GRAMMAR WORKBOOK

Grade 8

Upper Saddle River, New Jersey

Boston, Massachusetts
Chandler, Arizona
Glenview, Illinois
 TABLE OF CONTENTS

Introduction.......................................................................................................................... 1A

Grammar
Chapter 13: Nouns and Pronouns
Nouns ................................................................................................................................ 1
Pronouns ........................................................................................................................... 7
Chapter 14: Verbs
Action Verbs ................................................................................................................... 14
Linking Verbs ................................................................................................................. 16
Helping Verbs ................................................................................................................. 19
Chapter 15: Adjectives and Adverbs
Adjectives ....................................................................................................................... 20
Adverbs ........................................................................................................................... 29
Chapter 16: Prepositions
Prepositions..................................................................................................................... 34
Chapter 17: Conjunctions and Interjections
Conjunctions ................................................................................................................... 36
Interjections: ................................................................................................................... 40
Chapter 18: Basic Sentence Parts
The Basic Sentence ........................................................................................................ 41
Complete Subjects and Predicates ................................................................................. 43
Compound Subjects and Compound Verbs .................................................................. 44
Hard-to-Find Subjects .................................................................................................... 46
Objects and Complements ............................................................................................. 50

Chapter 19: Phrases and Clauses

Phrases ............................................................................................................................ 56
Clauses ............................................................................................................................ 59
Classifying Sentences by Structure ............................................................................... 61
Chapter 20: Effective Sentences
Classifying the Four Functions of a Sentence .............................................................. 66
Combining Sentences. .................................................................................................... 67
Varying Sentences .......................................................................................................... 69
Avoiding Sentence Fragments ....................................................................................... 71

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iii
Usage
Chapter 21: Using Verbs
The Four Principal Parts of Verbs ................................................................................. 78
The Six Tenses of Verbs ................................................................................................ 80
Troublesome Verbs ........................................................................................................ 86
Chapter 22: Using Pronouns
Recognizing Cases of Personal Pronouns ..................................................................... 87
Chapter 23: Making Words Agree
Subject-Verb Agreement ............................................................................................... 90
Agreement Between Pronouns and Antecedents.......................................................... 97
Chapter 24: Using Modifiers
Comparisons Using Adjectives and Adverbs ............................................................. 100
Troublesome Adjectives and Adverbs ........................................................................ 108

Mechanics
Chapter 25: Punctuation
End Marks ..................................................................................................................... 109
Commas ........................................................................................................................ 112
Semicolons and Colons ................................................................................................ 123
Quotation Marks, Underlining, and Italics ................................................................. 126
Hyphens ........................................................................................................................ 133
Apostrophes .................................................................................................................. 139
Parentheses and Brackets ............................................................................................. 143
Ellipses and Dashes ...................................................................................................... 145
Chapter 26: Capitalization
Using Capitalization ..................................................................................................... 147

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iv
 Grammar, Usage, and Mechanics
INTRODUCTION

This book consists of worksheets that provide additional support for the skills
learned in the grammar Workbook. Each worksheet provides students with
instruction on a grammar skill. The worksheets then provide two practice
activities on the skill.

The extra practice provided in these worksheets focuses on the following areas:
Grammar: These worksheets provide students with practice learning how to identify
and use nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and
interjections. They also help students identify basic sentence parts as well as phrases
and clauses.

Usage: These worksheets provide practice with using verbs and pronouns,
making words agree, and using modifiers.

Mechanics: These worksheets give students practice with proper use of

punctuation and capitalization in their sentences.

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1A
 Name Date

PEOPLE, PLACES, THINGS, AND IDEAS

A noun is the part of speech that names a person, place, thing, or idea.
There are different types of nouns. See the examples below.

People Serena, sister, teacher, President Kennedy

Places kitchen, mall, Main Street, North America, Europe
Things cell phone, chair, tree, the Mona Lisa
Ideas anger, generosity, heritage, justice, serenity, truth

Practice A Identifying Nouns

Read each sentence. Then, underline the nouns.
Example: Mark and the boys went camping at Big Bend last month.
Answer: Mark and the boys went camping at Big Bend last month.

1. Broccoli is a green vegetable that contains 4. The one-dollar bill has a picture of George
vitamin C. Washington on the face.
2. Our government is based on the U.S. 5. John Quincy Adams was the son of John and Abigail
Constitution. Adams.
3. Superman fights for “truth, justice, and the 6. My grandmother plays show tunes on the piano
American way.” every Friday.

Practice B Labeling Nouns

Read each sentence. Then, identify whether each underlined noun is a person, place, thing, or idea.
Example: Selena makes furniture for a living.
Answer: Selena — person; furniture — thing; living — idea

1. Did Jorge say to meet him at the bookstore or the comic-book store?

2. Have you read a book called The Ear, the Eye, and the Arm by Nancy Farmer?
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3. Sally is interested in our heritage and the history of Texas.

4. The committee has not heard from Shawn yet about his plans.

5. Nelson Mandela retained his dignity during years of unjust imprisonment.

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CONCRETE AND ABSTRACT NOUNS

A concrete noun names something that can be recognized through any of the five senses.
An abstract noun names something that cannot be recognized through the senses.
Concrete nouns name people, places, and things. Abstract nouns name ideas. See the examples below.

Concrete nouns Calvin, carpet, Gulf of Mexico, house, street

Abstract nouns affection, hope, inspiration, joy, remembrance, strength

Practice A Identifying Concrete and Abstract Nouns

Read each sentence. Then, underline the concrete nouns and circle the abstract nouns.
Example: Some people believe that a four-leaf clover brings luck.
Answer: Some people believe that a four-leaf clover brings luck.

1. Jane says that her friends give her joy. 6. Honest encouragement is worth a million bucks.
7. The whole neighborhood values the wisdom of Mr. Herrera.
2. Robin’s brother wants a career in comedy.
8. That dog is under the protection of Andy and his friends.
3. I hope you have a great time at the concert, Sabine.
4. Lara wrote on scented paper, “Best wishes on your 9. Was it a doctor who said laughter is the best medicine?
birthday.” 10. Thomas Jefferson said, “The price of freedom is eternal
5. In the language of flowers, aloe stands for vigilance.”
protection.

Practice B Labeling Concrete and Abstract Nouns

Read each sentence. Then, identify whether each underlined noun is concrete or abstract.
Example: A dog is a great source of loyalty.
Answer: dog — concrete; source — abstract; loyalty — abstract

1. Tasha’s sincerity came through in her note.

2. Jody felt disappointment when he learned the score.
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3. Barb prides herself on her usefulness.

4. Gordon learned that it isn’t healthy to avoid all emotions.

5. We show our patriotism with a parade on Independence Day.
6. Paulo makes beautiful art out of scrap metal.

7. In “The Goose Girl,” the heroine learns confidence.

8. Grandma gave me some tea and some of her strength.
9. Discipline is even more important for an athlete than talent.
10. Pele goes to the Big Thicket when he wants to think big thoughts.

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COLLECTIVE NOUNS
A collective noun names a group of people, animals, or things.
Examples of collective nouns are audience, band, bunch, class, and crew. Many collective nouns originally applied to
animals. A group of birds is called a flock or flight, or a gaggle of geese, a brood of hens, a charm of goldfinches, a host
of sparrows, or a covey of quails. Groups of buffaloes, deer, elephants, and walruses (among others) are herds. There are
also a skulk of foxes, a mob of kangaroos, a leap of leopards, a pride of lions, and a nest of mice. Most fish come in
schools, shoals, rafts, or pods. Collective nouns that apply to most insects are colony, nest, swarm, cluster, and cloud.

Practice A Finding Collective Nouns

Read each group of nouns. On the line provided, write the word in each group that is a collective noun.
Example: gaggle, geese, girls
Answer: gaggle

1. crowd, man, singer 6. audience, viewer, attendees

2. actors, set designer, troupe 7. wolves, pack, howl
3. herd, cows, elephant 8. pod, whale, chickens
4. mother, family, niece 9. committee, workers, drones
5. team, players, coach 10. squad, car, policeman

Practice B Identifying Collective Nouns

Read each sentence. Then, underline each collective noun.
Example: The audience cheered for Tayari’s performance.
Answer: The audience cheered for Tayari’s performance.

1. Some of the sailors on the crew didn’t swim.

2. On safari in Kenya, we saw a pride of lions.

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3. The panel of judges chose the singer I liked least.

4. A shoal of goldfish darted around the edge of the pond.

5. Without colonies of bees to pollinate fruits, we’d have a food shortage.

6. My mother says our family is stronger together than apart.

7. A gaggle of geese chased the picnickers away from their food.

8. The crowd included both protesters and commuters caught in traffic.

9. The brood of hens cackled when Becky came to collect the eggs.

10. The team enjoyed the victory parade after winning the championship.

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COUNT AND NON-COUNT NOUNS

Count nouns name things that can be counted. Non-count nouns name things that cannot
be counted.
Count nouns take an article (a, an, or the) and can be either singular or plural. Non-count nouns do not take a or an.
They may take some, any, or much. Non-count nouns cannot be plural. Most abstract nouns (and many concrete ones)
are non-count nouns. See the examples below.

Count nouns a chair, a shirt, an ant, the Web, books, cars, shoes
Non-count nouns broccoli, clothing, energy, jewelry, milk, sugar, vitamin D

Practice A Labeling Count and Non-count Nouns

Read each sentence. Then, identify whether each underlined noun is count or non-count.
Example: We get vitamin D from certain foods and from sunlight.
Answer: vitamin D — non-count; foods — count; sunlight — non-count

1. Karen brushed her hair and washed her face. 6. Sarina would rather have books than jewelry.

2. Do you like ketchup on your french fries? 7. I bought carrots, cauliflower, and soup.

3. Lilias has made a serious study of music. 8. My mom buys china and furniture at sales.

4. Dad bought some equipment for his hobby. 9. Please put the flour and sugar on the counter.

5. Hours on the computer yielded 10. If he had time, Maurice could become a mime.
more information than Ed could use.

Practice B Writing With Count and Non-count Nouns

Read each sentence. Then, rewrite them, correcting the incorrect non-count noun.
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Example: Would you like a pasta?

Answer: Would you like some pasta?
1. I believe I heard a thunder.
2. Winter weather makes my skins dry.
3. I forgot to bring a money.
4. Eve likes toast sprinkled with a cinnamon.
5. We’re spoiled: When we turn on the faucet, we get a water.
6. Helen is working on her self-controls.
7. Bananas contain a potassium.
8. I like clothes that are 100 percent cottons.
9. I find that sunshine gives me an energy.
10. My mom values knowledges above all else.

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RECOGNIZING COMPOUND NOUNS

A compound noun is one noun made by joining two or more words.
Compound nouns can be single words, hyphenated words, or two or more separate words.

Single word caregiver, courthouse, heartbreak, hometown, paycheck, weekday

Hyphenated word ex-boyfriend, mayor-elect, ping-pong, self-esteem, sister-in-law
Separate words decision maker, fi le cabinet, guest room, North Carolina, text message

Practice A Identifying Compound Nouns

Read each sentence. Then, write the compound nouns on the lines provided. Some sentences have more than one
compound noun. Draw a line between the words that make up each compound noun.
Example: Miguel woke at sunrise on the summer solstice.
Answer: sun | rise

1. Bloodhounds have an excellent sense of smell. 4. Roy drives a hatchback, and Ray drives
a pickup.
2. The Black Hills are in South Dakota. 5. We’re having lima beans and baked potatoes
for dinner.
3. Is the silverware in the dining room? 6. When I flip the light switch, the lightbulb does
not come on.

Practice B Writing Using Compound Nouns

Read each sentence. Then, rewrite the underlined words replacing them with compound nouns.
Example: My mother’s grandmother was a suffragist.
Answer: great-grandmother

1. The band on Manny’s clock he wears around his wrist broke.

2. My bedroom has an entire wall of shelves that hold books.

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3. The woman who was elected mayor will take office next Tuesday.
4. Martin went on a time off for a midday meal.

5. Hank poured some coffee out of the container in which coffee is brewed.
6. The girl rang the bell on the door to see if we wanted to buy cookies.
7. Sometimes I miss my place where I grew up.
8. The crew threw a floating device to the person who fell overboard.
9. Dad gave Mom a pair of those things people decorate their ears with.
10. The person who fixes my car said my car needs a new timing belt.

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USING COMMON AND PROPER NOUNS

A common noun names any one of a class of people, places, things, or ideas. A proper noun
names a specific person, place, thing, or idea.
Common nouns are not capitalized (except at the start of a sentence or in a title). Proper nouns are always
capitalized. See the examples below.

Common nouns boy, language, mountain, continent, video game

Proper nouns Tom, French, Mount Everest, Asia, Second Life

Practice A Identifying Common and Proper Nouns

Read each sentence. Then, underline the common nouns and circle the proper nouns.
Example: The largest freshwater lake in the world is Lake Superior.
Answer: The largest freshwater lake in the world is Lake Superior.

1. The deepest lake in the United States is Crater 6. A queen named Elizabeth ruled England.
Lake in Oregon. 7. Queen Victoria ruled the British Empire.
2. The first woman from the United States who went to
8. The constellation called the Summer Triangle
space was Sally Ride. contains the star Deneb.
3. The pop artist famous for painting soup cans was 9. The oldest building in Manhattan is St. Paul’s
Andy Warhol.
Chapel.
4. One national monument, Canyon de Chelly 10. A German U-boat sank the S.S. Lusitania off
Quarries, is in Arizona. the coast of Ireland.
5. More than 2,000 sites in Texas are listed in the
National Register of Historic Places.

Practice B Writing With Common and Proper Nouns

Read each sentence. Then, rewrite each sentence, replacing the underlined words with proper nouns.
Example: My neighbor walks her dog every day.
Answer: Alanna walks Scamp every day.

1. I read a book by an author.

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2. My friend wants to see a sports team play.

3. My friend and I saw a movie starring an actor.
4. My lab partner speaks a language.
5. My friend takes a bus up a street.
6. My neighbors sailed across an ocean.
7. My sister majors in a subject at a university.
8. My friend and I saw a band play on a talk show.
9. My aunt is moving to a town in the third month of the year.
10. My neighbor climbed a mountain the sixth month of last year.

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ANTECEDENTS OF PRONOUNS
A pronoun is a word that takes the place of a noun or a group of words acting as a noun.
The noun to which a pronoun refers is called its antecedent.
EXAMPLES: Jake straightened his legs. Then he touched his hands to his toes.
antecedent pronoun pronoun pronoun pronoun

Trying to read Doug’s handwriting is frustrating. It can take hours.

antecedent pronoun

Practice A Identifying Antecedents

Read each sentence or set of sentences. Then, write each pronoun and its antecedent. Some sentences have more than
one pronoun.
Example: If Sam wants to win, he will have to get serious.
Answer: he — Sam

1. Lena, did you do the dishes yet?

2. By the time Mom gets here, she will be ready for a break.
3. When people exercise regularly, they are better able to deal with stress.
4. Desert locusts are very destructive insects. Their appetites are legendary.
5. The word glitch means “small technical problem.” It comes from the Yiddish word glitshen, which means “to slip.”

6. When the car began to make strange noises, it was ten miles outside town.
7. Seth and I finished our workout. Then we walked home.
8. Tony says he likes to put weird foods together and see how they taste.

Practice B Writing Pronouns for Antecedents

Read each sentence or set of sentences. Then, fill in the blanks with an appropriate pronoun.
Example: Is Jada here? I have a question for .
Answer: her

1. The moon is magical when is full.

6. Have seen backpack?
2. Rosalie promised would come to my
7. Trees make chemicals in cells to
party. help grow.
3. “ have a test today,” Andy said.
I don’t know what Arnie sees in golf, but
4. Both Marcy and I have birthdays on I know Likes .
the same day. 9. Here, this blue sweater is .
5. If the other team forfeits, the win goes to 10. A butterfly must flap wings as soon
but we don’t like to win like this. as emerges from the cocoon.

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RECOGNIZING PERSONAL PRONOUNS

Personal pronouns refer to (1) the person speaking or writing, (2) the person listening or
reading, or (3) the topic (person, place, thing, or idea) being discussed or written about.

Singular Plural
Subjective I, you, he, she, it we, you, they
Objective me, you, him, her, it us, you, them
Possessive my, mine, your, yours, his, her, hers, its our, ours, your, yours, their, theirs

Practice A Identifying Personal Pronouns

Read each sentence. Then, write each personal pronoun. The sentences have more than one pronoun.
Example: He broke his glasses again.
Answer: he; his

1. It’s your turn to give the dogs their dinner. 6. You make me feel as if I could move
mountains.

2. Martha and I strung lights along our railing. 7. The neighbors asked us if we had seen their
dog, Pepper.

3. Ted and I went swimming in his family’s pool. 8. We and our friends held a bake sale to raise
funds for our choir.

4. The kayak we bought is scuffed a bit, but it’s 9. My brother Eric gave me his old guitar when
all mine. he got a new one.

5. Sue and Matt haven’t met yet, but she has 10. My mother says I should set the table;
heard a lot about him. do you want to help me?

Practice B Choosing Personal Pronouns

Read each sentence. Then, choose the appropriate pronoun from the two in parentheses and write it on the line
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provided.
Example: (She, Her) and Lola are studying.
Answer: She

1. Denise and (I, me) are going to the mall. 6. That comic book on the table is (my, mine).

2. Text me when you hear from (she, her). 7. (They, Them) are colorful birds, aren’t they?

3. George claims the fault is (their, theirs). 8. Could you share some water with (we, us)
hikers?

4. Did you twist (your, yours) ankle again? 9. Give (I, me) a call when you know more
details.

5. (He, Him) and Dwayne never arrived at the 10. (We, Us) gazed at the bees that were mobbing
party. the ironweed.

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REFLEXIVE AND INTENSIVE PRONOUNS

A reflexive pronoun directs the action of the verb toward its subject. It points back to a noun
or pronoun earlier in the sentence. An intensive pronoun adds emphasis to a noun or pronoun
in the same sentence.
To form either a reflexive or an intensive pronoun, add -self or -selves to a personal pronoun. A reflexive pronoun is
essential to the sentence’s meaning. An intensive pronoun is not essential to the meaning.
Reflexive: He fixed himself a sandwich.
Intensive: The principal herself gave out the award.

Practice A Identifying Reflexive and Intensive Pronouns

Read each sentence. Then, write each underlined pronoun and whether it is reflexive or intensive.
Example: Leah is sometimes too hard on herself.
Answer: herself — reflexive

1. I myself became bored with my story. 6. Juana herself forgot her birthday.
________________________________________
7. These scratches won’t repair themselves, you know.
2. You should give yourselves a pat on the back, team;
you won!
8. Matthew himself admitted that he had cheated.
3. The pizza oven quickly made itself
indispensable.
9. The buildings themselves are on the National
4. You yourself have seen that work can be fun Historic Register.
sometimes.
10. The rain itself is depressing, but see how it
5. Sandra Cisneros has written many stories whose perks up the flowers.
characters are based on herself.

Practice B Writing Reflexive and Intensive Pronouns

Read each sentence. Then, fill in the blank by writing the reflexive or intensive pronoun that completes each sentence.

Example: Help to some juice.

Answer: yourself
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1. Seth made a pencil holder. 6. I have no one but to blame.

2. I would rather play soccer 7. The girls congratulated for
than football. winning the debate.
3. You should ask if that was 8. My mother didn’t recognize
really a smart thing to do. me for a minute.
4. Sylvia disciplined to memorize 9. The book was good, but the
a poem each month. movie was disappointing.
5. The flowers aren’t much to 10. The program updates
look at, but the leaves are gorgeous. automatically every twenty minutes.

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DEMONSTRATIVE PRONOUNS
A demonstrative pronoun points to a specific person, place, or thing.
There are two singular and two plural demonstrative pronouns. This and these point to something near the speaker or
writer. That and those point to something more distant.

Practice A Identifying Demonstrative Pronouns

Read each sentence. Then, write each demonstrative pronoun and the noun to which it refers.
Example: That was the best bagpipe music I’ve ever heard.
Answer: That — music

1. These are the exercises I’ve been doing.

2. That is the field where the BMX races are held.
3. Are these the papers you were looking for?
4. Those are the tallest mountains on the planet.
5. Aren’t those some friends of Mia’s over there?
6. Is that what he told you?
7. This is exactly the behavior I’ve been talking about.
8. This is the hole the dog chewed in this pillow.
9. I’ve been trying to remember the name of that.
10. This is the book I mentioned: Eat This, Not That.

Practice B Writing Demonstrative Pronouns

Read each sentence. Then, fill in the blank with the appropriate demonstrative pronoun.
Example: Isn’t the best song?
Answer: that
1. Is the last cookie—and may I have it?
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2. Mom, are my friends from the chess club.

3. We’re going to Chicago; won’t be cool?

4. are all of the songs you like.

5. clothes are better made than the ones at the other store.
6. I like better than .
7. is my favorite kind of weather, right now.

8. was such an interesting field trip last week.

9. are the creepy shadows in the courtyard.
10. are the boys who don’t know what they’re talking about.

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USING RELATIVE PRONOUNS

A relative pronoun begins a subordinate clause and connects it to another idea in the
same sentence.
The five relative pronouns are that, which, who, whom, and whose.
Show that you can use and understand the function of relative pronouns in the context of reading, writing, and
speaking by completing the following exercises.

Practice A Identifying Relative Pronouns

Read each sentence. Then, underline each subordinate clause and circle each relative pronoun.
Example: The movie Michael, which starred John Travolta, was filmed in Texas.
Answer: The movie Michael, which starred John Travolta, was filmed in Texas.

1. The first residents of Texas, who arrived around 5. The Massachusetts capitol building, whose
10,000 B.C., are called Paleo-Indians. wood dome leaked, was gilded in gold leaf in
2. The crops that ancient Indians domesticated include 1874.
cotton and corn. 6. Sam Houston, whom the city of Houston is
named after, moved the capital.
3. The republic that would become the state of Texas
was formed in 1836. 7. Whom do you think of when you hear the
phrase “famous inventors”?
4. In 1839 the capital of Texas was moved to Austin,
which was a new town at the time. 8. Walter Cronkite, who was a well-known
journalist, was born in Missouri.

Practice B Writing Relative Pronouns

Read each sentence. Then, fill in the blank with the appropriate pronoun.
Example: The man Karissa saw had a beard.
Answer: whom
1. Some worms have a pigment makes their blood green.

2. Ursula K. Le Guin, I have been reading, has won many awards for her books.

3. Karl Capek, play R.U.R. gave us the word robot, was a Czech writer.
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4. The brothers Grimm, you have surely heard of, changed many things in the
fairy tales they collected.
5. Santorio Santorio, was a colleague of Galileo’s, adapted the air thermometer
to read body temperatures.
6. The earth’s crust, consists of many elements, is mainly oxygen and silicon.

7. Composite cones are volcanoes are made of alternating layers of lava and ash.
8. Hypatia, taught astronomy and philosophy, lived in Alexandria around 400 A.D.

9. The Brooklyn Bridge, was the first bridge built of steel, was completed in 1883.
10. Mary Wollstonecraft Shelley, mother was a famous feminist, wrote the novel
Frankenstein in 1818.

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INTERROGATIVE PRONOUNS
An interrogative pronoun is used to begin a question.
The five interrogative pronouns are what, which, who, whom, and whose.

Practice A Identifying Interrogative Pronouns

Read each sentence. Then, write each interrogative pronoun.
Example: What did Hector say about the problem?
Answer: What

1. To whom is the car registered?

2. What is your e-mail address?
3. Who told you that you could come in here?
4. Which do you like better, Iron Man or Spiderman?
5. Whose idea was it to volunteer to pick up trash in the park?
6. Just who does he think he is?
7. What is the capital of Oklahoma?
8. Which U.S. president do you admire the most?
9. Were those the speakers whom we were promised?
10. Who is the Speaker of the U.S. House of Representatives?

Practice B Writing Interrogative Pronouns

Read each sentence. Then, fill in the blank with an appropriate interrogative pronoun.
Example: invented the electric can opener?
Answer: Who

1. telescope is that?
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2. time does the concert start?

3. wrote the Twilight series?

4. Do you know house Damian lives in?
5. backpack is this that I found on the floor of the bus?
6. To was the book dedicated?

7. came up with the concept of vaccination?

8. would you choose, the lady or the tiger?
9. About is that article in the newspaper?

10. of the three topics did you choose for your essay?

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INDEFINITE PRONOUNS
An indefinite pronoun refers to a person, place, thing, or idea that is not specifically named.

Singular another, anybody, anyone, anything, each, either, everybody, everyone, everything, little,
much, neither, nobody, no one, nothing, one, other, somebody, someone, something
Plural both, few, many, others, several
Singular or plural all, any, more, most, none, some

Practice A Identifying Indefinite Pronouns

Read each sentence. Then, write each indefinite pronoun and identify whether it is singular or plural.
Example: Somebody moved my tennis trophy.
Answer: Somebody — singular

1. Most of my friends like vanilla pop music. 6. Something must have happened to Chuck and
Ernesto.
2. A few of us are into show tunes or musicals. 7. Nothing you can say will persuade me to trust
you now.
3. Several of my tests are next week. 8. Both of the boys are wearing our band’s
T-shirts.
4. I know something about history. 9. All of my friends are coming to our concert.

5. Neither of the girls wants to hear about that. 10. None of my friends missed the Adele concert
last month.

Practice B Writing Indefinite Pronouns

Read each sentence. Then, fill in each blank with an appropriate indefinite pronoun.
Example: Is out there?
Answer: anyone OR someone
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1. people tried to cheer Laney up.

2. of Galena’s senses were on high alert.

3. I’m afraid of the pizza was gone before we got there.

4. I feel that isn’t right, but I can’t figure out what.

5. of this plot was borrowed from Shakespeare.

6. knows that some folk wisdom is true.

7. Pitifully, of the Siberian tigers survive in the wild today.

8. of my neighbors lost power during the storm.

9. In fact, of the East Side has electricity.
10. Did of the students turn in their essays on time?

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 Name Date

ᜀ Āᜀ Ā USING TRANSITIVE VERBS

An action verb is transitive if the receiver of the action is named in the sentence.
The receiver of the action is the object of the verb.
EXAMPLE: Hank petted the llama.
action verb object

Practice A Identifying Transitive Verbs

Read each sentence. Then, write each transitive verb. If a sentence has no transitive verb, write none.
Example: Jane pulled weeds all morning.
Answer: pulled

1. Miguel lit a candle.

2. Phillip sanded the bookcase.

3. Ernesto lifts weights every other day.

4. Anna wrote a quick e-mail to Dell.
5. Nina wrote about life on a distant planet.

6. Do you remember Mr. Klim?

7. Ansel organized his photographs.
8. Will you please open the window?

9. Columbus knew that the earth was round.

10. Marilyn toted a ludicrously large purse.

Practice B Writing Transitive Verbs

Read each pair of sentences. Then, circle A or B to show which sentence has a transitive verb.
Example: A Kinsey ran three miles today.
B Kinsey ran out of energy at mile three.
Answer: A Kinsey ran three miles today.

1. A These strawberries taste sweet. 4. A Grace watched over the sleeping child.
B Taste these strawberries. B Grace watched the sleeping child.
2. A Brian thinks wild thoughts about his future. 5. A Smell that rose, Leah.
B Brian thinks about his future. B The smell of that rose reminded Leah of home.
6. A Ryan kicked a field goal.
3. A Rosie created a quilt.
B A field goal was kicked by Ryan.
B A quilt was created by Rosie.

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 Name Date

USING INTRANSITIVE VERBS

An action verb is intransitive if there is no receiver of the action named in the sentence.
Even an action verb is intransitive if it does not have an object.
EXAMPLES: Kevin smiled sweetly. (Sweetly is an adverb, not an object.)
Kyra looked at the sky. (At is a preposition, not an object.)

Practice A Identifying Intransitive Verbs

Read each sentence. Then, underline each intransitive verb. If a sentence has no intransitive verb, write none.

Example: The berries felt mushy but tasted edible.

Answer: The berries felt mushy but tasted edible.

1. The deck looks out over the bay. 7. The water of Galveston Bay sparkles in the sun.
2. Mammoths became extinct long ago.
8. The coastline is full of historic shipwrecks.
3. Workers cut granite blocks out of the land.
4. Ancient artists’ murals look beautiful. 9. Rosalie looked at the kittens as they tumbled on the
lawn.
5. Archeologists find things left behind by our
10. Sharon grows morning glories that grow toward
ancestors.
the sun.
6. Luisa gritted her teeth and smiled painfully.

Practice B Labeling Transitive and Intransitive Verbs

Read each sentence. Then, write each verb and label it transitive or intransitive.
Example: Thunder boomed, and lightning hit a tree.
Answer: boomed — intransitive; hit — transitive

1. Hugh rowed fast against the current.

2. Nick grew tired of the conversation.
3. Lyle caught the bus to school just in time.
4. I believe in the power of positive thinking.

5. Shirin grew prize-winning squash.

6. Adara rowed the boat merrily down the stream.
7. “I believe you,” Guillermo said as he paced.
8. Danica started the engine of her sports car and drove away.
9. Leeza started to say something, but then changed her mind.
10. Sarah caught up with her friend and walked down the hallway.

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 Name Date

RECOGNIZING FORMS OF BE
A linking verb is a verb that connects a subject with a word that describes or identifies it. The
most common linking verb is be.
The verb be has many forms, depending on its tense, number, and person. Examples: am, are, is, was, are being, were
being, can be, could be, may be, might be, must be, should be, will be, would be, has been, had been, could have been,
may have been, should have been, will have been, and would have been.

DESCRIBES
IDENTIFIES

EXAMPLES: Dom is a gymnast. He is very strong

linking verb linking verb
Practice A Identifying Forms of Be
Read each sentence. Then, underline each verb that is a form of be.
Example: He will be sorry when he fails.
Answer: He will be sorry when he fails.

1. The tallest point in Texas is Guadalupe Peak. 6. That little piece of wood must be a shim.
2. The sun should be up by 6:58 A.M. tomorrow. 7. It might have been wise to wear a helmet.
3. Felipe is being tight-lipped about his plans for Friday 8. Ray should have been a gardener instead of
night. a sales rep.
4. Austin has been the capital of Texas for more than 170 9. She may be the decision maker, but she is
years. being stubborn.
5. It would have been so cool if the city had set off 10. Greg will have been jumping rope for a full
fireworks at the celebration. hour at 10:00.

Practice B Writing Forms of Be Verbs

Read each sentence. Then, write whether the word or words after the be verb identify or describe the subject. (Nouns
identify, while adjectives describe.)
Example: Bronko Nagurski was a football player.
Answer: identify

1. All three Bronte sisters were writers.

2. That lake must be the source of the river.

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3. The brothers were smart and funny.

4. His rudeness should have been a warning sign.
5. I really think you can be an astronaut someday.
6. He would have been embarrassed if he hadn’t explained.
7. You could be right about that guy with the pointy teeth.
8. Tim and Jim are determined to stay up late for New Year’s.
9. Chuck claims he has been both a spy and a race-car driver.
10. My mother has been treasurer of the Civic Club for two years.

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USING OTHER LINKING VERBS

A linking verb connects a subject with a word that describes or identifies it.
Be is not the only linking verb. Other verbs that function the same way include appear, become, feel, grow, look, remain,
seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb, replace it with is, am, or are. If the
sentence still makes sense, then the verb is a linking verb.
EXAMPLES: I stayed calm. I am calm.

Practice A Identifying Other Linking Verbs

Read each sentence. Then, underline each linking verb. Some sentences have more than one linking
verb.
Example: Harp music always sounds heavenly to me.
Answer: Harp music always sounds heavenly to me.

1. Joey remained motionless while Marcy packed 6. Consuelo felt warmer when the sun came out
her bag. from behind the clouds.
2. Lance appears single-minded in his pursuit of victory. 7. If you stay dedicated, you can become
valedictorian.
3. I thought Miguel seemed unsure about what to do 8. That barbecue smells so good that I want
next. seconds.
4. That model looks skeletal, like a figure at a Day of 9. The atmosphere in the room turned chilly
the Dead festival. when Matt appeared.
5. These dumplings taste light and fluffy, just the way 10. Perhaps Pablo only seemed calm; he grew
my mother makes them. angry when he saw Hector.

Practice B Writing Other Linking Verbs

Read the groups of words below. For each group, write a sentence that uses a linking verb to connect them.

Example: woods, fresh

Answer: The woods smelled fresh after the rain.

1. beach, peaceful
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2. Ernesto, confused
3. puppy, friendly
4. grandmother, funny
5. fresh bread, delicious
6. Rosalie, hungry
7. house, messy
8. TV show, boring
9. you, surprised
10. I, inspired

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 Name Date

ACTION VERB OR LINKING VERB?

An action verb tells what action someone or something is performing. A linking verb connects
a subject with a word that describes or identifies it.
While forms of be are always linking verbs, most of the other linking verbs can be either linking or action, depending on
how they are used in a sentence. These verbs include appear, become, feel, grow, look, remain, seem, smell, sound, stay,
taste, and turn. To test whether a verb is a linking verb, replace it with is, am, or are. If the sentence still makes sense,
then the verb is a linking verb.
LINKING: The mood turned tense. (Turned links mood and tense, which describes it.)
ACTION: Deb turned and walked away. (Deb performed an action.)

Practice A Identifying Action Verbs and Linking Verbs

Read each sentence. Then, write each verb and label it action or linking.
Example: Justine smelled something burning in the kitchen.
Answer: smell — action

1. That “antique” appears fake.

2. That coffee smells awfully strong.
3. The baby grew quiet after being burped.
4. Chris remained at his table during the scuffle.
5. Julia remained unconvinced by Marla’s explanation.
6. Kay looked as alert as she could on four hours of sleep.
7. After a two-week absence, Kobe appeared at practice.
8. Ursula looked longingly at the horse in the last stable.
9. The boys grew restless after playtime with their sister.
10. Alex turned left and strode along Market Street, looking in the shop windows.
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Practice B Writing Action Verbs and Linking Verbs

Read the verbs below. Write a sentence for each verb, using it in the manner described. You may use any form of the
verb (past tense, with helping verbs, and so on).
Example: become — linking
Answer: After hours of practice, Neil is becoming an expert at Guitar Hero.

1. feel — action
2. feel — linking
3. smell — action
4. smell — linking
5. stay — action
6. stay — linking

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 Name Date

RECOGNIZING HELPING VERBS

Helping verbs are added before a main verb to make a verb phrase.

Forms of be am, is, has been, was being, will be, will have been, should be, had been,
might have been
Other helping verbs do, does, has, would, shall, can, could, may, must have, should have, might,
will, have

The chart shows some of the many helping verbs that you can combine with different main verbs to show different
tenses. Here’s an example using the main verb sing:
am singing, have been singing, will be singing, does sing, did sing, has sung, will sing, will have sung,
will have been singing, can sing, should have sung

Practice A Identifying Helping Verbs

Read each sentence. Then, underline the helping verbs and circle the main verb or verbs.
Example: Bob should have paid more attention in class.
Answer: Bob should have paid more attention in class.

1. Landon should have double-checked the weather 6. Computers have made index cards almost obsolete.
forecast. 7. That typo may have been my fault.
2. I did turn the stove off.
8. I must have turned onto Briar Street when I was aiming
3. Anna has been taking dance classes recently. for Briar Court.
4. The city council is working on the new budget. 9. Mary Ann may have intended to order the gifts,
5. That might have been Barbra’s last chance to shine. but she must have forgotten.
10. We will be collecting applications.

Practice B Writing Helping Verbs

Read each verb phrase. Then, use it in an original sentence.
Example: must have known
Answer: You must have known I wanted that ticket.
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1. am trying
2. did explain
3. should have considered
4. could ask
5. may say
6. will be thinking
7. might have given
8. has been learning

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 Name Date

ARTICLES
The is a definite article. It points to a specific person, place, thing, or idea. A and an are indefinite
articles. They point to any member of a group of similar people, places, things, or ideas.
The computer took me to a Web site.
definite: a specific indefinite: any of
computer numerous sites
All three articles are adjectives, and all indicate that a noun will soon follow. A is used before an indefinite noun that
starts with a consonant sound; an is used before a vowel sound. When the vowels o and u sound like consonants (one-
time, university), they should be preceded by a. When h sounds like a vowel (hour, honest), it should be preceded by an.

Practice A Identifying Definite and Indefinite Articles

Read each sentence. Then, write each article and label it definite or indefinite. Sentences have more than one article.
Example: The original source of aspirin was bark from a willow tree.
Answer: The — definite; a — indefinite
1. Electricity travels one foot in a billionth of a 5. The oldest board game known was an
second. Egyptian invention 4,300 years ago.

2. A singing kite whistles because of small holes 6. The first machine to make nails was
in the kite’s body. invented by an American, Ezekiel Reed.

3. The fastest speed ever reached 7. The firecracker was invented accidentally
by a kite was 120 miles an hour. by a cook in China in the tenth century.

4. An acre was originally the amount of 8. The length of a calendar year is exactly
land that could be plowed in a day. 365 days, 5 hours, 48 minutes, and 46 seconds.
Rights Reserved.

Practice B Writing Articles

Read each sentence. Then, fill in the blank with an appropriate article.
Example: My favorite poem is by anonymous author.
Answer: an

1. I’m sure it was honest mistake. 6. We’re going to open house.

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2. Our country is union of fifty 7. Is Davis Avenue one-way street?

individual states. 8. My aunt is historian who studies
3. “It would be honor to serve,” he ancient Ireland.
said. 9. I have uncle who is
4. We need to buy umbrella before anthropologist.
the rainy season arrives. 10. People once believed that horn
5. The meter is unit of measurement from unicorn could purify toxic
that equals 39.37 inches. water.

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USING PROPER ADJECTIVES

An adjective is a word that describes a noun or pronoun. A proper adjective is (1) a proper
noun used as an adjective or (2) an adjective formed from a proper noun.
A proper noun used as an adjective does not change its form. It is merely placed in front of another noun. Examples are
August heat, Kennedy Center, and Texas pink granite. An adjective formed from a proper noun gets a different ending,
like -i, -n, -ian, -ese, -ish, -ist, or -esque. Examples are Israeli, Chilean, Virginian, Balinese, Irish, Impressionist, and
Hemingwayesque. Some proper adjectives are irregular, like Afghan (from Afghanistan) and Swiss (from Switzerland).
Both types of proper adjectives begin with a capital letter.

Practice A Identifying Proper Adjectives

Read each sentence. Then, underline each proper adjective.
Example: Berthe Morisot was a French Impressionist artist.
Answer: Berthe Morisot was a French Impressionist artist.

1. Our Peruvian vacation was wonderful.

2. I’m very excited about the Cowboys game.
3. Because my grandfather is Norwegian, I want to learn about Scandinavian customs.
4. The young writer has a Hemingwayesque prose style.
5. Shelby likes to listen to Brahms lullabies at bedtime.
6. Several young Sudanese men were adopted by our town.
7. Much Renaissance art showed a new use of perspective.
8. Before the Taliban regime, Afghan culture was modern in many ways.
9. The Polish people took back their country from Communist leaders.
10. I have an Irish mother and a German father, but I spent my childhood with my mother’s Israeli friend.

Practice B Writing Proper Adjectives

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Read each group of words. Then, rewrite the words to include a proper adjective before the noun.
Example: artifacts from the Bronze Age
Answer: Bronze Age artifacts
1. the plains of Nebraska 6. the flag of Italy
2. a farmer from Australia 7. animé from Japan
3. the continent of Asia 8. the language of France
4. an actor from Spain 9. a scholar who studies Shakespeare

5. a tribe who lived during the Stone Age

10. a cuisine in the style of Mexico

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USING NOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. A noun used as an adjective usually
comes directly before another noun and answers the question What kind? or Which one?
Nouns Used as Adjectives
emerald emerald ring
dinner dinner menu
plastic plastic bag

Practice A Identifying Nouns as Adjectives

Read each sentence. Then, underline the noun used as an adjective and write the noun that it modifies.
Some sentences have more than one noun as adjective.
Example: The Rodriguezes went to a football game.
Answer: The Rodriguezes went to a football game. game

1. Which winter sports do you like? 4. I’m glad we installed a pet door in the garage wall.

2. We microwave leftovers in glass containers. [Link] breakfast crowd at the diner is always talkative.
______________________________________ ___________________________________________
3. The car dealer had several vehicles we liked. 6. Gertrude stores her dormant bulbs in a paper bag in the
winter.
________________________________________
Practice B Writing Nouns as Adjectives
Read each sentence. Then, complete each sentence by adding 7. The strange man sneaked past the velvet rope at the
a noun as adjective. museum.
Example: John sat on a wall. 8. I like the cotton shirt better than the polyester shirt.
Answer: John sat on a stone wall.
1. Shall I refill your glass? 9. My mother keeps her jewelry collection in a green
ceramic box.
2. Mom baked a pie yesterday.
10. I try not to waste too much study time playing computer
3. We hiked up to the pasture.
games.
4. We had pot pie for dinner.

5. My favorite program is on tonight.

6. We put barrels under our downspouts.

7. Those flowers smell wonderful.

8. The plants need to be in full sunlight.
9. The desk has more drawers than the wooden one.

10. The box was tied with a bow.

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USING COMPOUND ADJECTIVES

An adjective is a word that describes a noun or pronoun. A compound adjective is made up of
more than one word.
Some compound adjectives are hyphenated: bird’s-eye view, emerald-green eyes, five-mile run, freckle-faced kid,
full-time job, middle-aged man, self-taught carpenter, sixty-five years, toll-free number, well-known fact.

Other compound adjectives are combined words: airborne toxins, backbreaking work, easygoing guy, freshwater fish,
nonviolent resistance, robotlike expression, runaway train, undercooked food.

Practice A Identifying Compound Adjectives

Read each sentence. Then, underline each compound adjective. Some sentences have more than one compound
adjective.
Example: Did you see the six-piece band perform at the halftime show?
Answer: Did you see the six-piece band perform at the halftime show?

1. My parrot can make a catlike purr. 6. Evelyn grew violets in a hollowed-out log.
2. Esme has collected sixty-five toy pets. 7. Twenty-five kids learned lifesaving skills.
3. Human beings are a toolmaking species. 8. Riding in Great-Grandpa’s pickup truck can be a
hair-raising experience.
4. The Cilettis got a short-term loan to add a sunroom
onto their house. 9. Jan graduated from a land-grant college and is
looking for a full-time job.
5. It’s a little-known fact that Navajo art inspired abstract
impressionism. 10. Be careful: that’s a six-hundred-dollar laptop
computer you’re pounding on.

Practice B Writing Compound Adjectives

Read each sentence. Then, rewrite the sentences to include compound adjectives.
Example: My parents’ store now has a site on the Web.
Answer: My parents’ store now has an online site.

1. Faye has a farm that’s ten acres in size.

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2. I think the word dude is used too much.

3. Grace runs a store that sells healthful food.

4. Sarina and Billy went for a hike of six miles.

5. This is a park that is taken care of well.

6. Those look like cows that have enough to eat.

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USING PRONOUNS AS ADJECTIVES

A pronoun becomes an adjective if it modifies a noun. The four demonstrative pronouns—this,
that, these, and those—become demonstrative adjectives if they modify a noun or pronoun.
Three of the interrogative pronouns—which, what, and whose—become interrogative
adjectives if they modify a noun.
MODIFIES MODIFIES

EXAMPLES: Those crops look healthy. What vegetables did you plant?
demonstrative interrogative noun
adjective adjective

Practice A Identifying Demonstrative and Interrogative Adjectives

Read each sentence. Then, write the adjective in each sentence and label it Dem for demonstrative or Int for
interrogative.
Example: What book are you reading?
Answer: What — Int

1. What continent is Senegal on?

2. Those flowers are called hepaticas.

3. Does this plant look alive to you?

4. Which interests you more, math or history?
5. Did you see that meteor shower last night?

6. Whose voice does Galena’s remind you of?

7. This tree trunk has been scraped by a buck.
8. I wonder what surprise Josh has in store for us.

9. That mass on the radar screen is rain and lots of it.

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10. These little acorns in my hand will become huge oak trees.

Practice B Writing Demonstrative and Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate demonstrative or interrogative adjective.
Example: Do you like new pictures on my wall?
Answer: these
1. Tell me again, twin is which?

2. flashing lights are really annoying.

3. kind of information are you looking for?
4. Is the article you wanted me to read?

5. music should we dance to, Norah’s or Jamie’s?

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USING POSSESSIVE NOUNS AND PRONOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. Possessive nouns and pronouns
name who or what owns or has something. A noun or pronoun becomes an adjective when
it modifies a noun.
The personal pronouns my, your, her, his, its, our, and their are often possessive adjectives. Possessive pronouns and
possessive nouns function as adjectives when they come before nouns and answer the question Which one?

REFERS TO MODIFIES

EXAMPLES: Dad washed his hands.

antecedent pronoun adjective

Possessive Pronoun: My father’s recipe for chili is famous.

Possessive Noun: Is Aunt Donna’s chili as good as his?

Practice A Identifying Possessive Nouns and Pronouns as Adjectives

Read each sentence. Then, underline each possessive noun or pronoun used as an adjective. Sentences have more than
one possessive.
Example: My sister’s alarm went off before mine did.
Answer: My sister’s alarm went off before mine did.
1. Lacey and her friends put in a long day’s work.
2. Ella opened her birthday card with a smile on her face.
3. The geese’s honks are loud as they follow their path south.
4. Did your brother and his friends go to the Cisneroses’ party?
5. The rose’s petals are lovely, but its thorns will pierce your skin.
6. Our class studied both Roosevelt’s and Johnson’s presidencies.
7. My cousin fixed the chair’s wobbly leg and Dora’s broken doll.
8. The sun’s light coaxed the hibiscus’s leaves to climb our trellis.
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Practice B Writing Possessive Nouns and Pronouns as Adjectives

Read each group of words. Then, rewrite the words to include a possessive noun or pronoun.
Example: dinner for a child and another child
Answer: the children’s dinner

1. homework belonging to Jane 5. the manes of several lions

2. a notebook belonging to him 6. a game you play

3. keys belonging to Sue 7. the trampoline belonging to them

4. the yard belonging to us 8. a habitat where animals live

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USING DEMONSTRATIVE ADJECTIVES

The four demonstrative pronouns—this, that, these, and those—become demonstrative
adjectives if they modify a noun or pronoun.
MODIFIES MODIFIES

EXAMPLES: This program is good. That one was boring.

demonstrative noun demonstrative pronoun
adjective adjective

Practice A Identifying Demonstrative Adjectives

Read each sentence. Then, write each demonstrative adjective and the noun or pronoun to which it refers. Some
sentences have more than one demonstrative adjective.
Example: Can you fix this keyboard, or do I need a new one?
Answer: this — keyboard

1. This cat in my lap is the brave one.

2. Are those lights in the sky the Northern Lights?
3. The sound of that car alarm is driving me insane.
4. This mushroom soup is the best I’ve ever tasted.
5. We don’t buy from that company because it sends jobs overseas.
6. All of these songs are from the Beatles’ Sergeant Pepper album.
7. I never eat that cereal; it has far more sugar than this one.
8. That part of the universe is mostly a mystery at this time.

Practice B Writing Demonstrative Adjectives

Read each sentence. Then, fill in each blank with an appropriate demonstrative adjective.
Example: pears are hard to pick because they’re out of reach.
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Answer: Those
1. Who was masked man?

2. days are gone forever.

3. My arm hurts when I move it way.

4. Here, would you hold backpack, please?
5. country’s prime minister is respected.

6. The newspaper ran photo of me.

7. song is cool; one is corny.
8. Who are all kids hanging around place?

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USING INTERROGATIVE ADJECTIVES

Three of the interrogative pronouns—which, what, and whose—become interrogative
adjectives if they modify a noun. These adjectives are used to ask direct or indirect questions.
MODIFIES MODIFIES

EXAMPLES: What dish are you having? I wonder which one is mine.
interrogative noun interrogative pronoun
adjective adjective

Practice A Identifying Interrogative Adjectives

Read each sentence. Then, write each interrogative adjective and the noun to which it refers.
Example: What foods do bears eat?
Answer: What — foods

1. Which type of cloud brings rain?

2. What year did we land on the moon?
3. What shrubs grow best in partial shade?
4. I wonder what the root of the word memento is.
5. Which bus should I take to get downtown?
6. Which trees do gypsy moths find the tastiest?
7. Whose efforts led to paid vacations for workers?
8. Which movie won the Oscar for best picture last year?
9. Whose company got the contract for weatherproofing the school?
10. Whose bus ride changed the state of civil rights in this country?

Practice B Writing Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate interrogative.
Example: sister is an architect?
Answer: Which sister is an architect?
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1. spring bulbs bloom earliest? 7. time period was the Age of Enlightenment?

2. diseases do mosquitoes carry? 8. I asked my brother ___________ major he would choose.

3. kind of event is a poetry slam?
9. Do you know ___________ gloves these are on the floor?
4. invention was the steam engine?
10. _________________ idea was the Seneca Falls Convention
5. atoms are in a molecule of water?
of 1848?
6. __________ I wonder raw materials steel is made
from.
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 Name Date

USING INDEFINITE ADJECTIVES

Many indefinite pronouns become adjectives if they modify a noun. Among them are another,
both, each, either, few, little, many, more, most, much, neither, several, and some.
MODIFIES MODIFIES

EXAMPLES: Some people enjoy rain. Most folks enjoy sun.

indefinite noun indefinite noun
adjective adjective

Practice A Identifying Indefinite Adjectives

Read each sentence. Then, write each indefinite adjective and the noun to which it refers. Sentences may have more
than one indefinite adjective.
Example: Few deadlines are as important as this.
Answer: Few — deadlines

1. Some rice is very nutritious.

2. Some people are just too nosy.
3. You may have either beets or carrots for dinner.
4. Where were you the other night when I called?
5. I found another video game I can’t live without.
6. I have several options for earning money this summer.
7. Each citizen will get a chance to voice his or her opinion.
8. For most people, public speaking gets easier with practice.

Practice B Writing Indefinite Adjectives

Read each sentence. Then, fill in the blank with an appropriate indefinite adjective.
Example: That favor was not as trouble as I expected.
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Answer: That favor was not as much trouble as I expected.

1. Is there ice cream left?
2. Aw, Mom, my friends are going.

3. I’ve never seen so stars before.

4. Would you like some lemonade?

5. Nearly the water in the creek evaporated.

6. Lately I spend evenings at play rehearsal than at home.

7. job sounds like a fun way to spend my Saturday.

8. Do Amy and Andrew have projects in the science fair?

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USING ADVERBS THAT MODIFY VERBS

An adverb modifies a verb, an adjective, or another adverb. An adverb that modifies a verb
answers one of these questions: Where? When? In what way? To what extent?
Where? When? In what way? To what extent?
verb: are verb: will say verb: will walk adverb: really
adverb: there adverb: soon adverb: slowly verb: hurried
verb: stayed verb: will meet verb: performed adverb: almost
adverb: away adverb: tomorrow adverb: well verb: tripped

Negative adverbs, such as not, never, and nowhere, also modify verbs.
EXAMPLES: He did not know. You will never understand. It is nowhere to be found.
verb adverb verb adverb verb verb adverb

Practice A Identifying How Adverbs Modify Verbs

Read each sentence. Then, write each adverb that modifies a verb and list what question it answers. (Where? When?
In what way? To what extent?)
Example: Come in quickly and sit down.
Answer: in — where?; quickly — in what way?; down — where?

1. Linda sketched the scene carelessly.

2. The flames crept upward to the sky.
3. Why are you cleaning so obsessively?
4. I totally support the candidate for mayor.
5. I never miss an episode of my favorite show.
6. Hank always celebrates when the Cowboys win.
7. Daniel hardly noticed that Georgianna was leaving.
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8. I often wonder whether Vinita is as dumb as she acts.

Practice B Writing Adverbs That Modify Verbs

Read each sentence. Then, fill in each blank with an appropriate adverb.
Example: Zack did know what to do .
Answer: not, next
1. Tony threw the ball . 5. Kevin gave up when the phone died.

2. The class is going on a field trip

6. I thought we were in trouble again.
3. Don’t you think Tori plays the piano ?
7. Dad works every day in the yard.
4. I’m afraid Rover will have to stay
today. 8. I’m sure; do we need to
tell him?

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USING ADVERBS THAT MODIFY ADJECTIVES

When adverbs modify adjectives, they answer only one question: To what extent?
MODIFIES

MODIFIES MODIFIES MODIFIES

EXAMPLES: That was an extremely loud noise. My cat is incredibly cute.

adverb adjective noun noun adverb adjective

Practice A Identifying Adverbs That Modify Adjectives

Read each sentence. Then, underline each adverb that modifies an adjective and circle the adjective.
Do not underline adverbs that modify verbs or other adverbs.
Example: The mouse had beady little eyes and a very long tail.
Answer: The mouse had beady little eyes and a very long tail.

1. I’m quite proud of you, Jackie. 7. With such very juicy details, the story almost
2. The evening was truly magical. inevitably writes itself.

3. Paco seems more sincere than Wesley. 8. Dalia grew terribly disappointed because the
concert was really loud.
4. I am thoroughly angry with John for going.
9. It is entirely possible that our efforts will be
5. The painting looked skillfully crafted but completely successful.
artistically empty.
10. It seems perfectly plain to me that Mark was
6. This coat is really warm on this bitterly cold never serious.
night.

Practice B Writing Adverbs That Modify Adjectives

Read each sentence. Then, fill in the blank to add an adverb that modifies an adjective.
Example: She asked for a raise.
Answer: She asked confidently for a raise.
1. Minette is dedicated to her art.

2. Jocelyn feels satisfied with her job.

3. I am suspicious of Buffy’s explanation.

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4. The pine tree is losing its green needles.

5. Mr. Rodkey moves fast for a ninety-year-old man.
6. Enrique bounced back from the rejection well.

7. “That’s an fabulous handbag,” Tyra said.

8. Health officials are fighting against the dangerous flu virus.
9. She peeled the slick rind of the glistening mango.

10. Lisa is practicing intently to become the world’s best

dancer.

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ADVERBS MODIFYING OTHER ADVERBS

When adverbs modify other adverbs (words that modify verbs, adjectives, or adverbs), they
answer one question: To what extent?
MODIFIES

MODIFIES MODIFIES

EXAMPLES: Don’t give up too easily. She is always very wise.

verb adverb adverb adverb adverb adjective

Practice A Identifying Adverbs That Modify Adverbs

Read each sentence. Then, underline each adverb that modifies another adverb. Do not underline adverbs that
modify verbs or adjectives.
Example: He moved too slowly to make the catch.
Answer: He moved too slowly to make the catch.

1. Jake has a teeny little crush on Consuelo. 6. I’m afraid Paris is rarely very well prepared for class.

2. His reasons were ridiculously poorly explained. 7. Yes, my little brother is almost always this annoying.

3. We hardly ever see deer in these woods anymore. 8. Grandma walks more slowly than she did before the surgery.

4. Your problem is that you’re swinging too quickly. 9. Dalia very often stargazes on such extremely clear nights.

5. Dave did so remarkably little work that he got fired. 10. There is never quite enough time for all the books I so avidly
want to read.

Practice B Writing Adverbs That Modify Adverbs

Read each sentence. Then, fill in the blank to add an adverb that modifies another adverb. Choose your adverb from the
list below.
Example: Estefan is very talented.
Answer: Estefan is also very talented.

so almost even
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too hardly

1. She was weirdly relaxed.

2. It’s unbelievably warm in here.
3. Barry ever does anything wrong.

4. Shep is more playful than Rover.

5. The doctors say his heart is beating quickly.

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FINDING ADVERBS IN SENTENCES

An adverb modifies a verb, an adjective, or another adverb.
Adverbs can appear in different places in sentences: at the beginning, at the end, before a verb, after a verb, between
parts of a verb phrase, before an adjective, or before another adverb. Conjunctive adverbs join two independent
clauses and appear after the semicolon.

Adverb Placement Example Sentence

Beginning Carefully, Lee glued the broken pieces together.
End Lee glued the broken pieces together carefully.
Before a verb Lee carefully glued the broken pieces together.
After a verb Lee worked carefully to glue the broken pieces together.
Between parts of a verb phrase Lee was carefully gluing the broken pieces together.
Before an adjective Lee was always careful.
Before an adverb Lee handled the pieces very carefully.
After a semicolon The pieces were fragile; therefore, Lee was careful.

Practice A Locating Adverbs

Read each sentence. Then, circle each adverb and underline the word or words it modifies. Some sentences have
more than one adverb.
Example: I have always wanted to be an astronaut.
Answer: I have always wanted to be an astronaut.

1. I certainly expected good grades. 6. I will definitely put that on my calendar.

2. Methodically, Ms. Yates counted out the papers. 7. The swan glided gracefully down the river.

3. Miguel has been truly supportive throughout this ordeal. 8. Much later that night, the house was finally peaceful.
4. Swiftly and surely, the owl swooped down on the mouse. 9. “But I really do not want to go,” Jonathan said stubbornly.
5. Lena must have quietly slipped away during the argument. 10. Shelby became almost deliriously happy when
the crowd applauded wildly.
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Practice B Writing Adverbs in Different Locations

Read each sentence. Then, rewrite each sentence to add an adverb where indicated.
Example: I’ll be fine. (before an adjective)
Answer: I’ll be perfectly fine.
1. Edmund chewed the toffee candy. (end of sentence)
2. We’ll try to climb that mountain. (after a verb)
3. Billy surfs the Web. (before a verb)
4. I do fully understand you, but I’m trying. (before an adverb)
5. Traffic was not bad at all. (beginning of sentence)

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ADVERB OR ADJECTIVE?
If a noun or pronoun is modified by a word, that modifying word is an adjective. If a verb,
adjective, or adverb is modified by a word, that modifying word is an adverb.
Some words can function as either adjectives or adverbs, depending on their use in a given sentence. Among those words
are best, close, daily, early, fair, fast, hard, later, left, little, loud, outside, right, safe, well, and wrong. An adjective
answers the question What kind? Which one? How many? or How much? An adverb answers the question Where? When?
In what way? or To what extent?

MODIFIES MODIFIES

EXAMPLES: She keeps the boy safe. It’s a safe place.

verb adverb adjective noun
Not all words that end in -ly are adverbs. Words like friendly, lonely, and lovely are adjectives.

MODIFIES MODIFIES

EXAMPLES: The friendly boy lives in a lovely house.

adjective noun adjective noun

Practice A Identifying Adverbs and Adjectives

Read each sentence. Then, underline each adjective and circle each adverb.
Example: I’m always early and Joe is late, which makes it frustrating to be together.
Answer: I’m always early and Joe is late, which makes it frustrating to be together.

1. I keep most jewelry in an extremely safe place.

2. I really think it is wise if we study for the test.

3. I told my younger brother that it’s just plain wrong to exclude his best friend.
4. Jorge caught the early bus today, but somehow he arrived late.
5. I like rap music, but it had gotten so loud that it actually rattled my teeth.
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Practice B Writing Adverbs and Adjectives

Read each sentence. Then, rewrite each sentence, adding at least one adjective and one adverb.
Example: Paul called to buy tickets.
Answer: My cousin Paul called early to buy his plane tickets.
1. The prosecution witness was stashed in a safe house.
2. Was I wrong to tell Ellen the truth about her boyfriend?
3. My sister says, “It’s for the best,” but that’s not true.
4. I hope the judges will be fair in their decision.
5. The barking of the dogs woke me.

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PREPOSITIONS USED IN SENTENCES

A preposition relates the noun or pronoun following it to another word in the sentence.
Prepositions always introduce prepositional phrases in a sentence. Prepositional phrases include a preposition and
noun and provide different types of information. See the examples below.

Location in Austin Direction out the door

Time at noon Provide Details with chocolate sauce

Practice A Identifying Prepositions

Read each sentence. Underline the prepositions.
Example: We went to dinner at 6 o’clock.
Answer: We went to dinner at 6 o’clock.

1. We walked on the beach at sunset. 4. After the game, we drove around town.
2. Ana works in a big office building by the capitol. 5. We drove to the state park and had a picnic
3. I looked between the sofa cushions for some spare near a waterfall.
change. 6. Without enough sleep, I had a hard time
focusing on my test.

Practice B Labeling Prepositions

Read each sentence. Then, on the line provided, identify whether each prepositional phrase describes location, time,
direction, or details.
Example: Kwame threw the ball to a receiver.
Answer: direction

1. I waited at the bus stop.

2. If you look across the river, you can see the skyscraper.
3. After two months, the tomatoes ripened on the vines.
4. Since midnight, we received three inches of rain.
5. We ran through the pouring rain and got soaked.
6. My shopping cart is filled with fruits and vegetables.
7. We watched a movie at the historic theater.
8. Tanya has a cell phone plan with unlimited text messaging.
9. In the winter, the weather along the coast is usually mild.
10. The house on Main Street is painted in bright colors.

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PREPOSITION OR ADVERB?
A preposition in a sentence always introduces a prepositional phrase.
Some words can be either a preposition or an adverb.
A preposition is always part of a prepositional phrase. Prepositional phrases show location, time, or direction or give
details. Prepositional phrases must begin with a preposition and end with a noun or pronoun that is called the object of
the preposition.
EXAMPLE: The pastries were kept behind a glass counter.
preposition object
An adverb modifies a verb, adjective, or another adverb. If a word has no object, it is probably an adverb.

EXAMPLE: Most students went home, but Tim stayed behind.

adverb
Practice A Identifying Prepositional Phrases and Objects
Read each sentence. Underline the prepositional phrase in each sentence and circle the object.
Example: The child was covered with a thick blanket.
Answer: The child was covered with a thick blanket.

1. I sat in the middle seat. 7. At the new restaurant you can get
2. She read a novel about the Civil War. Vietnamese food.

3. The crew worked throughout the night. 8. Nick put his laptop underneath his seat.

4. After the meet, we discussed our next event. 9. Before the holiday, we put up decorations.
10. The test had to be completed within two
5. We hung the banner above the front door.
hours.
6. Outside the classroom, we could see flowers.

Practice B Distinguishing Prepositions and Adverbs

Read each sentence. Then, on the line provided, label each underlined word preposition or adverb.
Example: Jeff ran inside the house.
Answer: preposition

1. She tried to find courage within.

2. Monarch butterflies migrate past our house every year.
3. I had never been on a plane before.
4. I turned around and went back.
5. Moss grew underneath the trees.
6. Diego sits behind me.
7. She lives near the train station.
8. I typed the message over again because my computer crashed.

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COORDINATING CONJUNCTIONS
Coordinating conjunctions connect words of the same kind, such as two or more nouns or
verbs. They can also connect larger groups of words, such as prepositional phrases or even
complete sentences.
The following words are coordinating conjunctions:

and but for nor or so yet

Coordinating conjunctions can connect different words. Look at these examples:

Nouns Luis and Sarah wrote a play together.

Verbs We hurried but missed the bus anyway.
Prepositional phrases Did you read the news in the paper or on the Internet?
Sentences We wanted to look at shoes, so we went to the mall.

Practice A Identifying Coordinating Conjunctions

Read each sentence. Then, underline the coordinating conjunction in each one.
Example: She has brown hair and green eyes.
Answer: She has brown hair and green eyes.

1. Would you rather live in the city or in the country? 6. We visited Canada last winter, so we knew
how cold it could get.
2. She followed the recipe, yet the cake still turned out dry.
7. Ms. Rosen paints landscapes and sells her
3. It wasn’t the team’s best game, nor was it their worst.
work at the local art gallery.
4. The cafeteria offered a choice of milk or juice.
8. Nikki wanted hot cocoa, but she had tea instead.
5. Cars and SUVs fill the highways.
9. Jerome climbed up the stairs but took the
elevator back down.
10. Joel and Janet went fishing in the Gulf of Mexico.

Practice B Supplying Coordinating Conjunctions

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Read each sentence. Then, fill in the coordinating conjunction that makes sense in the sentence.
Example: Do you prefer reading writing poetry?
Answer: Do you prefer reading or writing poetry?
1. Karen wasn’t old enough to drive, was her sister.
2. Spot leaped in the air caught the tennis ball.
3. I left my shoes at home, I wasn’t able to practice.
4. We could take a field trip to a farm to a factory.
5. I wanted a basketball, I got a soccer ball instead.

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CORRELATIVE CONJUNCTIONS
Correlative conjunctions are pairs of words that connect similar kinds of words or groups
of words.
The following pairs of words are correlative conjunctions:

both/and either/or neither/nor not only/but also whether/or

Correlative conjunctions can connect different words. Look at these examples:

Nouns Either painting or pottery would be fun to learn.

Verbs He neither smiled nor frowned during the conversation.
Prepositional phrases Look both in the dresser and under the bed for the other shoe.
Clauses Not only did I wash the dishes, but also I dried them.

Practice A Identifying Correlative Conjunctions

Read each sentence. Then, underline the correlative conjunctions in each one.
Example: We bought not only socks but also shoes.
Answer: We bought not only socks but also shoes.

1. Whether you go to college or get a job, you will 6. The player both practiced and trained with
have new responsibilities. weights to get ready for the season.
2. Not only did he wash the dishes, but also he put them 7. Whether at work or at home, she is always
away. thinking about the children.
3. Both Kendra and Keisha play volleyball. 8. We neither wanted nor needed more rain last month.
4. We want to visit Spain either in the summer or during
December. 9. This morning I have to both walk the dog and
finish my homework.
5. Neither Ms. Watson nor Mrs. Bollini has a spare key.
10. Not only do I love cars, but also I can’t wait
until I’m old enough to drive.

Practice B Supplying Correlative Conjunctions

Read each sentence. Then, fill in the correct correlative conjunction.
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Example: She likes football or basketball.

Answer: She likes either football or basketball.

1. Both fall winter are mild in most of Texas.

2. Aunt Jean nor Uncle David saw the deer eating their garden.
3. The team practices not only before school on the weekends.
4. go to the recreation center or do your homework after school.
5. We discussed whether to play video games watch a movie.

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SUBORDINATING CONJUNCTIONS
Subordinating conjunctions connect two ideas by making one idea dependent on the other.
A subordinating conjunction connects a dependent idea in a sentence to the main idea.
dependent idea
EXAMPLES: We went to the mall after we had lunch.
subordinating conjunction
EXAMPLES: When I got my test back, I was very pleased.
subordinating conjunction

Show that you can use and understand subordinating conjunctions by completing the exercises.

Practice A Identifying Subordinating Conjunctions

Read each sentence. Then, write the subordinating conjunction on the line provided. Some subordinating
conjunctions contain more than one word.
Example: We went to the store because we were out of milk.
Answer: because

1. If I get a babysitting job, I will have some extra money.

2. Although I wanted pizza for dinner, my dad cooked pasta.
3. I read a magazine while I waited at the dentist’s office.
4. I haven’t gone for a bike ride since I crashed last fall.
5. After Shania practices, she cleans her saxophone.
6. Before my mom starts the car, everyone has to wear a seatbelt.
7. When we saw the photos, we couldn’t believe the damage.
8. As soon as I know my schedule, I’ll plan our vacation.

Practice B Using Subordinating Conjunctions

Read each sentence. Then, rewrite the sentences using the subordinating conjunction so that the sentences have a
dependent idea.
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Example: I wrote my essay about Mark Twain. (because)

Answer: I wrote my essay about Mark Twain because I enjoy his stories.

1. We chatted at the table. (while)

2. My parents said that I could get a pet. (if)

3. I need to eat a good breakfast today. (because)

4. Matt put his running shoes on. (as soon as)

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CONJUNCTIVE ADVERBS
Conjunctive adverbs are used as conjunctions to connect complete ideas. They are often used
as transitions, connecting different ideas by showing comparisons, contrasts, or results.
Conjunctive adverbs can be used to show a transition between ideas, sentences, and paragraphs.
Look at these examples of the different functions of conjunctive adverbs:

Function Examples
to show a comparison also, likewise, similarly, again, moreover
Trees produce oxygen; moreover, they provide shade and habitat.
to show a contrast otherwise, instead, however, besides, nevertheless
It was nice out today; however, tomorrow it’s supposed to rain.
to show results accordingly, consequently, finally, thus, therefore
The roads were slippery; therefore, Mrs. Wagner drove slowly.

Practice A Identifying and Labeling Conjunctive Adverbs

Read each sentence. Then, write the conjunctive adverb and its function.
Example: I enjoy visiting the city; however, I prefer living in a small town.
Answer: however — contrast

1. I wanted to go shopping; instead, we went to the gym.

2. We stood in line for an hour; finally, the line began to move.
3. The paint on the house is peeling; moreover, it’s an unattractive color.
4. Learning a language can be hard; however, it’s worth the effort.
5. The library book was overdue; therefore, I had to pay a fine.
6. The car’s tires were worn; thus, we replaced them.
7. She studied for a long time; consequently, she did well on the test.
8. I have to plan my day; otherwise, I waste a lot of time.
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9. The weather report said it would be hot; thus, I wore a sundress.

10. I don’t like the style of that dress; besides, it costs too much.

Practice B Using Conjunctive Adverbs as Transitions

Read each pair of sentences. Fill in a conjunctive adverb as a transition that makes sense.
Example: Jessie left her lunch at home; she bought lunch in the cafeteria.
Answer: consequently

1. People read the news on the Internet; , many small newspapers are out of business.
2. Reggie’s car broke down; , he made it to the game on time.
3. That movie didn’t get good reviews; , it doesn’t start until 10:30 P.M.
4. Tatiana spilled a drink on her homework; , she had to do it over again.
5. College coaches can earn big salaries; , they earn more when they win championships.

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INTERJECTIONS
An interjection expresses feeling or emotion and functions independently from the rest of a
sentence.
Most interjections are single words or simple phrases. Interjections can show emotions such as surprise, anger,
pain, joy, and frustration. The table shows some common interjections.

ah darn hey oops well

aha fi ne huh ouch wow

boy great oh/oh no ugh yeah

Practice A Identifying Interjections

Read each sentence. Then, underline the interjections.
Example: Yeah! Henry just scored the winning goal!
Answer: Yeah! Henry just scored the winning goal!

1. Ow! I think a mosquito just bit me. 6. Wow! I can’t believe how much work you did.
2. Shhh! Everyone is already asleep. 7. Fantastic! I’m thrilled you’ll be visiting.
3. Fine! If you want to stay up late, don’t blame 8. Well, would you like tacos or burgers for
me if you’re tired in the morning. dinner?
4. Oh, no! I left my math book at school. 9. Whew, I’m glad to be done with that report.
5. Whoa! Please slow down. 10. Ugh! These leftovers are spoiled.

Practice B Supplying Interjections

Read each sentence. Then, write an interjection that makes sense with the feeling or emotion in the sentence.

Example: , this soup is so tasty.

Answer: Mmmm
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1. ! I dropped my cell phone.

2. ? How can my favorite TV show be canceled?
3. ! I caught my hand in the door.
4. ? We have to run a mile in PE class?
5. ! I’m so glad you won first prize!
6. , was I supposed to clean my room and wash the dishes?
7. ! I’m glad there were still tickets available.
8. ! That swimmer just won another gold medal.
9. ? Could you explain that again?
10. ! Don’t open that gate. The dog will get out.

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THE TWO BASIC PARTS OF A SENTENCE

The subject of a sentence is the word or group of words that names the person, place, thing,
or idea that performs the action or is described. It answers the question Who? or What? before
the verb. The verb in a sentence tells what the subject does, what is done to the subject, or
what the condition of the subject is.
The subject of a sentence is the person, place, thing, or idea that the sentence is about. The verb in a sentence
describes an action by the subject or the condition of a subject. In these examples, the subjects are underlined and
the verbs are circled.
left my coat in the classroom closet. Roasted
turkey is my favorite lunchmeat.
My little sister’s two front teeth have fallen out.

Practice A Identifying Parts of a Sentence

Read each sentence. Then, write whether the underlined words are the subject or verb.
Example: Her dad asked her to clean out the garage.
Answer: subject

1. Besides baseball, I play basketball and football.

2. She drove faster than the speed limit.
3. The choir has been performing the same piece for three years.
4. Tanya will be angry about losing the match.
5. Ripe red strawberries always remind me of spring.

Practice B Finding Subjects and Verbs

Read each sentence. Then, on the line provided, write the subject and verb of each sentence.
Example: Vance passed all the other runners on the track.
Answer: Vance, passed
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1. A serving of fish is three ounces.

2. The dogs at the dog park all run in the same direction.
3. My dad’s truck is a reliable work vehicle.
4. In addition, she will have a karaoke machine at her party.
5. On my street, cars can drive in only one direction.
6. I gave him my book for the weekend.
7. My sister got her associate’s degree.

8. Frank likes camping at the state park.

9. The contest results showed her weak points.
10. The newspaper got wet from the rain.

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USING SUBJECTS AND VERBS TO EXPRESS COMPLETE THOUGHTS

A sentence is a group of words with a subject and a verb that expresses a complete thought
and can stand by itself and still make sense.
Sentences express complete ideas. They must contain a subject and a verb.
Incomplete Thought: My young niece.
Incomplete Thought: Changed her clothes four times today.
Complete Thought: My young niece changed her clothes four times today.

Practice A Recognizing Complete Thoughts

Read the groups of words. Then, write whether the words express a complete or incomplete thought.
Example: Before the class play.
Answer: incomplete

1. Getting the laundry from the dryer.

2. On the way to the library.
3. The floor is still wet from being mopped.
4. He walks five miles a day or more.
5. Letting the dog out of the yard again.
6. I don’t want to hear about that anymore.
7. He brings out the best in his students.
8. Sarah’s last world history project.
9. On top of the highest shelf in the cabinet.
10. We enjoyed that activity more than any of the others.

Practice B Expressing Complete Thoughts

Read each incomplete thought below. Then, on the line provided, rewrite the group of words to form a complete
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sentence.
Example: Graduated two years early.
Answer: My friend Leah graduated two years early.

1. Practices the piano at least two hours a day.

2. Her e-mail address.
3. Around the same time each day.
4. Gave me an awesome gift.
5. The books on our living room shelf.

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COMPLETE SUBJECTS AND PREDICATES

The complete subject of a sentence consists of the subject and any words related to it.
The complete predicate of a sentence consists of the verb and any words related to it.
Read the descriptions of the parts of this sentence:
The kids in our class worked hard on the project.

Simple subject the noun or pronoun the sentence is about kids

Complete subject the simple subject and related words The kids in our class
Simple predicate the verb or verb phrase worked
Complete predicate the verb and all words related to it worked hard on the project

Practice A Identifying Simple and Complete Subjects

Read the following sentences. Then, underline the complete subject. Double-underline the simple subject.

Example: Our kitchen cabinets took a long time to install.

Answer: Our kitchen cabinets took a long time to install.

1. My dad’s carpentry job requires a good truck. 6. My three favorite books are by the same author.
2. My sister’s boyfriend is a musician. 7. The last thing on my list is a visit to the hardware store.
3. Those four airplanes are flying in formation. 8. My imaginary childhood friend was a big purple dinosaur.
4. The town’s residents protested the new development. 9. Every map in the car was for a different city.
5. Mom’s creamy dessert was the hit of the party. 10. The clerk at the convenience store has glasses like mine.

Practice B Identifying Simple and Complete Predicates

Read the following sentences. Then, underline the complete predicate. Double-underline the simple predicate.

Example: Lacey played on my sister’s soccer team.

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Answer: Lacey played on my sister’s soccer team.

1. Louis’s dog has extra claws on its hind feet. 6. My family’s favorite game is chess.
2. Sierra worked on an organic farm. 7. The chickens roost in the trees at night.
3. Sammy had eight messages on his phone. 8. Visitors make donations on every visit to the museum.
4. My favorite TV show starts at eight o’clock. 9. My dad does our family’s laundry.
5. She returned the boots for a full refund. 10. My science teacher uses a wheelchair.

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RECOGNIZING COMPOUND SUBJECTS

A compound subject is two or more subjects that have the same verb and are joined by
a conjunction such as and or or.
A sentence with a compound subject will have two or more nouns or pronouns that are the subjects of the sentence.
These sentences have compound subjects:
Kevin and Stacy like to watch soap operas.
Spinach, broccoli, or cabbage can be added to the recipe.
If a sentence has a subject that contains only one noun, it does NOT have a compound subject, even if the noun is
plural. These sentences have simple subjects:
Students filled the auditorium during the presentation.
Kids usually like the exhibits at the children’s museum.

Practice A Identifying Simple and Compound Subjects

Read the following sentences. Then, underline the simple or compound subject. On the line provided, identify whether
each subject is simple or compound.
Example: Purple and gray are my school’s colors.
Answer: Purple and gray are my school’s colors. compound

1. We haven’t had frost or snow this winter.

2. Jamil and Esther have to share a locker.
3. Pants or shorts can be worn on the field trip.

4. Dogs have their own quarters at the animal shelter.

5. Tammy, Tracy, and Sharon planned to go roller skating.

Practice B Recognizing Compound Subjects

Read the following sentences. Then, write the compound subject on the line provided.
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Example: Lunch and dinner bring in more customers than breakfast.

Answer: Lunch and dinner

1. My sister or brother will take me to practice.

2. She and I never talked about what happened.
3. Water or smoke damaged most of the building.
4. Craig, Allison, and Petra are the best athletes in my class.
5. Gymnastics and tumbling are my cousin’s after-school activities.
6. Snakes and spiders scare me more than anything.
7. Trina and Katie bought three pairs of shoes each.
8. Cardinals and blue jays were all over the lawn.

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RECOGNIZING COMPOUND VERBS

A compound verb is two or more verbs that have the same subject and are joined by
a conjunction such as and or or.
A sentence with a compound verb will have two or more verbs.
Humberto took photos, edited stories, and wrote ads for the newspaper.
Lucy will ice skate and ski on her next vacation.
If a sentence has only one verb or verb phrase, it has a simple verb.
Travelers have used the hut for shelter.
Chloe and Quentin wanted to visit their uncle.

Practice A Identifying Simple and Compound Verbs

Read the following sentences. Then, underline the simple or compound verb. On the line provided, identify whether
each verb is simple or compound.
Example: The car handled and accelerated like a dream.
Answer: The car handled and accelerated like a dream. compound

1. Judi uses the bus most days.

2. Janis and I have cooked and cleaned every night this week.
3. Lauri fainted and fell on the floor.
4. Martin will have a lot of fun with his new game system.
5. Alice pedaled and braked like a pro.

Practice B Recognizing Compound Verbs

Read the following sentences. Then, write the compound verb on the line provided.
Example: Stephanie poured and drank the lemonade.
Answer: poured and drank
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1. Alex weeded or planted every bed in the garden.

2. Patrick gathered his gear and went to practice.
3. People generally love or hate this kind of activity.
4. Jin left most of his clothes in New York and bought new ones in Texas.
5. Cora’s dad writes books and edits magazine articles.
6. Stuart e-mails or calls his mother every Sunday.
7. Howie examined his finger and found the splinter.
8. The paint dried in the sun and peeled away from the wood.

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THE SUBJECT OF A COMMAND OR REQUEST

The subject of a command or request is understood to be the pronoun you.
A sentence that commands or requests someone to do something usually does not have a stated subject. In these
sentences, the subject is the word you even if a person’s name is included.

Command or Request How the Subject Is Understood

Get off my foot! You get off my foot!
Please help me pass these out. You please help me pass these out.
Karen, give me a call. Karen, you give me a call.

Practice A Identifying Subjects in Commands and Requests

Read the following sentences. Then, write the subject of each sentence on the line provided.
Example: Have your materials ready for the test.
Answer: you

1. Dominic, stop telling her what to do. 6. Fernando, sit by me.

2. Please keep off the grass. 7. Please recycle.
3. Give your brother the toy, please. 8. Give generously.
4. Give me a break! 9. Go!

5. Jackie, please turn off the TV. 10. Andrea, please sit down.

Practice B Rewriting Commands and Requests

Read the following command and request sentences. Then, rewrite the sentences so that they include the subject you.

Example: Close the refrigerator.

Answer: You close the refrigerator.
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1. Don’t make me come in there!

2. Walt, let me know where to meet you.

3. Please e-mail me.

4. Take that to your room, please.
5. Keep going!
6. Sonu, give Phil the directions.
7. Let Nick drive, please.
8. Ryan, don’t let us down.
9. Feed the dogs by eleven o’clock.
10. Have the ticket in your hand before you get there.

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FINDING SUBJECTS IN QUESTIONS

In questions, the subject often follows the verb.
Many questions begin with a verb, a helping verb, or a question word such as what, when, where, why, and how. To find
the subject of a question, you can try rewording it as a statement.

Question Worded as a Statement

Why was Vanessa standing outside? Vanessa was standing outside why.
Did you give the dog her medicine? You did give the dog her medicine.
What will you do about your shoes? You will do what about your shoes.

Practice A Changing Questions into Statements and Identifying the Subject

Read the following questions. Then, rewrite the questions as statements. Underline the subject in each rewritten
statement.
Example: Did you make that dress yourself?
Answer: You did make that dress yourself.

1. Does the music teacher wear glasses?

2. How can you believe any of that?

3. Will the drummers be late for rehearsal?
4. Has Pablo remembered where he put the key?

5. Where does Mrs. Thomas keep the first-aid kit?

Practice B Identifying Subjects

Read the following sentences. Then, write the subject of each question on the line provided.
Example: Is Mollie coming to school today?
Answer: Mollie
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1. Did Grover make the drill team?

2. When does your mother go to work?

3. Do goats eat paper?

4. Where is the catalog from that store?
5. Could you tell me the number again?
6. Is Stella going to her grandmother’s house for vacation?
7. Can the mechanic fix your car?
8. Are tuna sandwiches on the cafeteria menu today?
9. Has Cheryl picked up the mail at the post office?
10. Were these packages left on the front porch?

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FINDING THE SUBJECT IN SENTENCES BEGINNING WITH THERE OR HERE

There or here is never the subject of a sentence.
If a sentence begins with there or here, the sentence’s word order is probably inverted, with the verb coming first and
the subject appearing later. To find the subject, rephrase the sentence to make the subject come first.

Sentences with There or Here Reworded With the Subject First

There are more stains on the tablecloth. More stains are on the tablecloth.
Here is the spot remover. The spot remover is here.

Practice A Rearranging Sentences With There or Here and Identifying the Subject
Read the sentences with there or here. Then, rewrite the sentences so that the subject comes first.
Underline the subject in each rewritten sentence.
Example: There is enough flour in the cupboard.
Answer: Enough flour is in the cupboard.

1. There is laundry in the washing machine.

2. Here is the best batter on the baseball team.
3. There are directions for the recipe in the cookbook.
4. Here is your costume for tonight’s performance.
5. Here come the other girls on the volleyball team.

Practice B Identifying Subjects

Read the following sentences. Then, write the subject of each sentence on the line provided.
Example: There is no coupon for cereal.
Answer: coupon

1. There goes another taxi right past us.

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2. Here comes the letter carrier with our mail.

3. There is more dust in here than ever!
4. There are the instructions for the model plane.
5. Here is the last entry form for the speech contest.
6. There is the woman from the doctor’s office.
7. Here is my essay on world cultures.
8. There is a letter from Egypt on the table.
9. There are birds splashing in the birdbath in our backyard.
10. Here are the notes for the chemistry test.

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FINDING THE SUBJECT IN SENTENCES INVERTED FOR EMPHASIS

In some sentences, the subject follows the verb in order to emphasize the subject, or make it
stand out.
In most sentences, the subject comes before the verb. However, sometimes writers invert their sentences and put the verb
first. This can help build suspense about the subject. To find the subject in a sentence with inverted word order, reword
the sentence to put the subject first.

Sentences With Inverted Word Order Reworded With the Subject First
On our roof waited the barn owl. The barn owl waited on our roof.
On the front seat of the car lay the map. The map lay on the front seat of the car.

Practice A Rearranging Sentences with Inverted Word Order and Identifying the Subject
Read the inverted sentences. Then, rewrite the sentences so that the subject comes first. Underline the subject in each
rewritten sentence.
Example: In the middle of the night came the storm.
Answer: The storm came in the middle of the night.

1. From out of nowhere came a red pickup truck.

2. Standing on the mantel was her trophy.

3. Along the fence ran the flock of chickens.
4. From the other end of the hallway came her friend’s voice.

5. Strolling up the driveway was our long-lost cat.

Practice B Identifying Subjects

Read the following sentences. Then, write the subject of each sentence on the line provided.
Example: Digging through the trash can was a raccoon.
Answer: raccoon
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1. Circling high in the sky above us were three turkey vultures.

2. From far away came a distressed cry.

3. A long way from town was an abandoned shoe factory.

4. Staring at me from under the table was my escaped hamster.
5. Behind my dresser were all the lost socks.
6. Crouching in the far corner of our tent was the frightened skunk.
7. Under the heavy book lay the picture of me at summer camp.
8. A long way down the road was a line of three buses.
9. Leaping from the swing in the backyard was my younger brother.
10. Up in the tree was my cousin’s wailing cat.

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RECOGNIZING DIRECT OBJECTS

A direct object is the noun or pronoun that receives the action of a verb.
Direct objects follow action verbs and complete the meaning of a sentence by answering the questions What? or Whom?

subject verb direct object subject verb direct object

Robyn lifted her arm. Alice called my sister.
A sentence may have more than one direct object.
subject verb compound direct object
Eric ate the peas and carrots.

Practice A Recognizing Direct Objects

Read the following sentences. Then, write the direct object or compound direct object on the line provided.

Example: Sadie dropped her purse and keys.

Answer: purse and keys

1. Minh chose lasagna, salad, and a roll for lunch.

2. I timed her race with my stopwatch.

3. Amalia played the overture on her clarinet.
4. Clarence saves his money for a new music player.

5. Chloe called Mickey and Kelli.

6. Emmy and Tracey played board games.
7. Sam and Luke race their trains and planes.

8. Anne Marie spilled the juice on the carpet.

9. Troy cleaned the kitchen.
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10. Patty accepted a new job with her old company.

Practice B Writing Direct Objects

Read the following sentences. Then, complete each sentence by providing direct objects that make sense.

Example: Andrew gave a to his sister.

Answer: Andrew gave a book to his sister.
1. Steven left his in his locker.
2. Consuela likes , , and .

3. I recognized in line at the grocery store.

4. Robert persuaded to pitch in.
5. Alyssa chose the best .

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DISTINGUISHING BETWEEN DIRECT OBJECTS, ADVERBS, AND OBJECTS

OF PREPOSITIONS
A direct object is never an adverb or the noun or pronoun at the end of a prepositional phrase.
Sometimes action verbs are followed by direct objects, adverbs, or prepositional phrases. Sentences can also contain more
than one of these parts.

Sentence Pattern Example

subject/verb/direct object Anita swept the porch.
subject/verb/adverb Anita swept quietly.
subject/verb/prepositional phrase Anita swept with the broom.
subject/verb/direct object/adverb/ prepositional phrase Anita swept the porch quietly with the broom.

Practice A Recognizing Direct Objects

Read the following sentences and look for direct objects. Then, underline the direct object in each sentence. If the
sentence does not have a direct object, circle the item number.
Example: Abby kept her diary under her bed.
Answer: Abby kept her diary under her bed.

1. Christopher designed his house on the computer. 6. Velma approached the horse hesitantly.
2. Paris danced a tango with her cousin Bernie. 7. He spoke to me in a quiet voice.
3. Garvin put the papers away quickly. 8. We sat around for a very long time.
4. Gwen went to San Antonio for the conference. 9. Alejandro brought his bass guitar to practice.
5. Ben stocks the shelves at the market. 10. Ibrahim slipped on the icy steps.

Practice B Distinguishing Between Direct Objects, Adverbs, and Objects of Prepositions

Read the sentences. Label the underlined word direct object, adverb, or object of a preposition.
Example: Zahara advanced easily in her algebra lessons.
Answer: adverb

1. Benjamin collects stamps from all over the world.

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2. I poured water onto the thirsty plant.

3. Cassie rode her scooter around the block.
4. The officer clamped a boot on my wheel.

5. My father complained loudly about the service.

6. Darnell helped Trisha during the competition.
7. Nobody ever talks about the cat.

8. Those geese will eat grain out of your hand.

9. Fantasia danced feverishly towards the end of the song.
10. Aliyah spoke eloquently on her report topic.

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ĀĀᜀ Āᜀ FINDING DIRECT OBJECTS IN QUESTIONS

A direct object in a question will sometimes be found before the verb.
In most statements, the direct object follows the verb. However, in a question, the direct object often appears before the
verb and subject. To find a direct object in a question, you can try rewording it as a statement.

Question Worded as a Statement

What should we talk about next? We should talk about what next.
Which class is she missing? She is missing which class.
Whom did the director choose? The director did choose whom.

Practice A Changing Questions into Statements and Identifying the Direct Object
Read the following questions. Then, rewrite the questions as statements. Underline the direct object in each rewritten
statement.
Example: Which shirt did you wear for practice?
Answer: You did wear which shirt for practice.

1. Which bag did those girls leave here?

2. Whom will she ask to accompany her on the piano?
3. What did Frances say about the news?
4. Which map did Mark use on the drive home?
5. What did your dad bring home from South America?

Practice B Identifying Direct Objects

Read the following sentences. Then, write the direct object of each question on the line provided.
Example: What will Sammy do instead of playing soccer?
Answer: what
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1. Which town did Devon choose for her report?

2. What did Mr. Carona add to the discussion?
3. What did you share with Leticia?

4. Whom will you ask to be your lab partner?

5. What route should we take to the interstate?
6. Whose sneakers can I borrow?
7. Which play did the troupe select for the spring performance?
8. Whom will Tracy visit when she goes to Vancouver?
9. Which cup should Dani use?
10. Which cabinets did you open?

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RECOGNIZING INDIRECT OBJECTS

An indirect object is a noun or pronoun that comes after an action verb and before a direct
object. It names the person or thing to which something is given or for which something is
done.
Some sentences with direct objects also have indirect objects. An indirect object almost always comes after the verb and
before the direct object. Indirect objects answer the question To/for what? or To/for whom?

Sentence Question to Ask and Sentence Part

Dad handed Mom a hammer. Handed what? hammer (direct object)
Handed a hammer to whom? Mom (indirect object)
Mom gave the nail a tap. Gave what? tap (direct object)
Gave a tap to what? nail (indirect object)

Practice A Identifying Indirect Objects

Read the following sentences. Then, underline the indirect object in each sentence.
Example: She showed the dog the new toy.
Answer: She showed the dog the new toy.

1. Alvin gave the car another look. 6. My aunt sent me a picture of my mother.
2. I loaned Zoe my pen. 7. The hair stylist gave Sally a cut and a style.
3. The fans gave their team applause. 8. Logan fed the birds sunflower seeds.
4. Fred bought the children a book. 9. The teacher offered the student several choices.
5. The dog brought us the newspaper. 10. I passed my brother the bowl of soup.

Practice B Recognizing Sentences With Indirect Objects

Read the following sentences. Then, decide whether each sentence has an indirect object. If it does, write it on the
line. If there is not an indirect object, write none.
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Example: That shop gives workers a discount on uniforms.

Answer: workers

1. Allison wore a necklace and a ring.

2. The tour company offers tourists several trips.

3. The company gave employees a bonus.

4. Zach practiced the saxophone after school.
5. The dentist gave her patient a toothbrush and floss.
6. My grandmother drove me to the movies.
7. The mayor gave the city council answers to their questions.
8. A large wave hit the beach.
9. I will give the speaker my full attention.
10. I studied the works of famous authors.

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DISTINGUISHING BETWEEN INDIRECT OBJECTS AND OBJECTS OF

PREPOSITIONS
An indirect object never follows the preposition to or for in a sentence.

Sentence Sentence Part

Heera gave Dad the tie. Dad is an indirect object. Dad comes after the action verb gave and
before the direct object tie.
Heera gave the tie to Dad. Dad is an object of the preposition. Dad comes after the preposition
to and follows the direct object tie.

Practice A Identifying Indirect Objects and Objects of Prepositions

Read the following sentences. Then, write whether the underlined word is an indirect object or an object of a
preposition.
Example: My sister sent our grandmother a scarf.
Answer: indirect object

1. She picked her mother a bouquet of flowers.

2. Rami gave the statue to her.

3. I sent an e-mail to my cousin in Lubbock.
4. The choir director gave the singers a CD.

5. My sister passed the plate of peas to me.

6. My friend showed me the photos of her trip.
7. Mr. King handed his son a paint brush.

8. He knitted a sweater for the baby.

9. Our teacher planned a field trip for us on Friday.
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10. Dr. Ortega showed my brother the X-ray of his leg.

Practice B Supplying Indirect Objects and Objects of Prepositions

Read the sentences. Fill in the blank with either an indirect object or an object of a preposition.
Example: My sister gave a gift. (indirect object)
Answer: My sister gave our parents a gift.

1. I wrote an article for . (object of preposition)

2. The coach showed the correct technique. (indirect object)
3. Joan showed her stamp collection to . (object of preposition)
4. Mrs. Whitney gave more time for the project. (indirect object)
5. Arnold gave the password to . (object of preposition)

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SUBJECT COMPLEMENTS
A subject complement is a noun, pronoun, or adjective that follows a linking verb and
provides important details about the subject.
A sentence with a linking verb (such as is, are, was, were, am, been, become, feel, look, seem, smell, taste, turn) can
have a subject complement. There are two kinds of subject complements.
A predicate noun or predicate pronoun follows a linking verb. It renames or identifies the subject of the
sentence.
Paula was the manager.
subject verb predicate noun
A predicate adjective follows a linking verb. It describes the subject of the sentence.
Paula was creative.
subject verb predicate adjective

Practice A Identifying Predicate Nouns

Read the following sentences. Then, underline the predicate noun in each sentence.
Example: My sister is a dentist.
Answer: My sister is a dentist.

1. Peppers are a good choice for a vegetable garden. 6. My favorite kind of movie is science fiction.
2. Her geography project was a map of Southeast Asia. 7. That old building was a bank in the 1800s.
3. El Paso is a city on the Mexican border. 8. My best friend is a poet.
4. Estela became a teacher. 9. My aunt is a ski instructor.
5. Emma is a novel by Jane Austen. 10. My favorite holiday is Thanksgiving.

Practice B Identifying Predicate Adjectives

Read the following sentences. Then, write the predicate adjective on the line provided.
Example: The swimmer felt tired after the competition.
Answer: tired

1. The view from Guadalupe Mountains is spectacular.

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2. The water in the Gulf of Mexico is warm in summer.

3. The acorns on our oak trees are plentiful in the fall.
4. Barbara is nervous about the concert.
5. The roasting potatoes smelled fantastic.
6. The combination of colors in her painting was unusual.
7. My brother is irritable early in the morning.
8. The wait for concert tickets seemed endless.
9. Antonia sounded excited in her e-mail message.
10. The hike through the pine forest is strenuous.

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PREPOSITIONAL PHRASES
A prepositional phrase has at least two parts, a preposition and a noun or pronoun that is the
object of the preposition.
Prepositional phrases can be used to tell about location, time, or direction, or to provide details.
There are two types of prepositional phrases.
An adjective (or adjectival) phrase modifies a noun or pronoun. It tells what kind or which one.
Adjective phrases usually come after the noun or pronoun they modify.
The creaking of the floor frightened Pella.
The prepositional phrase of the floor tells which creaking.
An adverb (or adverbial) phrase modifies a verb, adjective, or adverb. It tells where, when, in what way, or to what
extent. Adverb phrases aren’t always near the words they modify in a sentence.
Take your sister with you, please.
The prepositional phrase with you tells where to take your sister.

Practice A Identifying Adjective Phrases

Read each sentence. Then, underline the adjective phrases.
Example: The blanket on my bed doesn’t match my curtains.
Answer: The blanket on my bed doesn’t match my curtains.

1. Does everyone in this room understand? 6. David owns a store on Main Street.
2. Those last few steps to the principal’s office 7. Alex’s MP3 player has some of my favorite
were long ones. songs.
3. You can wear the sweater in my closet. 8. Barbara drives an SUV with four-wheel drive.
4. She selected two heads of romaine lettuce. 9. Callie likes notebooks with spiral binding.
5. Dean has had a long day of interviews. 10. The kids’ game in the hallway distracted me.

Practice B Identifying Adverb Phrases

Read each sentence. Then, write the adverb phrase on the line.
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Example: Jason kicked the ball through the uprights.

Answer: through the uprights

1. The ladies who work in the cafeteria are always cheerful.

2. Argentina is in South America.
3. We use the good dishes during special occasions.
4. Andie was playing her guitar after dinner.
5. Sheila consulted with the school counselor.
6. Horatio brought his civics project into the classroom.
7. Tanisha rode her bike alongside the parade float.
8. Claude has three dozen golf balls in his sports bag.

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USING APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or pronoun placed after another noun or pronoun to identify,
rename, or explain the preceding word. An appositive phrase is a noun or pronoun with
modifiers. It is placed next to a noun or pronoun and adds information or details.
An appositive provides information about a noun or pronoun. In this example, the appositive Mr. Tansy gives more
information about my teacher.
My teacher, Mr Tansy, gives too much homework.
An appositive phrase also provides information about a noun or pronoun. It includes an adjective or an adjective phrase.
In this example, Alice’s older brother adds more information about Martin.
Martin, Alice’s older brother, really likes video games.
Show that you can use and understand appositive phrases.

Practice A Identifying Appositives and Appositive Phrases

Read each sentence. Then, underline the appositives or appositive phrases.
Example: The library, my regular hangout, was closed that day.
Answer: The library, my regular hangout, was closed that day.

1. Sting, the singer, is from England. 6. My mom’s cuckoo clock, a family heirloom,
2. Clinton, the former president, is in New York. sometimes wakes me up.
7. I am not fond of Paula, my sister’s best friend.
3. The earthquake, a seven on the Richter scale, caused a
tsunami. 8. The movie, a real tear-jerker, made me cry.
4. Perry, the fullback, won a scholarship. 9. I like the Hamiltons, our next-door neighbors.
5. I like horticulture, a fascinating subject. 10. We studied the Lakota, a Native American tribe.

Practice B Combining Sentences Using Appositives

Read the sentences. Then, combine the sentences by using an appositive phrase.
Example: I dislike tomatoes. Tomatoes are my dad’s favorite food.
Answer: I dislike tomatoes, my dad’s favorite food.

1. Darrell and Patricia own Roxy. Roxy is a large German shepherd.

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2. Bella is a student at my school. She is learning to ride horses.

3. Mrs. Kravitz is a character in the story. She’s hilarious.

4. Joseph is Kayce’s older brother. He attends Texas Tech University.

5. Spencer’s birthday celebration was a bowling party. It was a lot of fun.

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USING VERBALS AND VERBAL PHRASES

A verbal is any verb form that is used in a sentence not as a verb but as another part of speech.
Like verbs, verbals can be modified by an adverb or adverbial phrase. They can also be followed by a complement. A
verbal used with a modifier or a complement is called a verbal phrase. A verb expresses the action in the sentence, but a
verbal acts as another part of speech, such as a noun or adjective. Participles and participial phrases are examples of
verbals. A participle is a form of a verb used most often as an adjective.

Type What It Looks Like Example

Present participle ends in -ing The startling news is true.
Past participle most end in -d or -ed; can also end in -n, -t, or -en Peeled fruit is easier to eat.

Participial phrase a present or past participle with modifi ers Potatoes kept in a cellar can last all winter.

Practice A Identifying Participles and Participial Phrases

Read each sentence. Underline the participle or participial phrase in each sentence.
Example: The boy standing by the water fountain is my friend Pete.
Answer: The boy standing by the water fountain is my friend Pete.

1. Turning the corner, I slipped on the ice. 5. Amused by our antics, Jim laughed at us.
2. Brandon, sneaking into the theater, ran right into his 6. I was kept awake by my snoring sister.
parents. 7. Hiding under the bed, our kitty feels safe.
3. Mr. Bashear’s car stalled because of an overheated 8. The tattered banner still hangs on our front porch.
radiator.
4. When we camp, we eat canned meat.

Practice B Identifying Present and Past Participles

Read the sentences. Then, write the participle on the line provided and label it a past participle or a present
participle.
Example: Ben shot piece after piece of crumpled paper into the trash can.
Answer: crumpled — past participle

1. The intruding sounds of voices distracted me from my work.

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2. The falling snow made for a lovely walk through the park.

3. My niece Gabi hid under the pile of fallen leaves.

4. The police recovered my stolen bicycle.
5. She pointed at me with her extended forefinger.
6. I was grateful for my lightened load.
7. Kwan and I saw six or seven shooting stars.
8. In the canyon, Debra looked up at the jutting rocks.
9. With no time to iron, I put on the wrinkled shirt.
10. My frightened baby sister peeked out from the closet.

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ADJECTIVAL CLAUSES
An adjectival clause or adjective clause is a subordinate clause that modifies
a noun or a pronoun.
Adjectival clauses act like adjectives. They explain what kind or which one.
Most adjectival clauses begin with the words that, which, who, whom, and whose.
The tree that dropped its leaves is the sick one. (tells which tree)
Ellen wanted luggage that had wheels on it. (tells what kind)
Some adjectival clauses begin with subordinating conjunctions, such as since, where, or when. The
neighborhood where my house is sits on a hill. (tells which neighborhood)
You can use adjectival clauses to combine two sentences. Look at this example:
Farouk’s relatives live in Egypt. His relatives are coming to visit.
Farouk’s relatives, who live Egypt, are coming to visit.
Show that you can use and understand adjectival clauses by completing the exercises.

Practice A Identifying Adjectival Clauses

Read each sentence. Then, underline the adjectival clause in each sentence.
Example: Shama’s haircut, which I admire very much, was done by a classmate.
Answer: Shama’s haircut, which I admire very much, was done by a classmate.

1. I asked Tony for the jersey that he wore today. 5. The cup that Clint left outside is now filled with rainwater.
2. Leo gives points to the people who work extra. 6. Mrs. Kim promoted Jay, who put in ten hours.
3. Our truck, which is 25 years old, still runs well. 7. The hat that I wear in winter is made of wool.
4. John is the one whom the team relies on. 8. Jen, whose opinion I value, is my coach.

Practice B Using Adjectival Clauses to Combine Sentences

Read each pair of sentences. Then, combine the sentences by using an adjectival clause.
Example: Joe’s job is personally rewarding to him. Joe’s job allows him to save money.
Answer: Joe’s job, which is rewarding to him, allows him to save money.

1. Sue likes pears in her smoothies. Her father grows the pears on his farm.
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2. Anjalo attends River High School. River High School has a good science program.

3. I recently found my sunglasses in my beach bag. I had lost them last summer.

4. Thurman’s family is from Odessa. Thurman likes to spend time in West Texas.

5. Sarah acts in plays. She wants to move to Hollywood some day.

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ADVERBIAL CLAUSES
An adverbial clause or adverb clause is a subordinate clause that modifies
a verb, an adjective, or an adverb.
Adverbial clauses act like adverbs. They answer questions like Where? When? In what manner? To what extent?
Under which conditions? or Why?
Adverbial clauses begin with a subordinating conjunction, such as:

after although as because before even though if

in order that since so that than though unless until
when whenever where wherever while

Look at these examples of adverbial clauses and the words they modify:
Verb: Syd believes the story because she heard it on TV. (believes it why?)
Adjective: Merrie is proud because she learned a new knitting stitch. (proud why?)
Adverb: Candace rolls her windows up when it rains. (rolls them up when?)
Show that you can use and understand adverbial clauses.

Practice A Identifying Adverbial Clauses

Read each sentence. Then, underline the adverbial clause in each sentence.
Example: We have to clean the walls before we can paint.
Answer: We have to clean the walls before we can paint.

1. Brent likes horses, even though he has never ridden 6. Ali will go to the county fair unless she has a
one. soccer tournament that weekend.
2. Ian ran inside because the wind was strong. 7. Jalisa put her diary where it is safe from Agnes.
3. Carlito’s guitar goes out of tune whenever he leaves 8. Andrea named her restaurant La Escondida
it by the air conditioner. because it’s hidden in the woods.
4. If Teresa does that again, I’m telling Dad. 9. Patricio got second place in the spelling bee
5. Sam parks her car under the carport so that she won’t even though he knew more words.
get wet from the rain. 10. Our school needs more money if it’s going to
Reserved.

build a new stadium.

Practice B Using Adverbial Clauses to Combine Sentences

Read the sentences. Fill in the blank with a subordinating conjunction to create a sentence with an adverbial
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clause.
Example: Calista will help with dinner Annie did the shopping.
Answer: Calista will help with dinner since Annie did the shopping.
1. I’m taking Gretchen with me to the movies I don’t really want to.
2. Aunt Judi bought a new space heater the cabin wouldn’t be so cold.

3. I want to have my room redecorated Kerri gets here from Omaha.

4. his watch had stopped, Philip thought he had gotten to school early.

5. Manny takes care of his sisters and brothers his mother works in the evenings.

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THE SIMPLE SENTENCE

A simple sentence consists of a single independent clause.
An independent clause contains a subject and a verb and expresses a complete idea. A simple sentence cannot have
adjectival or adverbial clauses. However, a simple sentence may include adverbs, adjectives, direct and indirect
objects, prepositional phrases, and compound subjects and verbs.

One subject and verb Katherine left her shoes here.

Compound subject Katherine and Marnie leave things everywhere.
Compound verb Katherine waves and says good-bye.
Compound subject and verb Katherine and Marnie visit and play with us often.

Show that you can use a variety of correctly structured complete sentences by competing the exercises.

Practice A Recognizing Simple Sentences

Read each sentence. Then, write whether the sentence is simple or not simple.
Example: Kalman saves his money so that he can buy an MP3 player.
Answer: not simple

1. 1. Ayanna lives next door to Chris and Andi. 5. Oliver is now a walking, talking two-year-old.

2. Carl acts tough even though he’s not brave. 6. Ammon and Abby are rarely together.

3. Nina decided to stay home. 7. When I gave him the instructions, Vince
4. We brought Cesar home with us since his car had seemed to understand them.
broken down. 8. Because Mr. and Mrs. Garnett trust me, they let me
babysit their kids.

Practice B Writing Simple Sentences

Read the following sentences. Then, rewrite them so that they are simple sentences. You will need to leave out words
to make the sentences simple.
Example: Kareem attends this school because he wants a good education.
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Answer: Kareem attends this school.

1. Everything that she asked me to do was easily accomplished.

2. I prefer to watch my favorite actor because I really like his movies.

3. Esther and Renita asked me to move so that they could get into the cabinet.

4. Although I was late to rehearsal again, the director let me keep my part.

5. Grasshoppers ate our squash plants before they produced any fruit.

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THE COMPOUND SENTENCE

A compound sentence consists of two or more main or independent clauses.
A main clause has a subject and a verb and can stand by itself as a complete sentence. The main clauses in a
compound sentence are joined by a comma and a coordinating conjunction (and, but, or, nor, yet, so). They can also
be joined by a semicolon (;) or a colon (:).

I went to the grocery store today, and I bought milk.

The line to enter the museum was long; it stretched around the block.

Show that you can use and understand compound sentences by completing the following exercises.

Practice A Combining Simple Sentences to Form Compound Sentences

Read each set of sentences. Then, combine the sentences using a comma and a coordinating conjunction.

Example: I rode the bus to school today. I walked home. (but)

Answer: I rode the bus to school today, but I walked home.
1. Sue rides her bike to the park. Jeff walks there. (and)

2. The tennis team is going to win the championship. It could take second place. (or)

3. I want to do well on my test. I already started to study. (so)

4. She wants to get to the play early. She has an errand to run. (yet)
Reserved.

Practice B Punctuating Compound Sentences

Read each compound sentence. Then, circle any coordinating conjunctions and add a comma or a
semicolon to correctly punctuate the compound sentence.
Example: Jamie is the captain of the basketball team and she is the leading scorer.
Answer: Jamie is the captain of the basketball team, and she is the leading scorer.
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1. I went to the dentist and I had a tooth pulled. 5. I want to take an art class yet my class schedule is already
2. My mom took me to the pool but it was too cold full.
to swim. 6. We went to the store to buy milk and we came
3. Jane will bake cookies or she will bake bread. home with six bags of groceries!

4. The sky is getting dark a thunderstorm is 7. Tonight is my first band concert I am really excited.
coming. 8. Luke will go to the movies tonight or he will go tomorrow.
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THE COMPLEX SENTENCE

A complex sentence consists of one main or independent clause and one or more
subordinate clauses.
In a complex sentence, the main or independent clause contains a subject and a verb and can stand alone as a simple
sentence. The subordinate clause in a complex sentence also contains a subject and a verb, but it cannot stand alone as a
sentence.
Subordinate clauses can be adjectival clauses or adverbial clauses.
ADJECTIVAL: I climbed the fence that separated our yard from our neighbors.
ADVERBIAL: After I climbed the fence, I saw the dog.
The subordinate clause can appear at the beginning or end of the complex sentence as in the examples above, or in the
middle.
The big dog, which I never noticed before, weighed about one hundred pounds.
Show that you can use a variety of correctly structured complete sentences (e.g. complex), differentiating
between main and subordinate clauses.
Practice A Differentiating Between Main and Subordinate Clauses
Read the following complex sentences. Underline the subordinate clause in each sentence.
Example: I put the car in reverse because I wanted to back out of the driveway.
Answer: I put the car in reverse because I wanted to back out of the driveway.

1. Although I have told her several times how to reach 5. Jose sang a song that was from the show.
me, she still asks for my number.
6. Allan told his sister the end of the story before she
2. The trees that line Plum Creek are cedar elms. finished reading it.
3. Dave forgot his glasses when he left for Houston. 7. My cousin, who is getting married, is from Peru.
4. Mom made dinner because we were home. 8. Please put a towel under the dish rack so that the
water does not drip on the counter.

Practice B Writing Complex Sentences

Read the following pairs of sentences. Then, rewrite them to form a single complex sentence. Remember that a complex
sentence has one independent clause and one or more subordinate clauses.
Example: Rebecca took two cookies from the package. There were only three left.
Answer: Rebecca took two cookies from the package although there were only three left.
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1. We probably won’t get a new couch. My little sister drew on the old one.

2. Laura jogs with Jackie in Zilker Park. Jackie is Laura’s trainer.

3. I could not follow the map. Raj scribbled it on a napkin.

4. I delivered the newspapers on my sister’s route. She could go see a movie.

5. Preston can’t mow our lawn this weekend. His lawnmower is broken.

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THE COMPOUND-COMPLEX SENTENCE

A compound-complex sentence consists of two or more main or independent
clauses and one or more subordinate clauses.
A compound-complex sentence is a combination of a compound sentence and a complex sentence. Look at these
examples of compound, complex, and compound-complex sentences. Main clauses are underlined, and subordinate
clauses are double-underlined.

Compound two or more main clauses Jan plays soccer, and Nell plays tennis.
Complex one main clause, one or more Jan prefers to play soccer because it’s a team sport.
subordinate clause

Compound-complex two or more main clauses, one or Jan, who loves sports, tried playing tennis, but she
more subordinate clause ended up playing soccer.

Show that you can use a variety of correctly structured complete sentences by completing the exercises.

Practice A Identifying Sentence Types

Read each sentence. Then, write whether each sentence is compound, complex, or compound-complex.
Example: I locked my laptop in the trunk so that no one could see it.
Answer: complex

1. The geese live at the community pond, and the ducks 4. Dad bought the groceries, and we put
do, too. them away before Mom started dinner.
2. The car which belonged to my dad was given to me.
5. Tessa works at the market after school, but
Archie plays football.
3. My friend who moved here from Lampasas is named
Terri, and her sister’s name is Sherri. 6. Our clay soil gets hard when there was been no
rain for a while.

Practice B Writing Compound-Complex Sentences

Read the following compound sentences. Then, add a subordinate clause to each sentence to make it a compound-
complex sentence.
Example: I was amazed by Christian’s behavior, and I said so.
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Answer: I was amazed by Christian’s behavior, since he was usually polite, and I said so.

1. The cat sits on my printer, and cat hair gets into it.

2. We tried making soap, but the results were unsatisfactory.

3. Karen is moving to England, and she is leaving her dog Riley with us.

4. Ed wanted the books, but he didn’t ask for them.

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MAIN AND SUBORDINATE CLAUSES

A main or independent clause has a subject and a verb and can stand by itself as a complete
sentence. A subordinate clause, also known as a dependent clause, has a subject and a verb
but cannot stand by itself as a complete sentence. It is only part of a sentence.
Every sentence has at least one main clause. If a sentence also has a subordinate clause, it is called a complex sentence.
Look at the main clauses (underlined once) and the subordinate clauses
(double-underlined).
If Agatha brings paper plates, we will not need to go to the store.
We’re having hot dogs at our picnic, which will take place next weekend.
Subordinate clauses begin with subordinating conjunctions or relative pronouns. These words are usually clues that
a clause is subordinate.
Relative Pronouns: who, whom, whose, which, that
Subordinating Conjunctions: if, because, when, while, where, after, since, until, although, even
though, before, whenever, wherever

Practice A Differentiating Between Main and Subordinate Clauses

Read the following sentences. On the line provided, write whether each underlined clause is the main clause or a
subordinate clause.
Example: Until I saw the book in the store, I wasn’t sure about buying it.
Answer: subordinate clause

1. Our driveway is made of gravel, which is mined not far from our home.
2. Sherrill, whom I met in third grade, now lives in Taylor.
3. I was very unhappy when I saw the extent of the damage to the car.
4. Before we take the trash to the curb, we need to put the lids on the cans tightly.
5. Raj was not prepared when his teacher announced the pop quiz.
6. Keralin was listening to loud music while I was trying to study.
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7. Tran plans to go to a college that has a lacrosse team.

8. Tyler cut the planks, which Jenny and I placed on the deck.

Practice B Identifying and Using Main and Subordinate Clauses

Read the clauses. Then, write main clause or subordinate clause for each. If the clause is a subordinate clause, add a
main clause to make it a complex sentence.
Example: Until you call us.
Answer: subordinate clause; We will not leave for the game until you call us.

1. Whenever she smells lavender.

2. I have never been to the Bob Bullock Museum.
3. Which I believed to be true.
4. I stacked thirty-five cartons that day.
5. After Mr. Ogden broke the vase.

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CLASSIFYING THE FOUR FUNCTIONS OF A SENTENCE

A declarative sentence states, or declares, an idea. An interrogative sentence asks a question.
An imperative sentence gives an order, a command, or a direction. An exclamatory sentence
conveys strong emotion.
Look at these examples of the four functions of a sentence:

Declarative states an idea and ends with a period My aunt visited us.
Interrogative asks a question; ends with a question mark Who came to visit?
Imperative gives an order, command, or direction; ends with a period or Please open the door.
exclamation mark Hurry up!
Exclamatory conveys strong emotion; ends with an exclamation mark I’m thrilled to see you!

Practice A Identifying the Four Types of Sentences

Read each sentence. On the line, write whether the sentence is declarative, interrogative, imperative, or exclamatory.

Example: The population of Texas was over 24 million in 2008.

Answer: declarative

1. Downtown streets will be closed for the parade on July 4.

2. When is the monarch butterfly migration in Texas?
3. In 2006, Pluto was no longer considered a planet.
4. How long has the Hubble Space Telescope been in orbit?
5. That was the best movie I ever saw!
6. He just fumbled the football!
7. Read the directions before you take the test.
8. In what months do hurricanes usually occur?
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9. When you opened the gift, were you surprised?

10. The students studied the physical geography of Texas.

Practice B Punctuating the Four Types of Sentences

Read the sentences. Add the correct end punctuation to each one.
Example: We saw sea turtles on Padre Island
Answer: We saw sea turtles on Padre Island.

1. Who was Stephen F. Austin 6. He just scored the game-winning goal

2. Be careful getting off the bus 7. Are bats the only mammal that can fly
3. The movie opens next Friday 8. What is the weather like here

4. The dog just stole my homework 9. Take a jacket and an umbrella

5. Please write your name and the date 10. Many Germans came during the 1800s

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COMBINING SENTENCE PARTS

Sentences can be combined by using a compound subject, a compound verb, or a compound
object. Join two main clauses to create a compound sentence.
Look at these examples of how sentences can be combined:

Compound subject Leila wears glasses. Leila and Danny wear glasses.
Danny wears glasses.
Compound verb Nicole reads German. Nicole reads and speaks German.
Nicole speaks German.
Compound direct object That machine slices meat. That machine slices meat and cheese.
That machines slices cheese.
Compound sentence Lora did a lot of research. Lora did a lot of research, so her report was
Her report was impressive. impressive.

The two main clauses in a compound sentence can be joined with a comma and a coordinating conjunction
(and, but, for, or, so, yet) or a semicolon.

Practice A Identifying Compound Parts in Sentences

Read each sentence. Underline the compound subject, compound verb, or compound direct object.
Example: She bought socks and shoes at the store.
Answer: She bought socks and shoes at the store.
1. Mom cooked roast beef and sweet potatoes. 4. Teresa and Al sing in the school chorus.
2. Scott builds and races bicycles. 5. At the state park, we saw an armadillo and a fox.
3. People canoe and kayak on the lake.

Practice B Combining Main Clauses

Read the sentences. Combine them to make a compound sentence using a comma and the conjunction in parentheses.

Example: Sally doesn’t like heights. She wanted to climb the tower. (but)
Answer: Sally doesn’t like heights, but she wanted to climb the tower.

1. The project was challenging. I learned a lot. (but)

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2. The roller-coaster ride was scary. I rode it again. (yet)

3. The night sky was clear. We were able to see the meteor shower. (so)

4. You can download the song from the Internet. You can buy the CD. (or)

5. We went to West Texas. We hiked in the Guadalupe Mountains. (and)

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JOINING CLAUSES
Sentences can be combined by changing one of them into a subordinate clause. Sentences
can also be combined by changing one of them into a phrase.
If an idea in one sentence depends on an idea in another, the two sentences can be combined into a complex sentence
with a main and subordinate clause.
Two Sentences: Dante was pleased. He had learned something new.
Combined: Dante was pleased because he had learned something new.
If one sentence adds details to another sentence, the two sentences can be combined by changing one of the sentences
into a phrase:
Two Sentences: Our class took a field trip. We went to a local college.
Combined: Our class took a field trip to a local college.

Practice A Identifying Subordinate Clauses

Read each sentence. Identify and then underline the subordinate clause.
Example: Lock the door when you leave the house.
Answer: Lock the door when you leave the house.
1. You can return the book to the store if you have the receipt.
2. Allie practiced the routines so that she could try out for the dance team.
3. Since Alida started selling jewelry, she has sold many pieces.
4. I planted a vegetable garden because I like fresh vegetables.
5. Although we planned to go to the beach, we went to the mountains instead.

Practice B Combining Sentences Using Phrases

Read the sentences. Combine them by changing one sentence into a phrase.
Example: Garrett bought a new bike. He bought it at the bike shop downtown.
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Answer: Garrett bought a new bike at the bike shop downtown.

1. We put cilantro in the noodle dish. Cilantro is a kind of herb.

2. We saw two spotted fawns. They were in the park.

3. Our English class read poems. The poems were written by Emily Dickinson.

4. We went to the university auditorium. We wanted to hear the guest speaker.

5. Johnny was tired. He had been doing errands all weekend.

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VARYING SENTENCE LENGTH

Varying the length of sentences makes writing lively and interesting to read.
Several short sentences can be combined to include one long and one short sentence.
Short Sentences: Lee drove to the park. He parked the car. We could hear the music.
Two Sentences: Lee drove to the park, and he parked the car. We could hear the music.
A long sentence can be broken into shorter sentences:
Long Sentence: While she was watching TV, Leah dropped the remote, and now we can’t find it.
Two Sentences: While she was watching TV, Leah dropped the remote. and Now we can’t find it.

Practice A Varying Sentence Length by Breaking Longer Sentences

Read the sentences. Then, revise each one as two or more shorter sentences. Circle a comma to change it to a period.
Underline a letter to show a capital letter. Cross out a word to omit it.
Example: After she got home, Julia brought in the mail, and then she walked the dog.
Answer: After she got home, Julia brought in the mail. and Then she walked the dog.

1. While he was doing the science experiment, Arthur recorded his observations, but he wasn’t sure he mixed the
chemicals correctly.
2. At the restaurant, Diego ordered a dish that had chicken in it because he likes chicken, but he’s not sure he will order
it again.
3. The batter hit the softball, and the ball floated toward the outfield, but the umpire called it a foul ball.
4. In P.E. class, we played basketball in the gym during winter, and when the weather was nicer, we played soccer
outdoors.
5. The papers that I had left near the open window got soaked when it rained, and although I tried to dry them, the ink
was smeared.

Practice B Varying Sentence Length by Combining Sentences

Read the sentences. Then, combine two of them to have one shorter and one longer sentence.
Example: The city bus stopped. It was full. I decided to wait for the next one.
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Answer: The city bus stopped, but it was full. I decided to wait for the next one.

1. I turned on the computer. I opened my e-mail program. I didn’t have any messages.

2. Todd prepared the garden soil. He planted the seeds. Then he watered them.

3. Ilona went to the library. She found books on her topic. Then she wrote the report.

4. Mom read the recipe. She mixed the ingredients. Then she put the cookies in the oven.

5. We went to the flower shop. We wanted lilies. The shop didn’t have any.

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VARYING SENTENCE BEGINNINGS

Sentence beginnings can be varied by reversing the traditional subject-verb order or starting
the sentence with an adverb or a phrase.
Changing the beginning of your sentences can add variety.

Sentence Beginning Example

Noun Dogs, fortunately, are easy to train.
Adverb Fortunately, dogs are easy to train.
Infinitive To train dogs, fortunately, is easy.
Gerund Training dogs, fortunately, is easy.
Prepositional phrase For people who have dogs, training them is easy.

Practice A Identifying Sentence Beginnings

Read the sentences. Look at the underlined beginnings. On the line, write whether the sentence beginning is a
noun, adverb, infinitive, gerund, or prepositional phrase.
Example: During lunch, we talked about our favorite TV shows.
Answer: prepositional phrase

1. Scorpions look scary and they can have a painful sting.

2. Never had we seen such a ridiculous movie as the one we saw last night.
3. To fix the flat tire on her car, Lauren needed a tire iron.

4. Getting the dirt off the dog’s paws was harder than it looked.
5. Without a U.S. passport, Americans can’t enter other countries.

Practice B Varying Sentence Beginnings

Read the sentences. Rewrite them to vary the beginnings. Use the sentence part in parentheses.
Example: My plan was to prepare the food a day early. (gerund)
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Answer: Preparing the food a day early was my plan.

1. Slavic languages can be challenging to learn. (gerund)

2. We tried foods from the Czech Republic at the festival. (prepositional phrase)

3. No one, surprisingly, claimed the money Paul found in the shop. (adverb)

4. After the storm, tree branches blocked some neighborhood streets. (noun)

5. Dana studied several famous speeches to prepare for her presentation. (infinitive)

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CORRECTING FRAGMENTS
A fragment is a group of words that does not express a complete thought.
Fragments are not complete sentences. They may be missing a subject, a verb, or both.

No subject Saw my friend at school. I saw my friend at school.

No verb My friend from band. My friend from band plays the tuba.
No subject, no verb At band practice. I saw her at band practice.

If a fragment lacks a subject and verb, the missing parts can be added to make a complete sentence.
The fragment can also be joined to a nearby sentence.

Practice A Recognizing Fragments

Read the groups of words. Write whether the words are a fragment or sentence.
Example: Learned about sharks.
Answer: fragment

1. On the coast near Galveston. 6. The State Fair of Texas.

2. Something in the dark room. 7. She asked us questions.
3. Rode a bike to Cullen Park. 8. In the park by the lake.
4. Lisa worries a lot. 9. The report about rotating planets.
5. We worked hard. 10. You can see the moon at night.

Practice B Correcting Phrase Fragments

Read the groups of words. Rewrite them to eliminate the fragment. Use the directions in parentheses and combine the
fragment with the sentence or add a subject and verb.
Example: Kenny had an idea. To divide the chores. (add subject and verb)
Answer: Kenny had an idea. He wanted to divide the chores.

1. My brother wants to speak Spanish well. Before his trip to Spain. (combine)
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2. Hummingbirds visited the feeder. In our yard. (combine)

3. The children were tired. Playing all afternoon. (add subject and verb)

4. Jay worked hard. To have a successful business. (add subject and verb)

5. Aunt Marge will visit. At Thanksgiving. (combine)

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CORRECTING CLAUSE FRAGMENTS

A subordinate clause should not be capitalized and punctuated as if it were a sentence.
Subordinate clauses do not express complete thoughts and cannot stand alone as sentences. When a subordinate clause is
capitalized and punctuated like a sentence, it is a clause fragment. The fragment
can be attached to a nearby sentence or words can be added to make a complete sentence. Look at these examples:

Clause Fragment Complete Sentence

When I got home. I fed the dog. When I got home, I fed the dog.
That are about animals. My sister likes books that are about animals.

Practice A Recognizing Clause Fragments

Read the groups of words. Write whether the words are a fragment or sentence.
Example: After I saw a play by Shakespeare.
Answer: fragment

1. Although I started my project. 6. That we saw last weekend.

2. Because the water was too cold. 7. We studied Greek mythology.
3. Before Rob starts the engine. 8. Which had an exhibit.
4. At the beach, we collected shells. 9. Who wears a uniform to work.
5. Her paper was about Mars. 10. Our class took a trip to City Hall.

Practice B Correcting Clause Fragments

Read the clause fragments. Rewrite them to form complete sentences.
Example: that I found on the Internet
Answer: My report included facts that I found on the Internet.

1. as soon as I fell asleep

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2. before I leave for school

3. that was held downtown
4. which I thought tasted good
5. where she left her math book
6. after the game ended
7. that I saw at the bookstore
8. who is the principal of our school
9. since I began taking lessons
10. unless I make some extra money

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RUN-ON SENTENCES
A run-on is two or more complete sentences that are not properly joined or separated.
There are two types of run-ons.
A fused sentence is two sentences that run together without punctuation. I asked my
sister she didn’t know the answer.
A comma splice is two or more sentences separated by only a comma. I saw a
hummingbird, its wings were beating so quickly.

Practice A Recognizing Run-on Sentences

Read the groups of words. Write whether the words are a run-on or sentence.
Example: Tom realized his mistake he started laughing about it.
Answer: run-on

1. My essay was short, I had to add more

6. We looked at used cars on Saturday, the car lot is
information. closed on Sunday.
2. After the game, I felt relieved.
7. Sergio likes to help others he volunteers at the hospital.
3. The coach is demanding she expects a lot from
her players.
8. Our new apartment is on Oak Street, and it is near the
4. I thought the story was sad because of how it ended. park.
9. I’m going to the mall to buy a gift.
5. Louisa May Alcott was a writer, but she was also a 10. Connie got a haircut, it was very flattering.
nurse.

Practice B Identifying Types of Run-on

Sentences
Read the run-on sentences. Write whether the run-on is a comma splice or a fused sentence.
Example: The theater was full, we had to sit in the front row.
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Answer: comma splice

1. A large colony of bats lives under the bridge, they eat a lot of mosquitoes.
2. Luis got the newspaper he wanted to find out who won the baseball game.

3. Jamie practiced her dance routine she performed it perfectly.

4. Patrice wants to be a veterinarian, she knows it requires a lot of school.
5. Sean left for school he forgot to bring his homework assignment.
6. I enjoyed the novel very much, my best friend thought it was boring.
7. The buses have bike racks, people can ride their bikes to and from bus stops.
8. Wildflowers bloomed along the road we stopped to take a picture.
9. Sofia wants to see the action movie Alberto wants to see the comedy.
10. Galveston is a barrier island, a major hurricane struck the island in 1900.

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THREE WAYS TO CORRECT RUN-ONS

There are different ways to correct run-on sentences. Compare these methods:

Use an end mark to divide the run-on into two sentences. I was tired I took a nap.
I was tired. I took a nap.
Use a comma and coordinating conjunction (and, but, It was raining I got my umbrella.
for, or, nor, so, yet) to make a compound sentence. It was raining, so I got my umbrella.
Use a semicolon between independent clauses when the The car broke we took it to a mechanic.
ideas are closely related. The car broke; we took it to a mechanic.

Practice A Correcting Run-on Sentences

Read the run-on sentences. Rewrite them by splitting them into two sentences or by using a semicolon to separate the
independent clauses.
Example: I gave my report on Wednesday it went well.
Answer: I gave my report on Wednesday. It went well.

1. Gail is the fastest runner she should run the final leg of the relay race.

2. Saba works well with children she is a very patient person.

3. Farmers put bee hives in their fields the bees help pollinate crops.

4. History is Patrick’s favorite subject he likes studying the Civil War.

Practice B Rewriting Run-on Sentences

Read the run-on sentences. Use a comma and a coordinating conjunction to correct each one.
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Example: I want to learn German I will study.

Answer: I want to learn German, so I will study.

1. Our class visited Lost Maples State Park we went on a nature walk.

2. I went to sleep I forgot to set my alarm clock.

3. My cell phone stopped working I replaced the battery.

4. We can visit the museum we can tour the state capitol building.

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PROPERLY PLACING MODIFIERS

A modifier should be placed as close as possible to the word it describes.
A modifier is a phrase or clause that acts as an adjective or adverb. When a modifier is not close to the word it modifies,
a sentence may be odd or unclear. Revise the sentence by placing the modifier closer to the word it modifies:

Chasing her tail, my sister was entertained by the cat. My sister was entertained by the cat chasing her tail.

Practice A Identifying Misplaced Modifiers

Read the sentences. Then, underline the misplaced modifier in each sentence.
Example: I put the apples in the bowl that we picked.
Answer: I put the apples in the bowl that we picked.

1. The car belongs to my neighbor with orange and white paint.

2. The announcer reported a traffic accident on the radio station.
3. The ranger saw a mountain lion hiking at Big Bend National Park.
4. Our family discovered the park driving through our new neighborhood.
5. Kate found the cat’s toy vacuuming under the sofa.

Practice B Recognizing and Correcting Misplaced Modifiers

Read the sentences. Then, rewrite them to correct the misplaced modifiers. You may need to add words to the sentences.

Example: Flying between the trees, I saw a sugar glider.

Answer: I saw a sugar glider flying between the trees.

1. I bought a model plane kit at the hobby shop with 150 parts.

2. We saw glowing eyes driving along the country road at night.

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3. Wrapping the gift, the paper tore.

4. Reading the newspaper, the sale ad caught my attention.

5. My grandmother called the plumber who has a leaking faucet.

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AVOIDING DOUBLE NEGATIVES

Avoid writing sentences that contain double negatives.
Negative words are used to deny something or to say no. Usually, a sentence should contain only one negative word or
term, such as no, none, nobody, no one, nothing, never, not, and nowhere.

Incorrect Double Negative Corrected With One Negative

I didn’t want nothing for my birthday. I didn’t want anything for my birthday. I wanted nothing for my birthday.

Practice A Identifying Double Negatives

Read the sentences. Then, underline any negative words or terms. On the line, write whether each sentence has a
double negative or is correct.
Example: I didn’t like nothing on the menu.
Answer: I didn’t like nothing on the menu. double negative

1. My mom hasn’t had no luck finding her lost sunglasses.

2. I never experienced nothing like the thrill of climbing that mountain.

3. My sister can’t have a pet because she’s allergic to pet hair.

4. I didn’t like none of the radio stations I could find in the car.
5. None of the students felt confident about their test scores.

Practice B Correcting Double Negatives

Read the sentences. Then, rewrite them to correct the double negatives.
Example: We hadn’t seen no one when we entered the theater.
Answer: We hadn’t seen anyone when we entered the theater.

1. The party invitation hadn’t mentioned nothing about dinner.

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2. After he fell off his bike, Stan thought he wouldn’t never ride one again.

3. No one knew nothing about how the window had been broken.

4. Mom didn’t have nowhere to put all the vegetables she grew in her garden.

5. Grandpa said he didn’t like none of the shows that were on TV.

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77 AVOIDING COMMON USAGE PROBLEMS

Review these common usage problems:

To, Too, Two

To is a preposition or part of an infinitive. We want to hike to the cabin.
Too is an adverb. I wrote my answer too quickly.
Two is a number. We saw two movies last weekend.
There, Their, They’re
There is an adverb or sentence starter. There were two bikes over there.
Their is a possessive adjective; it modifies a noun. Their house is painted blue.
They’re is a contraction of they are. They’re going to repaint their house.
Accept, Except
Accept is a verb; it means to take something offered; to agree. We must accept the truth.
Except is a preposition; it means leaving out; other than. Except for Jim, the whole class went on the fi eld trip.

Practice A Choosing the Correct Usage

Read the sentences. Then, circle the word in parentheses that best completes each sentence.
Example: We are going (there, their, they’re) for dinner tonight.
Answer: We are going (there, their, they’re) for dinner tonight.

The restaurant is open every day (accept, except) Mondays.

The Harpers are leaving (there, their, they’re) children with a babysitter tonight.
Mom puts (to, too, two) different kinds of cheese in her lasagna.
We stopped the car (there, their, they’re) because of the great view of the hills.
Evan liked the car, but he thought it was (to, too, two) expensive.

Practice B Correcting Usage Problems

Read the sentences. Then, rewrite them to correct the usage problems.
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Example: Everyone in our family accept me got the flu last year.
Answer: Everyone in our family except me got the flu last year.

1. The judges said that they’re decision was final.

2. The coach would not except excuses from any of her players.

3. My parents insist that I go too the dentist two times a year.

4. My favorite movie won too important awards this year.

5. Their were severe thunderstorms, so it took a long time to get to school.

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USING REGULAR VERBS

The past and past participle of a regular verb are formed by adding -ed or -d to the present form.
Most verbs are regular. To form their past and past participle forms, you just add -ed to the present form. If the verb ends
in e, you just add d to the present form. With some verbs, you may need to double the last letter before adding -ed.

Present Past Past Participle

claim claimed (have) claimed
raise raised (have) raised
slip slipped (have) slipped

Practice A Writing Principal Parts of Regular Verbs

Read each verb below. Then, write the past and participle form of the verb on the line provided.
Example: open
Answer: opened, (have) opened
1. shout 6. drop
2. remember 7. force
3. fix 8. amend
4. train 9. disturb
5. depend 10. follow

Practice B Using Regular Verbs in Sentences

Read each sentence. Then, rewrite the sentence. Replace the underlined verb with the principal part shown in
parentheses.
Example: After dinner, we walk around the block. (past)
Answer: After dinner, we walked around the block.
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1. Alice crosses the street. (past)

2. The car stops at the corner. (past participle)
3. The crowd cheers for Bobby. (past)
4. Jenny washes her clothes. (past participle)

5. The bands march in the parade. (past)

6. Rain pelts the porch. (past participle)
7. The fire burns the house down. (past)

8. She receives a present. (past participle)

9. My parents support the family. (past)
10. The magician waves his wand. (past participle)

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USING IRREGULAR VERBS

The past and past participle of an irregular verb are not formed by adding -ed or -d to the
present tense form.
Many common verbs are irregular. Their past and past participle forms are created by changing the spelling of the
present form. You may need to memorize the correct forms of irregular verbs or check a dictionary entry for the verb.
The chart below shows three different types of irregular verbs.

Type Present Past Past Participle

Same past and past participle buy, say bought, said (have) bought, (have) said
Same present, past, and past participle cost, put cost, put (have) cost, (have) put
Change in other ways break, ring broke, rang (have) broken, (have) rung

Practice A Writing Principal Parts of Irregular Verbs

Read each group of verb forms below. Then, fill the blank by supplying the correct present, past, or past participle form
of the verb.
Example: lead led
Answer: (have) led

Present Past Past Participle Present Past Past Participle

1. speak spoke 6. shake (have) shaken
2. rode (have) ridden 7. set (have) set
3. burst burst 8. forget forgot
4. know (have) known 9. sang (have) sung
5. swim swam 10. hurt (have) hurt

Practice B Correcting Irregular Verbs in Sentences

Read each sentence. Then, rewrite the sentence. Replace the underlined verb form with the correct form.
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Example: Garrett knowed the answer.

Answer: Garrett knew the answer.

1. The team choosed a new captain.

2. A breeze blowed through the trees.
3. We have winned the championship.
4. I have not sleeped for two days.
5. What animal maked these prints?
6. A forest fire has breaked out in Montana.
7. The puppy holded out its paw.
8. Lisa setted the cake on the table.

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IDENTIFYING THE BASIC FORMS OF THE SIX TENSES

The tense of a verb shows the time of the action or state of being.
Verbs have six tenses that show whether an action is happening in the present, past, or future. If the verb shows that the
action is going on over a period of time, use the present perfect, past perfect, or future perfect tense. The chart below
shows the basic form of the six tenses.

Principal Part Regular Verb Irregular Verb

Tense
Used Basic Forms Basic Forms
Present Present I try. I forget.
Past Past I tried. I forgot.
Future Present I will try. I will forget.
Present perfect Past participle I have tried. I have forgotten.
Past perfect Past participle I had tried. I had forgotten.
Future perfect Past participle I will have tried. I will have forgotten.

Practice A Identifying Verb Tenses in Sentences

Read each sentence. Then, write the underlined verb and its tense on the line provided.
Example: It has rained all afternoon.
Answer: has rained — present perfect

1. Rain had flooded the streets.

2. Puddles sat on our sidewalk.
3. I have bought an umbrella today.
4. By tonight, more than eight inches of rain will have fallen.
5. Danielle will wait until the rain stops.

Practice B Forming Verb Tenses

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Read each sentence and locate the underlined verb. Write the form of that verb for the tense shown in parentheses.

Example: The audience cheers. (past)

Answer: cheered

1. Jane studies for the test. (past perfect)

2. She answers each question. (future)

3. The team plays very well. (present perfect)

4. I speak at the assembly. (past)
5. By tonight, I read all three books. (future present)

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CONJUGATING THE BASIC FORMS OF VERBS

A conjugation is a list of the singular and plural forms of a verb in a particular tense.
You already know that verbs have six tenses. Each of the six tenses has six forms. When you write out all of the forms of
the verb in each of the tenses, you are conjugating the verb. The chart below shows a conjugation of the forms of the verb
speak for four tenses.

Tense Singular Plural

I speak. We speak.
Present You speak. You speak.
He, she, or it speaks. They speak.
I spoke. We spoke.
Past You spoke. You spoke.
He, she, or it spoke. They spoke.
I will speak. We will speak.
Future You will speak. You will speak.
He, she, or it will speak. They will speak.
I have spoken. We have spoken.
Present perfect You have spoken. You have spoken.
He, she, or it has spoken. They have spoken.

Practice A Conjugating the Basic Forms of Verbs

Read each verb. Then, conjugate the singular and plural forms of the verb for the tense and person indicated in
parentheses.
Example: give (past) (third person)
Answer: He, she or it gave. They gave.

1. arrive (present) (third person)

2. stir (past) (second person)

3. believe (future) (second person)
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4. set (present perfect) (first person)

5. teach (present) (first person)

Practice B Using Verb Forms in Sentences

Read each sentence. Then, complete the sentence by filling in the blank with the verb and verb form indicated in
parentheses.
Example: The engineer the bridge. (design, past tense)
Answer: designed
1. She a wonderful story. (write, present perfect tense)

2. Dina presents for her children. (wrap, past tense)

3. The boys new sneakers soon. (need, future tense)

4. His confidence . (shake, present perfect tense)

5. Where you now? (go, future tense)

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CONJUGATING BE
Be is the most common verb in the English language. Its conjugation forms are very irregular.
The present forms are am, is, and are. The past forms are was and were. The future is formed with will be. The present
participle is being. The past participle is (has) been. In the chart below, notice how the parts of be are used in four different
tenses in both singular (one) and plural (more than one) forms.

Tense Singular Plural

I am. We are.
Present You are. You are.
He, she, or it is. They are.
I was. We were.
Past You were. You were.
He, she, or it was. They were.
I will be. We will be.
Future You will be. You will be.
He, she, or it will be. They will be.
I have been. We have been.
Present perfect You have been You have been.
He, she, or it has been. They have been.

Practice A Conjugating the Basic Forms of Be

Read each sentence. Then, complete the sentence by filling in the form of be that matches the tense shown in
parentheses.
Example: I in the top row of the auditorium. (future)
Answer: will be
1. Danielle my best friend since first grade. (present perfect)

2. This scarf very colorful. (present)

3. My mother in a good mood this morning (past)

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4. Jeanie the only violinist. (future)

5. Who the two top salespeople? (present)

Practice B Using Verb Forms in Sentences

Read the sentences, which are all in the present tense. Then, rewrite each sentence, changing it to the tense indicated in
parentheses.
Example: Hal is a successful artist. (future)
Answer: Hal will be a successful artist.
1. I am on a secret mission. (present perfect)
2. Corey is the first to arrive. (past)
3. Dinner is at 8 o’clock tonight. (future)
4. Jose and Marta are good friends. (present perfect)
5. Under the bed is my missing sock. (past)

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RECOGNIZING THE PROGRESSIVE TENSE OF VERBS

The progressive tense, or form, of a verb shows an action or condition that is ongoing.
The progressive form of a verb describes an event that is in progress. You create the progressive form by using the present
participle of a verb: the form that ends in -ing. You also add a form of the verb be. The chart below shows the progressive
forms of the verb change.

Progressive Tense Be + Present Participle Progressive Tense Be + Present Participle

Present I am changing. Present perfect I have been changing.
Past I was changing. Past perfect I had been changing.
Future I will be changing. Future perfect I will have been changing.

Show that you recognize progressive tenses of verbs by completing the following exercises.

Practice A Recognizing the Progressive Tenses in Sentences

Read each sentence. Circle the progressive form verb in the sentence. Then, write the tense of the verb on the line
provided.
Example: I am reading my e-mails.
Answer: I am reading my e-mails. present progressive
1. The runners were approaching the finish line.
2. The choir is performing in the auditorium.
3. All of my friends will be singing.
4. By next week, I will have been working for a full year.
5. I had been storing supplies in the garage.

Practice B Using Progressive Tense Verbs in Sentences

Read the sentences. Then, complete each one, using the tense of the verb in parentheses.
Example: We with my grandparents. (stay, future progressive)
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Answer: We will be staying with my grandparents.

1. Jane and Darla with each other. (argue, past progressive)

2. My aunt a new store. (open, present progressive)

3. Jon in that office for six months. (work, present perfect progressive)
4. By tomorrow, I for three months. (diet, future perfect progressive)

5. The tourists for two weeks. (travel, past perfect progressive)

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CONJUGATING PROGRESSIVE TENSES

To conjugate the progressive tenses of a verb, add the present participle of the verb to the
basic forms of be.
With all verbs, regular or irregular, you create the progressive tense by using the present participle—the
one that ends in -ing—with different forms of the verb be.
Here are examples of the six progressive tenses. Notice how the form of be changes in progressive tenses.

Present progressive Maria is selling her car.

Past progressive She was hoping to get a good price for it.
Future progressive She will be advertising the car in the local newspaper.
Present perfect progressive Maria has been designing a special ad.
Past perfect progressive Scott had been asking Maria about the car.
Future perfect progressive By Thursday, the ad will have been running for a week.

Practice A Recognizing the Progressive Tenses in Sentences

Read each sentence. Then, write the tense of the underlined verb on the line provided.
Example: I am starting a new job.
Answer: present progressive

1. They were calling their friends.

2. Carolyn is trying out for the glee club.
3. By tomorrow, they will have been painting our house for a week.
4. Phil had been hoping to buy a new sweater.
5. The basketball players have been practicing every day.
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Practice B Using Progressive Tense Verbs in Sentences

Read the sentences. Then, fill in the blank so that each sentence contains the progressive tense of the verb shown in
parentheses.
Example: The trees in the breeze. (bend, past progressive)
Answer: were bending
1. The rescue squad members next week. (train, future progressive)

2. By then, they many new rescue techniques. (learn, future perfect progressive)
3. Van and Orrie the class. (teach, past perfect progressive)

4. Callie portraits of her relatives. (draw, present progressive)

5. I scout groups for two years. (lead, present perfect progressive)

6. you to apply for that job? (intend, past progressive)

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IDENTIFYING ACTIVE AND PASSIVE VOICE

The voice of a verb shows whether or not the subject is performing the action. A verb is in the
active voice when its subject performs the action. A verb is in the passive voice when its
subject does not perform the action.
You can recognize a passive verb because it is always a verb phrase made from a form of be and a past participle. The
performer of the action may not always be named in a passive voice sentence.

Active voice Karen cooked dinner for us.

Passive voice Our dinner was cooked by Karen.
Our dinner has been cooked. (No performer is named.)

Show that you understand and can use active and passive voice by completing the following exercises.

Practice A Recognizing Active or Passive Voice

Read each sentence. Decide if the underlined verb is written in active or passive voice. Write AV for active voice or
PV for passive voice.
Example: That mountain has been climbed before.
Answer: PV
1. The schedule has been set. 6. The center tapped the ball.
2. We begin practice tomorrow. 7. The window was struck by a stone.
3. Our puppy will be examined next. 8. This bike can spin in the air.

4. The play was produced in New York. 9. Stu requested a ham sandwich.
5. The tower was built in 1970. 10. The horses were led into the corral.

Practice B Using Active and Passive Voice in Sentences

Read each sentence in passive voice. Then, rewrite the sentence in active voice.
Example: The engine was tested by the mechanic.
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Answer: The mechanic tested the engine.

1. My ears were bombarded by music.

2. The band was hired by my uncle.

3. The guitar was tuned by Sandy.

4. The child was adopted by the young couple.

5. The papers were signed by them.

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TROUBLESOME VERBS
Some verbs cause writers problems. You must learn to use these verbs correctly.
Remember these rules about troublesome verbs.
Use isn’t, not ain’t. The past participle of lie is lain, not laid.
Use did, not done, as the past tense of do. Use gone with a helping verb, not went.
Use saw, not seen, as the past tense of see. Use set, not sat, to mean “placed something.” Use
Use dragged, not drug, as the past tense of drag. should have, not should of.
The past tense of lie is lay, not laid. Use said to report someone’s words, not says.

Practice A Using the Correct Verb

Read the sentences. Then, circle the correct form of the verb from the pair in parentheses.
Example: The cat (dragged, drug) a dead mouse into our apartment.
Answer: The cat ( dragged , drug) a dead mouse into our apartment.

1. My little brother (laid, lay) asleep on the sofa. 6. They (had went, had gone) fishing.
2. Then he (said, says), “Raise the sails.” 7. Bella (should have, should of) quit that job.
3. There (ain’t, isn’t) any reason to change. 8. I (seen, saw) a shadow on the wall.
4. Lane (done, had done) the right thing. 9. My brother (says, said), “That was creepy.”
5. She (has lain, has laid) on the sofa all day. 10. I (laid, lied) a hand on her shoulder.

Practice B Using Troublesome Verbs Correctly

Read the sentences. Rewrite each sentence using the correct verb.
Example: I done my best to finish the test.
Answer: I did my best to finish the test.
1. Forrest has never did anything illegal.

2. Then a mysterious voice says, “Don’t turn around.”

3. I never seen who was doing the talking.

4. Luckily, the mystery person ain’t around now.

5. The firefighters should of arrived by now.

6. The waiter sat the dish on the table.

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THE NOMINATIVE CASE

Use personal pronouns in the nominative case for (1) the subject of a verb and (2) a predicate
pronoun.
There are three cases of pronouns—nominative, objective, and possessive. You use nominative case pronouns when
the pronoun is the subject of a verb. You also use nominative case pronouns for a predicate pronoun that comes after
a linking verb in a sentence. The nominative case pronouns are I, we, you, he, she, it, and they.

SUBJECT: She planted flowers in the garden.

PREDICATE PRONOUN: The person planting flowers was she.
Be especially careful when a pronoun is part of a compound subject or a compound predicate nominative. Say the
pronoun with the verb or invert the sentence to put the pronoun before the verb.
EXAMPLE: Terry and were talking. (she was talking or her was talking?)
CORRECT: Terry and she were talking.
EXAMPLE: The high scorers were Dan and . (we were scorers or us were scorers?)
CORRECT: The high scorers were Dan and we.
Dan and we were the high scorers.

Practice A Identifying Nominative Case Pronouns

Read each sentence. Circle the correct pronoun from the choices in parentheses.
Example: The person in charge was (she, her).
Answer: The person in charge was (she, her).

1. My father and (me, I) went fishing. 6. The new owners are Carlos and (he, him).
2. Inside the boat were my father and (me, I). 7. Tom and (me, I) ate dinner there.
3. Cecily and (her, she) are good friends. 8. The waitresses were Deb and (her, she).
4. Into the room came Danielle and (she, her) 9. Kelli’s sister and (they, them) cooked.
5. Jason and (he, him) bought new shoes. 10. Claudia and (we, us) studied the menu.
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Practice B Using Nominative Case Pronouns in Sentences

Read each sentence. Then, fill in the blank with a nominative case pronoun of your choice.
Example: The best performers were Sammi and .
Answer: she.
1. The last to arrive were Callie and . 6. have been practicing all morning.

2. Phil and created a Web site. 7. It was who drove in the winning run.

3. The most talented player was . 8. The starters will be .

4. Silvio, Dave and sang a trio. 9. Dinah and are in charge.

5. Into the room came Oliver and . 10. was taking karate lessons.

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THE OBJECTIVE CASE

Use personal pronouns in the objective case for (1) a direct object, (2) an indirect object,
and (3) the object of a preposition.
The objective case pronouns are me, us, you, him, her, it, and them.
DIRECT OBJECT (DO): Tom’s father drove them to the game.
INDIRECT OBJECT (IO): He offered her a ride, too.
OBJECT OF PREPOSITION (OP): Dennis sat beside him.
If a pronoun is part of a compound object, think of only the pronoun with the rest of the sentence. Also, be careful if a
question begins with a verb. In that case, invert the sentence to put the subject before the verb. This will help you pick
the right pronoun.
EXAMPLE: The coach named Kerri and captains. (named I or named me?)

CORRECT: The coach named Kerri and me captains.

EXAMPLE: Did you ask Jerry and about the test? (Think: You did ask him or he?)

CORRECT: Did you ask Jerry and him about the test?

Practice A Identifying Objective Case Pronouns

Read each sentence. Circle the correct pronoun from the choices in parentheses. Then, label it DO, IO, or
OP.
Example: I saw Helen and (she, her) at the concert.
Answer: I saw Helen and (she, her) at the concert. DO
1. Corinne’s dad gave (she, her) advice. 4. Who chose Allan and (us, we)?
2. Have you seen Jim and (they, them)? 5. I hope no one picks Clay or (I, me).
3. No one wanted to sit by (they, them). 6. Mom gave Anna and (I, me) outfits.
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Practice B Using Objective Case Pronouns in Sentences

Read each sentence. Then, write an objective case pronoun of your own choice in the blank.
Example: Kyle asked about Donna and .

Answer: Kyle asked about Donna and her.

1. Dale followed into the room. 5. Is our team scheduled to play ?
2. The dog lay between Cara and . 6. Celia gave a call.

3. Please make Tina and lunch. 7. I would do anything for .

4. Lori placed right beside . 8. The lion stared at Logan and .

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THE POSSESSIVE CASE

Use the possessive case of personal pronouns before nouns to show possession. In addition,
certain personal pronouns may also be used by themselves to indicate possession.
The possessive case is used to show ownership. The chart shows which possessive pronouns are used before nouns and
which ones can stand alone.

Possessive pronouns used before nouns my, our, your, his, her, its, our, their She cleaned her room.
Possessive pronouns that can stand alone mine, ours, yours, his, hers, theirs That notebook was hers.

Possessive nouns, such as boys’ or Davia’s, usually contain an apostrophe and s. Several personal pronouns in the
possessive case end in s, but they never contain an apostrophe. The word it’s—with an apostrophe— is a contraction
meaning “it is.”

Practice A Identifying Possessive Case Pronouns

Read the sentences. Write the correct pronoun from the choices in parentheses.
Example: The apartment was (ours, our’s).
Answer: ours

1. The new store was (her’s, hers).

2. When does (you’re, your) class start?

3. The burning house was (our’s, ours).
4. Did you put (your, you’re) clothes away?

5. The dog buried bones in (there, their) yard.

6. (His, His’) is the red convertible.
7. (They’re, Their) mother is a librarian.

8. The deer raised (its, it’s) head.

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Practice B Using Possessive Case Pronouns Correctly in Sentences

Read each sentence. Then, write a possessive case pronoun of your own choice in the blank.
Example: We drove to house in the morning.
Answer: their
1. She put the basket into car. 6. brother has a new job.

2. The gloves that I found were . 7. The tigers paced inside cage.
3. The goose injured wing. 8. Anya yelled at brother.

4. Have you used new stove? 9. Of all the recipes, was the best.

5. The toolbox was . 10. The packages in the corner are .

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SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number.
A subject can be singular in number or plural in number. Singular means “one,” and plural means “more than one.”
Most nouns form their plurals by adding -s or -es, so they are easy to recognize. Some other nouns change their
spelling for the plural. Pronouns used as subjects in sentences can also be singular or plural.

Singular nouns book, cent, child, mouse, watch, woman

Plural nouns books, cents, children, mice, watches, women
Singular pronoun subjects I, he, she, her, it, each, anyone, everyone, someone,
this, that
Plural pronoun subjects we, you, they, all, these, those, both
Pronouns that can be singular or plural subjects you, some, who, any, none

Practice A Identifying Number in Nouns and Pronouns

Read each word or group of words. Then, write whether the word or words are singular, plural, or both.
Example: candles
Answer: plural

1. knife 6. some
2. strings 7. address
3. men 8. oxen
4. pen 9. everyone
5. we 10. tooth

Practice B Identifying Singular and Plural Subjects

Read each sentence. Then, write whether the underlined subject is singular or plural.
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Example: The kite soared high in the air.

Answer: singular
1. Those are our best friends. 6. Each ordered fish for dinner.
2. Some of the pie was left. 7. The geese flew over our heads.

3. Both received awards. 8. Are you the magicians we hired?

4. The actress performed on stage. 9. In the zoo was a pride of lions.
5. A box of raisins sat in the cabinet. 10. This is a beautiful fountain.

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SINGULAR AND PLURAL VERBS

The subject and verb in a sentence must agree in number.
Just like subjects, verbs used in sentences can be singular in number or plural in number. Present tense verbs sometimes
cause writers problems. A present tense verb used with a singular noun subject should have an -s at the end. Also, a
present tense verb used with a third-person singular pronoun subject (such as he, she, it, each, someone) should have an -s
at the end.
Some forms of the verb be can also be singular (is, was, has been) or plural (are, were, have been).
You must use a singular form with a singular subject and a plural form with a plural subject.

Singular noun subjects The child sees. The bell rings. The woman sews.
Singular pronoun subjects She sees. It rings. She sews.
Plural noun subjects The children see. The bells ring. The women sew.
Plural pronoun subjects They see. They ring. They sew.
Singular forms of be He is quiet. She was worried. It has been closed.
Plural forms of be They are quiet. They were worried. They have been closed.

Practice A Identifying Number in Verbs

Read each group of words. Then, write whether the underlined verb is singular or plural.
Example: The pond reflects.
Answer: singular
1. A wall was painted. 6. She comments.
2. It survives. 7. Both clocks strike on the hour.
3. Turtles swim. 8. The teachers explain.
4. We feel angry. 9. Each remembers.
5. Reports have been written. 10. Both pause.
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Practice B Determining Singular and Plural Verbs in Sentences

Read each sentence. Then, write whether the blank should be filled with a singular or plural verb.
Example: A tugboat into the harbor.
Answer: singular

1. The gulls near the shore. 6. Each a new pair of gloves.

2. Each a quart of juice. 7. My ears every word.

3. The children games. 8. They with me to the store.

4. She the world’s record. 9. He where we live.

5. Several bicycles to school. 10. Flowers in the spring.

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MAKING VERBS AGREE WITH SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number. A prepositional phrase that comes
between a subject and its verb does not affect subject-verb agreement.
Match singular subjects with singular verbs and plural subjects with plural verbs. Remember that a present tense
singular verb often ends in -s. Also, remember that the singular forms of the verb be include am, is, was, and has
been, and the plural forms include are, were, and have been.
SINGULAR: This bulb is burned out. The jar is cracked.
PLURAL: These bulbs are burned out. The jars were cracked.
If a subject is separated from its verb by a prepositional phrase, ignore the prepositional phrase. Make sure the verb
agrees in number with the subject. The object of the preposition is never the subject.

SINGULAR: The lane between the buildings needs repairs.

PLURAL: The stains on my shirt are hard to remove.

Practice A Making Subjects and Verbs Agree

Read the sentences. Circle the verb in parentheses that agrees with the subject. Then, label the subject singular or plural.

Example: The men on the team (practice, practices) hard.

Answer: The men on the team (practice , practices) hard. plural

1. The injured man (need, needs) stitches.

2. My cousin never (write, writes) me.

3. The boxes in the attic (belong, belongs) to my mother.

4. A can of tennis balls (is, are) on the top shelf.

Practice B Revising for Subject-Verb Agreement

Read the sentences. Then, if a sentence has an error in subject-verb agreement, rewrite the sentence correctly. If a
sentence has no error, write correct.
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Example: A car crash into the fence.

Answer: A car crashes into the fence.

1. The flowers in the field is spreading quickly.

2. Each woman on the committee offer suggestions.

3. The players on our team are wearing green uniforms.

4. The Olympic athletes needs more practice at the gym.

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MAKING VERBS AGREE WITH COLLECTIVE NOUNS

Use a singular verb with a collective noun acting as a single unit. Use a plural verb when the
individual members of the group are acting individually.
Collective nouns name groups of people or things. A collective noun that acts as one group together is singular and takes
a singular verb. A collective noun in which the group members act as individuals is plural and takes a plural verb.

SINGULAR: The committee holds monthly meetings. The band was invited to be in the parade.
PLURAL: The committee hold different opinions on the issue. The band are wearing their new uniforms.

Practice A Identifying the Number of Collective Nouns

Read the sentences. Then, label each underlined collective noun as singular or plural.
Example: The herd are all grazing on the hillside.
Answer: plural

1. The army was made up of several platoons.

2. The club are going door-to-door to collect funds.
3. The staff are working together on the new rules.
4. Our class are mostly in agreement on the proposal.
5. The jury has reached a verdict.

Practice B Making Verbs Agree With Collective Nouns

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.
Example: After class, the band (put, puts) their instruments away.
Answer: After class, the band (put, puts) their instruments away.

1. The grand jury (serves, serve) an important role.

2. The council (is holding, are holding) its meeting on Wednesday evening.
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3. The group (hope, hopes) to resolve their differences.

4. A majority of the class (have, has) finished their reports.
5. The staff (was given, were given) offices throughout the building.
6. The team (was, were) ahead in the championship game.
7. The class (is planning, are planning) a field trip.
8. The group (is riding, are riding) in separate cars.
9. The senate (do, does) not all agree about the bill.
10. The faculty (were given, was given) their class lists.

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MAKING VERBS AGREE WITH COMPOUND SUBJECTS

A compound subject consists of two or more subjects with the same verb. The subjects are usually connected by a
conjunction such as and, or, or nor. Use the rules and examples below to help you know when to use a singular verb with
a compound subject and when to use a plural verb. When a compound subject is connected by and, the verb that follows is
usually plural.
PLURAL VERB: Will and Vanessa are on the cover of the magazine.
When two singular subjects are joined by or or nor, use a singular verb. When two plural subjects
are joined by or or nor, use a plural verb.
SINGULAR VERB: Neither the picture nor the frame was expensive.
PLURAL VERB: Boys or girls receive the same instructions.
When a compound subject is made up of one singular and one plural subject joined by or or nor,
the verb agrees with the subject closer to it.
SINGULAR VERB: Either the tires or the axle needs to be replaced.
PLURAL VERB: Neither Lateesha nor her friends are coming to the game.

Practice A Making Verbs Agree With Compound Subjects

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.
Example: Zeke or his brothers (is, are) riding in our car.
Answer: Zeke or his brothers (is, are) riding in our car.

1. My music player and headphones (is, are) missing.

2. Either two oranges or one grapefruit (is needed, are needed) for this recipe.
3. Neither Kareem nor Dwayne (remember, remembers) that book.
4. A fire and earthquake (has caused, have caused) great damage.
5. Either the boys or their father (is sleeping, are sleeping) in the basement.

Practice B Revising for Agreement Between Verbs and Compound Subjects

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.
If a sentence has no error, write correct.
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Example: Kyle and Len has stopped arguing.

Answer: Kyle and Len have stopped arguing.

1. Neither my brother nor my three sisters was able to change Mom’s mind.

2. Either bad batteries or a loose wire have caused the problem.

3. Shoes and a new belt are in the shopping bag.

4. Either Carmen or her sister have reached the finals.

5. Eli or George have been asked to represent the class.

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AGREEMENT IN INVERTED SENTENCES

When a subject comes after the verb, the subject and verb still must agree with each
other in number.
Sometimes the verb or part of the verb comes before the subject in a sentence. This often happens with questions that begin
with a helping verb, such as has, have, do, or does. Also, the subject often follows the verb in sentences that begin with a
prepositional phrase or with the words here, there, or where.
These sentences are called inverted sentences.
Notice how the subject comes after the verb or part of the verb in the inverted sentences below. To determine if the
subject and verb agree, rearrange the sentence in normal order in your mind.

Inverted Order Rearranged in Normal Order

Inside the can were seven tomatoes. Seven tomatoes were inside the can.
Does Dina have a baby sister? Dina does have a baby sister.
There is the book of instructions. The book of instructions is there.
Where is she living now? She is living where now.

Practice A Identifying Subjects and Verbs in Inverted Sentences

Read the sentences. Then, write the subject and verb on the line provided and indicate whether they are singular or plural.
Example: Inside our garbage can was a raccoon.
Answer: raccoon, was — singular

1. Have Sam and you stopped arguing?

2. Here is my baby blanket.
3. Around the fire were seven tired campers.

4. Among the trees were hiding two fawns.

5. Where are my new binoculars?
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Practice B Revising for Agreement in Inverted Sentences

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.
If a sentence has no error, write correct.
Example: Standing in the stream was four fishermen.
Answer: Standing in the stream were four fishermen.

1. Where is the checkers and game board?

2. Among the weeds was one beautiful flower.
3. Here is the reports you requested.
4. Have Gina or Lianne turned in the homework?
5. On the bus was my aunt and cousins.

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VERB AGREEMENT WITH INDEFINITE PRONOUNS

When an indefinite pronoun is the subject of a sentence, the verb must agree in number with
the pronoun. The number of the indefinite pronoun is the same as the number of its referent,
or the noun to which it refers.
The chart below shows the three different types of indefinite pronouns.

Always Singular Always Plural Singular or Plural

anybody everybody somebody both all
anyone everyone someone few any
anything everything something many more
nothing nobody no one several most
one each every others none
either neither much some

Don’t be confused if an indefinite pronoun is followed by a prepositional phrase. Just mentally cross out the phrase to
help you focus on the subject. Then, you can decide whether a singular verb or a plural verb is needed in the sentence.

EXAMPLES: Each of the students needs a textbook.

Some of the teachers are taking advanced courses.

Practice A Making Verbs Agree With Indefinite Pronoun Subjects

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.
Example: All of the almonds (is coated, are coated) with cinnamon.
Answer: All of the almonds (is coated, are coated) with cinnamon.

1. Many of my friends (was going, were going) to the movies.

2. All of the apples (is, are) rotten.
3. All of the cake (has been eaten, have been eaten).
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4. Someone (has taken, have taken) my stamp collection.

Practice B Revising for Agreement Between Verbs and Indefinite Pronouns

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.
If a sentence has no error, write correct.
Example: Much of the tooth are decayed.
Answer: Much of the tooth is decayed.
1. Each of the houses were flooded.

2. Few of the soldiers have received new orders.

3. One of the students have not been given an identification number.

4. None of the sidewalk need to be repaved.

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MAKING PERSONAL PRONOUNS AND ANTECEDENTS AGREE

A personal pronoun must agree with its antecedent in person, number, and gender.
Person tells whether a pronoun refers to the person speaking (first person—I or we), the person spoken to
(second person—you), or the person, place, or thing spoken about (third
person—he, she, it, they).
Number tells whether the pronoun is singular or plural.
Gender tells whether a third-person-singular antecedent is masculine, feminine, or not known.
EXAMPLES: The salesperson assisted her customer. (third person, singular, feminine)
The Tigers lost their third game in a row. (third person, plural, gender not known)

Practice A Making Personal Pronouns Agree With Their Antecedents

Read each sentence. Then, complete the sentence, filling in the blank with the correct personal pronoun.
Example: We decorated apartment.
Answer: We decorated our apartment.
1. Kenon and Aaron opened own bank accounts.
2. Anthony sat with family.
3. Either Jenna or Sally will lend me phone.
4. We deposited checks in the bank.
5. Both Connie and Alicia packed sneakers.

Practice B Revising for Pronoun-Antecedent Agreement

Read each sentence. Then, revise each sentence so that the personal pronoun agrees with its antecedent.

Example: Olivia and Norah called her band “The De-Lites.”

Answer: Olivia and Norah called their band “The De-Lites.”

1. Either Howard or Cal has passed their exam.

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2. Both men said he will join the committee.

3. Each of the kittens was licking their paws.

4. My brother and I remember his grandparents.

5. Do you know where you put our coat?

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AVOIDING PROBLEMS WITH NUMBER AND GENDER

A personal pronoun must agree with its antecedent in person, number, and gender.
Sometimes it is not easy to determine the number or gender of the antecedent.

Use a singular personal two or more singular antecedents are Either Carmen or Serena will give her
pronoun when . . . joined by or or nor. speech now.
Use a plural personal pronoun two or more antecedents are joined by Carmen and Serena will deliver their
when . . . and. speeches.
Use a singular pronoun to refer that names a group that is acting as a The council has chosen its new
to a collective noun when . . . single unit. chairperson.
Use a plural pronoun to refer to the members or parts of a group are The council are supporting two different
a collective noun when . . . acting individually. candidates.
To refer to both males and use the phrase his or her or him or her. Every student has completed his or her
females at the same time . . . project.
To avoid the problem of rewrite the sentence to use a plural All students must have their projects
matching gender . . . antecedent and plural pronoun. fi nished by tomorrow.

Practice A Making Pronouns and Antecedents Agree

Read the sentences. Then, circle the pronoun in parentheses that agrees with its antecedent.
Example: Each teacher greeted (their, his or her) students.
Answer: Each teacher greeted (their, his or her) students.

1. Neither Ilene nor her sister brought (her, their) pillow. 6. The group expressed (its, their) views.
7. Either Nick or Alexander will recite (his or her,
2. All of the girls wore (her, their) raincoats. his) poem.
3. Karen and Lucy hugged (her, their) father. 8. Gina or Lenore will read (her, their) story to
4. All team members should line up for (his, their) the children.
photographs. 9. The army unit slept on (its, their) bunks.
5. The committee held (its, their) first meeting 10. Both our cat and dog enjoy (its, their) toys.

Practice B Supplying Pronouns That Agree With Their Antecedents

Read each sentence. Then, supply a pronoun or pronoun phrase to complete the sentence.
Example: Andy or Lamar lost hat.
Answer: Andy or Lamar lost his hat.
1. Either Ken or Andre will take turn next.
2. Each sister put on scarf.

3. The chorus are practicing solos.

4. Every animal showed fear.
5. Each of the detectives earned promotion.

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MAKING PERSONAL PRONOUNS AND INDEFINITE PRONOUNS AGREE

Use a singular personal pronoun when its antecedent is a singular indefinite pronoun.
Many indefinite pronouns are singular in number. Some examples are everyone, someone, each, every, and either. When
one of these pronouns serves as an antecedent in a sentence, you must use a singular personal pronoun (his, her, its) to
refer to it. You can use the pronoun phrase his or her if you want
to refer to both males and females. When a plural indefinite pronoun (all, many, both, several) is an antecedent, use
a plural personal pronoun, such as their or our.
Remember to ignore a prepositional phrase that comes between the antecedent and the pronoun. The pronoun must match
the number of the antecedent and not the number of the object of the preposition.
EXAMPLES: Every athlete wore his or her uniform to the pep rally.
Each of the men put his coat in the closet.

Practice A Supplying Pronouns That Agree With Indefinite Pronoun Antecedents

Read the sentences. Then, fill in the blank with a pronoun that agrees with its antecedent.
Example: Each of the boys lit candle.
Answer: Each of the boys lit his candle.

1. All of us returned library books.

2. Has someone lost glasses?

3. Each lawyer sent bills to clients.

4. Both of my friends hid packages in lockers.

5. One of the birds has built nest in our tree.

Practice B Revising for Pronoun-Antecedent Agreement

Read each sentence. Then, revise it so that the personal pronoun agrees with its antecedent.
Example: Each of the men parked their cars in the lot.
Answer: Each of the men parked his car in the lot.
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1. One of the monkeys chattered in their cage.

2. Few in the crowd gave his or her attention to the speaker.

3. Everyone must bring in their permission slip.

4. Both men drove his or her cars to work.

5. Neither of the boys has met her new sister.

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THREE FORMS OF COMPARISON

Most adjectives and adverbs have three forms, or degrees, of comparison: positive,
comparative, and superlative.
Adjectives and adverbs are called modifiers because they change or add meaning to nouns, verbs, or other parts of
speech. Modifiers can also be used to compare two or more items.

Positive degree Main form; used when no comparison is Adj: huge, unusual, calm, sly
being made Adv: slowly, enthusiastically, well
Comparative degree Used to compare two items or actions; Adj: huger, more unusual, calmer, slyer
often ends in -er or includes the word Adv: more slowly, more enthusiastically, better
more
Superlative degree Used to compare more than two items or Adj: hugest, most unusual, calmest, slyest
actions; often ends in -est or includes the Adv: most slowly, most enthusiastically, best
word most; often follows the word the

Practice A Identifying the Forms of Adjectives and Adverbs

Read each word or group of words. Then, label each word or words as positive, comparative, or
superlative.
Example: faster
Answer: comparative
1. wisest 6. more carefully
2. smoother 7. most affectionate
3. tighter 8. magnificent

4. quiet 9. windiest
5. most incredible 10. more favorably

Practice B Identifying Forms of Modifiers in Sentences

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Read each sentence. Then, write whether the underlined modifier is in positive, comparative, or superlative
form.
Example: This fire was more destructive than the one last year.
Answer: comparative

1. This is the finest diner in the county.

2. The winds blew harder than before.
3. The candle shone brightly.

4. Ken is the most industrious student in the class.

5. Could you come a little closer?

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REGULAR MODIFIERS WITH ONE OR TWO SYLLABLES

Use -er or more to form the comparative degree and use -est or most to form the superlative
degree of most one- and two-syllable modifiers.
Most adjectives and adverbs that contain one or two syllables are regular. With some modifiers—such as adjectives that
end with -ful or -less or adverbs that end with -ly—adding -er or -est would sound funny. So the word more is used for
the comparative degree, and the word most for the superlative degree.

Degree Add -er or -est Use more or most

Comparative adjectives brighter, fairer, handier, more careless, more impressive, more unusual
nastier, nicer, wiser
Superlative adjectives brightest, fairest, handiest, most careless, most impressive, most unusual
nastiest, nicest, wisest
Comparative adverbs faster, harder, earlier more gently, more eagerly, more quickly, more wisely
Superlative adverbs fastest, hardest, earliest most gently, most eagerly, most quickly, most wisely

Practice A Identifying Degrees of Regular Adjectives and Adverbs

Read the adjective or adverb. Then, write the comparative and superlative degrees on the lines.
Example: strong
Answer: stronger strongest

1. harmful 6. lumpy
2. sturdy 7. wildly

3. happy 8. cleverly
4. intense 9. solid
5. anxious 10. simply
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Practice B Using Forms of Modifiers

Read the sentences. Then, complete each with the form of the modifier specified in parentheses.
Example: Suri is than her sister. (nice, comparative)
Answer: Suri is nicer than her sister.
1. Jennie is the woman in our family. (tall, superlative)

2. She is the person I know. (cautious, superlative)

3. Cal ran than before. (quickly, comparative)
4. As the rain fell, the puddles became . (deep, comparative)

5. Sienna is the gymnast on the team. (young, superlative)

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REGULAR MODIFIERS WITH THREE OR MORE SYLLABLES

Use more and most to form the comparative and superlative degrees of all modifiers of three
or more syllables. Do not use -er or -est with modifiers of more than two syllables.

Positive Comparative Superlative

brilliant more brilliant most brilliant
demanding more demanding most demanding
cowardly more cowardly most cowardly
efficiently more efficiently most efficiently

Practice A Using Forms of Longer Modifiers

Read each sentence. Then, fill in the word more or most to match the degree shown in parentheses.
Example: Of all my friends, Corinne is the unpredictable. (superlative)
Answer: Of all my friends, Corinne is the most unpredictable.
1. Marlon is the unstoppable running back in the league. (superlative)
2. Denitra is understanding than her sister. (comparative)

3. Of the two boys, J.P. is self-confident. (comparative)

4. That is the disturbing news I have heard all week. (superlative)

5. The child began pulling insistently on her mother’s hand. (comparative)

6. She danced the enthusiastically of all the company. (superlative)

Practice B Using Forms of Modifiers

Read the sentences. Then, rewrite each sentence, using the form of the modifier specified in parentheses.
Example: Mr. Thomas is the businessperson in town. (successful, superlative)
Answer: Mr. Thomas is the most successful businessperson in town.
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1. Leah is even than her cousin. (generous, comparative)

2. He pounded on the nail . (insistently, comparative)

3. He performed the piece the . (competently, superlative)

4. She was the dressed. (fashionably, superlative)

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ADVERBS ENDING IN –LY

Use more to form the comparative degree and most to form the superlative degree of
adverbs ending in -ly.
Many adverbs end in -ly. The comparative form of these adverbs includes the word more. The superlative
form includes the word most.

Positive Comparative Superlative

confi dently more confi dently most confi dently
emotionally more emotionally most emotionally
happily more happily most happily
timidly more timidly most timidly

Practice A Identifying Degrees of Adverbs Ending in -ly

Read the adverb. Then, write the comparative and superlative degree of the adverb on the lines provided.

Example: impatiently
Answer: more impatiently most impatiently

1. calmly 6. sincerely
2. angrily 7. poorly
3. superbly 8. cooperatively
4. ferociously 9. tightly
5. annoyingly 10. competently

Practice B Using Correct Forms of Adverbs

Read each sentence. Then, complete the sentence, filling in the form of the modifier specified in parentheses.
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Example: The car ran after it was tuned. (efficiently, comparative)

Answer: The car ran more efficiently after it was tuned.

1. The fire burned than before. (brightly, comparative)

2. I sing the when I’m in the shower. (beautifully, superlative)

3. He should have reviewed his composition . (thoroughly, comparative)

4. Her performance was the correct. (technically, superlative)
5. She entered the room after hearing the noise. (cautiously, comparative)

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USING LESS AND LEAST

Use less with a modifier to form the decreasing comparative degree and least to form the
decreasing superlative degree.
When you want to show that the value of an adjective or adverb is going down, you can use less or least.

Positive Comparative Superlative

agreeable less agreeable least agreeable
rapidly less rapidly least rapidly

Practice A Identifying Decreasing Degrees of Modifiers

Read the adjective or adverb. Then, write the decreasing comparative and superlative forms on the line provided.

Example: tenderly
Answer: less tenderly, least tenderly

1. sensitive 6. hopefully
2. calmly 7. emotional
3. passionate 8. steep

4. intense 9. painful
5. annoying 10. capably

Practice B Using the Correct Form of Modifier

Read each sentence. Then, complete the sentence by adding the word less or least in the blank to create the form indicated
in parentheses.
Example: Of all the children, Delia is the picky. (superlative)
Answer: Of all the children, Delia is the least picky.
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1. Dora is forgetful than her sister. (comparative)

2. Which of the two roads is dangerous? (comparative)

3. This is the expensive watch in the store. (superlative)

4. Breathing deeply, he felt excited. (comparative)

5. She is the emotional person in her family. (superlative)

6. The old hot-water heater runs efficiently than the newer model. (comparative)

7. Gino’s arguments were the believable of all. (superlative)

8. Carlos reacted the positively to the teacher’s remarks. (superlative)

9. Of all of the suggestions, this one is the original. (superlative)
10. My mom asks me to be careless in my actions. (comparative)

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IRREGULAR ADJECTIVES AND ADVERBS

Memorize the comparative and superlative forms of adjectives and adverbs that are irregular.
With some adjectives and adverbs, the comparative and superlative degrees are formed in unusual ways. There are
no rules to help you. You will have to memorize the correct forms.

Practice A Identifying Comparative and Superlative Degrees of Irregular Modifiers

Complete the chart by filling in the missing forms of the irregular adjectives and adverbs.

Positive Comparative Superlative

bad (adjective) worse
badly (adverb) worse
far (distance) farther
far (extent) further
good (adjective) best
well (adverb) best
many most
much more

Practice B Using Forms of Irregular Modifiers

Read each sentence. Then, fill in the blank with the form of the modifier specified in parentheses.
Example: How much do we have to travel? (far, comparative)
Answer: farther

1. I think I did on this test than the last one. (badly, comparative)

2. This is the store in the shopping center. (good, superlative)

3. Of the three cities, Atlanta is the away. (far, superlative)
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4. I decided to revise my essay . (far, comparative)

5. This chair is the comfortable in the house. (much, superlative)

6. That was the thing from my mind. (far, superlative)

7. new cars have CD players built in. (many, superlative)

8. After napping, I felt than before. (well, comparative)
9. I moved to the right to get a view. (good, comparative)

10. Dave had the time of any runner in the race. (bad, superlative)

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USING COMPARATIVE AND SUPERLATIVE DEGREES

Use the comparative degree to compare two people, places, or things. Use the superlative
degree to compare three or more people, places, or things.
Look carefully at the other words in the sentence to help you decide whether to use the comparative form (comparing
two items) or superlative form (comparing more than two).
Avoid using double comparisons, such as more better, more friendlier, most happiest, or worser.

Practice A Determining the Correct Form of Modifier

Read each sentence. Then, fill in the correct form of the modifier shown in parentheses.
Example: Mr. Gomez is than his brother. (old)
Answer: older
1. Blake can jump than any other basketball player. (high)

2. Of all his coins, this one is the . (valuable)

3. Of all my friends, she is the person for my success. (responsible)

4. Karen is the child in her family of five. (young)

5. This is the iced tea I have ever tasted. (bad)

6. Is your car running since it was fixed? (economically)

7. This the mountain I have ever climbed. (high)

8. I would prefer a color than this. (bright)

Practice B Revising for Correct Use of Modifiers

Read the sentences. If a sentence contains a modifier error, rewrite the sentence correctly. If a sentence has no error,
write correct.
Example: He is the most stingiest man in town.
Answer: He is the stingiest man in town.
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1. Try to come up with a more better idea.

2. They are the least happy students in our class.

3. That is the most farthest I have ever run.

4. This nail polish should last more longer than the other.

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MAKING LOGICAL COMPARISONS

When you make a comparison, be sure you are comparing things that have clear similarities.
Also, make sure that your sentences compare only similar items.
When comparing one of a group to the rest of the group, make sure your sentence contains
the word other or else.
Correct a comparison that is unbalanced and confusing.
UNBALANCED: My plant is healthier than Tina. (What are you comparing?)
BALANCED: My plant is healthier than Tina’s.
UNBALANCED: Painting windows is harder than a wall. (What are you comparing?)
BALANCED: Painting windows is harder than painting a wall.
CONFUSING: Hugo tries harder than anyone on the team. (Isn’t Hugo on the team?)
CLEAR: Hugo tries harder than anyone else on the team.

Practice A Recognizing Logical Comparisons

Read each sentence. Then, write whether the comparison is unbalanced or balanced.
Example: My room is neater than my brother.
Answer: unbalanced

1. The Atlanta airport is busier than San Francisco.

2. Cara’s smile is warmer than Laurie.
3. Stan’s house is roomier than ours.

4. Jan’s coat was a darker gray than mine.

5. Dean’s glasses are thicker than Arlen.

Practice B Revising to Make Comparisons Logical

Read the sentences. If a sentence contains an illogical comparison, rewrite the sentence correctly.
If a sentence has no error, write correct.
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Example: Stan’s gold watch cost more than any watch he has.
Answer: Stan’s gold watch cost more than any other watch he has.

1. I like apples more than any fruit.

2. The air in Los Angeles is more polluted than Cleveland.

3. Gillian scored higher than anyone in the class.

4. Kathie’s computer runs faster than anyone’s.

5. He was clumsier than any other person in our family.

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TROUBLESOME ADJECTIVES AND ADVERBS

Use the adjective bad with a linking verb, such as feel, look, or smell. Use the adverb badly with an action verb, such
as perform or sing.
Use good with nouns or after linking verbs. Use well with action verbs or to describe health. Use fewer to answer the
question How many? Use less to answer the question How much?
INCORRECT: She sang bad in the show. Sara feels badly about what happened.
CORRECT: She sang badly in the show. Sara feels bad about what happened.
INCORRECT: Less people attended the game. The dancers performed good.
CORRECT: Fewer people attended the game. The dancers performed well.
Be careful where you place the word just or only in a sentence. If you mean “no more than,” then just or only should go
right before the word it modifies. Otherwise, the sentence may be confusing.
CONFUSING: I only brought one sweater. The team just lost by one run.
CLEAR: I brought only one sweater. The team lost by just one run.

Practice A Using Bad and Badly, Good and Well, Fewer and Less
Read each sentence. Then, circle the word in parentheses that correctly completes the sentence.
Example: The child behaved (bad, badly).
Answer: The child behaved (bad, badly ).

1. She felt (bad, badly) about missing the class. 6. The chef prepared this meal (bad, badly).
2. She acted really (good, well). 7. Juan-Carlos played soccer (good, well).
3. The garbage smelled (bad, badly). 8. There seems to be (fewer, less) cake now.
4. I called you no (fewer, less) than six times. 9. (Fewer, Less) than ten people showed up.
5. You managed so (good, well) on your own. 10. This pineapple tastes very (good, well).

Practice B Revising for Troublesome Modifiers

Read the sentences. Rewrite the sentences that contain errors in the use of modifiers. If a sentence has no error, write
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correct.
Example: Gina understands computers very good.
Answer: Gina understands computers very well.

1. I sent less than five e-mails this morning.

2. How good did you do on the test?
3. Logan handled the interview badly.
4. Artie wears only red sweaters.
5. Jake just knows a few words of Spanish.

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USING PERIODS
A period indicates the end of a sentence or an abbreviation.
Use a period to end a declarative sentence—a sentence of fact or opinion. Use a period to end most imperative
sentences—sentences that give directions or commands. Use a period to end a sentence that contains an indirect
question. Use a period after most abbreviations and initials. Do not use periods with acronyms, words formed with
the first or the first few letters of a series of words.
Declarative Sentence: Thanksgiving is a busy time at the airport.
Imperative Sentence: Be there on time.
Indirect Question: The pilot asked me if I wanted to see the cockpit.
Abbreviations: Mr. D.V.M. Assoc. St. Sgt.
Initials: Harry S. Truman J. P. Morgan Elizabeth A. Davis

Practice A Adding Periods

Read each sentence. Then, add periods where they are needed. Circle each period you add.
Example: Ms Casey’s flight leaves at six in the morning
Answer: Ms . Casey’s flight leaves at six in the morning .

1. Don’t get off the train too soon 6. Louisa M Alcott wrote Little Women
2. K M Davenport works at Bronson Bros 7. I once saw Sammy Davis Jr live
3. The farmer’s market is open on Pine Ave 8. C W is now head chef at the new restaurant
4. Wait here for me 9. The waiter asked mom for her order
5. My appointment is with Jason J Jackson, M D 10. Lt Jon T Gray is in the U S Navy

Practice B Using Periods

Read each sentence. Then, on the line, write it correctly, adding periods.
Example: Sen Black asked our group if we supported NATO
Answer: Sen. Black asked our group if we supported NATO.

1. Ms Rachel teaches preschool

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2. Don’t rush
3. Charles M Smith works at Allen Frank and Co
4. My sister’s favorite books are by P D Eastman
5. Address your letter to William C Schwartz
6. The new shopping area is downtown on River St

7. Mr Rawls designed the new C N Building

8. Our principal at C C Junior High is Mrs Juno
9. Clean your room before going to the gym
10. Joe E Ramsey and Nicole M Dann are engaged

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USING QUESTION MARKS

A question mark follows a word, phrase, or sentence that asks a question.
Interrogative Sentence: What is the best way to make spaghetti?
Word: You are very late today. Why?
Phrase: We could work on this experiment Saturday. What time?

Practice A Identifying Questions

Read the sentences. Then, circle a period if it should be a question mark.
Example: Dad asked me if I would come home early. Why.
Answer: Dad asked me if I would come home early. Why.

1. When can I help you move. Wednesday. 6. You won a trophy last year. For what.
2. What is your favorite television series. 7. Let’s practice our parts for the play. Where.
3. Can your parents drive me to the game. 8. Is your jacket in the closet. Or in the car.
4. Let’s go in the morning. What time. 9. Where do you want to go this summer.
5. Can you wait until I get there before you start. 10. The shuttle lands today. At what hour.

Practice B Writing Questions

Read the items. Rewrite each one on the line, using question marks where they are needed. If no question mark is
needed, write correct.
Example: Someone must have invented sticky notes. Who.
Answer: Someone must have invented sticky notes. Who?

1. You said you aren’t going to Maria’s. Why not.

2. Dinner is ready now. Can you come.
3. When did Walter Payton play for the Bears.
4. You named your puppy Lucky. Why.
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5. Let’s go to the mall after school. What time.

6. Ms. Arthur asked me if I would return her book.
7. Won’t you please come with me.
8. The temperature seems fine to me. Are you comfortable.
9. Mary said the milk has to be poured. How many glasses.
10. What did you think of Dad’s new recipe for chicken.

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USING EXCLAMATION MARKS

An exclamation mark at the end of a word, phrase, or sentence shows strong emotion or a
forceful command.
Sentence With Strong Emotion: The view from here is spectacular!
Imperative Sentence: Finish and go home!
Phrase: What a mess! Oh no!
Word: Aw! Halt!

Practice A Identifying When to Use Exclamation Marks

Read each item. Underline each word that should be followed by an exclamation mark.
Example: Whoops. That was my mistake.
Answer: Whoops. That was my mistake.

1. Yes. I’d be delighted to join you. 6. Oh. You’re back.

2. How awful. I feel sorry for her. 7. Watch out. Cars don’t stop here.
3. Whew. That marathon wore me out. 8. There’s my favorite movie star.
4. You leave me speechless. 9. No way. That’s a very bad idea.
5. Your new bike is great. 10. Wow. I like your new hair style.

Practice B Writing Using Exclamation Marks

Read each item. Rewrite it on the line. Use one exclamation mark where it is needed in each item.
Example: Am I ever lucky. I just won the prize.
Answer: Am I ever lucky! I just won the prize.

1. Go. I can’t talk now.

2. Oops. I overwatered that plant.
3. Terrific. That’s great news.
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4. Hey, look who’s here.

5. Yuk. This soup tastes awful.
6. The food at that restaurant is delicious.
7. Oh dear. I’ve lost my key.

8. Jason’s new game is awesome.

9. Definitely. Count on me to help.
10. Please come. It will be fun.

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USING COMMAS IN COMPOUND SENTENCES

A compound sentence consists of two or more main, or independent, clauses that can be
joined by a coordinating conjunction, such as and, but, for, nor, or, so, or yet.
Use a comma before the conjunction that joins main, or independent, clauses in a compound sentence.
If the conjunction joins single words, phrases, or subordinate clauses, do not use a comma.
Compound Sentence: She will not join the chorus, nor will she take voice lessons.
Single Words: Violins and violas are similar instruments.
Phrases: Should we practice in the garage or in the basement?

Practice A Adding Commas in Compound Sentences

Read each sentence. If the sentence is correct, write C. If a comma is missing, underline the word that should be
followed by a comma and add the comma.
Example: Austin and Taylor went to the concert but neither of them stayed until the end.
Answer: Austin and Taylor went to the concert, but neither of them stayed until the end.
1. Jan takes piano lessons and I take guitar. 5. I either listen to the radio or I play CDs
2. Jo is coming tomorrow and you should too. 6. What time is the show and how long is it?
3. Brit takes ballet at a studio on First. 7. The play runs on Saturday and Sunday.
4. Mom has a collection of CDs and sheet music. 8. Evan got the lead for his audition.

Practice B Rewriting Sentences

Read each sentence. Rewrite the sentence on the line, adding a comma where needed.
Example: She and I like soccer but neither of us made the team.
Answer: She and I like soccer, but neither of us made the team.

1. The soccer game was close yet we won.

2. Dad took me to a golf tournament but I thought it was boring.

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3. Mom wants me to take tennis lessons but I’m not interested.

4. Gymnasts need to practice every day or they do not improve.

5. I practice gymnastics every day so my balance is great.

6. I like to ice skate and I like to go skiing.

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AVOIDING COMMA SPLICES

Avoid comma splices. A comma splice occurs when two or more sentences have been joined
with only a comma.
INCORRECT: Rebecca sings in her church choir, Mariah sings in the glee club.
CORRECT: Rebecca sings in her church choir. Mariah sings in the glee club.

Practice A Identifying Comma Splices

Read each item. If the item is correct, write C on the line. If it has a comma splice, circle the error.
Example: My sister writes the newsletter, I want to do that some day.
Answer: My sister writes the newsletter , I want to do that some day.

1. Amber wrote an editorial for her class paper, it was 6. Jennifer wrote about the basketball team, she
about school uniforms. won a prize.
2. She is in favor of school uniforms, but I do not like 7. Miguel is a good photographer, his photos are
them at all. often displayed in school.
3. Bryan wrote an editorial about sports, I didn’t agree 8. I want to get a camera. Then, I can take good
with him. photographs.

4. Mr. Palmer is our newspaper sponsor, he has done 9. The photography club meets on Tuesdays, I
this job for twenty years. play baseball that day.
5. Some stores in town put ads in the paper, this is how we 10. I could join the club in the spring, and I look
pay for printing it. forward to doing so.

Practice B Rewriting Incorrect Sentences

Read the numbered items. If it is correct, write C. If it has a comma splice, rewrite it on the line below it.
Example: We have to limit our television time, Mom says we watch too much.
Answer: We have to limit our television time. Mom says we watch too much.

1. My favorite shows are on Thursdays. That’s the day I have practice.

2. I want one of those machines to record shows, Dad says no.

3. A new show is starting in the fall, it’s on Thursdays.

4. Ryan’s mother limits his television viewing to an hour a day, that’s it.

5. I tried to tell Mom about educational shows, that argument doesn’t work.

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USING COMMAS IN A SERIES

Use commas to separate three or more words, phrases, or clauses in a series.
A comma follows each of the items except the last one in a series. The conjunction and or or is added after the last
comma. There are two exceptions to this rule. If each item except the last is followed by a conjunction, do not use
commas. Also, do not use a comma to separate groups of words that are considered to be one item.

Series of Words: China, Japan, and India are countries in Asia.

Series of Phrases: I looked for my key on the hook, in the drawer, and under the table.
Exceptions: My parents will take us to Florida or Alabama or Georgia.
For dessert we could have strawberries and cream, an orange, or apples and dip.

Practice A Recognizing Commas in a Series

Read each sentence. If the sentence is correct, write C on the line. If a comma is missing, write that word and the
comma on the line.
Example: Some ducks, swans and geese are native to Asia.
Answer: swans,

1. The baby ducks followed the mother into the pond 5. My grandparents traveled to Shanghai Hong
across it, and up the bank. Kong, and Beijing last year.
2. Swans eat leaves, seeds and roots of plants that grow 6. Among China’s wildlife are pandas, tigers and
in ponds. alligators.
3. Sailboats, tugboats, and ships were in the harbor. 7. Laura, Molly, and Katie are collaborating on a
project about China.
4. The mail is always late on Mondays, 8. Katie brought pictures and maps and
Wednesdays and Fridays. postcards from China.

Practice B Adding Commas

If a sentence is correct, write C on the line. If the sentence has an error in commas, underline the word that should be
followed by a comma and add the comma.
Example: Most people do not want ants, spiders or other insects in their homes.
Answer: Most people do not want ants, spiders, or other insects in their homes.

1. Ms. Price teaches in the summer through the fall, and into May.
2. She has traveled to Europe, Asia and Australia.

3. Traveling means buying a ticket, packing suitcases, and getting to the airport.
4. Chinese foods include roast duck, dumplings and steamed buns.
5. The Chinese New Year’s celebration includes lanterns, dances, and fireworks.

6. Megan, John and I are doing a report on foods around the world.
7. Before a party, you must invite guests, put up decorations and choose music.
8. Nick couldn’t find Kyle or Kevin or Cole.

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USING COMMAS BETWEEN ADJECTIVES

Use commas to separate adjectives of equal rank. Do not use commas to separate adjectives
that must appear in a specific order. Do not use a comma to separate the last adjective in a
series from the noun it modifies.
There are two ways to tell whether the adjectives in a sentence are of equal rank. Consider this sentence: She is a
kind, generous friend.
Try using the word and in the sentence: She is a kind and generous friend.
Try changing the word order: She is a generous, kind friend.

Practice A Identifying Correct Comma Use

Read each sentence. Identify the comma error. Write Add or Omit on the line to show how to correct the sentence. Then,
circle the word before the error.
Example: Cheyenne is a strong, healthy, eighth-grader.
Answer: Cheyenne is a strong, healthy, eighth-grader. Omit

1. Ella is a pleasant cheerful girl.

2. I got a nasty, painful, burn.

3. He turned into a mischievous quarrelsome teen.

4. My cat had four, little kittens.
5. Mr. Owens lives in the next, brick house.

6. Vanessa is a loving loyal daughter.

7. These baggy, loose, pants don’t fit me.
8. The frisky active puppy is wearing me out.

Practice B Rewriting Sentences

Read each sentence. Then, rewrite each sentence, correcting any misplaced or missing commas.
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Example: The sly unafraid coyote is looking for food.

Answer: The sly, unafraid coyote is looking for food.

1. The fat, furry, squirrel is ready for winter.

2. Twelve, bright yellow tulips are blooming.
3. The amazing tall skyscraper is downtown.
4. Mr. Evans is a thoughtful, considerate, teacher.
5. The wacky foolish clown made us laugh.
6. The sour cold lemonade tastes wonderful.
7. The enormous showy house looks cold.
8. Mom loves her soft fluffy new hat.

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USING COMMAS AFTER INTRODUCTORY WORDS, PHRASES,

AND CLAUSES
When a sentence begins with an introductory word, phrase, or other structure, that word,
phrase, or other structure is usually separated from the rest of the sentence by a comma.

Introductory word Samantha, where is your jacket?

Unfortunately, we cannot afford to go this year.
Introductory phrase To study effectively, you need a quiet space.
Across from the library, there is a post office.
Introductory adverbial clause As long as the good weather lasts, we can go hiking every Saturday.

Practice A Adding a Comma

Read each sentence. Underline the word that should be followed by a comma. Then, add the comma.
Example: Brandon what is your opinion about the new rule?
Answer: Brandon, what is your opinion about the new rule?

1. No my mom says I can’t go on Saturday. 6. Actually we’re not really finished.

2. Throughout the year we will take field trips. 7. Besides keeping you fit exercise is fun.
3. To learn the rules read this list. 8. While we wait we can listen to music.
4. In front of the room you will see a poster. 9. Please will you forgive me?
5. So that everyone has a chance draw straws. 10. On account of snow there’s no school.

Practice B Rewriting Sentences

Rewrite each sentence, adding the comma needed after the introductory word, phrase, or clause.
Example: With Rebecca and Abigail I am making refreshments for the party.
Answer: With Rebecca and Abigail, I am making refreshments for the party.
1. Yes you are right to say that we should form a committee.
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2. Among my classmates and friends I know a few good athletes.

3. Wherever those flowers are planted they will grow.

4. Though the time is very short I know we can finish the work.

5. After the movie we are going out to dinner.

6. Josh what time do you have?

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USING COMMAS WITH PARENTHETICAL EXPRESSIONS

A parenthetical expression is a word or phrase that is not essential to the meaning of the
sentence. These words or phrases generally add extra information to the basic sentence.
Use commas to set off parenthetical expressions from the rest of the sentence.

Names of people being addressed This seat, Brad, is for you.

Please return the library book, Lindsey.
Certain adverbs The dog, also, needs to be walked soon.
Common expressions You may, perhaps, disagree with me.
Contrasting expressions The restaurant is on Second Street, not Third.

Practice A Recognizing Parenthetical Expressions

Read each sentence. Then, underline the parenthetical element and add one comma if it is at the end of a sentence or two
commas if it is in the middle.
Example: The performance therefore will go on as planned.
Answer: The performance, therefore, will go on as planned.

1. My students also are ready for the recital. 6. The announcement is of course overdue.
2. I like to read novels not short stories. 7. Stop before speaking Cassie.
3. Finish your homework Garrett before dinner. 8. Summer school is a bad idea in my opinion.
4. The auditorium on the other hand is clean. 9. Will you take out the trash Diana?
5. An exercise class is important too. 10. These shoes not those are mine.

Practice B Rewriting Sentences With Parenthetical Expressions

Read each sentence. Then, on the line provided, write the sentence. Set off the parenthetical expression with a comma or
two commas.
Example: The final score however was not predicted.
Answer: The final score, however, was not predicted.
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1. I never intended of course to miss the bus.

2. Would you Briana distribute the pencils?
3. How many people therefore are coming?
4. There may be fifteen students at most not more.
5. The candidate in my opinion is not qualified.
6. Would you feed my cat while I’m away Elijah?
7. This book not that one is about Maine.
8. I’m feeling better however.
9. Go to bed early Kelly because you need the sleep.
10. Dave’s dog not mine dug that hole.

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USING COMMAS WITH NONESSENTIAL EXPRESSIONS

Nonessential expressions can be left out without changing the meaning of the sentence. Set them
off with commas.

Appositives and Appositive Phrases

Essential
The book The Yearling was made into a movie.
Nonessential
The Yearling, a classic book, was made into a movie.
Participial Phrases
Essential
The man teaching Ms. Ray’s class is a substitute.
Nonessential
Mr. Cohn, a substitute teacher, took Ms. Ray’s class.
Adjectival Clauses
Essential
We wanted someone who could pitch for our team.
Nonessential
Jenna, who is a good pitcher, joined the team.

Practice A Labeling Essential and Nonessential Sentences

Read each sentence. Then, write Essential if the underlined phrase or clause is needed for the meaning.
Write Nonessential if the phrase or clause can be left out.
Example: The boy playing the trumpet is the star.
Answer: Essential

1. The poem, my favorite, is included in this book.

2. Victor, who is trying to get in shape, is lifting weights.

3. The girl acting silly is really shy.
4. The movies playing now are not worth seeing.

5. The puppy, which is frisky, can be trained.

Practice B Using Commas With Nonessential Expressions

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Read the sentences. Rewrite the sentences, adding commas where necessary. If a sentence is punctuated
correctly, write C on the line.
Example: My mother frowning made me uncomfortable.
Answer: My mother, frowning, made me uncomfortable.
1. The cat independent as ever always welcomes me.

2. The power which went out in the storm is now restored.

3. My friend an expert player is teaching me the game of chess.

4. The girl talking to the teacher is new in the class.

5. My cousin who speaks Spanish will tutor me.

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USING COMMAS WITH DATES AND GEOGRAPHICAL NAMES

When a date has several parts, use a comma after each item. When a geographical name is
made up of a city and a state, use a comma after each item.
Commas prevent dates from being unclear. Commas are used when both the month and the date are used as an
appositive to rename a day of the week.
Date With Year: The twins were born on May 4, 2007, in Topeka.
Date With Day: Friday, September 15, is the final deadline.
Cities and States: We drove through Cheyenne, Wyoming, and Boise, Idaho.

Practice A Adding Commas

Read the sentences. Add commas where they are needed.
Example: My sister is going to school in Minneapolis Minnesota until June.
Answer: My sister is going to school in Minneapolis, Minnesota, until June.

1. Valentine’s Day fell on Sunday February 14 2010. 6. Dad started his business on March 2 2001.
2. My friend is moving to Baltimore Maryland.
7. He found the cat near Denver Colorado.
3. Saturday October 18 is the date we chose.
8. Sunday March 24 we’ll be home.
4. The bus arrives in Oakland California at two.
9. Ayo was born May 11 2009 in Ohio.
5. Who was born on January 15 1929?
10. The ship leaves from Miami Florida at seven.

Practice B Rewriting Sentences

Read the sentences. Rewrite each one, using commas correctly.
Example: Early on August 29 2005 Hurricane Katrina struck New Orleans.
Answer: Early on August 29, 2005, Hurricane Katrina struck New Orleans.

1. Asheville North Carolina has mountain views.

2. On Monday December 31 we will celebrate.
3. They were married on June 1 1997 in Spokane.
4. They moved to Bend Oregon two years later.
5. The last day of school is Thursday May 26 this year.
6. We took the train to Boise Idaho last summer.
7. The letter was written on November 21 1870.
8. We got our dog on September 27 2005 from the shelter.
9. It starts on Monday February 10 and lasts a week.
10. The deed was signed on July 8 1946 in Iowa.

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USING COMMAS IN NUMBERS

With large numbers of more than three digits, count from the right and add a comma to the left
of every third digit to separate it from every fourth digit. Use commas with three or more
numbers written in a series. Do not use a comma with ZIP codes, telephone numbers, page
numbers, years, serial numbers, or house numbers.

Large numbers 4,320,787 subscribers Telephone numbers (846) 367-6297

Numbers in a series pages 35, 36, and 51 Years 1915
ZIP codes 60525 House numbers 6058 Park Court

Practice A Using Commas

Read the items. Rewrite each number or group of numbers on the line, adding commas where needed.
If no commas are needed, write correct.
Example: the year 1984
Answer: correct
1. 1998455 members 6. population of 567000
2. ZIP code 62690 7. 7665 Crane Avenue
3. Items 15 16 and 17 8. telephone number (249) 676-9833
4. 31760 square feet 9. 65000 dollars
5. 2800000 miles into space 10. 1700 pieces of music

Practice B Identifying Correct Comma Use

Read the sentences. Underline the correctly written numbers. Rewrite any numbers that do not use commas
correctly.
Example: The population of New York City is about 8214426.
Answer: 8,214,426
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1. The public library has 33613 users.

2. Request photographs 67, 83, and 129.
3. The new stadium will cost 23000000 dollars to build
4. There are about 86400 seconds in one day.
5. Mars is about 141600000 miles from the sun.
6. My aunt’s Zip code is 60349.
7. There are at least 15,000 species of fish.
8. The public library has some 570054 books.
9. The new town hall will be finished in the year 2012.
10. The museum has 48000 square feet.

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USING COMMAS WITH ADDRESSES AND IN LETTERS

Commas are used in addresses, salutations of friendly letters, and closings of all letters.

Address of two or more parts Claire Peters, 415 Acorn Court, Corpus Christi, Texas 78454
Address in letter or on envelope Juan Ramirez
21 Ninth Street
New York, NY 12559
Salutation Dear Jack,
Closing Sincerely,

Practice A Adding Commas

Read each item. Find where a comma is needed in each one. Add the comma and circle it. If an item is correct, write
correct on the line.
Example: 4567 San Carlos Boulevard
Answer: correct

1. Your friend 6. 80 Willow Court

2. Lansing Michigan 58769 7. As ever
3. Dear Megan 8. 7772 Tenth Street
4. Olympia Washington 98765 9. Richmond Virginia 31208

5. 9857 Golf Road 10. Raleigh North Carolina 20257

Practice B Identifying Missing Commas

Read the letter. There are four commas missing. On the lines that follow the letter, write the word that comes before
the missing comma and the comma.
Example: Harrisburg Pennsylvania 48766
Answer: Harrisburg,
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April 2, 2010
Dear Andrew
Thank you for sending me the book. I am really enjoying reading about Harry Potter’s adventures. I will return the book
to you when I am finished. You said you lost David’s address. It is 202 Marshall Road Baltimore Maryland. Write me
soon.
Your friend
Noah

1. 3.
2. 4.

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USING COMMAS WITH DIRECT QUOTATIONS

Commas are used to separate direct quotations from other parts of a sentence.
EXAMPLE: “I can’t go to soccer practice,” Mya said, “because I have gymnastics.”

Practice A Identifying Correct Comma Use With Direct Quotations

Read each pair of sentences. Write correct on the line next to the one with correct use of commas. Example: “I
practice every day,” Oliver said, “and I’m improving.”
“I practice every day,” Oliver said “and I’m improving.” Answer: “I
practice every day,” Oliver said, “and I’m improving.” correct

1. The coach said, “It’s time to get serious.” The

coach said “It’s time to get serious.”
2. “We haven’t played well,” he said “so we need to try harder.” “We haven’t
played well,” he said, “so we need to try harder.”
3. Chris said “I want to win this week.” Chris
said, “I want to win this week.”
4. “I want to win, too,” said Nick “and I think we can do it.” “I want to
win, too,” said Nick, “and I think we can do it.”
5. “Now get on the field” said the coach, “and show you mean it.” “Now get on
the field,” said the coach, “and show you mean it.”

Practice B Rewriting Sentences

Read each sentence. Find the mistake with commas. Then, rewrite the sentence correctly.
Example: “We knew we could win,” said Grace “and we did.
Answer: “We knew we could win,” said Grace, “and we did.”

1. “You dribbled the ball well” said Jamie.

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2. “Your passing game” said Grace, “was better than ever.”

3. Faith said “We finally played like a team.”

4. “I think,” said Lily “that eight goals is our all-time record.”

5. “You are right” replied Faith, “and I’m proud of it.”

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USING SEMICOLONS TO JOIN INDEPENDENT CLAUSES

Use a semicolon to join related independent clauses that are not joined by the conjunction
and, or, nor, for, but, so, or yet. Use a semicolon to join independent clauses separated by
either a conjunctive adverb or a transitional expression.
EXAMPLES: Dogs barked, cats meowed, and birds chattered; the shelter was a very noisy place.
The puppy looked at me with sad eyes; of course, I took him home.

Some conjunctive adverbs also, besides, consequently, fi rst, furthermore, however, indeed, instead,
moreover, nevertheless, otherwise, second, then, therefore, thus
Some transitional expressions as a result, at this time, for instance, in fact, on the other hand, that is

Practice A Identifying Words Used With Semicolons

Read each sentence. Then, underline the conjunctive adverb or transitional expression.
Example: Animals need homes; also, people need pets.
Answer: Animals need homes; also, people need pets.

1. I think cats make good pets; indeed, I think they are 6. Read articles about different animals; also,
the best. check Internet sites.
2. Ina likes my cat; however, she has a dog. 7. Some dogs need space; on the other hand,
some do well in city apartments.
3. Cats need little attention; in fact, sometimes they like
to be alone. 8. A pet is a pal; moreover, it is a responsibility.
4. Many people prefer cats; for instance, more people 9. Don’t think of walking a dog as a chore;
own cats than own dogs. instead, see it as good exercise.
5. Do some research before you get a pet; first, talk to 10. Pets are great fun; nevertheless, they require a
pet owners. little effort.

Practice B Writing Sentences With Semicolons

Read the two independent clauses in each item. Then, join them in one sentence using a semicolon along with a
conjunctive adverb or transitional expression. Write the sentence on the line.
Example: My report is due in a week. I haven’t started yet.
Answer: My report is due in a week; however, I haven’t started yet.
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1. I don’t mind writing a report. It’s just hard to get started.

2. Choosing a topic slowed me down. I was stumped.

3. Africa interests me. It was my first choice.

4. That topic was too big. I needed to narrow it.

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USING SEMICOLONS TO AVOID CONFUSION

Consider the use of semicolons to avoid confusion when items in a series already contain
commas.
Place a semicolon after all but the last complete item in a series.
EXAMPLES: Tony’s birthday is Sunday, February 28; Robert’s is Monday, March 1; and mine is Friday,
March 5.
A lion, Leo; a baboon, Baby; and a pheasant, Fancy, were new additions to the zoo.

Practice A Rewriting Sentences

Read each sentence. Find the mistake with semicolons. Rewrite the sentence.
Example: The novel portrays war, features historical people, such as Ben Franklin, and grabs the
reader’s interest with action.
Answer: The novel portrays war; features historical people, such as Ben Franklin; and grabs the reader’s
interest with action.

1. The games are set for Saturday, July 4, Saturday, July 11; and Friday July 17.

2. The officers are Ben, president; Amber, vice-president, Dan, treasurer; and Carlos, special events.

3. You should plan to help on Sunday, January 3, Saturday, January 9; and Sunday, January 24.

4. Last summer, our teacher went to Lima, Peru, Santiago, Chile; and Caracas, Venezuela.

Practice B Writing Sentences With Semicolons

Read each sentence. Rewrite it correctly on the line, using semicolons where needed in place of commas to avoid
confusion.
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Example: We’ll exercise on December 28, 2009, January 5, 2010, and January 7, 2010.
Answer: We’ll exercise on December 28, 2009; January 5, 2010; and January 7, 2010.

1. My homework is to read the history textbook, pages 302–313, do the math problems, Chapter 16, and finish an art
project.

2. Special performances will be on Saturday, March 20, Sunday, March 21, and Wednesday, March 24.

3. Olivia, my cousin from New York, Christian, my cousin from Miami, and Cody and Vicki, my cousins from Chicago,
will be here for the holidays.

4. The dealer sells cars, sedans, and wagons, vans, small and large, and pickup trucks.

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USING COLONS
Use a colon after an independent clause to introduce a list of items. Do not use a colon after
a verb or a preposition. Use a colon to introduce a long or formal quotation.
EXAMPLES: Cat breeds include the following: Ragdoll, Manx, and Russian Blue.
The U.S. Constitution begins: “We the people of the United States . . .”

Some Additional Uses of the Colon

To separate hours and minutes 10:00 A.M. 7:15 P.M.
After the salutation in a business letter Dear Mr. Kelly: Dear Sir or Madam:
On warnings and labels Warning: Fog Ahead Caution: May cause sleepiness.

Practice A Using Colons

Read the sentences. If a sentence is correct, write correct on the line. If a colon or colons should be added, insert
the colon or colons where they are needed.
Example: These are the ingredients, chicken, celery, carrots, and salt.
Answer: These are the ingredients: chicken, celery, carrots, and salt.

1. The campers followed the rule book: Make sure fires are out.
2. The following countries are on the tour, Kenya, Tanzania, and Zambia.
3. Note: Must be prescribed by a doctor.
4. Stars in space go through a life cycle: birth, phases, and death in an explosion.
5. Our choices for flight times are 6 40, 9 20, or 11 05 in the morning.
6. We are shipping these things 12 books, a set of dishes, and 18 pictures.

Practice B Using Colons

Read the sentences. On the line, rewrite each sentence with a colon correctly placed.
Example: Caution Slippery When Wet Answer: Caution: Slippery When Wet.
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1. For the science project, you need these items, magnets, a pushpin, scissors, and string.

2. Caution, For Tile Floors Only

3. The recipe calls for the following, fruit, low-fat sour cream, honey, and nuts.

4. We are moving only these things, an antique chest, a walnut table, and six chairs.

5. Here’s how to care for our dog, feed him, walk him, and play with him.

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USING QUOTATION MARKS WITH QUOTATIONS

A direct quotation represents a person’s exact speech or thoughts. An indirect quotation
reports the general meaning of what a person said or thought.

Enclose direct quotations in quotation marks. Julie said, “We are studying Jamestown.”
Indirect quotations do not require quotation marks. Sara said that it was settled in 1607.
Place a comma after an introductory expression. Julie said, “The settlers were from England.”
Place a comma, question mark, or exclamation mark “What do you know about the settlers?” asked Sara.
inside the quotation mark with a concluding expression.
In an interrupting expression with one sentence, use “They came on three ships,” said Julie, “and were men
new quotation marks for the rest of the quotation. and boys.”
In an interrupting expression with two sentences, place “One of them was John Rolfe,” said Sara. “He married
a period after the interrupter, and then write the second Pocahontas.”
quoted sentence as a full quotation.

Practice A Labeling Direct and Indirect Quotations

Write D if the sentence contains a direct quotation. Write I if it contains an indirect quotation.
Example: April said that she likes television comedies.
Answer: I

1. Vince said, “I like action shows.” 6. “When is it on?” asked April. “I’ll give it
a try.”
2. “Why do you like them?” asked April.
7. Vince said that it was on Mondays at 7:00.

3. Vince said, “I think they are exciting.”

8. “You must watch the new comedy,” April
insisted.
4. April agreed that some of them are all right.
9. Vince asked what it was about.
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5. Vince said, “Watch the new one.” 10. “It’s about three teens,” replied April.

Practice B Punctuating Expressions

Read the sentences. Rewrite each sentence, adding commas and quotation marks where needed.
Example: Nat asked Will you be on our team?
Answer: Nat asked, “Will you be on our team?”

1. Ella asked What project are you doing?

2. We’re not sure yet said Nat.
3. I’d like to study Jamestown said Abby.
4. That sounds good to me, Ben agreed.
5. Then, we agree said Nat. Let’s decide when to meet.
6. I can get together tomorrow Ella said.

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USING QUOTATION MARKS WITH OTHER PUNCTUATION MARKS

A comma or period used with a direct quotation goes inside the final quotation mark. Place a
question mark or an exclamation mark inside the final quotation mark if the end mark is part of
the quotation. Place a question mark or an exclamation mark outside the final quotation mark if
the end mark is part of the entire sentence, not part of the quotation.
EXAMPLES: “The test is tomorrow,” said Margaret, “so I must study.”
Tim asked, “Do you think you will do well?”
Did you say, “I got an A on the last test”?

Practice A Identifying Correct Sentences

Read each sentence. Decide if it shows quotation marks used correctly with other punctuation.
Write C for correct or I for incorrect.
Example: Kim asked, “When is the bus coming?”
Answer: Kim asked, “When is the bus coming?” C

1. “Have you cleaned your room yet” Dad asked?

2. “I worked all day”, she said.

3. Imagine her saying, “I think I can do it”!
4. I shouted out loud, “Knock it off!”

5. Did Uncle Fred say, “I’m coming next week?”

Practice B Rewriting Sentences

Read the sentences. Decide whether the missing punctuation goes inside or outside the quotation marks. Then,
rewrite the sentence correctly on the line.
Example: “Did you say,” asked Gabriella, “that the report is due today”
Answer: “Did you say,” asked Gabriella, “that the report is due today?”
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1. “Oh no” I replied. “I’m not finished yet.”

2. ”Will you ask for an extension” he asked.
3. I can’t believe she said, “No excuses”
4. Did Les say “I can play that song”
5. “I want to write about the Spanish explorers” he said.
6. “Have you done research” she asked.
7. I screamed, “Go, team”
8. Did Mom say, “Come home right after school”

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USING SINGLE QUOTATION MARKS FOR QUOTATIONS WITHIN QUOTATIONS

Use single quotation marks (‘ ’) to set off a quotation within a quotation. The rules for using
commas and end marks with single quotation marks are the same as they are with double
quotation marks.
EXAMPLES “Did you say, ‘He’s late’ or ‘He’s great’?” asked Mac.
She said, “I heard someone shout ‘Hey,’ so I turned around.”

Practice A Identifying Correct Sentences

Read the sentence pairs. Find the one that uses single quotation marks correctly. Write C for correct on the line after
that sentence.
Example: He said, “I heard Carl call, Let’s go, so I got my jacket.”
He said, “I heard Carl call, ‘Let’s go,’ so I got my jacket.”
Answer: He said, “I heard Carl call, ‘Let’s go,’ so I got my jacket.” C

1. “Did you say, ‘Pass me a roll,’ or ‘Pass me a bowl’?” asked Trevor. “Did
you say, Pass me a roll, or Pass me a bowl?” asked Trevor.
2. Kate said, “ I heard someone yell, ‘Help,’ so I came.” Kate
said, “I heard someone yell, Help, so I came.”
3. Pat asked, “What did you think when Gabby said, Don’t come?” Pat asked,
“What did you think when Gabby said, ‘Don’t come’?”
4. “Did you hear me say, ‘Yes,’ or didn’t you catch it?” asked Lindsey. “Did you
hear me say, Yes, or didn’t you catch it?” asked Lindsey.
5. Kelly said, “I heard her cry, Oops, and thought she needed help.” Kelly said,
“I heard her cry, ‘Oops,’ and thought she needed help.”

Practice B Rewriting Sentences

Read the sentences. Rewrite each sentence, using single quotation marks where needed.
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Example: Monica said, “Do you remember when Seth offered, I’ll loan you the book?”
Answer: Monica said, “Do you remember when Seth offered, ‘I’ll loan you the book’?”

1. Sophie asked, “When did Ms. Wheeler announce, Your essays are due on Friday?”

2. Carol said, “I heard you call, Hi, before I saw you coming toward me.”

3. Debbie asked, “When did you hear him say, I can’t ever agree to that?”

4. Shannon asked, “Did Molly say, Please pass the water this way?”

5. Miguel said, “I heard him shout, Watch out, before I saw the car.”

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PUNCTUATING EXPLANATORY MATERIAL WITHIN QUOTES

Sometimes it is necessary to add information to a quotation to explain it more fully. In that
case, brackets tell your reader that the information did not come from the original speaker.
EXAMPLE: The president of the chamber of commerce said, “We are proud of our new mall and the variety of
stores it gives our town [Brookfield].”

Practice A Identifying Explanatory Material Within Quotes

Read the sentences. Write the word or words that are explanatory and should be put in brackets.

Example: The speaker said, “I regret that I cannot continue in this job city manager.”
Answer: [city manager]

1. The teacher wrote to parents, “Soon we will read in class a wonderful book Call of the Wild by Jack London.”

2. Ms. Evans said, “As principal of this middle school Spring Creek, I am pleased to announce we will begin
construction on the addition to our building in the spring.”
3. “We the residents of the Brooks community wish to thank everyone for their support.”

4. At the banquet, Mr. Russell announced, “The winner of this trophy First Place in Swimming is our team captain,
Paul Mason.”
5. The jet pilot said, “I did only what any trained pilot does. I brought my plane down in the river the Hudson because
I had no other choice.”

Practice B Using Brackets for Explanatory Material Within Quotes

Read the items. Rewrite each one on the lines, enclosing the explanatory material in brackets.
Example: The CEO said, “Our company SWS Solutions is merging with Diskware on November 23.”
Answer: The CEO said, “Our company [SWS Solutions] is merging with Diskware on November 23.”
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1. The master of ceremonies announced, “This year’s Greatest Achievement Award goes to Ben Barry for his success
in his new business B. B. & Sons.”

2. “We the committee wish to put in nomination these names for class president, vice-president, and secretary.”

3. The senator announced, “I am pleased that the Senate passed the transportation bill S.38.”

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USING QUOTATION MARKS FOR DIALOGUE

A conversation between two or more people is called a dialogue.
In a dialogue, indent to begin a new paragraph with each change of speaker. Add quotation marks around a
speaker’s words. Always identify a new speaker.

Practice A Using Quotation Marks in Dialogue

Read the five items below. Write them as three paragraphs on the lines. Use quotation marks.
Example: What is the difference between an autobiography and a biography the teacher asked.
An autobiography is written by the person it is about said Chloe.
Answer: “What is the difference between an autobiography and a biography?” the teacher asked.
“An autobiography is written by the person it is about,” said Chloe.

The teacher asked What subjects come up in autobiographies?

The subjects are different because authors’ lives are different. Some writers like nature said Jen.
I like to read about different animals in nature.
Lee said I like reading about sports.
My favorite autobiographies tell about baseball he explained.

Practice B Revising Dialogue for Punctuation and Paragraphs

Read the dialogue. Then, rewrite the dialogue on the lines. Add quotation marks and other punctuation, and begin new
paragraphs where needed.
Example: Who remembers what the autobiography by Annie Dillard was about? asked the teacher.
Answer: “Who remembers what the autobiography by Annie Dillard was about?” asked the teacher.
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We read something from an autobiography by Gary Paulsen said Josh. I remember that one responded Cindy but I liked
Annie Dillard’s descriptions better. My favorite was about a baseball player said Lee. I liked reading about traveling
around the country with a dog, said Kev. I think the writer was John Steinbeck he added. Traveling reminds me of Mark
Twain said Lee.

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USING QUOTATION MARKS IN TITLES

Use quotation marks to enclose the titles of short written works and of a work that is part of
a collection. Use quotation marks around the titles of episodes in a television or radio series,
songs, and parts of a long musical composition.

Title of a short story “The Drummer Boy of Shiloh”

Chapter from a book “The Quiet Crisis” from The World Is Flat
Title of a short poem “Winter Moon”
Title of an article “Saving the Wetlands”
Title of an episode “American Eagle” from Nature
Title of a song “Come Away With Me”

Practice A Adding Quotation Marks

Read each sentence. Add quotation marks for each title. Circle the quotation marks.
Example: We read the story Charles last week.
Answer: We read the story “Charles” last week.

1. Read the article The Ten Best Cities soon. 5. Have you seen Two Days in October on
2. Side by Side is Gram’s favorite song. American Experience?
6. I like the old song Stardust.
3. The best chapter so far is Perhaps an Accident.
7. My magazine article is How to Be a Friend.
4. The short story The Tell-Tale Heart is scary.
8. Have you read the story Raymond’s Run yet?

Practice B Using Quotation Marks for Titles

Read the sentences. Rewrite each sentence on the line. Enclose the title in quotation marks.
Example: Our next story in the literature book is The White Umbrella.
Answer: Our next story in the literature book is “The White Umbrella.”

1. I liked the story Thank You, M’am.

2. Mom is reading Short Cuts, Healthy Eating.
3. Did Dad read O Captain! My Captain!?

4. On what page does A Retrieved Reformation begin?

5. Emma Lazarus wrote The New Colossus.
6. My favorite poem is Taught Me Purple.
7. Did you say the title is Those Winter Sundays?
8. Chapter 12 is The Foolish and the Weak.

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USING UNDERLINING AND ITALICS IN TITLES

Underline or italicize the titles of long written works and publications that are published as a
single work.
Underlining is used only in handwritten or typewritten material. In printed material, italic (slanted) print is used
instead of underlining.
UNDERLINING: The Old Man and the Sea ITALICS: The Old Man and the Sea

Title of a book or play The Pearl, The Diary of Anne Frank

Title of a long poem The Waste Land
Title of a magazine or newspaper St. Louis Post Dispatch, The Week
Title of a movie or a television series Rear Window, Frasier
Title of a long work of music or a music album Genius Loves Company
Title of a painting or sculpture Jean Renoir Sewing, David
Air, sea, and spacecraft Nautilus
Words and letters used as names for themselves; How do you spell neighbor?
foreign words Gracias is “thank you” in Spanish.

Practice A Identifying Titles

Circle each title or other words that need underlining or italics.
Example: Have you seen Van Gogh’s Self-Portrait at the Art Institute of Chicago?
Answer: Have you seen Van Gogh’s Self-Portrait at the Art Institute of Chicago?

1. My brother watched the film The Wizard of Oz. 6. Do you subscribe to People?
7. The word philosopher begins with the letters ph.
2. Monet painted Water Lilies. 8. He asked, “Comment ça va?” to find out how it is
3. I found the album Good Evening New’’ York City going.
on the shelf. 9. The Santa Maria was one of Columbus’s ships.
4. We saw Degas’ sculpture Little Dancer of 14 Years
at the art museum. 10. I have a recording of the opera Carmen.
Rights Reserved.

5. I read the book The Moves Make the Man.

Practice B Using Underlining for Titles

Read the sentences. Then, underline the title in each one.
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Example: We went to see a performance of the musical Showboat.

Answer: We went to see a performance of the musical Showboat.

1. Have you seen reruns of The Honeymooners? 3. We have Time delivered every week.
2. We ordered An Evening With Il Divo: Live in 4. This is a reproduction of the famous painting,
Barcelona for our music collection. The Artist’s Mother, by Whistler.

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USING HYPHENS IN NUMBERS

Hyphens are used to join compound numbers and fractions.
Use a hyphen when you write two-word numbers from twenty-one through ninety-nine.
EXAMPLES: seventy-one twenty-three
Use a hyphen when you use a fraction as an adjective but not when you use a fraction as a noun.
EXAMPLES: One-half the stadium is empty. One half of the sandwiches are gone.

Practice A Using Hyphens in Numbers

Read the following items. Write each item, adding hyphens where needed. If an item is correct, write correct.

Example: twenty two computers

Answer: twenty-two computers
1. one third cup of raisins 6. one quarter of the crop
2. two thirds of the states 7. twenty nine new stores
3. a three quarters majority 8. thirty three cars on the lot
4. fifty five chairs 9. three quarters of a mile
5. eighty nine dollars 10. sixty two employees

Practice B Proofreading for Hyphens

Read the sentences. Rewrite the words in each sentence that need a hyphen. If an item does not need a hyphen, write
correct.
Example: The car gets twenty three miles per gallon.
Answer: twenty-three

1. One half of the parents attended the open house.

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2. Fifty five cats were entered in the show.

3. The directions call for screws one half inch long.
4. Thirty seven students came to cheer us on.

5. Three quarters of the highway repairs are completed.

6. Ninety one homes have cable television.
7. The library bought forty five new books.

8. The restaurant can seat seventy two people.

9. Eighty one votes were cast by proxy.
10. The recipe calls for one quarter cup almonds.

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USING HYPHENS FOR PREFIXES AND SUFFIXES

The following prefixes are often used before proper nouns: ante-, anti-, post-, pre-, pro-, and
un-. Check a dictionary when you are unsure about using a hyphen.
Use a hyphen after a prefix that is followed by a proper noun or adjective.
EXAMPLES: pro-Russian treaty mid-June
Use a hyphen in words with the prefixes all-, ex-, and self- and the suffix -elect.
EXAMPLES: self-made president-elect

Practice A Using Hyphens

Read the following phrases. Then, write each phrase on the line, adding hyphens where needed.
Example: post Vietnam War era
Answer: post-Vietnam War era
1. mid February trip 6. anti Latin American treaty
2. ex chairman 7. pro Mexican feeling
3. pre Columbian artifacts 8. all city chorus
4. self governing body 9. grief support group

5. trans Asian route 10. post Reconstruction times

Practice B Proofreading for Hyphens

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed.
Example: The ex governor has written a book.
Answer: The ex-governor has written a book.

1. The senator elect favors health-care reform.

2. The chapter is about the post Civil War period.
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3. He has his self interests in mind.

4. English newspapers are showing pro American support.
5. Many immigrants arrived in the pre World War I years.
6. He is an ex professional football player.
7. The mid year dues are ten dollars.
8. The ex ambassador is speaking tonight.
9. The playoffs are in mid March.
10. Protestors held anti American signs.

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USING HYPHENS IN COMPOUND WORDS

Compound words are two or more words that must be read together to create a single idea.
Use a hyphen to connect two or more words that are used as one compound word, unless the dictionary gives a different
spelling.
EXAMPLES: son-in-law great-great-uncle

Practice A Using Hyphens in Compound Words

Read the following phrases. Then, write each phrase on the line, adding hyphens in the compound
nouns.
Example: a double dipper
Answer: a double-dipper
1. a great grandson 6. for her own self interest
2. both fathers in law 7. the mayor elect
3. an attorney at law 8. a show off
4. a jack in the box 9. her sons in law
5. his great granddaughter 10. his sister in law

Practice B Proofreading for Hyphens

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed.
Example: My great uncle lives in Panama.
Answer: My great-uncle lives in Panama.

1. Less pay for a job with less stress is a trade off.

2. The tall boy is our school’s president elect.
3. Mom is visiting her sister and brother in law.
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4. I found the cross reference to a later chapter helpful.

5. My great grandmother just retired.
6. Mrs. Nelson has six great grandchildren.
7. He said I have a lot of self control.
8. Two of my great grandparents are living.
9. This gadget is a real time saver.
10. My sister in law drove me to soccer practice.

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USING HYPHENS WITH COMPOUND MODIFIERS

Hyphens help your reader group information properly. A hyphen is not necessary when a
compound modifier follows the noun it describes. However, if a dictionary spells a word
with a hyphen, the word must always be hyphenated, even when it follows a noun.
Use a hyphen to connect a compound modifier that comes before a noun. Do not use a hyphen with a compound
modifier that includes a word ending in -ly or in a compound proper adjective.
EXAMPLES: We try to eat well-balanced meals. a single-handed effort
a carefully prepared dinner the Puerto Rican cooking
Practice A Using Hyphens With Compound Modifiers
Read the following phrases. Then, write each phrase on the line, adding hyphens where needed. If the phrase does not
need a hyphen, write correct.
Example: white collar job
Answer: white-collar job
1. a quick witted girl 6. an easy to follow recipe
2. a flawlessly chosen menu 7. long term goals
3. a four cheese sauce 8. low income residents
4. a three hour cooking time 9. a completely amazed visitor
5. a recipe that is easy to follow 10. a worn out cook

Practice B Proofreading for Hyphens

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. If no hyphen is needed, write
correct.
Example: She is a well informed reporter.
Answer: She is a well-informed reporter.

1. The announcement was carefully written.

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2. Marcie is a stage struck teen.

3. Nat is a well qualified applicant.
4. He is a broad minded person

5. It was a closely played game.

6. Do you like my new wash and wear shirt?
7. My wide awake brother couldn’t keep quiet.
8. We were shown a comfortably furnished room.
9. The good natured waitress joked with us.
10. She told a hair raising tale.

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USING HYPHENS AT THE ENDS OF LINES

Hyphens serve a useful purpose when they divide words at the ends of lines.
However, avoid dividing words at the end of a line whenever possible. If a word must be divided, always divide it
between syllables. A hyphen used to divide a word should never be placed at the beginning of the second line. It
must be placed at the end of the first line.
EXAMPLE: Eve fell off her bike and frac-
tured her arm.

Practice A Identifying Correct Use of Hyphens

Read the following words. Rewrite each word with a vertical line between syllables that can be divided at the end of a
line.
Example: splinter
Answer: splin | ter
1. matchless 6. downcast
2. swallow 7. lecture
3. pestilence 8. accommodate
4. relentless 9. inquiring
5. narrative 10. mitosis

Practice B Using Hyphens in Words

Read the sentences. If a word has been divided correctly, write correct. If not, rewrite the sentence correctly.

Example: Now that Jan is earning money, she de

-posits a little every week in the bank.
Answer: Now that Jan is earning money, she depos-
its a little every week in the bank.
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1. Dylan acted badly, and now he is remorse 3. The yellow flowers in front have a nice per-
-ful for what he said to the new boy. fume, but the blue ones don’t smell at all.

2. Because of the icy rain, the walk was slip 4. Lori is not a great athlete, but she is quite intel
-pery, and Carter fell. -ligent and gets excellent grades in school.

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USING HYPHENS CORRECTLY TO DIVIDE WORDS

Do not divide one-syllable words even if they seem long or sound like words with two syllables. Do
not divide a word so that a single letter stands alone. Avoid dividing proper nouns or proper
adjectives. Divide a hyphenated word only immediately following the existing hyphen.

Incorrect har-sh ceas-ed e-ven Rus-sia self-de-fense

Correct harsh ceased even Russia self-defense

Practice A Identifying Hyphens Used Correctly

Read the following words divided into syllables. If the word is correctly divided, write correct on the line.
If the word cannot be divided as shown, write incorrect.
Example: drear-y
Answer: incorrect
1. e-vict 6. bor-ing
2. self-pi-ty 7. boom-ed
3. cru-el 8. heart-s
4. good-look-ing 9. ho-ax
5. Ja-pan 10. round-shoul-dered

Practice B Using Hyphens to Divide Words

Read the sentences. Rewrite each one to correct the error in the way the hyphen is used to divide the word.

Example: I was sound asleep when the a-larm clock went off.
Answer: I was sound asleep when the alarm clock went off.

1. Our neighbors are taking a trip to Ken-ya in a few months.

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2. I need to learn self-con-trol when it comes to snacks.

3. Every wrong answer is mark-ed on this test.

4. Tammy is a very good all-a-round athlete.

5. My sister and I both a-woke at dawn.

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USING APOSTROPHES WITH POSSESSIVE NOUNS

Apostrophes are used with nouns to show ownership or possession.
Add an apostrophe and -s to show the possessive case of most singular nouns and plural nouns that do not end in -s or -es.
Xavier’s cubby is here. Jess’s jacket is on the hook. Let’s meet in the men’s locker room.

Add an apostrophe to show the possessive case of plural nouns ending in -s or -es. Do not add an -s.
EXAMPLES: The players’ trophies arrived. Several coaches’ jobs were cut.
Add an apostrophe and -s (or just an apostrophe if the word is a plural ending in -s) to the last word of a compound noun
to form the possessive.
EXAMPLES: Her father-in-law’s business is in Atlanta.

Practice A Using Apostrophes to Show Ownership

Read each phrase. Then, rewrite each phrase using the possessive form.
Example: the short tail of the lynx
Answer: the lynx’s short tail
1. the book club of the women 6. the games that belong to Mike
2. the pride of the country 7. the wings of the hummingbirds
3. the place for the harnesses 8. the travels of the stateswoman
4. the location of Ellis Island 9. the high banks of levees
5. the disaster of the hurricane 10. the strut of ibises

Practice B Fixing Apostrophes

Read the sentences. Then, rewrite each sentence on the line, correcting use of the apostrophe.
Example: Think about the storie’s themes.
Answer: Think about the stories’ themes.
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1. This roast beefs’ flavor is delicious.

2. The marchs’ tempo is fast.
3. Let’s look for Charlies’ backpack.
4. Terrys’ grades are excellent.
5. A pennys’ value is not much today.
6. These are Marshs’ tennis shoes.
7. The ducks’ ducklings are following her.
8. I love these blueberries’s taste.
9. Her horsewomans’ skill is unusual.
10. My watches’ band broke.

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USING APOSTROPHES WITH PRONOUNS

Both indefinite and personal pronouns can show possession.
Use an apostrophe and -s with indefinite pronouns to show possession. Do not use an apostrophe with possessive
personal pronouns. Some personal pronouns act as adjectives. Others act as subjects, objects, and subject complements.

Possessive Pronouns Singular Plural

Indefinite pronoun someone’s question
Personal pronoun as adjective his basketball their collection
Personal pronoun as subject, object, and subject complement Ours is the white house. These places are theirs.

Practice A Using Apostrophes

Read each sentence or phrase. On the line, rewrite the sentence or phrase to correct the mistake. Use correctly a
possessive indefinite pronoun or a possessive personal pronoun.
Example: their’ best game ever
Answer: their best game ever

1. That point was ours’. 6. nobody fault

2. Ours players are here. 7. each ones choice

3. The foul was his’. 8. The magazine is mine’s.

4. somebody error 9. The gift is yours’.
5. your’ game to win 10. wagging its’ tail

Practice B Using Pronouns

Read the sentences. If the pronoun in a sentence is used correctly, write correct. If a pronoun is used incorrectly,
rewrite the sentence correctly.
Example: The bird is sitting on its’ eggs.
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Answer: The bird is sitting on its eggs.

1. The singer practiced his’ songs.

2. Your’ music is on the piano.

3. Somebody clarinet is here.
4. Could the cat be hers’?
5. Their’ performance was magnificent.
6. Someone flute needs to be put away.
7. The fox is in it’s den.
8. Is the car theirs?
9. Everybodys’ things were on sale.

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USING APOSTROPHES WITH CONTRACTIONS

Contractions are used in informal speech and writing, especially in dialogue, because they
create the sound of speech.
Use an apostrophe in a contraction to show where one or more letters have been omitted.

Verb + not did not = didn’t have not = haven’t

Noun or pronoun + will they will = they’ll she will = she’ll
Noun or pronoun + be they are = they’re Mel is = Mel’s
Noun or pronoun + would she would = she’d I would = I’d

Practice A Using Apostrophes in Contractions

Read the sentences. Each sentence contains a word group that can be written as a contraction. Write the contractions.

Example: I am feeling better.

Answer: I’m
1. They have not been here before. 6. She was not in the cafeteria.
2. Maria is the co-captain. 7. Mom has not left work yet.
3. They do not enjoy hiking. 8. He should have studied.
4. The storm is not coming today. 9. Where is the milk?
5. You are absolutely right. 10. My books are not here.

Practice B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence, adding apostrophes where needed.
Example: Molly cant meet tonight.
Answer: Molly can’t meet tonight.

1. Hes never going to change.

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2. Will you see if theyre in the office?

3. She hasnt been here for a year.

4. Arent you in charge here?
5. Were making the turkey and dressing.
6. Theyre making the vegetables.
7. Whats your excuse?
8. Id rather go ice-skating.
9. Wheres the book I was reading?
10. Dads away in New York for a week.

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USING APOSTROPHES TO CREATE PLURALS

Do not use an apostrophe to form plurals, except in specific instances.
Use an apostrophe and -s to create the plural form of a letter, numeral, or a word used as a name for itself.

EXAMPLES: Brian has two 1’s in his address.

Remember to say your thank you’s.

Practice A Using Apostrophes

Read the sentences. On the line, write the plural and add an apostrophe.
Example: Read your paper and circle all of the 2s.
Answer: 2’s

1. He uses too many thens in his sentences.

2. The word summarize has two ms.

3. Do you spell your name with one t or two ts?

4. My answer has five 2s in it.
5. My younger cousin has trouble writing her 5s.
6. Jesse is spelled with two es.
7. My phone number begins with two 4s.
8. My younger cousin is learning to write his ys his week.
9. Indiana has two ns in it.
10. My PIN has two 9s.

Practice B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence on the line, adding an apostrophe where needed.
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Example: Line up your 0s in a column.

Answer: Line up your 0’s in a column.

1. That address has four 2s in it. 6. There are nine 0s in one billion.
2. Sydney spells her name with two ys. 7. Mom’s tote has three Ss on it.
3. Your ps should drop below the writing line. 8. There are two lls in Danielle.

9. Circle all the +s on your paper.

4. Will all the Js line up behind James?
10. There are two Alexs in my English class.
5. Does stopped have one p or two ps?

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PARENTHESES
Parentheses are used to separate information from the rest of a sentence or paragraph.

Set off explanations or other information loosely Abraham Lincoln (16th President) was born in Hardin
related to the rest of the sentence. County, Kentucky, and moved to Indiana when he was eight.
Do not begin a parenthetical sentence within Lincoln ran against Stephen A. Douglas for senator of
another sentence with a capital letter. Illinois in 1858 (their debates are famous) but lost.
End a parenthetical sentence within a sentence When Confederate forces fi red on Fort Sumter, Lincoln
with a question mark or exclamation mark but not called for volunteers (would you believe 75,000?) to fi ght to
a period. save the Union.
On its own, a parenthetical sentence begins with a Lincoln was assassinated on April 14, 1865, by John Wilkes
capital letter and ends with an end mark. Booth. (Booth thought he was helping the South.)

Practice A Using Parentheses

Read the sentences. Add parentheses where they are needed in the sentences.
Example: These words are now famous: “With malice toward none; with charity for all” Lincoln’s
Second Inaugural Address.
Answer: These words are now famous: “With malice toward none; with charity for all” (Lincoln’s Second
Inaugural Address).

1. Andrew Johnson became president 1865–1869 after Lincoln was assassinated.

2. Gerald Ford took the oath of office when Richard Nixon resigned because of a scandal Watergate.
3. James Buchanan was a little-known president some say he was not effective just before Lincoln.
4. Dolley Madison one of the most famous First Ladies liked to entertain at the White House.
5. Eleanor Roosevelt shy as a child gained recognition as First Lady for her work to help people.

Practice B Proofreading for Parentheses

Read the sentences. Rewrite each sentence on the line, using parentheses where appropriate.
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Example: Two American presidents were named Johnson Andrew Johnson and Lyndon B. Johnson.
Answer: Two American presidents were named Johnson (Andrew Johnson and Lyndon B. Johnson).

1. Evan was just elected would you believe! president of the hiking club.

2. World War II started in 1939, when Nazi Germany invaded Poland, but the United States didn’t enter until 1941 Pearl
Harbor.

3. Register your dog now the deadline is tomorrow for the dog show in September.

4. African elephants are very large animals; they weigh a lot as much as nine tons.

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BRACKETS
Use brackets to enclose an explanation in a quote to show that the explanation was not part of
the original quote. Use brackets to enclose an explanation in text that is already in parentheses.
EXAMPLES: The class president said, “Ms. Feeney has served the school [Raven Middle School] for ten years.”

President James Garfield was shot (by a man upset about not getting an appointment [1881]).

Practice A Using Brackets

Read the sentences. Rewrite each sentence on the line, using brackets where appropriate.
Example: The governor said, “I am pleased to announce that the legislature has passed the best bill
educational funding in this state in years.”
Answer: The governor said, “I am pleased to announce that the legislature has passed the best bill [educational
funding] in this state in years.”

1. Chester Arthur (president in the nineteenth century 1881–1885) was considered handsome.

2. Our teacher said, “He Chester Arthur was responsible for an early Federal immigration law.”

3. The senator said, “For personal reasons, I will not seek another term in the next election 2014.”

4. I told the man, “You can take this street Fourth Street all the way to Michigan Avenue.”

Practice B Proofreading for Brackets

Read the sentences. Add the brackets where they are needed.
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Example: The principal announced, “Report to the auditorium in ten minutes 2:00 P.M. for an update.”
Answer: The principal announced, “Report to the auditorium in ten minutes [2:00 P.M] for an update.”

1. The soccer coach said, “The win last week Saturday was a crucial one for our team.”
2. The reporter wrote, “The war Vietnam was not popular at home, and it lasted many years.”
3. John Adams (second President 1797–1801) wrote many letters to Thomas Jefferson.
4. Mom complained, “It’s time we got this room the basement cleaned and organized.”

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USING THE ELLIPSIS

An ellipsis ( . . . ) shows where words have been omitted from a quoted passage. It can also
mark a pause in dialogue.
An ellipsis consists of three evenly spaced periods, or ellipsis points, in a row. There is a space before the first ellipsis
point, between ellipsis points, and after the last ellipsis point. The plural form of the word ellipsis is ellipses.

Shows words are omitted from the middle “I speak tonight for the dignity of man and the destiny of democracy.
or end of a quoted passage. Use an end I urge . . . Americans of all religions and of all colors, from every
mark after an ellipsis at the end of a section . . . to join me . . . .” —Lyndon B. Johnson, Address to a Joint
sentence. Session of Congress on Voting Legislation, March 15, 1965
Marks a pause in a dialogue or speech. Where did you say we should meet . . . on the fi eld?
Shows an incomplete statement. That’s just not going to work . . .

Practice A Using Ellipses

Read the sentences. On the line, write whether the ellipses are used to indicate an omission or a pause.
Example: “Saturday morning was come, and all the summer world was bright . . . . Tom appeared on the sidewalk
with a bucket of whitewash and a long-handled brush.”
Answer: omission

1. “Tom got safely beyond the reach of 5. Where . . . where did you see her?
punishment, and hastened toward the public 6. We will . . . don’t you think?
square . . . .”
2. Please . . . let’s talk. 7. Yes . . . but I need half an hour to get ready.

3. I . . . I just can’t try out this year.

8. “His aunt wept over him and . . . finally
4. “The boys flew on . . . speechless.” told him to go on, and ruin himself . . . .”

Practice B Using Ellipses

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Read the sentences. Write whether ellipses are used to indicate a pause or an incomplete statement.
Example: You see . . . it’s hard to explain.
Answer: pause

1. Well . . . maybe. 6. She said . . . I can’t remember.

2. Whatever were you thinking . . . 7. I wonder . . .

3. No . . . that’s not possible. 8.

4. Please . . . give me another chance. 9. You may disagree but I know I’m right...
about this.
5. Gosh . . . I don’t know yet. 10. Whew . . .

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DASHES
A dash (—) shows a strong, sudden break in thought or speech.
Like commas and parentheses, dashes separate certain words, phrases, or clauses from the rest of the sentence or
paragraph. A dash may also take the place of certain words before an explanation.

Use to show a strong, sudden break in It was really hot—over a hundred degrees!
thought or speech. Please come—and hurry—I need help.
Use in place of in other words, namely, Amy is here—she must have gotten lonely.
or that is before an explanation. An ostrich isn’t like other birds—it can’t fl y.
Use to set off nonessential appositives The talent show—put on by students—will be Saturday night.
or modifiers.

Practice A Using Dashes

Read the sentences. Rewrite each sentence on the lines, adding dashes where they are needed.
Example: Jared can’t come to the meeting he says he has a team practice.
Answer: Jared can’t come to the meeting—he says he has a team practice.

1. Which city Chicago or San Francisco would you rather see?

2. There must have been two dozen geese in that field did you see them?

3. I read a review you may have seen it, too of that new movie we talked about.

4. Ms. Simon’s rule was “go on and return” circle questions you can’t answer and go back later.

Practice B Using Dashes

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Read the sentences. Rewrite each sentence on the lines, adding dashes where they are needed.
Example: That snake I think it’s a harmless garden snake startled me!
Answer: That snake—I think it’s a harmless garden snake—startled me!

1. Mosquitoes insects that bite carry diseases.

2. Say again I couldn’t hear over the loud music.

3. I have to clean my room Saturday morning Mom insists on it.

4. I am going to the game you may want to come with me to cheer on the team.

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THE WORD I
A capital letter is used for the word I, whatever its position in a sentence.
The pronoun I is always capitalized.
EXAMPLE: I like animals, and I would like to get a dog.

Practice A Supplying Capitalization

Read the sentences. On the line, rewrite each sentence, adding the missing capitals.
Example: i hope i can do better in math class this term.
Answer: I hope I can do better in math class this term.

1. What can i do to make money to buy a bike?

2. Madeline and i will turn fourteen on the same day.
3. If i can’t go to the movie, i will watch television.
4. i can’t get a kitten because i’m allergic to fur.
5. i am supposed to watch my brother today.
6. i will check to see if our table has been called.
7. Usually, i help my mom fold laundry.
8. Will you come along while i walk the twins?
9. When i called, your dad said you had already left.
10. Charlotte and i are partners for the project.

Practice B Proofreading for Capitalization

Read each sentence. Circle the letter i if it should be capitalized.
Example: i will look for you when i get to the mall.
Answer: i will look for you when i get to the mall.

1. Tim and i are going bike riding later.

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2. If i make the debate team, will you come to the debates?

3. i count four guests coming to my dinner party.
4. When i go to high school, i will take world history.
5. i like Asian foods.
6. i am going with my family to help at a work camp.
7. Since i improved my grades, i can go out more often.
8. i really want to see the Grand Canyon.
9. May i please sit down here?
10. i read the directions carefully, but i still got lost.

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SENTENCES
The first word in a sentence must begin with a capital letter.
Capitalize the first word in declarative, interrogative, imperative, and exclamatory sentences.

Declarative The dinner will be served in the main dining hall.

Interrogative On what street is the public library?
Imperative Put your papers on my desk as you leave.
Exclamatory What a magnifi cent home!
Partial sentences with the rest understood Absolutely.

Practice A Supplying Capitalization

Read the sentences. Rewrite each sentence on the line, adding the missing capitals.
Example: where is there space for us to meet?
Answer: Where is there space for us to meet?

1. we could see he was upset yesterday.

2. what do you think was wrong?
3. no way.

4. can you read the last line on the chart?

5. much of the West was settled after the Civil War.
6. what else?
7. the teacher asked us to return our permission forms by Friday.
8. would you lead your group today, Damian?
9. it’s famous because it is the tallest building in the world.
10. complete the practice at the end of the chapter for homework.
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Practice B Proofreading for Capitalization

Read the sentences. Circle the letters that should be capitalized.
Example: what time does your plane leave?
Answer: what time does your plane leave?

1. the computer is up and running. 6. how surprising!

2. are you sure? 7. watch the new television series tonight.
3. wonderful! 8. when can you return my book?
4. how did you put this table together? 9. there is a huge box in the hall.
5. mom loves her exercise class. 10. my cousin will come here this summer.

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QUOTATIONS
A capital letter signals the first word in a direct quotation, a person’s exact words.

Capitalize the first word in a complete “Are you coming over?” asked Mia.
sentence.
Capitalize only the first part of a complete “I planned to,” replied Sam, “but I have too much homework.”
sentence quoted in two parts.
Capitalize the first word in each sentence “Let’s watch a movie tomorrow, then,” said Mia. “What do you
in the quotation. suggest?”

Practice A Recognizing Capitalization

Read the sentences. Circle each letter that should be a capital. Then, write the word or words correctly.
Example: Trudie said, “our class is going on a trip to the science museum.”
Answer: Trudie said, “our class is going on a trip to the science museum.”Our

1. “when is your trip?” asked Dan. “it sounds 5. “the bus is coming, so I have to go,” said
interesting.” Aiden.

2. “we are going on Tuesday,” said Trudie, “in the

morning.” 6. “me, too,” said Dan, “but let us know how
the trip works out.”
3. Aiden said, “our class went last year and saw
mummies.” 7. Aiden said, “we might ask our teacher
to take us in the spring.”
4. “that would be fun,” said Trudie. “maybe we will see
them, too.” 8. “you’ll hear more from me,” said Trudie. “let’s
talk next week.”

Practice B Proofreading for Capitalization

Read the sentences. Rewrite each sentence on the line, adding the missing capitals.
Example: “do you like to play soccer?” asked Jake. “tryouts are on Monday.”
Answer: “Do you like to play soccer?” asked Jake. “Tryouts are on Monday.”

1. “soccer isn’t my favorite sport,” said John.

2. Jake said, “it wasn’t my favorite either, until I tried out for the team.”

3. “why do you like soccer?” asked John. “is your team good?”

4. “the best thing about soccer,” said Jake, “is the team spirit.”

5. “that’s right,” said Luke. “our team really enjoys practicing together.”

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USING CAPITALIZATION FOR PROPER NOUNS

An important use of capital letters is to show that a word is a proper noun. Proper nouns
name specific people, places, or things.

Capitalize all proper nouns. Gary Cramer Mount Ranier Main Street
Noreen Toole Ohio River Gateway Arch
Capitalize each part of a person’s full Margaret Mary Palmer
name, including initials. William C. Trent

Practice A Using Capitalization for Names of People

Read the sentences. Write each name, adding the missing capitals.
Example: The playwright was eugene o’neill.
Answer: Eugene O’Neill

1. The boys playing catch with bryce are andre and phil.
2. The two best female athletes in this school are tara and c. j.
3. That poem was written by edgar allan poe.
4. Many uses for peanuts were discovered by george washington carver.
5. Our teacher, emily nicole gleason, has published her first book.
6. The first assembly line was used by henry ford.
7. The telephone was invented by alexander graham bell.
8. I am learning to play “Nocturne” by the composer frederic chopin.

Practice B Using Capitalization for Names of Places and Things

Read the sentences. Write the name of each place and thing on the line, adding any missing capital letters.

Example: My grandparents are going to australia and new zealand.

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Answer: Australia, New Zealand

1. In new york, we saw the statue of liberty.

2. The ferry ride across lake michigan was fun.
3. Let’s meet at our favorite restaurant on fifth avenue.
4. We are driving through north dakota and montana.
5. We want to stop and see mount rushmore.
6. Our cats are named harlowe, topsy, and teddy.
7. We crossed the english channel to get to france.
8. Isn’t the grand canyon an incredible sight?

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USING CAPITALIZATION FOR PROPER ADJECTIVES

When a proper noun or a form of a proper noun is used to describe another noun, it is called a
proper adjective. Proper adjectives usually need a capital letter.

Proper adjectives Peruvian Romanian

Proper adjectives modifying common nouns Norwegian immigrant New Jersey shore
Brand names used as adjectives Winner’s Circle sports clothes

Practice A Using Capitalization for Proper Adjectives

Read the sentences. Circle the proper adjectives. Then, on the lines, write the proper adjectives, adding the correct
capitalization.
Example: The english tea was a gift.
Answer: The english tea was a gift. English

1. Have you tried the armenian bakery down the street?

2. Mom likes costa rican coffee.
3. Use french bread with the cheese fondue.
4. The scholar is studying some sumerian artifacts.
5. Hector and Alicia are leaving for a hawaiian resort.
6. How do you like these athletes’ choice running shoes?
7. Are you taking a spanish class?
8. Richard Burton was a shakespearean actor.

Practice B Using Capitalization for Proper Adjectives

Read the sentences. Circle the proper adjectives. Then, on the lines, write the proper adjectives, adding the correct
capitalization.
Example: Would you bring me some chinese egg rolls?
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Answer: Would you bring me some chinese egg rolls? Chinese

1. My mom has finnish ancestry.

2. El Salvador is a latin american country.
3. My brother is taking a college course about freudian psychology.
4. The russian astronauts manned a space station.
5. Our family helped a cambodian refugee.

6. Mom worked for an indian trading company in Bombay.

7. Dad gets australian lamb when he goes grocery shopping.

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USING CAPITALIZATION FOR TITLES OF PEOPLE

Whether a title is capitalized often depends on how it is used in a sentence.
Capitalize the title of a person when it is followed by the person’s name or when it is used in direct address. Do not
capitalize titles that are used alone or that follow a person’s name. With family relationships, capitalize titles used with
the person’s name or as the person’s name, except when the title comes after a possessive noun or pronoun.

Social and professional titles May I, please, speak to Dr. Smith about the test he has ordered?
Yes, Doctor, I will follow your instructions.
Eric Smith, the doctor, called us.
Government official’s titles The senators and representatives applauded President Obama’s
speech.
Family relationship titles Why is Aunt Joy so sad?
Is your aunt in the hospital?
Ava’s mother is on her way.

Practice A Using Capitalization for Titles of People

Read the sentences. If the title should be capitalized, rewrite the title. If the title should not be capitalized,
write correct.
Example: We asked mr. Kirk to explain the problem.
Answer: Mr.

1. Do you believe, senator White, that taxes should be increased?

2. We hoped that father Grogan would plan the service.

3. Please, uncle Ed, may I come for a visit this weekend?

4. The letter is addressed to private Ernest Galloway.
5. When is the governor up for re-election?

Practice B Writing Titles of People Correctly

Read the sentences. On the line, write the title correctly, adding the correct capitalization. If no capitalization
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is needed, write correct.

Example: Everyone in the family looks to uncle Vincent for advice.
Answer: Everyone in the family looks to Uncle Vincent for advice.
1. Would it be all right, mom, if I went to the concert?

2. Cameron’s dad is running for mayor.

3. Makayla asked miss Barber to help her with grammar.

4. The senator can’t get that committee organized.

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USING CAPITALIZATION FOR TITLES OF WORKS

Capital letters are used for the titles of things such as written works, pieces of art, and school
courses.
Capitalize the first word and all other key words in all kinds of titles. Capitalize the title of a school course when it
is followed by a course number or when it refers to a language.

Books, newspapers, magazines Holes, The Washington Post, Newsweek

Short stories “A Retrieved Reformation”
Plays, movies High School Musical
Songs ”The Man on the Flying Trapeze”
Artworks The Old Guitarist by Picasso
School courses Spanish, history, Math 7

Practice A Using Capitalization for Titles of Works

Write the title, adding the correct capitalization. If no capitalization is needed, write correct.
Example: The diary of anne frank is a powerful drama.
Answer: The Diary of Anne Frank

1. I liked the tall tale “paul bunyan of the north woods.”

2. Mom’s favorite movie is an old one, an american in paris.
3. Did you like the painting weeping woman at the art museum?
4. We read a good story, about an old man, called “the medicine bag.”
5. My aunt is teaching a course in music at the college.

Practice B Use Capitalization for Titles of Works

Read each sentence. On the line, write the title correctly, adding the correct capitalization.
Example: The sculpture winged victory of samothrace is amazing.
Answer: Winged Victory of Samothrace
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1. We are putting on a performance of author of liberty this weekend.

2. I read the magazine teen vogue to learn about fashion.

3. My sister’s favorite song is “he lives in you” from the lion king.

4. Mom and Dad took me to see the opera the barber of seville.

5. The teacher says the sculpture large arch is simple but impressive.

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USING CAPITALIZATION IN LETTERS

Several parts of friendly and business letters are capitalized.
In the heading and inside address, capitalize the street, city, and two-letter state abbreviation. In the heading, also
capitalize the month.
EXAMPLES: Second Avenue Dallas TX November
In the salutation, capitalize the first word, any title, and the name of the person or group mentioned.
In the closing, capitalize the first word.
SALUTATIONS: My dear Michelle, Dear Mrs. Lane:
CLOSINGS: Yours truly, Your friend,

Practice A Identifying Correct Capitalization in Letters

Read the items. If the capitalization is correct, write correct. If it needs to be revised, rewrite the part or parts correctly
on the line
Example: As Ever,
Answer: As ever,

5989 seventh avenue fort

collins, CO 80524 june
1, 2010
Dear Aunt Sue,

with Love,

Practice B Using Capitalization in Letters

Read each sentence. Circle the mistakes in capitalization. Then, rewrite the sentence correctly.
Example: Granddad signed the letter, “love.”
Answer: Granddad signed the letter, “ l ove.” Granddad signed the l etter, “Love.”

1. The letter is addressed to Mom at 26 sagebrush court, carson city, nv 89701.

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2. The letter from DND Company began with “dear ms. parsons:” as the salutation.

3. I signed my letter to Rachel, “your best friend.”

4. Letters to me should be sent to 7707 robin lane, lansing, mi 48912.

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USING CAPITALIZATION IN ABBREVIATIONS, ACRONYMS, AND INITIALS

An abbreviation is a shortened form of a word or phrase. An acronym is an
abbreviation of a phrase that takes one or more letters from each word in the phrase
being abbreviated.
In general, capitalize abbreviations, acronyms, and initials if the words or names they stand for are
capitalized.
Initials Joseph C. Lewis
Titles Ms. Theresa Morton

Academic degrees Lance Hayden, J.D.

Acronyms NATO
Most units of measure are not capitalized gal.
Two-letter state abbreviations followed by Dallas, TX 75220
a ZIP code

Practice A Using Capitalization for Abbreviations

Read the items. Rewrite the abbreviations, adding capitals as needed. If the item is already correct, write
correct.
Example: Indianapolis, in 46216
Answer: IN

1. Jacquelyn Baker, d.d.s. 6. ms. Jan Smart

2. st. Louis, Missouri 7. Ebony Edwards, rn
3. lt. Randy Rudolph 8. rev. Jesse Jackson sr.
4. Curtis ln. 9. Providence, ri 02911
5. 3 tbs. 10. dr. Maurice Kelly

Practice B Using Capitalization for Initials and Acronyms

Read the sentences. Write the initials and acronyms, adding capitals as needed. If the sentence is
correct, write
Example: Who signed the nafta agreement?
Answer: NAFTA

1. John Jacob has always been called j. j.

2. Grandmother belongs to aarp.

3. My sister belongs to n.o.w.
4. My class is reading a book by c. s. Lewis.

5. My uncle Todd played in the nhl.

6. The NFL schedules the Super Bowl city years ahead.

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