in the sentence. You will need to rewrite a sentence slightly to correct adangling modifier. Dangling and misplaced modifiers can be words, phrases,or clauses.

Misplaced modifier: The student has checked out that book with the red hair.Correct modifier: The student with the red hair has checked out that book.Dangling modifier: After losing his sight, Milton’s Sonnet XIX was written.Correct modifier: After losing his sight, Milton wrote his Sonnet XIX.

Underline the misplaced modifier in each sentence. Then, rewrite the sentence correctly.

1. The librarian will show you books about Milton at the information desk.

2. Every student almost has read something written by Milton.

3. We learned that Milton was married three times in class.

Fix each dangling modifier. You will have to change the wording slightly.

1. Reading Milton’s sonnets, the footnotes helped me.

2. Expelled from school, the conflict Milton had was with a tutor.

3. Married to Mary Powell, her entire family moved into the poet’s home.

A

B


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Assess

Misplaced and Dangling Modifiers



1. What is the misplaced modifier in this sentence?

Famous for centuries, we are studying Milton in literature class.

A. studying C. we are studying Milton in literatureB. Famous for centuries D. in literature class

2. What is the dangling modifier in this sentence?

After losing his sight, Milton’s third wife and daughters recorded his verses.

A. After losing his sight C. Milton’s third wife and daughters recordedB. his sight D. his verses

3. In which sentence is the modifier placed correctly?

A. During the reign of Charles II, Milton was imprisoned.B. During the reign of Charles II, we learned that Milton was imprisoned.

Rewrite each sentence to fix the misplaced or dangling modifier.

1. Reserved, Milton’s popularity while in school was not very great.

2. Regarded as one of England’s greatest poets, we studied Milton’s sonnetslast week.

3. Milton’s wife soon returned to her family, who was seventeen when theymarried.

4. In spite of his gentle appearance, our teacher said that Milton was a willfulstudent.

5. Sonnets are not Milton’s most well known work, with their fourteen lines.

B

A

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Parallelism is the repetition of words, phrases, clauses, or sentences that aresimilar in structure or meaning.

Example: I came, I saw, I conquered.

Parallel structure is the expression of similar ideas using similar grammaticalform. Parallel structures can include the use of adjectives, verbs, phrases, orentire sentences.

Example: . . . government of the people, by the people, and for the people . . .

Parallel coordinate elements are elements linked by coordinatingconjunctions such as and, but, or, nor, or so. Parallel coordinate elements maybe nouns, adjectives, adverbs, clauses, or phrases. To make elements that arelinked with coordinating conjunctions parallel, put them in the samegrammatical form.

Example: She knew neither how to phrase her inquiry nor where to address it.

In each of the following sentences, underline the parallel structure.

1. He went to the department store, to the library, and to the town hall.

2. Jamal studies at work, at home, and at school.

3. Twisting and turning, she managed to avoid the obstacles on the road.

4. Eddie decided to wash his truck, to change the oil, and to repair the brakes.

Rewrite each of the following sentences to correct errors in parallel structure.

1. Penelope would rather visit a new restaurant than going to an old favorite.

2. Nick knows how to plan, how to take notes, and using a variety of sources.

3. Brad likes jogging, playing tennis, and to go on hikes.

4. The mayoral candidate is intelligent, compassionate, and we can trust her.

Practice

Parallelism

A

B


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In each of the following sentences, underline the parallel structure.

1. Marco washed the dishes, did the laundry, and waxed the floors.

2. The children were busy wrapping presents and tying ribbons.

3. Ronda typed her report, printed it out, and bound it.

4. Shouting and splashing, the youngsters frolicked in the ocean surf.

5. That short story had neither a credible plot nor effective characterization.

6. The goal of epic heroes is to accept a difficult challenge and to succeed intheir quest.

7. The orchestra played a march, an overture, and a full-length symphony.

8. Tracy will purchase the ingredients, bake the cookies, and prepare the pies.

9. The cat moved around the room, explored the house, and then jumped onthe table.

Rewrite each of the following sentences to correct errors in parallel structure.

1. Barb likes visiting new places and to explore foreign countries.

2. Ms. Harlan loves to bake, to sew, and watching television.

3. Herb bought the car because it was stylish and that it was well priced.

4. The candidate endorsed the sale of state bonds, the establishment of a newstate park, and to have the state cut property taxes.

5. Anna enjoys her job because of the opportunities it offers, the fringebenefits she receives, and she earns a good salary.

Assess

Parallelism

A

B


A participle is a verb form that is used as an adjective. Present participlesend in -ing. The past participles of regular verbs end in -ed. A participialphrase is a group of words that functions as an adjective in the sentence andcontains a participle.

Present Participle: the pounding noisePast Participle: troubled childParticipial Phrase: Feeling restless, I took a walk around the harbor.

For each sentence, underline the participial phrase it contains. Then, circle the noun eachparticipial phrase modifies.

Example: Has anyone kept a record of all the money spent on this project?Answer: spent on this project; (money)

1. Dressed in his old uniform, Dad participated in the Memorial Day parade.

2. Working hard for six months, Gladys saved enough money for a Caribbeancruise.

3. Hank is sitting beside the man reading a newspaper.

4. Any car parked illegally in an alley will be towed immediately.

5. Yesterday the whole family attended the concert held at Stanley Park.

Turn each pair of sentences into a single sentence with a participial phrase.

Example: The money was stolen from First Bank. It was later recovered.The money stolen from First Bank was later recovered.

1. The small boy sits at the end of the pier. He has caught nothing all day.

2. The sun sets behind the mountains. It is a beautiful sight.

3. Many books have been written by that author. Many of them have been bestsellers.


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Practice

Participial Phrases

A

B


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1. A participle is a form that is used as a .

A. noun, verb C. adjective, nounB. verb, adjective D. adverb, verb

2. A participial phrase is a a group of words that functions as a(n) inthe sentence and contains a .

A. participle, phrase C. verb, nounB. direct object, noun D. adjective, participle

For each sentence, underline the participial phrase it contains. Then, circle the noun eachparticipial phrase modifies.

1. Gasping for breath, the swimmer was pulled from the churning water.

2. At the end of the month, any toys left in the playroom will be given tocharity.

3. Did he get all of those weary cattle driven safely to the range?

4. Crossing the finish line, Jerry threw up his arms in glee.

Turn each pair of sentences into a single sentence with a participial phrase.

1. The speaker appeared somewhat nervous. The speaker approached themicrophone.

2. The players sat on the bench. They cheered for their teammates.

3. The children played in the park. They built sandcastles in the sandbox.

4. My mom noticed that the laundry was dry. My mom immediately removedthe clothes from the dryer.

Assess

Participial Phrases


A

B

C


A participle is a verb form that can act as an adjective. It modifies a noun orpronoun and answers the question What kind? or Which one? about the termit modifies. Present participles end in -ing (quivering). Past participles mayend in –ed (humbled), -d (heard), -t (lost), or -en (mistaken).

past participle present participle

I bowed my humbled head and managed a quivering smile. modifies modifies

Underline the participles in the following sentences and circle the words they modify.

1. Our fencing class featured exciting duels between the most experiencedstudents.

2. Like lost children, we peered around us for any familiar sights or identifyingmarks.

3. The rain-soaked grass glittered against the gleaming marble wall.

4. The fatigued travelers sank happily into their inviting, newly made beds.

5. The wandering cat mewed hungrily at the locked door.

For the following verbs, write both the present and past participle forms.

1. make present participle:

past participle:

2. break present participle:

past participle:

3. forget present participle:

past participle:

4. lose present participle:

past participle:


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Practice

Participles as Adjectives

A

B


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Complete the following sentences by writing in the correct participle form of the verb inparentheses.

1. The (break) bathroom window was not repaired until

some (chatter) birds flew in.

2. We found the (miss) watch in a

(forget) cabinet in the guest room.

3. “Who is that?” I cried out in a (quaver) voice, since I

felt more like a (terrify) child than a

(poise) adult.

4. Ahab’s (doom) hunt for the White Whale had a certain

(hypnotize) appeal.

5. The (drive), (haunt) genius Edgar

Allan Poe wrote (stun) poems and

(intrigue) stories, created from a (teem) mind and a

(shatter) heart.

Write a few sentences describing a busy street. Use at least three participles asadjectives. Then, underline the participles you used, and circle the nouns or pronounsthese participles modify.

Assess

Participles as Adjectives


A

B

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Verb tenses express time in three general categories: present, past, and future.The most frequently used tenses for indicating past action are past tense andpresent perfect tense. The past tense describes an action or condition thatclearly began and ended in the past. In contrast, the present perfect tenseshows that the action or condition occurred at some indefinite time in the pastor began in the past and continues into the present. The present perfect tenseis formed by adding has or have to the past participle form of the verb (hasspoken, has been, have entered). When writing about the past, be careful touse the correct sequence of tenses in order to show just when actions orconditions happened.

Past tense: Langston Hughes wrote “A Dream Deferred.” (action ended)

Present perfect tense: “A Dream Deferred” has moved many readers.(action continues into the present)

In the following sentences, underline the verbs, and identify their tenses as either past orpresent perfect.

1. We studied the Harlem Renaissance in class this week.

2. I have decided to write about Langston Hughes.

3. Have you ever been to Hawaii?

4. My family went to Oahu six years ago.

5. The power of the individual will has remained a majortheme in American literature.

6. Melville explored that issue in his novel Moby Dick.

7. How long have you ever gone without watchingtelevision?

8. Several U.S. universities have existed for centuries.

9. Harvard first opened its doors in the 1630s.

10. My sister’s e-mails have given me a close-up view ofcollege life.


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Practice

Past and Present Perfect Verb Tenses


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Underline the correct tense form to complete each sentence.

1. I (realized, have realized) my mistake just an hour ago.

2. I (was, have been) wrong many times, but this mistake (was, has been)spectacular.

3. Both Emerson and Thoreau (knew, have known) the family of Louisa MayAlcott, who (wrote, has written) Little Women.

4. Emerson (lent, has lent) money to Bronson Alcott, who (was, has been)Louisa May’s father.

5. The same literary editor (rejected, has rejected) the work of Walt Whitmanand Emily Dickinson, whose poems (were admired, have been admired) fordecades.

6. My parents (met, have met) each other in college.

7. Each of them (went, has gone) out with the other’s roommate, and thenthey (discovered, have discovered) each other.

Complete the sentences by filling in the correct tense form of each of the verbs shown inparentheses.

1. The motion picture industry (have) a huge influence onour culture for almost a century.

2. The first “talking picture” (be) The Jazz Singer, made in1927.

3. The Jazz Singer (star) Al Jolson and

(cost) $500,000.

4. Filmmakers (repeated) certain popular stories severaltimes.

5. For example, over the years Hollywood (produce) threeversions of A Star is Born and King Kong.

Assess

Past and Present Perfect Verb Tenses


A

B


In an incomplete construction, you may be uncertain about which form ofpronoun to use. To decide, mentally complete the construction by insertingthe missing words.

Examples: Will swims better than I. (complete construction: than I do)The coach listens to him more than me. (complete construction:than to me)

In the blank, write the pronoun that correctly completes each sentence.

1. Sam is nearly as fast a runner as (I, me).

2. Otis received more praise for his report than (I, me).

3. The audience gave more applause to Erika than (we, us).

4. The movie was less interesting to us than (they, them).

5. Tom found it easier to find the restaurant than (they, them).

Rewrite each sentence, choosing the correct pronoun in parentheses and completing theincomplete constructions.

1. This violinist is more talented than (we, us).

2. We feel that we deserve a better grade than (he, him).

3. The old photos were more meaningful to Suzanne than to (he, him).

4. Justine will earn more money this year than (we, us).

5. Teresa was as enthusiastic as (we, us).


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Practice

Pronouns in Incomplete Constructions

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B


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In the blank, write the pronoun that correctly completes each sentence.

1. The boy who delivered the groceries is older than (I, me).

2. She was quicker to answer the question than (we, us).

3. The message meant more to us than to (they, them).

4. No one learns a new piano piece as easily as (she, her).

5. Iris is a more accurate typist than (I, me).

Rewrite each sentence, choosing the correct pronoun in parentheses and completing theincomplete constructions.

1. No one appreciates a well-told story more than (I, me).

2. Are you as accurate as (she, her) in identifying mistakes in punctuation?

3. In passing that tough exam, no one will have a more difficult task than(they, them).

4. Tim is a master carpenter, and no one builds houses better than (he, him).

5. When we heard the news, Abigail was surprised, but no one was moreastonished than (I, me).

Assess

Pronouns in Incomplete Constructions


A

B


When a pronoun is followed by an appositive—a noun that renames thepronoun—choose the correct pronoun form by mentally dropping the appositive.

Subject: We journalists must learn to ask questions. (We must learn to ask questions.)

Object: The mayor gave an interview to us journalists.(The mayor gave an interview to us.)

Use I, he, she, we, or they to rename subjects and me, him, her, us, or them torename objects.

For each of these sentences, choose the correct form of the pronoun in parentheses.Then, rewrite the complete sentence correctly.

1. (We, Us) residents of Buffalo are proud of our city.

2. Two students, (she, her) and Adam, have been chosen to speak atcommencement.

3. Careful research had to be done by (we, us) debaters.

4. For (we, us) residents of Florida, the gubernatorial election is crucial.

5. The audience, consisting of (we, us) comedy lovers, loudly applauded theperformers.

6. The co-captains, Sally and (I, me), planned our team’s strategy carefully.


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Practice

Pronouns with Appositives


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For each of these sentences, choose the correct form of the pronoun in parentheses.Then, rewrite the complete sentence correctly.

1. Beth and (I, me), the students with the highest grades, have applied toCentral University.

2. My friends, Will and (she, her), are going with me on the trip.

3. Derek, who always lends a hand, was a great help to (we, us) visitors.

4. We would like a send a card to our cousins, Zach and (she, her).

5. Discounts are irresistible to (we, us) bargain shoppers.

6. Two cat owners, Ms. Hollis and (he, him), won best-in-show honors.

7. Sore joints are common among (we, us) distance runners.

8. Portia enjoyed the scenery, but it did not particularly interest the othertourists, Sandra and (they, them).

9. (We, us) cartoon lovers, Randall and I, love the comic strip “Peanuts.”

10. The computer experts, Inez and (she, her), will arrive in half an hour.

Assess

Pronouns with Appositives



Sometimes material that requires quotation marks occurs within othermaterial that also requires quotation marks. When that happens, use singlequotation marks for the quotation within the quotation to make the differenceclear. Remember to place commas and periods inside the closing quotationmarks, whether they are single or double.

“The clerk was busy,” Agnes said. “He told us, ‘I simply cannot help you.’“

Place semicolons and colons outside closing quotation marks.

“We read the poem ‘Douglass’; it is by Paul Laurence Dunbar,” May said.

Place question marks and exclamation points either inside or outside theclosing quotation marks, depending on the words to which they apply.

“Shakespeare wrote, ‘Shall I compare thee to a summer’s day?’“ Al said.“Did he also say, ‘Parting is such sweet sorrow’?“ Luke asked.

Circle the letter of the words and punctuation that correctly complete each sentence.

1. “Did you yell, Sol asked.

A. ‘It is time to leave’?” B. ‘It is time to leave?’ ” C. It is time to leave?”

2. “We read the poem we also read about the poet,” Rosietold me.

A. ‘Birches;’ B. ‘Birches’; C. “Birches”;

3. “The word typhoon is from the Chinese for Mayexplained.

A. “big wind,” B. ‘big wind’,” C. ‘big wind,’ ”

On the line after each sentence, rewrite the sentence so that it is punctuated correctly. Ifthe sentence is correct as presented, write correct.

1. “He yelled, ‘Fire’!” Samantha observed. “Unfortunately, there was no fire”.

2. “I asked him, ‘When are you going’?” Jerry explained.


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Practice

Punctuating a Quotation Within a Quotation

A

B


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Circle the letter of the words and punctuation that correctly complete each sentence.

1. “Did you ever once tell me, Keisha asked.

A. ‘You are right’?” B. ‘You are right?’ ” C. You are right?”

2. “I like the poem it was written by Edgar Allan Poe,”Sandy said.

A. ‘Annabel Lee;’ B. ‘Annabel Lee’; C. “Annabel Lee”;

3. “The word dandelion is from the French for Pierreexplained.

A. “teeth of a lion,” B. ‘teeth of a lion’,” C. ‘teeth of a lion,’ ”

4. Clara said, “I was there when Sandy shrieked,

A. ‘Don’t answer!’ ” B. ‘Don’t answer’!” C. “ ‘Don’t answer!’ ”

On the line after each sentence, rewrite the sentence so that it is punctuated correctly. Ifthe sentence is correct as presented, write correct.

1. “She screamed, ‘Help’!” Leona recalled. “However, she really needed littlehelp”.

2. “I was very nervous”, Bob confessed, “but I asked her, Will you go outtonight’ ”?

3. “There are three parts to the poem “Love:” two quatrains and a couplet,”Babs said.

4. “Don’t forget to ask, ‘May I?’ ” Katrina reminded us.

Assess

Punctuating a Quotation Within a Quotation


A

B


A participial phrase consists of a participle (a form of a verb that acts as anadjective) and its modifiers or complements. The entire phrase acts as anadjective. If the phrase is essential to the sentence’s meaning, it is restrictiveand not set off by commas. If it is not essential, it is nonrestrictive andshould be set off by commas.

Restrictive: waves breaking on the shore (essential) Nonrestrictive: Finally, flashing a broad smile, Fannie departed.

Underline each participial phrase, and circle the word it modifies.

1. Fumbling in her purse, Sheila found the keys.

2. The governor, faced with low ratings in the polls, decided not to seek re-election.

3. Elena began to implement the plans authorized by her advisory committee.

4. Writing every day, I completed the novel in just three months.

5. With a heavy heart, we inspected the building ravaged by fire.

Underline each participial phrase. Set off any nonrestrictive participial phrases withcommas.

1. The stars shown on the original United States flag numbered thirteen.

2. Those scholarships offered by the university since 1950 are intended forpromising architects.

3. These tomatoes grown organically are the most expensive.

4. The novels that I most enjoy reading are science fiction.

5. The road less traveled is the one that the speaker in Robert Frost’s poemsays he took.


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Practice

Restrictive and Nonrestrictive Participial Phrases

A

B


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Underline each participial phrase, and circle the word it modifies.

1. Ernie told me that a black-and-white cat named Zorro can walk on its hindlegs.

2. Lasting several hours, the pie-eating contest was a huge success.

3. Ian, switching on his flashlight, peered out into the front yard.

4. Chess, first invented in India, is a challenging but popular game.

5. Having shed their leaves, the birch trees looked like skinny, tall skeletons.

6. The camera marked with a discount sticker seemed like an excellent buy.

Underline each participial phrase. Set off any nonrestrictive participial phrases withcommas.

1. The students expecting the most favorable outcome were Randy andCamille.

2. Louise turning the book’s pages slowly admired the color illustrations.

3. That painting painstakingly copied from the original is an excellentreproduction.

4. The drinks most widely preferred by my teammates are wholesome juices.

5. Her computer equipped with wireless broadband Internet access was theenvy of her friends.

6. His diaries carefully maintained each day of the expedition furnish a wealthof information.

Assess

Restrictive and Nonrestrictive Participial Phrases


A

B


In most sentences, the subject precedes the verb, but in an invertedsentence the verb comes first. Notice how the italicized verb agrees innumber with the underlined subject in the following inverted sentences:

Singular: Under the large chestnut tree stands a memorial to the war dead. Plural: Here are the names we read on the memorial.

In the space provided, write the correct form of the verb needed to complete eachsentence correctly.

1. Within each one of us (lie, lies) the desire to explorefrontiers.

2. There (is, are) many different potential solutions to theproblem.

3. At the foot of the hill (run, runs) a small stream.

4. Above our heads (is, are) a skylight.

5. Here (is, are) the references you requested.

Underline the item in parentheses that agrees with the subject of each sentence.

1. In the amphitheater (sit, sits) thousands of spectators.

2. Following the parade leader (was, were) six trumpeters.

3. Here (comes, come) the elephants! How exciting!

4. (There’s, There are) only two roads leading to town.

5. In the middle of the square (is, are) a monument.


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Practice

Subject and Verb Agreement in Inverted Sentences

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B


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In the space provided, write the correct form of the verb needed to complete eachsentence correctly.

1. Below the ship (was, were) the ocean depths, dark andmysterious.

2. Reporting to the class (was, were) two students, Inezand Patrick.

3. There (is, are) many reasons you should not take thatrisk, Enrique.

4. On the table (is, are) several platters, loaded withsandwiches.

5. “Here (is, are) the keys, Ms. Gustafson,” replied Beth.

6. Leading the field (was, were) two candidates, Ms. Paleyand Mr. Hammock.

7. Hanging on the side of the warehouse (was, were) twosigns, warning against trespassing.

Underline the item in parentheses that agrees with the subject of each sentence.

1. Here (is, are) the instructions for installing the printer.

2. “On the table (is, are) two folders,” Peter said. “Bring me the orange one.”

3. Scribbled in the margin (was, were) the editor’s comments.

4. (There’s, There are) only one brand of socks available at the store.

5. Rushing out of the building (was, were) two ladies, each with a shoppingbag.

6. Near the shed (was, were) a barbecue grill, equipped with many handyfeatures.

7. Hanging from the ceiling (was, were) two lanterns that looked like valuableantiques.

Assess

Subject and Verb Agreement in Inverted Sentences


A

B


Modern English has three moods, or ways in which a verb can express anaction or condition: indicative, imperative, and subjunctive. The first two arefamiliar moods, found in most of the sentences that you write or speak. Theindicative mood is used to make factual statements and to ask questions.The imperative mood is used to give orders or directions.

The subjunctive mood is used more rarely. It is used to indicate possibility,supposition, or desire. In the subjunctive the verb form changes as follows:

! If a verb expresses a condition contrary to fact, use the past-tense form were.

If I were rich, I would buy you a fancy car.If it were not raining, we could play outside.

! If a verb demands, recommends, or suggests, use the third-person singular verbform without the usual -s, -es, or -ies ending. For the verb to be, use the form be.

I prefer that he drive slowly.The teacher demanded that we be punctual.

Rewrite each sentence, changing the italicized verb to its correct form in the subjunctive.

1. If it was possible to help him, I would do it.

2. The law requires that you are sixteen before you can drive a car.

3. Grandpa treats me as if I was still a baby.

4. I wish that I was you, taking a trip like that!

5. The judge ordered that the defendant pays a fine.


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Practice

Subjunctive Mood


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Rewrite each sentence, changing the italicized verb to the subjunctive mood.

1. My teacher insists that I am punctual.

2. The committee voted that the proposal is shelved.

3. I wish that I was rich.

4. She suggests that Paula drives her own car.

5. The captain requests that everyone remains seated until the plane stops.

6. The judge ordered that the defendant pays a fine.

7. The jury asked that the judge explains the new law.

Complete each sentence, using a verb in the subjunctive mood.

1. I insist that

2. Most schools require that each student

3. I prefer that George

4. If I were

5. I wish that

6. My mother treats me as if

7. The principal suggests that Susan

Assess

Subjunctive Mood


A

B


A subordinating conjunction joins two complete ideas by making onesubordinate to, or dependent on, the other. These words and phrases aresubordinating conjunctions:

after although as if because beforeif since so that until when

Combine short sentences with subordinating conjunctions. Use a comma afterthe dependent clause when it comes before the independent clause. In mostcases, do not use a comma when the independent clause comes first.

Two short sentences: The audience applauded loudly. The performers did well.Combined sentences: The audience applauded loudly because the performers did well.

subordinating conjunction

Underline the subordinate clause in each sentence, and circle the subordinatingconjunction.

1. Although you can reach Stratford, Ontario, by plane, you might prefertaking a bus.

2. People can see two or even three performances in a day if they wish.

3. When you travel by train, you can see an afternoon show and return thesame day.

Combine each pair of sentences. You may need to reword a bit. Choose from thesesubordinating conjunctions: so that, because, where, before.

1. Post-show chats follow performances. Students can meet the cast.

2. Students perform a play on April 23. That is Shakespeare’s birthday.

3. Festival artists visit high schools. They help students design sets andrehearse a scene.


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Practice

Subordinating Conjunctions

A

B


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Underline the subordinating conjunction in each sentence.

1. Before a tornado strikes, the air is usually very still.

2. When tornadoes may occur in an area, a watch is issued.

3. A tornado warning is announced if a tornado has been sighted or hasappeared on radar.

4. Even though tornadoes are more common in certain areas, they can occuranywhere.

5. During a tornado, stay in an interior room or the basement until the stormpasses.

Circle the letter of the subordinate clause in this sentence.

Do not remain in a car because that is a dangerous place to be during atornado.

A. Do not remain in a carB. because that is a dangerous place to be during a tornadoC. that is a dangerous place to be during a tornadoD. during a tornado

Combine each pair of sentences using one of these subordinating conjunctions: although,after, because, that, if.

1. Tornadoes can occur at any time of day. Most occur in the afternoon orearly evening.

2. Thunderstorms develop. They are followed by a cold front.

3. Windows should not be opened before a tornado. The wind can causedamage.

Assess

Subordinating Conjunctions


A

B

C



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The words like and as, and the phrase as if help create comparisons. Becareful to use them correctly. Do not use like when you should use as or asif. Like is a preposition that means “similar to.” As and as if areconjunctions—words that begin clauses. Every clause has a subject and averb. In the examples, the clauses are in bold type.

Like: Frank’s pizza tastes just like Mario’s pizza.Subj. Verb

As: Frank makes it just as his grandfather did in Italy.Subj. Verb

As if: Mario is beginning to act as if he finally has some competition.

Complete each sentence by correctly inserting like, as, or as if.

1. It looks a new restaurant is opening on the corner.

2. I wonder if it will offer take-out the old restaurant did.

3. Paul always says that there is nothing home-cooking.

4. Andy acts he could not survive without restaurants!

Rewrite the following sentences, correcting any errors in the use of like, as, or as if. Writecorrect for sentences without errors.

1. Abigail’s voice is so beautiful that it sounds as a professional singer’s voice.

2. The car looked like it had recently been washed and waxed.

3. He refused to eat the sushi, for it smelled as if it had been sitting on thecounter for days.

4. They stared up at the palace like they had never seen such an impressivesight.

Practice

Using Like, As, and As If

A

B


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Circle the letter of the best answer.

1. In which item is like used correctly?

A. The apples finally looked like they were ripe.B. The farmer tested one; it tasted sweet like honey. C. Like he had expected, it was time to start harvesting.

2. Why is as used correctly in the following sentence?

As everyone knows, we elect a president every four years.

A. It begins a clause. B. It is part of a prepositional phrase.C. It can be used in place of like.

3. Why is as if used correctly in the following sentence?

Unfortunately, it seems as if most of the voters stayed home.

A. It begins a clause. B. It is part of a prepositional phrase.C. It can be used in place of like.

4. In which item is as if used incorrectly?

A. Jane is acting as if she is afraid of canoeing in the rapids.B. Canoeing is not as if dangerous as skydiving.C. We paddled down the river, noticing the water moving as if a waterfall.

5. In which item is like, as, or as if used correctly?

A. It sounds like he put a lot of hard work into his presentation.B. Sheila clapped as if it were the most brilliant performance she had ever

heard.C. Loyal, hard-working employees as these are hard to come by.

Assess

Using Like, As, and As If



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To make your writing clear and effective, use parallel structure—similargrammatical forms to express similar, equal ideas. For example, in a series ofideas or for two ideas joined by a coordinating conjunction, use the same typeof phrase for each, the same type of clause for each, or all single words of thesame form. Faulty parallelism can confuse your reader, so always make sureitems are parallel in structure.

Nonparallel: Boston is home to many universities, museums, and also it haslibraries.

Parallel: Boston is home to many universities, museums, and libraries.Nonparallel: Jacob enjoys live music and attending plays.Parallel: Jacob enjoys listening to live music and attending plays. Nonparallel: Our guide told us that ticks are dangerous and to check for

them carefully after every hike.Parallel: Our guide told us that ticks are dangerous and that we

should check for them carefully after every hike.

Rewrite each sentence to correct the faulty parallelism.

1. Thomas Jefferson was intelligent, imaginative, and he had courage.

2. We rode our bikes over the meadow, up the hill, and then we crossed thebridge.

3. My music teacher said that I have a strong voice but am singing off-key.

4. Before you begin cooking, be sure to wash your hands and that theingredients are lined up.

5. Erin likes to make spicy Mexican stews and baking bread.

6. City Hall marks the center of Philadelphia, holds a statue of William Penn,and city records are housed there.

Practice

Using Parallel Structure


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Rewrite each sentence to correct the faulty parallelism.

1. Maya hopes either to win or getting an honorable mention would make herhappy.

2. Philadelphia features historic sites, highly regarded restaurants, and it hasexcellent museums.

3. John F. Kennedy’s words, sentences, and the way he spoke in paragraphsthrilled listeners.

4. Thomas Jefferson wrote the Declaration of Independence, designed his ownhome, and was a founder of a university.

5. The goals of the civil rights movement included full equality, racial justice,and to have economic opportunity.

6. Thomas Paine spoke passionately, eloquently, and in a persuasive way.

7. Gandhi’s choice was submitting to a harmful system or to run the risk ofstirring up anger.

8. Following the rules and to play to win are equally important to our team.

Assess

Using Parallel Structure



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Simple sentences—those consisting of one independent clause—convey ideasconcisely and directly. Compound sentences contain two or more independentclauses. Complex sentences contain an independent clause and one or moresubordinate clauses.

By varying sentence structure, you can make your writing more lively andinteresting.

In this example, a complex sentence is followed by a simple one.

Example: To make matters worse, Clarence had borrowed my new bike onlya few days after I had bought it. Now I stared at the pitiful, dented machine.

For each of the following topics, write at least two sentences using a variety of sentencestructures. Try to include a mix of simple, compound, and complex sentences.

1. Things a babysitter should know: proper bedtime for children; any specialhealth problems; rules about TV and snacks; whom to call in an emergency.

2. Reasons why a building may be condemned: faulty wiring, crumbling steps,a rusted and broken fire escape, falling roof and ceilings.

3. Elements of an epic poem: formal, dignified language; focus on the deeds ofa larger-than-life hero; embodiment of the values and ideals of the culturethat produces the poem.

4. Reasons why Max’s Diner closed: could not keep good waiters andwaitresses; had an inexperienced cook; often lacked Max’s personal interestand supervision.

Practice

Varying Sentence Structure


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For each of the following topics, write at least two sentences using a variety of sentencestructures. Try to include a mix of simple, compound, and complex sentences.

1. Safety measures to avoid accidents in the home: keeping matches awayfrom children; making sure children do not have access to medicinecabinets; checking electrical systems for defects; cleaning out attics andcellars; making sure tiled surfaces are slip-proof.

2. Checklist for potential homeowners: cracks in the foundation; leaks orsagging timbers in the roof; evidence of fire damage; improperly fitted pipes.

3. Safety measures taken by a school principal: running in hallways forbidden;volunteer student hall monitors; weekly fire drills; washroom attendants;parking lot supervision.

4. Features of science fiction: unusual setting in place or time; unexpectedevents; mysterious characters; blend of fantasy and reality.

Assess

Varying Sentence Structure


Documents

Grammar Boot Camp Ms. Zourzoukis Spring 2014: SAT 11SN:dvchs.ss8.sharpschool.com/UserFiles/Servers/Server_520119/File... · Read each of the following sentences. Then, correct the