1

Grammar, Usage, and Mechanics

Writingfor the Ged®

 Test

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Contents

TO THE STUDENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

TEST AND ASSESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Self-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Self-Test Answers and Explanations . . . . . . . . . . . . . . .16

Assess Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

BUILD SKILLS IN SENTENCE STRUCTURE . . . . . . . .19

Basic Sentence Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Simple and Compound Sentences . . . . . . . . . . . . . . . .22

Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Run-ons and Comma Splices . . . . . . . . . . . . . . . . . . . . .28

Parallelism and Coordination . . . . . . . . . . . . . . . . . . . . .30

Misplaced Modifi ers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Dangling Modifi ers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Stretch Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

BUILD SKILLS IN GRAMMAR AND USAGE . . . . . . .37

Nouns and Personal Pronouns . . . . . . . . . . . . . . . . . . . .38

Other Kinds of Pronouns . . . . . . . . . . . . . . . . . . . . . . . . .40

Verb Tenses and Forms . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

The Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Subject–Verb Agreement I . . . . . . . . . . . . . . . . . . . . . . .48

Subject–Verb Agreement II . . . . . . . . . . . . . . . . . . . . . . .50

Subject–Verb Agreement III . . . . . . . . . . . . . . . . . . . . . .52

Pronoun–Antecedent Agreement . . . . . . . . . . . . . . . .54

Clear Antecedents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Informal and Nonstandard Usage . . . . . . . . . . . . . . . . .58

Wordy and Awkward Writing . . . . . . . . . . . . . . . . . . . . .60

Stretch Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

BUILD SKILLS IN MECHANICS . . . . . . . . . . . . . . . . . . .63

Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Words That Sound Alike . . . . . . . . . . . . . . . . . . . . . . . . . .72

Stretch Your Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

Answers and Explanations . . . . . . . . . . . . . . . . . . . . . .75

Build skills in senTence sTrucTure 19

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18    TesT and assess

his section will help you fi nd and fi x errors in the structure of sentences. A sentence is a group of words that work together to express a complete thought. Sentence structure refers to the parts of a sentence and the ways in which they relate to express meaning.

In this section, you will learn how to

• fi x sentence fragments;

• write and punctuate compound sentences correctly;

• write and punctuate complex sentences correctly;

• fi x run-on sentences and comma splices;

• make sure that sentence parts are parallel to each other;

• make sure that sentence parts are correctly coordinated and subordinated;

• fi x dangling and misplaced modifi ers in sentences.

Learning about sentence structure will help you do your best on the GED RLA Test. By applying sentence structure rules, you will be able to answer editing questions about sentence structure. You’ll also be able to write your own good sentences. On the test, you will be asked to do both.

T

BUild SKillS in SenTenCe STrUCTUre

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Basic Sentence parts

A sentence must have at least one subject and one verb, and it must express a complete thought.

Subject and Verb

Th e subject is the person, place, or thing the sentence is about. Th e subject may do the action stated by the verb, or the subject may be described by the sentence.

• Jada called. (The subject Jada did the action of calling.)• Jada was friendly. (The subject Jada is described as being “friendly.”)

Two kinds of verbs are used in sentences: action verbs and linking verbs. An action verb tells what a subject does, did, or will be doing.

• Cara called.• Cara will call again tomorrow.

A linking verb does not show action. It connects the subject to a word or phrase that tells more about it.

• Al seems nice. (Seems connects Al to nice. Nice describes Al.)• Al is the manager. (Is connects Al to manager. Manager tells what Al is.)

Sentence Completeness

To be complete, a sentence must express a complete thought. A subject and verb are also needed, but they are not enough by themselves.

• Missing a subject: Represented the fi rm at the event.• Missing a verb: Juanito, the best lawyer in our fi rm. • Expressing an incomplete thought: When we met Vivian.

• Complete: Taka represented the fi rm at the event.• Complete: Juanito is the best lawyer in our fi rm.• Complete: When we met Vivian, she asked for our number.

In commands—sentences that tell someone to do something—the subject is implied rather than written or spoken. The implied subject of a command is always the word you. Examples: (You) Study for the test. (You) Call me tonight, please.

wATCh oUT!

For more about sentence completeness, see Sentence Fragments, page 26.

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20    Build skills in senTence sTrucTure

Ged prACTiCe A sentence is missing from each paragraph of the letter below. Finish each paragraph by selecting the option that is a complete sentence. Circle the letter of the option you select.

Kayla Williams, Sales ManagerAce Car Dealership1000 Maple RoadAtlanta, GA 30001

Dear Ms. Williams:

I am writing to express my appreciation for the fi ne service I received at Ace last week. I came into the dealership to buy an SUV, and I was helped by one of your sales staff . 1. Select.

A. Namely, Jeff Lee.B. His name is Jeff Lee.C. Who is named Jeff Lee.D. By the name of Jeff Lee.

During my visit, Jeff asked me about my likes and dislikes. His questions helped me see what kind of vehicle best fi ts my needs. 2. Select. I am very happy with my decision.

A. As it turns out, a sedan, not an SUV.B. In the end, instead of an SUV, a sedan.C. I discovered that I need a sedan, not an SUV.D. That vehicle being a sedan rather than an SUV.

Salespeople like Jeff are truly special. 3. Select. Thanks to Jeff , I will defi nitely recommend Ace to my friends and my co-workers.

Sincerely,Nina Callow

A. For that reason, I wanted to bring him to your attention.

B. Therefore, am bringing him to your attention.C. Was feeling sure you would want to know

about him.D. As a result, thought you would want to know

about him.

Answers and explanations start on page 75.

BASiC SenTenCe pArTS AppliCATion

prACTiCe In each sentence, underline the subject once and the verb twice. On the line, write AV if the verb is an action verb or LV if the verb is a linking verb.

EXAMPLE:

Mr. Chen processes the orders.

1. Lourdes trained the new employees.

2. She is our head trainer.

3. Everyone likes Lourdes.

4. Last year, Ethan became her assistant.

5. We gave Ethan a promotion.

AV

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Simple and Compound Sentences

Clauses

Sentences are made up of clauses. A clause is a group of related words that contains a subject and a verb. An independent clause can stand alone as a sentence. It expresses a complete thought. A dependent clause does not express a complete thought and cannot stand alone.

• Independent clause: Children need plenty of calcium.• Dependent clause: because their bones are developing

Simple Sentences

A simple sentence consists of one independent clause.

• Simple sentence: Children need plenty of calcium.

A simple sentence can have a compound subject. Th at means it has more than one subject. It can also have a compound verb. Use and, or, or nor to link compound subjects or compound verbs.

• Simple sentence with a compound subject: Children and adults need good nutrition.• Simple sentence with a compound verb: I walk or run every day for exercise.

Compound Sentences

A compound sentence consists of two or more related independent clauses, or simple sentences, joined together correctly. Usually, this is done with a comma and a coordinating conjunction—and, but, nor, or, for, so, or yet.

• Simple sentence: The machine broke. / Simple sentence: We fi xed it.• Compound sentence: The machine broke, so we fi xed it.

A comma goes before a coordinating conjunction when the conjunction joins two sentences. No comma is used when a conjunction joins parts of one sentence: Incorrect: The president of the � rm, and his wife attended the party. Correct: The president of the � rm and his wife attended the party.

joins two sentences. No comma is used when a conjunction joins parts of one wATCh oUT!

A compound sentence can also be formed by joining two simple sentences with a semicolon, a conjunctive adverb, and a comma. An adverb is a word that describes a verb. A conjunctive adverb is a special kind of adverb that can act as a conjunction. Common conjunctive adverbs include also, consequently, fi nally, furthermore, however, moreover, nevertheless, otherwise, then, therefore, and thus.

• Simple sentence: The bus was late. / Simple sentence: We arrived late.• Compound sentence: The bus was late; therefore, we arrived late.

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22    Build skills in senTence sTrucTure

Ged prACTiCe A sentence or sentence part is missing from each paragraph of the fl yer below. Finish each paragraph by selecting the option that is error free or that will create an error-free sentence. Circle the letter of the option you select.

Free Networking Seminar on August 1!

Have you lost your job? Are you looking for another? Or are you a fi rst-time job seeker? Today’s job market is tight 1. Select. You can increase your chances of success by networking, or fostering relationships with other people in the community.

A. and diffi cult to navigate.B. , and diffi cult to navigate.C. ; and diffi cult to navigate.D. ; and, diffi cult to navigate.

If you have never networked, you are missing out on a vital employment resource. Learn how to develop a network of family, friends, neighbors, and others at this free seminar. It will be led by Mary Cordero.

2. Select. Ms. Cordero is a recognized expert on networking and is the author of Network Your Way to Career Success.

A. A job counselor for the Smith Employment Agency.

B. Seeing as she is a job counselor for the Smith Employment Agency.

C. For a long time, a job counselor for the Smith Employment Agency.

D. She is a job counselor for the Smith Employment Agency.

The seminar will be held in the Common Room of the Midville Public Library from noon until 2 p.m. on Friday, August 1. Ms. Cordero asks that every participant bring 10 copies of his or her résumé to facilitate the networking process. If you are looking for a job, be sure to join us. It does not cost a thing 3. Select.

A. , it is sure to be fun!B. also it is sure to be fun!C. , and it is sure to be fun!D. ; moreover it is sure to be fun!

Answers and explanations start on page 75.

SiMple And CoMpoUnd SenTenCeS AppliCATion

prACTiCe Create a compound sentence by joining each pair of sentences. Use the indicated method.

EXAMPLE:

(comma, coordinating conjunction) We invited Mai. / She cannot attend.

1. (semicolon, conjunctive adverb, comma) The research is complete. / The results are unclear.

2. (comma, coordinating conjunction) Networking builds connections. / Those help us fi nd jobs.

3. (semicolon, conjunctive adverb, comma) I need more money. / I will ask to work more hours.

We invited Mai, but she cannot attend.