GRAMMAR WORKBOOK

Grade 11

Upper Saddle River, New Jersey

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

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

Grammar
Chapter 13: The Parts of Speech
Nouns and Pronouns ........................................................................................................ 1
Verbs ................................................................................................................................. 3
Adjectives and Adverbs ................................................................................................... 6
Prepositions, Conjunctions, and Interjections ................................................................ 8
Words as Different Parts of Speech ...............................................................................11
Chapter 14: Basic Sentence Parts
Subjects and Predicates .................................................................................................. 12
Hard-to-Find Subjects .................................................................................................... 14
Objects and Complements ............................................................................................. 18
Chapter 15: Phrases and Clauses
Phrases ............................................................................................................................ 22
Clauses ............................................................................................................................ 25
Chapter 16: Effective Sentences
The Four Structures of Sentences .................................................................................. 30
The Four Functions of Sentences .................................................................................. 31
Sentence Combining ...................................................................................................... 32
Varying Sentences .......................................................................................................... 33
Avoid Fragments and Run-ons ...................................................................................... 36
Misplaced and Dangling Modifiers ............................................................................... 38
Faulty Parallelism ........................................................................................................... 40
Faulty Coordination........................................................................................................ 44

Usage
Chapter 17: Verb Usage
Verb Tenses .................................................................................................................... 46
The Correct Use of Tenses............................................................................................. 50
The Subjunctive Mood ................................................................................................... 55
Voice ............................................................................................................................... 57
Chapter 18: Pronoun Usage
Case ................................................................................................................................. 59
Special Problems With Pronouns .................................................................................. 63

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iii
Chapter 19: Agreement
Subject–Verb Agreement ............................................................................................... 65
Pronoun–Antecedent Agreement .................................................................................. 69
Special Problems With Pronoun Agreement ................................................................ 72
Chapter 20: Using Modifiers
Degrees of Comparison.................................................................................................. 75
Making Clear Comparisons ........................................................................................... 78
Chapter 21: Miscellaneous Problems in Usage
Negative Sentences ........................................................................................................ 81
Common Usage Problems ............................................................................................. 84

Mechanics
Chapter 22: Capitalization
Capitalization in Sentences ............................................................................................ 85
Proper Nouns .................................................................................................................. 87
Other Uses of Capitals ................................................................................................... 89
Chapter 23: Punctuation
End Marks ....................................................................................................................... 91
Commas .......................................................................................................................... 95
Semicolons and Colons ................................................................................................ 109
Quotation Marks, Underlining, and Italics ................................................................. 112
Hyphens ........................................................................................................................ 121
Apostrophes .................................................................................................................. 127
Parentheses and Brackets ............................................................................................. 131
Ellipses, Dashes, and Slashes ...................................................................................... 133

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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 the parts of speech, basic sentence parts, phrases, and clauses. They also give
students practice identifying and creating effective sentences.

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
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NOUNS
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.

Common noun class of person, place, or thing sister, state, hour

Proper noun specifi c person, place, or thing Susan, San Francisco,
Wednesday
Concrete noun something you can see, touch, taste, hear, or smell couch, shirt, eraser
Abstract noun something you can’t perceive through your senses anger, peace, success

Practice A Identifying Nouns

Read each sentence. Then, underline all the nouns.
Example: Her friend was driving that car.
Answer: Her friend was driving that car.

1. The ball is in the grass. 6. Paychecks come on Friday.

2. Please go to the store for milk. 7. Your group will make the poster.
3. Dinner is in the oven. 8. Success requires hard work.
4. Call your friend to get the assignment. 9. My family visited the beach in Galveston.
5. The weather in Austin is hot in July. 10. The dishes have been in the sink since yesterday.

Practice B Labeling Nouns

Read each sentence. Then, on the line provided, identify whether each underlined noun is (1) common or proper and (2)
concrete or abstract.
Example: Dad has the money.
Answer: Dad — proper, concrete; money — common, concrete
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1. Your bravery was very impressive.

2. Grandpa went to the garage.

3. Please finish your homework.
4. My cousin lives in San Antonio.

5. An old house needs a lot of maintenance.

6. May I use the car to go to work?
7. My belief is that Sam will be fine.
8. Have you read Hamlet by Shakespeare?
9. His understanding grew all week.
10. No river is as inspiring as the Mississippi.

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PRONOUNS
Pronouns are words that stand for nouns or for words that take the place of nouns.
Pronouns get their meaning from the words they stand for. These words are called antecedents.
There are different types of pronouns. See the examples below.

Personal refer to the person speaking, the person spoken to, or the I, me, we, us, you, your, he, him,
pronouns person, place, or thing spoken about she, they, them, it, his, hers,
theirs
Reflexive end in -self or -selves and indicate that someone or myself, ourselves, yourself,
pronouns something in the sentence acts for or on itself yourselves, himself, herself,
itself, yourselves, themselves
Intensive end in -self or -selves and add emphasis to a noun or
pronouns pronoun in the sentence

Practice A Identifying Pronouns and Antecedents

Read each sentence. Then, write the pronoun and its antecedent.
Example: Did Carol forget her wallet? Answer: her, Carol

1. Gene is kind to his grandchildren. 6. Alicia wrote to her representative.

2. Michelle is too hard on herself. 7. Jetta is painting her nails.

3. The bush lost its blooms. 8. Kerry took his dog to the vet.

4. Leon likes his name. 9. Diego felt better after his walk.

5. Nicholas left right after his lesson. 10. Isabel did her homework.

Practice B Identifying Personal, Reflexive, and Intensive Pronouns

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Read each sentence. Then, write the pronoun and label it personal, reflexive, or intensive.
Example: She promised herself a cookie after dinner. Answer: She—personal; herself—reflexive

1. Lela gave herself a pat on the back. 6. Even the teacher himself was jumping up and
down.

2. Emily went to her appointment. 7. Ryan did the laundry himself.

3. The chairperson herself spoke to the staff. 8. The house seems to make its own mess.

4. Madison forgot to bring her lunch money. 9. Elijah always takes his time.

5. Olivia poured herself a glass of juice. 10. The kids in that family have to earn money for
themselves.

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ACTION VERBS AND LINKING VERBS

A verb is a word or group of words that expresses time while showing an action, a condition,
or the fact that something exists.
There are different types of verbs. See the examples below.

Action verb tells what action someone or something is performing go: going, went
run: running, ran
fl y: fl ying, fl ew
learn: learning, learned
Linking verb connects its subject with a noun, pronoun, or adjective that be: is, am, was, were, could be,
identifi es or describes the subject would be, has been
feel: felt, feeling
become: became, becoming

Practice A Identifying Action Verbs Practice B Identifying Linking Verbs

Read each sentence. Underline the action verb. Read each sentence. Underline the linking verb.
Example: His daughter worries about him. Example: Morgan is a kind person.
Answer: His daughter worries about him. Answer: Morgan is a kind person.

1. Penny writes songs. 1. Rich is their youngest child.

2. Jose watches a lot of movies. 2. Matt is a talented photographer.
3. The adults ate at a separate table. 3. Your parents are so proud of you.
4. Her son works as a mechanic. 4. Jon feels a little chilly.
5. She shops for groceries every Wednesday. 5. Sarah is a dog trainer.

Practice C Distinguishing Between Action Verbs and Linking Verbs

Underline the verbs in the following sentences. Then, write whether each verb is an action verb or a linking verb.

Example: She felt tired after the long day.

Answer: She felt tired after the long day. linking verb

1. After going to the party, she felt happier.

2. Their business won an award.
3. Renee was upset after the discussion.
4. Sophia is a very cute little girl.
5. The basketball team went on a camping trip.

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TRANSITIVE AND INTRANSITIVE VERBS

A transitive verb directs action toward someone or something named in the same sentence.
An intransitive verb does not direct action toward anyone or anything named in the sentence.
The word that receives the action of a transitive verb is called the object of the verb. You can determine whether a verb
has an object by asking Whom? or What? after the verb.
Transitive: The boy lost his jacket. (Lost what? his jacket)
Intransitive: The baby cried loudly. (Cried what? [no answer])

Practice A Identifying Transitive Verbs and Their Objects

Read each sentence. Then, underline the verb and circle the object of the verb.
Example: Dan makes truffles to earn extra money.
Answer: Dan makes truffles to earn extra money.

1. Steve saw Tyler at the grocery store. 6. Jenny lost her father’s chess set.
2. Wendy posted new pictures of her family. 7. Tom teased his sister.
3. Mason bought a ticket for his daughter. 8. The icy roads caused accidents.
4. Mr. Shields got a new job. 9. Kody knew all of the answers on that test.
5. Elise took her medicine on time. 10. Amanda helped her little sister clean their room.

Practice B Distinguishing Between Transitive and Intransitive Verbs

Read each sentence. Then, write the action verb and label it transitive or intransitive.
Example: The baby cried for her bottle.
Answer: cried — intransitive

1. Mr. Svita confirmed his son’s plans.

2. That building towers over all the others.
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3. Dennis walks for exercise.

4. John baby-sits his cousins after school.
5. Alberto hopes to go to UT Austin.

6. Sophia runs faster than her mom.

7. The computer holds a lot of information.
8. Taran grew incredibly in one year.

9. Her lessons start at nine in the morning.

10. The toddler fell while running.

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VERB PHRASES
A verb phrase consists of a main verb and one or more helping verbs.
One or more helping verbs may precede the main verb in a verb phrase. For example, in the sentence, “I will be arriving
at school on time,” will and be are helping verbs, and arriving is the main verb. Common helping verbs are shown in
the table below.

be do have shall can

is does has should could
was did had will may
were would might
(all forms of be) must

Practice A Recognizing Verb Phrases

Read each sentence. Then, write the verb phrase in it.
Example: She is interested in nutrition.
Answer: is interested

1. Beth is blogging about the news.

2. His cousin is studying law.
3. Karma was living next door.
4. The car is running on fumes.
5. I am planning for vacation.
6. The weather has been getting colder.
7. Nestor is talking on the phone.
8. Grandma is shopping for new curtains.
9. Her mail was piling up.
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10. Stephanie has been trying to change her life.

Practice B Identifying Helping Verbs and Main Verbs

Read each sentence. Then, underline the helping verbs and circle the main verbs.
Example: I have been wondering about travel.
Answer: I have been wondering about travel.

1. Mr. Rock is making a documentary. 6. Dave has been working on new material.
2. Boomer is hoping to be a rock star. 7. Michelle is using common sense.
3. The newspaper has been reporting on the war. 8. Luis is planning for college.
4. You do like ice cream, right? 9. The police were working double shifts.
5. Terra might train her dog. 10. Mr. Jones has won awards for his rowing.

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ADJECTIVES
An adjective is a word used to describe a noun or pronoun or to give it a more specific
meaning.
An adjective answers one of four questions about a noun or pronoun: What kind? Which one? How many? How
much? See the examples in the table below.

fl ower gardens What kind of gardens? (fl ower)

that lesson Which lesson? (that)
sixty-seven years How many years? (sixty-seven)
boundless energy How much energy? (boundless)

Practice A Identifying Adjectives

Read the sentences below. Then, underline all of the adjectives in each sentence. Remember that articles are
adjectives, too!
Example: Those complicated recipes don’t interest me.
Answer: Those complicated recipes don’t interest me.

1. Some colds really drag on. 6. That big dog scares her.
2. He loves old rock music. 7. Susan makes the best apple pie.
3. Alita loves fancy clothes. 8. The big red ball makes me think of sunset.
4. Most Italian food is wonderful. 9. Medieval architecture fascinates me.
5. Timothy found an antique coin. 10. Riding my bike is my favorite activity.

Practice B Identifying Nouns Used as Adjectives

Read each sentence. Then, write the noun or nouns used as an adjective.
Example: She went to her hair appointment.
Answer: hair
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1. Will you please straighten the linen closet?

2. She loves making bread pudding.

3. Jacque skips guitar practice on Wednesdays.

4. Dr. Weston is a bone expert.
5. Apple juice is my favorite beverage.

6. The gravel road needs work.

7. The can label contains a lot of information.
8. My grandma uses liquid laundry soap.
9. My Uncle James is a truck driver.
10. The governor discussed traffic issues.

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ADVERBS
An adverb is a word that modifies a verb, an adjective, or another adverb.
When an adverb modifies a verb, it will answer one of the following questions: Where? When? In what way? To what
extent? See the examples below.

Where? The book was here.

When? He never walked the dog.
In what way? Thomas gently corrected her.
To what extent? They completely lost track of time.

Practice A Recognizing Adverbs

Read each sentence. Then, write the adverb in it.
Example: She seldom wears makeup.
Answer: seldom

1. Selena sometimes baby-sits. 6. The toddler often feels frustrated.

2. Joshua accidentally broke the glass. 7. Don’t complain unnecessarily.

3. Brittany looks in the mirror vainly. 8. I often shop for shoes.

4. We enjoy eating slowly. 9. He opened the present greedily.
5. Tashi is learning English quickly. 10. Sam vaguely remembers his childhood.

Practice B Identifying Adverbs and the Words They Modify

Read each sentence. Then, write the adverb and the word it modifies.
Example: Gophers live underground.
Answer: underground—live

1. Rose smiled gratefully.

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2. I finally finished the project.

3. The sun shines everywhere.
4. Aunt Beth carefully arranged the flowers.
5. The weather is especially cold today.
6. Pikes Peak is a really beautiful mountain.
7. I try to cure my colds naturally.
8. The speaker nervously cleared his throat.

9. She hopefully made preparations.

10. The celebration is held annually.

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PREPOSITIONS AND PREPOSITIONAL PHRASES

A preposition relates the noun or pronoun that appears with it to another word in the sentence.
A prepositional phrase is a group of words that includes a preposition and a noun or pronoun.
Prepositions show relationships that involve such things as location, direction, time, cause, or possession; for
example, above, toward, since, and of. Prepositions come at the beginning of prepositional phrases; the phrases
include the preposition and the noun or pronoun it describes. The noun or pronoun is called the object of the
preposition.

Practice A Identifying Prepositions and Prepositional Phrases

Read each sentence. Then, write the prepositional phrase and underline the preposition.
Example: The boy sat on his dad’s shoulders.
Answer: on his dad’s shoulders

1. Put the apples in the refrigerator.

2. The top of the car is faded.
3. School starts at eight.
4. I saw an elk in the mountains.
5. He polished the wood with oil.
6. Marie used to live in Austin.
7. Your shoes are under your bed.
8. Angel dreams about flying.
9. He sent a package to his mother.
10. Nina left her books on the table.

Practice B Identifying Prepositions and Their Objects

Read each sentence. Then, underline the preposition and circle the object of the preposition.
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Example: Penny swam across the lake.

Answer: Penny swam across the lake.

1. The movie begins at dusk. 6. She worked for twelve hours.

2. She washed the floor under the table. 7. Jerry is the son of a teacher.
3. The air smells fresh after the rain. 8. He complains about that Web site.
4. The boy moved toward his mother. 9. Felix likes extra frosting on his cake.
5. The squirrel jumped into the air. 10. I used a door for a desk.

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CONJUNCTIONS
A conjunction is a word used to connect other words or groups of words.
There are three main kinds of conjunctions: coordinating, correlative, and subordinating. These types of conjunctions are
described in more detail in the following chart.

Coordinating There are only seven. They connect similar parts of speech and, but, for, nor, or, so, yet
conjunctions or groups of words that have equal grammatical weight.
Correlative There are only fi ve, and they are paired. They join elements both…and; either…or; neither…
conjunctions of equal grammatical weight nor; not only…but also;
whether…or
Subordinating There are many. They join two complete ideas by making after, because, although, as if,
conjunctions one of the ideas dependent upon the other. as long as, so that, whenever,
when, where, as though, in order
that, while

Practice A Identifying Conjunctions

Read the following sentences. Then, underline the conjunctions. If a sentence has a correlative conjunction,
remember to underline both parts.
Example: DeShaun plans to study either math or science.
Answer: DeShaun plans to study either math or science.

1. After you eat dinner, you may have some dessert. 6. When I eat heavy food, I feel tired.
2. We will eat either soup or sandwiches. 7. Both Erin and Shawn are on the tennis team.
3. Before I go to bed, I need to finish my homework. 8. Dawn can take ballet or tap.
4. Would you rather rake or mow? 9. In order to stay healthy, my grandmother lifts weights.
5. After you wash the outside of the car, please vacuum 10. The driveway gets dangerous when it snows.
the inside.

Practice B Identifying Different Conjunctions

Read each sentence below. Then, write the conjunction and label it coordinating, correlative, or subordinating.
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Example: Although I don’t like homework, I love good grades.

Answer: although—subordinating

1. I need to finish my chores, or I will get grounded.

2. Luis is tired but willing to help.
3. One twin likes jeans, but the other likes dresses.
4. As long as you work hard, you will succeed.
5. Stephanie will either cook dinner or wash the dishes.
6. You must have both tape and glue for this project.

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INTERJECTIONS
An interjection is a word that expresses feeling or emotion and functions independently of
a sentence.
Interjections are different from most other words because they do not have a grammatical connection to other words in a
sentence. Some common interjections are shown in the table below.

ah dear hey oh well

aha goodbye hello ouch whew
alas goodness hurray psst wow

Practice A Identifying Interjections

Underline the interjection in each item below.
Example: Hey! I want you to stop that!
Answer: Hey! I want you to stop that!

1. Ahem. Can everybody hear me? 6. Hurray! We’re going to state!

2. By the way, I think you look great! 7. Ouch! I shut my thumb in the door.
3. Attaboy! What a great play! 8. Attention! The owner of the red Toyota, you left your lights on.
4. Aww, that is the cutest baby ever. 9. Aw, shucks. You are too kind.
5. Psst, did you hear that last part? 10. What? I don’t believe that for a minute.

Practice B Supplying Interjections

Read each sentence. Then, write an interjection that shows the feeling expressed in the sentence.
Example: This is delicious!
Answer: Yum!
1. I guess I’ll go.
2. I’m starting to get cold.

3. Did you hear that?

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4. I can’t go to the movie.

5. That is a great grade!

6. That was a close one!

7. I don’t like broccoli.

8. We’re going to be late.

9. Don’t worry about it.

10. I slipped.

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IDENTIFYING PARTS OF SPEECH

The way a word is used in a sentence determines its part of speech.
A word’s job (or part of speech) in one sentence can be different from its job (or part of speech) in another
sentence. Consider the information in the table below.

Noun names a person, place, thing, or idea The boy threw the ball.
Pronoun a word that stands for a noun He threw the ball.
Verb a word showing action, condition, or existence The boy threw the ball.
Adjective a word that modifi es (or describes) a noun or pronoun The tall boy threw the ball.
Adverb a word that modifi es a verb, an adjective, or another adverb The boy skillfully threw the ball.
Preposition a word that relates a noun or pronoun that appears with it to The boy threw the ball toward
another word his dad.
Conjunction a word that connects words or groups of words The boy threw the ball, and his
dad caught it.
Interjection a word that expresses emotion Hooray! Dad caught the ball.

Practice A Identifying Parts of Speech: Nouns, Pronouns, Verbs, Adjectives, and Adverbs
Read each sentence. Then, identify whether the underlined word is a noun, a pronoun, a verb, an adjective, or
an adverb.
Example: She took a walk on her break. noun pronoun verb adjective adverb
Answer: She took a walk on her break. noun pronoun verb adjective adverb

1. He works hard all day. noun pronoun verb adjective adverb

2. Miette takes singing lessons. noun pronoun verb adjective adverb
3. Connie works in a restaurant. noun pronoun verb adjective adverb

4. He likes stand-up comedy. noun pronoun verb adjective adverb

5. The moon is shining dimly. noun pronoun verb adjective adverb

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Practice B Identifying Parts of Speech: Prepositions, Conjunctions, and Interjections

Read each sentence. Then, identify whether the underlined word is a preposition, a conjunction, or an interjection.
Example: The sun moves toward the west. preposition conjunction interjection
Answer: The sun moves toward the west. preposition conjunction interjection

1. Put your homework on my desk. preposition conjunction interjection

2. Ugh! I think I’m getting a cold. preposition conjunction interjection

3. We just talked about old times preposition conjunction interjection

4. Do you prefer brown or white gravy? preposition conjunction interjection

5. Meme and Evie are her daughters. preposition conjunction interjection

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SIMPLE SUBJECTS AND PREDICATES

The simple subject is the essential noun, pronoun, or group of words that acts as a noun in
a complete subject. The simple predicate is the essential verb or verb phrase in a complete
predicate.
The complete subject includes the simple subject plus any words that describe it. The complete predicate
includes the simple predicate and all of the words that describe it.

Subjects Predicates
The glass of juice is sitting on the table next to the couch.
The very sick fox stayed in his den all day.
My geology paper is due right after class.

Practice A Identifying Simple Subjects

In each sentence below, the complete subject is underlined. Circle the simple subject (which will be part of the underlined
section).
Example: The students in the gym began to stretch.
Answer: The students in the gym began to stretch.

1. The boy with the green shirt spilled his juice. 6. Roberto’s watch sat on the table.
2. The kitten in the basket cried for its mother. 7. The party that we planned never happened.
3. The books on the top shelf haven’t been read. 8. The football players prepared for practice.
4. The car needs a tune-up. 9. Their ambitious dream was to be state champions.
5. The bikes in the garage need to be repaired. 10. Their fans knew they could win.

Practice B Identifying Simple Predicates

In each sentence below, the complete predicate is underlined. Circle the simple predicate (which will be part of the
underlined section).
Example: Henry lifted the heavy package onto the counter.
Answer: Henry lifted the heavy package onto the counter.

1. Romeo’s roses will make her smile. 6. The cheerleader cheered for the excited crowd.
2. The rocky, steep hillside rose above us. 7. Sophia placed all the chairs on the back porch.
3. Susan prepared dinner for the family last night. 8. The excited chef prepared his various ingredients.
4. The dishes in the sink were washed after supper. 9. The team finished its practice.

5. Anthony waited before beginning his work. 10. The turtle retracts its head into its shell.

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FRAGMENTS
A fragment is a group of words that lacks a subject or a predicate, or both. It does not express
a complete unit of thought.
Fragments are not usually used in writing because they might not be understood. Fragments can be corrected by adding
the parts that are needed to make a complete thought. See the examples in the table below.

Fragments Complete Sentences

the frog with warts The frog with warts gives me the creeps.
live in those woods Beautiful elk live in those woods.

Practice A Distinguishing Sentences and Fragments

Each item below is punctuated like a sentence, but some of the items are fragments. Read each item and, on the line
provided, write whether it is a sentence or a fragment.
Example: The student who loves homework.
Answer: fragment

1. Was starting homework. 6. Is an important step.

2. Swimming is fun. 7. I love to celebrate.
3. Easier with practice. 8. Was difficult to imagine.
4. He took the test again. 9. Isaac finished with pride.
5. He hoped for. 10. Sonya quickly sat down.

Practice B Fixing Fragments

Read each fragment below. Then, use each fragment in a sentence.
Example: on the table
Answer: I left the dishes sitting on the table.
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1. the burly fighter

2. fell loudly on the floor
3. the beautiful view
4. sat down on the chair
5. jumping over the fence
6. the creaky old swing
7. his best friend
8. the neatest trick
9. the computer keyboard
10. the first day of school

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SUBJECTS IN DECLARATIVE SENTENCES BEGINNING WITH HERE OR THERE

Here and there are never the subject of a sentence.
When the words here or there begin a declarative sentence, they are usually adverbs that modify the verb by pointing
out where something is located. Usually sentences beginning with here or there are inverted (with the subject following
the verb). If you rearrange the sentence in subject-verb order, you can more easily identify the subject of the sentence.

Sentences Beginning With Here or There Sentences Rearranged in Subject-Verb Order

Here is your backpack. Your backpack is here.
There is a crack in the foundation. A crack is in the foundation.

Practice A Rearranging Sentences Beginning With Here or There

Read each sentence below. Then, rearrange it so that it is written in subject-verb order.
Example: There is sugar in the bowl.
Answer: Sugar is in the bowl.

1. There are clouds in the sky.

2. There is snow on the ground.
3. Here is the calculator for the math test.
4. There are some people talking.
5. There is a sock in the dryer.
6. Here are the answers.
7. Here is the order for your new books.
8. There are coins in the dish.
9. There is a guitar in the case.
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10. Here is an apple pie.

Practice B Identifying Subjects and Verbs in Sentences Beginning With Here or There
Read each sentence. Then, underline the subject and circle the verb.
Example: There is a knot in the rope.
Answer: There is a knot in the rope.

1. There is a car in the garage. 6. Here is your backpack.

2. There are many trees in my yard. 7. There are some people in the pool.
3. Here is your package. 8. Here is the material for your project.
4. There is a glass in the cabinet. 9. There are several pots on the stove.
5. There are excuses for your absence. 10. Here is your football.

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SUBJECTS IN INTERROGATIVE SENTENCES

In interrogative sentences, the subject often follows the verb.
Interrogative sentences are questions. Some interrogative sentences use subject-verb order, but usually they are inverted
(verb-subject). To help locate the subject, rearrange interrogative sentences into subject-verb order. Consider the examples
in the table below, which show the subject underlined and the verb in boldface.

Interrogative Sentences Rearranged in Subject-Verb Order

Is the library open on Sunday? The library is open on Sunday.
Did you borrow my book? You did borrow my book.
Where is the party? The party is where?

Practice A Rearranging Interrogative Sentences

Read each sentence below. Then, rearrange it so that it is written in subject-verb order. Some of the sentences
have helping verbs, so the verbs will be two words.
Example: Why do you like Jenny?
Answer: You do like Jenny why?

1. What are you thinking?

2. Where is the skate party?
3. Are you feeling upset?
4. What is the solution to this problem?
5. Are they expecting us this evening?
6. Why are sunsets better in Texas?
7. Are you going to the beach with your family?
8. When should I put the casserole in the oven?
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9. How did you manage that job?

10. Why are you feeling grouchy?

Practice B Identifying Subjects and Verbs in Interrogative Sentences

Read each sentence. Then, circle the subject and underline the verb. Some of the sentences have helping verbs,
so the verbs will be two words.
Example: Why are you whispering?
Answer: Why are you whispering?

1. Why did your mom say no? 6. Are you buying new shoes?
2. How can I change your mind? 7. Why is my teacher kicking that ball?
3. Why do you like that swimming pool? 8. Will your brother be at the party?
4. Why did Lee call his uncle? 9. What do you think?
5. Where is your dad? 10. How is Anita’s friend feeling now?

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SUBJECTS IN IMPERATIVE SENTENCES

In imperative sentences, the subject is understood to be you.
The subject of an imperative sentence is usually implied instead of being specifically stated. Consider the examples in
the table below.

Imperative Sentences Sentences With You Added

First, do your homework. First, [you] do your homework.
After school, come directly home. After school, [you] come directly home.
Please clean the kitchen. [You] please clean the kitchen.

Practice A Rewriting Imperative Sentences to Include You

Read each sentence below. Then, rewrite it to include its subject, you.
Example: Take a nap after lunch.
Answer: You take a nap after lunch.

1. Later, watch a movie.

2. Relax on the sofa.

3. By tomorrow, finish all your work.

4. Make the bed after you get up.
5. Watch the children.

6. Paint the picture with watercolors.

7. Please finish the game.
8. Decide which book to read.

9. Leave the cat outside.

10. Tell me later.
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Practice B Writing Imperative Sentences

On the lines below, write imperative sentences that have the implied subject, you.
Example: Always mind your manners.

1.
2.

3.
4.
5.

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SUBJECTS IN EXCLAMATORY SENTENCES

In exclamatory sentences, the subject often appears after the verb, or it may be understood.
In some exclamatory sentences, the subject appears before the verb. In others, the verb appears first. To find the subject,
rearrange the sentence in subject-verb order. In other exclamatory sentences, both the subject and the verb may be
unstated.

Exclamatory Sentence With Subject and Verb Included—and in

Subject-Verb Order
Subject and verb out of order: What do you know! You do know what.
Subject understood: Leave now! [You] leave now!
Subject and verb both unstated: Hot dogs! [You can buy] hot dogs!

Practice A Identifying Subjects in Exclamatory Sentences

Read each sentence below. Then, underline the subject. If the subject is not included in a sentence, write it on the
line provided. (Some lines will be left blank.)
Example: Stop it!
Answer: you

1. Start right now!

2. Ben shocked me!

3. You will never believe it!
4. This is awesome!
5. Back off!
6. John is lost!
7. You are the best!
8. Jan won’t wait!
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9. Help!
10. The house is on fire!

Practice B Writing Exclamatory Sentences and Underlining Subjects

On the lines below, write exclamatory sentences. Then, underline the subject of each sentence. If the subject is
implied, write it in parentheses next to the sentence.
Example: Duck! (you)

1.
2.
3.
4.
5.

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DIRECT OBJECTS
A direct object is a noun, pronoun, or group of words acting as a noun that receives the action
of a transitive verb.
Direct objects complete the meaning of action verbs by telling who or what receives the action. Verbs that have direct
objects are called transitive verbs; they transfer their action onto direct objects. Some verbs are intransitive, meaning
nothing receives the action of the verb, and the questions Who? and
What? cannot be answered.

Sentence Question to Ask Direct Object; Is the verb transitive or

intransitive?
She makes cookies for her friends. She makes what? cookies; the verb is transitive.

Fish can breathe under water. Fish can breathe what? No answer; the verb is intransitive.

Sam hugged his mother. Hugged who? mother; the verb is transitive.

Practice A Identifying Direct Objects

The sentences below have transitive verbs, so each verb has a direct object. Read each sentence and underline its direct
object.
Example: Susan asked a question.
Answer: Susan asked a question.

1. Sam burnt the toast. 6. The children played games at the party.
2. Joseph needs a notebook. 7. I have a minute.
3. The boys played baseball. 8. Did you take your vitamins?
4. The teacher graded our homework. 9. He flew his paper airplane.
5. He removed the pictures from the wall. 10. The wrestler is lifting heavy weights.

Practice B Identifying Sentences With Direct Objects

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Read each sentence below. Then, on the line provided, write Yes if the sentence has a direct object and No if it does not
have a direct object.
Example: Diego painted many murals.
Answer: Diego painted many murals. Yes

1. Jacob worries too much.

2. I sank the boat in the river.

3. Rainbows thrill Santiago.
4. Josie craves frozen yogurt.

5. Martina’s school just opened.

6. The jury finally arrived.

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INDIRECT OBJECTS
An indirect object is a noun or pronoun that appears with a direct object. It often names the
person or thing that something is given to or done for.
Only sentences with transitive verbs (those that have direct objects) can have indirect objects. To locate an indirect
object, ask questions as indicated in the table below. Notice that the second example does not have a direct object, so it
cannot have an indirect object.

Sentence Question to Ask Direct and Indirect Object

Sally reads her sister a story. 1. Reads what? story (direct object)
2. Reads a story to or for whom? sister (indirect object)
She works for Thomas. 1. Works what? [No answer; no direct object]
Sam gave his mom a kiss on the cheek. 1. Gave what? kiss (direct object)
2. Gave a kiss to or for whom? mom (indirect object)

Practice A Identifying Indirect Objects

Read each sentence below. Then, underline the direct object and circle the indirect object. Use the chart above to help
you ask the necessary questions.
Example: He gave his dad a hug.
Answer: He gave his dad a hug.

1. He gave his friend some documents. 6. Emily served her mother dinner.
2. He brought his brother an apple. 7. Melinda showed her husband a picture.
3. Jennifer sautéed her husband some vegetables. 8. She sent the president a letter.
4. I asked my partner a question. 9. They bought their team a new ball.
5. They saved their friend a seat. 10. The banker handed me a check.

Practice B Identifying Sentences With Indirect Objects

Read each sentence below. If it does not have an indirect object, write No on the line next to it. If the sentence does
have an indirect object, write Yes on the line next to it.
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Example: Koto served his wife breakfast.

Answer: Koto served his wife breakfast. Yes

1. Ms. Velasquez served Adam some punch.

2. I asked the manager a question.

3. Cynthia gave me an award.

4. The boys discovered a hidden treasure.
5. Bill’s dad ate the pizza.

6. Poncho gave his friend a flag.

7. Maria roasted me some peppers.
8. He gave a final speech.

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OBJECT COMPLEMENTS
An object complement is an adjective or noun that appears with a direct object and
describes or renames it.
An object complement almost always follows a direct object. Object complements occur only with such verbs as appoint,
call, consider, declare, elect, judge, label, make, name, select, and think. The words to be (or forms of the verb to be) are
often understood before an object complement.

The parents found the performance [to be] enchanting.

Subject verb direct object object complement

Practice A Identifying Object Complements

Read each sentence. Then, underline the object complement in it.
Example: The conductor appointed Karl leader of the orchestra.
Answer: The conductor appointed Karl leader of the orchestra.

1. Greg declared the grade outstanding. 6. Carol considers her grandchild a divine gift.
2. The club thought its leader remarkable. 7. The peppermint tea made my throat better.
3. The principal considered the teacher fabulous. 8. Dennis declared my work flawless.
4. My mother calls me a peacemaker. 9. Justin thought the suggestion insane.
5. The town elected Mrs. Jefferson 10. The patient considers the treatment a miracle.
councilwoman.

Practice B Completing Sentences With Object Complements

Read each sentence below. Then, fill in the blank with an object complement.
Example: The captain judged the ship .
Answer: The captain judged the ship seaworthy.
1. I appointed my little sister .

2. The official judged the play .

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3. Wilma thought the child .

4. The town elected Rosa .

5. Melaka named the day .

6. My father called my car .

7. The professor declared my performance .

8. Lea thought the building .

9. They found the views .

10. Grandpa Frank called my gift .

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SUBJECT COMPLEMENTS
A subject complement is a noun, pronoun, or adjective that appears with a linking verb and
gives more information about the subject.
There are two kinds of subject complements. A predicate nominative is a noun that appears with a linking verb and
names the subject of the sentence: Joseph is a programmer. A predicate adjective is
an adjective that appears with a linking verb and describes the subject of the sentence: The weather is
warm. Some sentences contain compound subject complements: Joseph is a programmer and a father.

Practice A Identifying Subject Complements

Read each sentence. Then, underline the subject complement(s) in it.
Example: Your sister is sweet and kind.
Answer: Your sister is sweet and kind.

1. Emily seems brilliant. 6. Your brother is a dentist?

2. Cathy is a grandmother. 7. That dessert was decadent.
3. Her sister is leader of the band. 8. Yesterday seems long ago.
4. The highway is dry and safe. 9. The weather report was frightening.
5. The boy’s hair looks great. 10. The ceiling is white.

Practice B Identifying Predicate Nominatives and Predicate Adjectives

Read each sentence below. Then, underline any subject complements. On the line provided, write whether each
subject complement is a predicate nominative or a predicate adjective.
Example: My mom is a businesswoman.
Answer: My mom is a businesswoman. predicate nominative

1. She is a professional dancer.

2. Julian is tall and strong.

3. His suit looks stylish.
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4. That dog is a collie.

5. My sister is the state gymnastics champion.

6. Desert nights are cold.
7. I feel glorious.
8. You seem happy about your brother’s prize.
9. Do you want to be a graduate?
10. Michelle’s daughter is a student.

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PREPOSITIONAL PHRASES
A prepositional phrase, such as behind the house, consists of a preposition
along with a noun or pronoun.
Prepositional phrases can act as adjectives (in which case they are called adjectival phrases), or they can act as adverbs
(in which case they are called adverbial phrases). In this lesson you will learn to use
and understand the function of different types of phrases (e.g., adjectival and adverbial phrases).

Prepositional Function Answers the Question Example

Phrase Type
Adjectival Modifi es a noun or What kind? or Which one? The man in the red coat held the
phrase pronoun door open. (Which man?)
Adverbial Modifi es a verb, an Where? Why? When? In what The cat hid under the bed.
phrase adjective, or an adverb way? or To what extent? (Hid where? )

Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Identifying Prepositional Phrases

Read each sentence below. Then, underline the prepositional phrase.
Example: John bounced on the trampoline.
Answer: John bounced on the trampoline.

1. They raced through the house.

2. Martina needs time for reflection.
3. We built a fire at the campground.
4. Mindy put her backpack in the car.
5. Sierra made a cake in the microwave.
6. George delivered pizzas around town.
7. Melissa answers phone calls at her office.
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8. Jessie sent a letter to her friend.

9. Roger sings ballads at the club.
10. Mark keeps his golf clubs in the garage.

Practice B Identifying Adjectival and Adverbial Phrases

Read each sentence below. Then, indicate whether the underlined prepositional phrase is an adjectival phrase or an
adverbial phrase by circling the correct answer.
Example: I paddled down the river. Adjectival phrase Adverbial phrase
Answer: I paddled down the river. Adjectival phrase Adverbial phrase

1. I need a case for my guitar. Adjectival phrase Adverbial phrase

2. Mom served dessert after we ate dinner. Adjectival phrase Adverbial phrase
3. Brandon danced after the touchdown. Adjectival phrase Adverbial phrase
4. Mom was irritated by the distraction. Adjectival phrase Adverbial phrase
5. We watched a movie about space flight. Adjectival phrase Adverbial phrase

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APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a group of words that identifies, renames, or explains
a noun or pronoun.
Appositives usually follow right after the words they explain.
Appositives and appositive phrases (which include descriptive words) are a great way to combine two choppy
sentences into one interesting sentence.
When an appositive is nonessential to the meaning of the sentence, commas are used before and after the appositive.
When an appositive is essential to the meaning of the sentence, commas are not used.

Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Identifying Appositives

Read the following sentences. Then, underline the appositive in each sentence.
Example: Jason, our fastest runner, got sick before the meet.
Answer: Jason, our fastest runner, got sick before the meet.

1. Ella, the smartest girl in class, was chosen. 6. Rowing, a grueling sport, is easy for Rachel.
2. Tomorrow, Tuesday, is the last day to get pictures. 7. The hikers, a group of virtual strangers, pushed toward
3. My cousin Timmy cried all night. the summit.

4. My decision, a tough choice to make, was to quit the team. 8. Susan, our school nurse, liked to help the students.
9. Miguel’s dog Sparta ran all the way home.
5. Outside recess, the students’ favorite activity, was
canceled today. 10. Bill, a very funny guy, kept us laughing the whole time.

Practice B Combining Sentences, Using Appositives

Read the pairs of sentences below. Then, combine the two choppy sentences into one interesting sentence by
using an appositive or appositive phrase.
Example: My team needs more practice. My team is called the Mustangs.
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Answer: My team, the Mustangs, needs more practice.

1. That snake is a python. That snake crawled under a rock.

2. The store by my house is open. The store is called the Veggie Market.

3. My sister is a lifeguard. My sister saved a boy’s life.

4. Maria loves cooking. Maria is John’s best friend.

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VERBAL PHRASES
A verbal is a verb that is used as a noun, an adjective, or an adverb. A verbal that includes
modifiers or complements is called a verbal phrase.
Verbals look like verbs, but they are not verbs. Verbs express action in a sentence. Verbals describe another word.

Verbals can be essential or nonessential to the meaning of a sentence. When they are nonessential, they have
commas on both sides; when they are essential, they do not.
When a verb acts as an adjective, it forms a participle. The two most common kinds of participles are the present
participle (The sputtering car…) and the past participle (The interrupted game…).
Participles can include modifiers, in which case they form a participial phrase. (All of the children raised in that
town are brilliant.)
Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Identifying Verbals and Verbal Phrases

Read the following sentences. Then, underline the verbal or the verbal phrase in each sentence. (Notice that the
verbals in this exercise are participles or participial phrases, which means they describe nouns.)

Example: Pierre, relieved by his grade, walked home with a smile.

Answer: Pierre, relieved by his grade, walked home with a smile.

1. Energized by the warm weather, the boys ran to the park.

2. Gifts created by hand are often the most thoughtful.
3. The boy, grinning and excited, ran into the ice cream shop.
4. A hardworking athlete needs a healthy diet.
5. Our newly arrived guests rang the front doorbell.
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6. That painting, made by my friend Steven, is my favorite.

7. The students, tired from their work, asked for a break.
8. Walking through the house at night, I stubbed my toe.

Practice B Recognizing Verbal Phrases

Read each sentence below. On the line provided, indicate whether the underlined word or words are (1) a verb
(expressing action in the sentence) or (2) a participial phrase (a verbal phrase that describes a noun).

Example: The postal employee delivered my mail. Answer: verb

1. Heated by coal, the house was cozy all winter.

2. The food, left on the counter, was too cold to eat.
3. The flowers thrilled Diana.
4. Staring at the pizza, Dad was hoping to eat soon.

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INDEPENDENT AND SUBORDINATE CLAUSES

A clause is a group of words that contains a subject and a verb.
An independent clause (also called a main clause) can stand by itself as a complete sentence. Every sentence
must contain at least one independent clause.
A subordinate clause (also called a dependent clause), although it has a subject and a verb, cannot stand by itself as
a complete sentence.

Carson is an editor, but he runs a bed-and-breakfast.

independent clause independent clause
Although Bob is an editor, he runs a bed-and-breakfast.
subordinate clause independent clause

Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Distinguishing Independent and Subordinate Clauses

Read each sentence. Then circle either independent or subordinate, depending upon whether the underlined
section is an independent or a subordinate clause.
Example: My Dad said I could go if I checked with Mom first. independent subordinate
Answer: My Dad said I could go if I checked with Mom first. independent subordinate

1. Miguel loves the car that he’s seen on TV. independent subordinate
2. I like texting, but I’m trying to cut back. independent subordinate
3. My sister, who loves traveling, is flying to Greece. independent subordinate
4. Until you work harder, you won’t succeed. independent subordinate
5. My mother is social, while my father is more private. independent subordinate
6. That car is fast, and it handles well. independent subordinate

Practice B Combining Sentences Using Independent and Subordinate Clauses

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Read each sentence pair below. On the line provided, combine the two sentences to form one sentence. For two of your
sentences, make one clause subordinate (as shown in Example 1). For the other two sentences, let both clauses remain
independent (as shown in Example 2).
Example 1: He doesn’t like homework. He does it every night.
Answer: Although he doesn’t like homework, he does it every night.
Example 2: Jeanie was in a hurry. She didn’t make mistakes.
Answer: Jeanie was in a hurry, but she didn’t make mistakes.

1. The car was in bad shape. The car made the trip.
2. The cake was delicious. It was made from scratch.

3. Tommy was tired. He went to school.

4. The sun was very bright. I wore sunglasses.

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ADJECTIVAL CLAUSES
An adjectival clause is a subordinate clause that modifies a noun or pronoun in another
clause by telling what kind or which one.
Adjectival clauses cannot stand alone. They are subordinate clauses that must be connected to an independent
clause.
Adjectival clauses can be essential or nonessential to the meaning of the sentence. When they are nonessential, they
are set off from the rest of the sentence by commas. When they are essential, no commas are used before and after.

Adjectival clauses often begin with a relative pronoun or a relative adverb that links the clause to a noun or
pronoun in another clause.
EXAMPLE: The car that had been ticketed was towed away. (The underlined adjectival clause answers the question
Which one? Notice that no commas are used because the clause is essential to the meaning of the sentence.)
Show that you can use the function of different types of phrases by completing the exercises.

Practice A Identifying Adjectival Clauses

Read the following sentences. Then, underline the adjectival clause.
Example: My tool set, which I’ve had for years, is missing from the garage.
Answer: My tool set, which I’ve had for years, is missing from the garage.

1. The hat that you left outside is ruined.

2. The new student, whom we’d been waiting to meet, finally arrived.
3. The teacher whom they all loved dearly was preparing to retire.
4. He asked to have my old bike, which I never used.

Practice B Writing Sentences With Adjectival Clauses

Read the sentences below. Then, rewrite each sentence by correctly placing the adjectival clause, which appears in
parentheses. Include commas where appropriate.
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Example: The pencil had no lead. (that Jerrod bought)

Answer: The pencil that Jerrod bought had no lead.

1. The TV was huge. (that we bought yesterday)

2. Maria fell. (who had been balancing on the fence rail)

3. The baby finally went to sleep. (who had been crying for hours)

4. Her father arrived home covered in mud. (who is a farmer)

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RESTRICTIVE RELATIVE CLAUSES AND NONRESTRICTIVE RELATIVE CLAUSES

Relative pronouns connect adjectival clauses to the words they modify. They act as subjects,
direct objects, objects of prepositions, or adjectives in the subordinate clauses.
Relative pronouns include words such as that, which, who, whom, and whoever.
Relative pronouns have two jobs in a sentence.
They connect an adjectival clause (a clause that modifies a noun) to the word it modifies. Look at the sentence as a
whole to see the relative pronoun do this.
The relative pronoun is the subject, direct object, object of the preposition, or an adjective within the clause. You can
identify what the pronoun is doing within the clause by pulling the adjectival clause away from the rest of the sentence.

Practice A Identifying Relative Pronouns and Their Clauses

Read each sentence. Then, circle the relative pronoun and underline the entire adjectival clause.
Example: The team that won the championship is from Tyler.
Answer: The team that won the championship is from Tyler.
1. My cell phone, which needs a new battery, is going to die.
2. The bike that Sam painted is black.
3. That teenager, who has school and a job, needs her sleep.
4. The worms that are in that can are for bait.
5. The couch, which is old and worn, needs to be replaced.
6. I want you to mop the floor, which has your footprints all over it.
7. The man who is standing in the checkout line is my math teacher.
8. The team that lost is from El Paso.

Practice B Combining Sentence, Using Relative Pronouns

Read each sentence pair below. On the line provided, combine the two sentences into one sentence by using a
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relative pronoun and an adjectival clause.

Example: I bite my nails. My nails are very short.
Answer: I bite my nails, which are very short.

1. The man is friendly. The man is a salesman.

2. We bought a new car. The car is red.
3. The boat needs repair. The boat belongs to Roland.

4. The assignment is very difficult. The assignment counts for half of our grade.

5. Rachel is an accountant. Rachel has a two-year-old daughter.

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ADVERBIAL CLAUSES
Adverbial clauses are subordinate clauses that modify verbs, adjectives, adverbs, or verbals
by telling where, when, in what way, to what extent, under what condition, or why.
Adverbial clauses begin with subordinating conjunctions and contain both subjects and verbs.

Subordinating Conjunctions
after as long as if though whenever
although because since unless where
as before so that until wherever
as if even though than when while

Like adjectival clauses, adverbial clauses can be used to combine the information from two sentences into one sentence
that shows the relationship between the ideas.
EXAMPLE: You are going out for groceries. You should also pick up the dry cleaning.
As long as you are going out for groceries, you should also pick up the dry cleaning.
Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Identifying Adverbial Clauses

Read each sentence. Then, circle the verb or verbs modified by the underlined adverbial clause.
Example: Whenever I think of you, I smile.
Answer: Whenever I think of you, I smile.

1. I will go if you stop pestering me. 4. Dad fixed the car even though he was busy that day.
2. As long as you work hard, you will earn a passing grade. 5. Whenever I’m bored, I watch TV.
3. When you finish your painting, I would love to see it. 6. I slept late because I needed to.

Practice B Combining Sentences, Using Adverbial Clauses

Read the sentences below. Then, combine each pair of sentences into one sentence, using the relative adverb in
parentheses.
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Example: You want to reach your full potential. Do your best work. (if)
Answer: If you want to reach your full potential, do your best work.
1. You may have dessert. You eat your dinner. (after)

2. You’ve done a good job. You will be rewarded. (Since)

3. You were sleeping. David Jones called you. (while)

4. I run fast. My cheeks turn red. (when)

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NOUN CLAUSES
A noun clause is a subordinate clause that acts as a noun. In a sentence, a noun clause may
act as a subject, direct object, predicate nominative, object of a preposition, or appositive.
Sometimes noun clauses can be difficult to identify because they begin with the same introductory words that can be
used to begin other types of clauses and phrases (words such as that, which, who, whom, whose, how, if, what,
whatever, where, when, whether, and why). You can test whether a clause is a noun clause by replacing the clause with
it, you, fact, or thing. If the sentence still sounds smooth, you probably replaced a noun clause.

Notice that the underlined clause in the example below is a noun clause that is acting as the subject of the sentence. You
can replace the clause with it, and the sentence still sounds correct.
EXAMPLE: Whatever Bailey does makes me laugh.
Show that you can use and understand the function of different types of phrases by completing the exercises.

Practice A Identifying Noun Clauses

Read the following sentences. Then, underline the noun clause in each sentence.
Example: She told me that I was funny.
Answer: She told me that I was funny.

1. What I had for breakfast tasted great. 6. What you want isn’t necessarily a good thing.
2. The best plan, that we stick together, was 7. She told me which one she wanted.
completely ignored. 8. I’ll pick whoever asks most politely.
3. Whoever thought of this idea must be a genius. 9. I don’t understand why the earth spins.
4. I couldn’t believe what she was saying. 10. I finally understood that she needed my
5. Why you want to hike in the cold is beyond me. help.

Practice B Distinguishing Noun Clauses

Some of the clauses underlined below are adjectival clauses (they describe a noun). Others are noun clauses (they take
the place of a noun). Read each sentence. Then, write whether the underlined clause is a noun clause or an adjectival
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clause.
Example: I wanted the bike with purple fenders.
Answer: adjectival clause

1. Whatever you need will be given to you.

2. My greatest wish, which I now realize was foolish, was to leave my hometown.
3. She needed the sweater that I gave her.
4. That you truly care about him is obvious to me.

5. Nestor swims whenever he gets the chance.

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THE FOUR STRUCTURES OF SENTENCES

Every sentence falls into one of four categories according to its structure:

Sentence Type Definition Example

Simple Sentence contains a single independent or main Carrie wants chicken for dinner.
clause
Compound contains two or more main clauses Carrie wants chicken for dinner, but Chris wants
Sentence fi sh.
Complex Sentence consists of one independent or main clause Although Carrie wants chicken for dinner, Chris
and one or more subordinate clauses wants fi sh.
Compound- consists of two or more independent Chris wants fi sh for dinner, even though Carrie
Complex Sentence clauses and one or more subordinate wants chicken, so they are going to a restaurant.
clauses

Practice A Distinguishing Between Simple and Compound Sentences

Read the following sentences. Then, label each sentence simple or compound.
Example: I wanted to finish the game, but my thigh was cramping.
Answer: compound

1. Have you finished your homework tonight?

2. In this class, you have to work for your grade.
3. Juan enjoys reading, but his brother prefers pottery.
4. I know the woman with the green hat.
5. Pierre wanted to return to France, so we pitched in for a ticket.
6. Mom’s happiness is important to all of us.
7. I would like to either work out or leave now.
8. Either you can give up, or you can start over.
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9. She went to California last summer for her vacation.

10. They are dancing and having a great time.

Practice B Identifying the Four Structures of Sentences

Read the sentences below. Then, circle the structure of each sentence from the choices provided.
Example: She asked the question that we feared she would ask. compound complex
Answer: She asked the question that we feared she would ask. compound complex

1. If you keep trying, I believe you will succeed. simple complex

2. The rain was pouring down as I walked to school. complex compound

3. Normally I walk to school, but I decided to take compound- compound

the bus because it was raining. complex
4. Either choice will be a good one. compound simple

5. While I talked, she took a nap. simple complex

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THE FOUR FUNCTIONS OF A SENTENCE

Sentences can be classified according to what they do—that is, whether they state ideas, ask
questions, give orders, or express strong emotions.

Declarative: states an idea; ends with a period Jacob sings in a choir.

Interrogative: asks a question; ends with a question mark In which state is Topeka?
Imperative: gives commands or directions; ends with a period or exclamation mark Set the timer on the stove.
Watch your step!
Exclamatory: conveys strong emotions; ends with an exclamation mark This is a mystery!

Practice A Punctuating the Four Types of Sentences

Read each sentence and identify its function, which is listed in parentheses. Then, add the correct end mark.

Example: Why did the committee request a meeting (interrogative)

Answer: Why did the committee request a meeting?

1. What a wonderful selection that was (exclamatory) 6. That is an excellent idea (exclamatory)
2. Put that down (imperative) 7. Enter the information in your chart (imperative)
3. Some mushrooms grow on stumps (declarative) 8. Dingoes are wild dogs (declarative)
4. What are your expectations (interrogative) 9. Display parking permits on the windshield (imperative)
5. That was an uncommon sight (declarative) 10. Can you name two aquatic insects (interrogative)

Practice B Identifying the Four Types of Sentences

Read each sentence. Then, on the line provided, label the sentence declarative, interrogative, imperative,
exclamatory, or both imperative and exclamatory.
Example: Go to the top of the stairs and turn left.
Answer: imperative
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1. The members of the committee all agreed. 7. The northern lights are a dazzling sight!

2. Turn down the volume, please. 8. Which plants can live in arctic temperatures?
3. That is certainly true!
4. Did you know that raccoons are nocturnal? 9. Giraffes feed on acacia tree leaves.

10. Notice the hooked bill on the flamingo.

5. Come inside immediately!
6. Wheat, rice, and corn are cereal grasses.
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SENTENCE COMBINING
Combine sentences by forming compound subjects, verbs, or objects or by forming
compound or complex sentences.

Compound object Joanne carried a bag. Joanne carried two Joanne carried a bag and two packages.
packages.
Complex sentence Angelo turned onto Park Street. Angelo After Angelo turned onto Park Street, he parked
parked the car. the car.

Practice A Identifying Compound Subjects, Verbs, and Objects in Sentences

Read each sentence. Underline the compound subject, verb, or object.
Example: The committee proposed a new plan and discussed the details.
Answer: The committee proposed a new plan and discussed the details.

1. The hawksbill turtle lives in the sea and feeds on sponges.

2. Daffodils and crocuses are spring flowers.
3. Edgar Allan Poe wrote “The Black Cat” and “The Purloined Letter.”
4. Langston Hughes and Sylvia Plath are famous poets.
5. Mars has a rocky core and a very thin atmosphere.
6. The waiter brought glasses of ice water and a basket of bread.
7. Angie appreciates literature and travel reviews.
8. Some authors write in metaphor and use symbolism.
9. Broccoli, cauliflower, and kale are part of the cabbage family.
10. After dinner, I explored my options and decided to attend a lecture.

Practice B Identifying Clauses in Compound and Complex Sentences

Read each sentence. Then, underline each clause in the sentence.
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Example: If you don’t mind, I will schedule the meeting for tomorrow.
Answer: If you don’t mind, I will schedule the meeting for tomorrow.

1. Christopher slept until it was time to prepare dinner.

2. Danny did not turn off the grill, and it ran out of propane gas.
3. Liselle ate the asparagus, but she thought it was overcooked.
4. Hector has worn contacts since he was in eighth grade.
5. Although I have been there before, I don’t remember how to get to the stadium.

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VARYING SENTENCE LENGTH

Vary your sentences to develop a rhythm, to achieve an effect, or to emphasize the
connections between ideas.

Practice A Revising to Shorten Sentences

Read each sentence. Then, revise it by stating the ideas more directly.
Example: Our new television displays crisp images, and I appreciate those crisp images.
Answer: I appreciate the crisp images that our new television displays.

1. The oak has not lost its leaves yet, but all of the other trees have lost their leaves.

2. The peanut is not really a nut; botanically, it is in fact considered a legume like peas.

3. Many lives have been saved by seat belts because of mandatory seat-belt-use laws.

4. Most breeds of dogs shed a lot, but the standard poodle sheds very little.

5. Alan took his car through the carwash, but before he did that he filled it with gas.

Practice B Revising to Vary Sentence Length

Read the following paragraph. Make these revisions to vary sentence length: Shorten sentence 1; combine
sentences 2 and 3, and 4 and 5; break up sentence 7.
Example: Rio de Janeiro is the former capital of Brazil. It’s also the second largest city.
Answer: Rio de Janeiro is the second largest city and the former capital of Brazil.
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The harbor of Rio de Janeiro is a natural wonder, one of the Seven Natural Wonders of the World. (2) It is located at
Rio de Janeiro, Brazil. (3) The harbor was created by erosion from the ocean. (4) Its name came from the Portuguese
navigators who found the harbor in January 1502 and believed it was the mouth of a river. (5) The name means River of
January. (6) There are many points from which to view the scenery that earned the harbor its status as a world wonder. (7)
From the harbor, the panorama of surrounding mountains is amazing, and there are also views from the mountains, and
they are equally stunning, with vistas of the harbor, the outlying islands, the city, and the tropical forests.

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VARYING SENTENCE BEGINNINGS

Vary sentences by starting them with nouns, adverbs, adverbial phrases, participial phrases,
prepositional phrases, or infinitive phrases.

Infinitive phrase To fi nish studying by noon was my expectation.

Adverb Certainly, I expected to fi nish studying by noon.

Practice A Identifying Varied Sentence Beginnings

Read each sentence. Circle the sentence beginning. Then, on the line provided, identify the part of speech or type of
phrase used to start the sentence.
Example: Trying to remain calm, Jan eased the car out of the muddy ditch.
Answer: Trying to remain calm, Jan eased the car out of the muddy ditch. participial phrase

1. Because of my concerns, I contacted consumer affairs.

2. To find the lost dog was her wish.
3. When required, Sean can do top-quality work.

4. Pleased with the results, Laura put the finishing touches on the portrait.
5. Between the buildings, the truck unloaded office supplies.
6. Society is less interactive due to technology.

7. Along the way, we saw a red-headed woodpecker and two blue jays.
8. Gratefully, Mrs. Castillo accepted help with the bags of groceries.

Practice B Writing Varied Sentence Beginnings

On each line provided, complete the sentence by adding a word or phrase, using the part of speech or type of phrase
indicated in parentheses.
Example: , Allen drew a sketch of the speaker. (participial phrase)
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Answer: Doodling on his notebook, Allen drew a sketch of the speaker.

1. came in through the slanted blinds. (noun)

2. , the carpenter shaped the wood to fit the frame. (adverb)
3. , something large was moving. (prepositional phrase)
4. lined the streets of the quaint village. (noun)
5. was his ambition. (infinitive phrase)
6. , Sally relaxes and reads a book. (participial phrase)
7. , his workmanship was not the best. (adverb)
8. , the painting looked like a photograph. (adverbial phrase)

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USING INVERTED WORD ORDER

Word order in a sentence is inverted when the subject follows the verb.
Inverting word order is another way to make sentences more interesting. See the examples below.

Subject-verb order A bunch of bananas sat in the bowl.

Verb-subject order In the bowl sat a bunch of bananas.

Practice A Identifying Subjects and Verbs in Sentences

Read each sentence. Underline the verb and circle its subject. (Not all the sentences have an inverted word order.)

Example: Extraordinary were the efforts of the rescue team.

Answer: Extraordinary were the efforts of the rescue team.

1. To the bottom of a ditch slid the stretch limousine.

2. A pilot and several of the flight crew came down the ramp.
3. The parking attendant leaned out of the hut.
4. The news report about the UFO sighting appeared in all the headlines.
5. Located at the top of the screen is the Tools tab.
6. Down the slide went the frightened puppy.
7. Behind a stack of books was hidden the receipt that I needed.
8. Elegantly decorated cakes filled the bakery window.
9. Through the rain came the tow truck.
10. A committee of residents is organizing the Memorial Day parade.

Practice B Identifying Inverted Word Order in Sentences

Read each sentence. If the sentence uses traditional subject-verb word order, write S-V. If it uses inverted verb-
subject order, write V-S.
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Example: Strutting in the field is a turkey gobbler.

Answer: V-S

1. Wrestling over the football were some boys. 6. Around the hive flew a swarm of angry bees.

2. A pool of gravy covered the mashed potatoes. 7. A magnolia tree blooms next to the pool.

3. Located in the park are two waterfalls. 8. Overtaking many lakes is the water hyacinth.

4. The plates are above the dishwasher. 9. The Washington Monument is over there.

5. The early-morning swim was refreshing. 10. Entering the terminal are visitors from Iowa.

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RECOGNIZING FRAGMENTS
A sentence fragment is an incomplete sentence.
A fragment is missing one or more elements of a complete sentence (subject, verb, proper punctuation). To correct a
fragment, revise the punctuation, connect the fragment to the sentence before or after it, or add a sentence part.

Fragments Completed Sentences

Jenny wants a digital camera. Like Gil’s. Jenny wants a digital camera like Gil’s.
Confused about how to use the digital camera. Confused about how to use the digital camera,
Jenny read over the instructions.

Practice A Identifying Fragments

Read each item. If it is a fragment, write F on the line provided. If it is a complete sentence, write S.
Example: Trays stacked neatly on the shelf.
Answer: F
1. Construction begins in May. 6. Before the orchestra started playing.

2. Lettie discovered a virus on her computer. 7. The chart listed animals native to the Amazon.

3. Pushing the wheelbarrow toward the house. 8. Store onions and potatoes in a cool place.

4. The art gallery in Soho’s historic district. 9. The dentist who extracted my tooth.

10. Enrollment was down for the pottery classes.

5. After striking an agreement, we shook hands.

Practice B Correcting Fragments

Read each fragment. Fill in the blank to form a complete sentence. Add punctuation as necessary.
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Example: Because the poison ivy had spread .

Answer: Because the poison ivy had spread, he called the doctor.
1. The brown leather shoes worn by Jared.
2. proposed an alternate solution.
3. In the afternoon session about essay writing .

4. was discovered inside the storage closet.

5. Taking classes at the university .

6. to travel to a European country.

7. Interested in politics .
8. Thanks to a concerned citizen .

9. that was pictured on the magazine cover.

10. claims to have the lowest prices.

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AVOIDING RUN-ON SENTENCES

A run-on sentence is two or more sentences capitalized and punctuated as if they were a
single sentence.
To correct a run-on, add punctuation and a conjunction or revise the wording of the sentence.

Run-on Correction
The football game went into overtime ,
The football game went into overtime but they couldn’t stay to watch.
they couldn’t stay to watch.

Practice A Revising to Eliminate Run-ons

Read each item. Correct the run-on by adding a semicolon or a comma and a coordinating conjunction as appropriate.

Example: Dean agreed to help paint posters, he would rather help hang them.
Answer: Dean agreed to help paint posters, but he would rather help hang them.

1. Mia suggested some fundraisers for example the art club might sell original artwork.
2. I read Touching Spirit Bear it is a book about a troubled teen who is reformed.
3. I usually eat a sizable dinner this week I haven’t had much of an appetite.
4. Adriane writes for the school newspaper, she is always looking for a good story.
5. My mother is baking a pan of lasagna you are welcome to join us for dinner.
6. There are many types of floating flowers, I saw one flower that was six feet across.
7. The local convenience store is handy its selection is relatively limited.

Practice B Rewriting to Eliminate Run-ons

Read each item. Correct the run-on by rewriting it.
Example: Karen purchased the microwave it was displayed on the bottom shelf.
Answer: Karen purchased the microwave that was displayed on the bottom shelf.
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1. The ears on a Siamese cat look very large it has a triangular face.

2. I held my finger still, my mother removed the splinter of wood.

3. The roads were very icy, I drove slowly and with great caution.

4. George made all the arrangements, he wanted everything to be perfect.

5. Ben thought we had forgotten his birthday, we appeared with a cake and gifts.

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RECOGNIZING MISPLACED MODIFIERS

A misplaced modifier is placed too far from the word it modifies and appears to modify the
wrong word or words.
Correct a misplaced modifier by moving it closer to the word it modifies. See the example below.

Misplaced Modifier Correction

A man walked by the store talking loudly. A man, talking loudly, walked by the store.

Practice A Identifying Misplaced Modifiers

Read each sentence. Underline the misplaced modifier and circle the modified word(s).
Example: Cindy talked on the phone drinking tea.
Answer: Cindy talked on the phone drinking tea.

1. The woman was singing her favorite song in a bathrobe.

2. Tina told me that it was too cold to go skiing during dinner.
3. Covered with mold, he threw the loaf of bread in the garbage.

4. Kayla noticed a delivery truck pull into her driveway while washing dishes.
5. Hakim placed the essays in a manila folder that the class had written.
6. Javier posted the note on the refrigerator that his teacher had sent.

7. Bouncing from player to player, the coach watched the basketball.

8. Pasha wrote a report about the Adirondack Mountains using her laptop.

Practice B Correcting Misplaced Modifiers

Read each sentence. Then, rewrite it, putting the misplaced modifier closer to the word(s) it should modify.

Example: Aunt Shelly delivered a gift to my parents wrapped in silver paper.

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Answer: Aunt Shelly delivered a gift wrapped in silver paper to my parents.

1. The midshipman boarded the aircraft carrier with blue eyes.

2. He moved all the mulch off of the driveway using a rusty shovel.

3. The kids walked to the parking lot after seeing a movie eating popcorn.

4. Elias made several phone calls about his computer pacing.

5. Chopping carrots, the dog wagged its tail and barked at my mother.

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RECOGNIZING DANGLING MODIFIERS

A dangling modifier seems to modify the wrong word or no word at all because the word it
should modify has been omitted from the sentence.
Correct a dangling modifier by adding missing words and making other needed changes. Look at the example below and
ask, Who is registering? Is the word in the sentence on the left? Is it in the sentence on the right?

Dangling Modifier Correction

Registering at the door, a higher price will be paid. Registering at the door, participants will pay a higher price.

Practice A Identifying Dangling Modifiers

Read each pair of sentences. Put a check mark next to the sentence that does not have a dangling modifier.

Example: a. While turning on the radio, the volume was too loud.
Answer: b. While turning on the radio, I made the volume too loud. 
a. After running the bake sale, there was enough to buy a new computer.
After running the bake sale, we made enough to buy a new computer.
a. To reserve a ticket, we had to wait in a long line, which was boring.
To reserve a ticket, waiting in a long line was boring.
a. Born in Alaska, Georgia was too warm and humid.
Born in Alaska, I found Georgia was too warm and humid.
a. After working in the hot sun, the lemonade tasted great.
After I worked in the hot sun, the lemonade tasted great.

Practice B Correcting Dangling Modifiers

Read each sentence. Then, rewrite it correcting any dangling modifiers by rearranging the words in the sentence and/or
supplying missing words or ideas.
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Example: Peeking around the corner, everyone is working on the assignment.

Answer: Peeking around the corner, I see everyone working on the assignment.

1. Sitting near the fireplace, the warmth was comforting.

2. To answer the phone, the green button must be pressed.

3. After sitting down, the interview started.

4. Cooking pasta, the water boiled over

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RECOGNIZING THE CORRECT USE OF PARALLELISM

Parallelism involves presenting equal ideas in words, phrases, clauses, or sentences of
similar types.

Parallel words The alleyway was narrow, cluttered, and deserted.

Parallel phrases It was behind the diner and around the corner from the hospital.
Parallel clauses That diner makes the famous sandwiches that I mentioned and that the hospital
employees order often.
Parallel sentences I must order a sandwich. I simply must order one.

Practice A Identifying Parallel Grammatical Structures

Read each sentence. Underline the parallel words, phrases, or clauses.
Example: The photograph of the waterfalls is out of focus and dark.
Answer: The photograph of the waterfalls is out of focus and dark.

1. Catawba, cantaloupe, and honeydew are all types of melons.

2. Some students attended both the pep rally and the football game.
3. After dinner I will write my essay and revise it.
4. My jacket has a hood, sheepskin lining, and black buttons.
5. Benji drove down the street where Deek lives and where Alena plays soccer.
6. Artemis attends a local university; Harvey goes to a college in Ohio.
7. Gary dropped off a bag of fresh tomatoes, and Dad used a couple in our salad.
8. To wash the car, I need the hose, a rag, and a bucket of soapy water.
9. Shana wants to learn a foreign language and to travel abroad.
10. Megan not only chopped the logs but also stacked them.
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Practice B Recognizing Parallel Grammatical Structures

Read each item. Match the item on the left with the words on the right that best complete each sentence, using
parallel structure. The first sentence has been completed for you.
E 1. After school, Edith attends play rehearsal A. and to learn to chop a brick in two.

2. John enjoys boating B. but also the best pumpkin pie.

3. My mother makes not only the best bread C. and I never will.
4. Jason hopes to study karate D. and that everyone should own one.

5. Julie feels that cats are the best pets E. and practices her flute.
6. I never thought it possible, F. and water-skiing.

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CORRECTING FAULTY PARALLELISM

Faulty parallelism occurs when a writer uses unequal grammatical structures to express
related ideas.

Nonparallel words Rhoda likes hiking, running, and to ski.

Nonparallel phrases Harry is trying to outrun Jim and kicking the ball into the net.
Nonparallel clauses I’m afraid that it will rain, that it will snow, or hail will come down.

Practice A Identifying Faulty Parallelism

Read each sentence. Decide if the underlined words are parallel. Write P for parallel and NP for not parallel.

Example: I have instructions to store the tools in the shed and bringing out the mower.
Answer: NP

1. The new shopping center has two restaurants and there is a grocery store.
2. To buy some bait and then to bait a hook is my plan.
3. Do you want to take a train or driving when we go on vacation?

4. Donna likes to live in the city but doesn’t like to take the subway.
5. The still life that I saw at the exhibit and that Terrance painted is beautiful.
6. Edgardo plans to ride the bus on Monday and walking the rest of the week.

7. Ty picked pears from the tree that I bought and Dad planted ten years ago.
8. The plan on the Fourth of July is to eat barbecue and watching fireworks.
9. The library has areas for studying and comfortable chairs.
10. First waking up late and then to run out of hot water—what a bad morning!
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Practice B Revising to Eliminate Faulty Parallelism

Read each sentence. Then, on the line provided, revise the underlined word or words to correct any faulty
parallelism.
Example: The incident was reported by major newspapers and newspapers that are small and local.
Answer: small, local newspapers

1. I’d like the opportunity being an intern and to gain work experience.
2. We need to stop for gas and picking up groceries on our way home.
3. This shirt is both warm and it’s stylish.
4. Cody bought the comical hat that we saw advertised and made you laugh.
5. The greatest achievement is to find happiness and then keeping it.

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CORRECTING FAULTY PARALLELISM IN A SERIES

Faulty parallelism in a series occurs when a writer lists items or ideas with unequal
grammatical structures.

Nonparallel structure Correction

My mother likes to stir-fry, to grill, or steaming vegetables. My mother likes to stir-fry, to grill, or to steam vegetables.
Kelly not only ran the sale but the dance, too.” “Kelly ran not only the sale but the dance, too.”

Show that you can recognize and correct faulty parallelism in a series by completing the following exercises.

Practice A Identifying Faulty Parallelism in a Series

Read each sentence. Underline the words in the series that are not parallel with the other words.
Example: To add flair to a salad, toss in chopped nuts, diced fruit, or shred cheese.
Answer: To add flair to a salad, toss in chopped nuts, diced fruit, or shred cheese.
1. Kirsten saves greeting cards, movie-ticket stubs, and she keeps menus from restaurants.
2. Jessica expects that the musical will be lively, entertaining, and will have humor.
3. Some people think that the new theater is too big, too remote, and it won’t get enough business.
4. Tyler’s older brother is handsome, quite tall, and has a muscular build.
5. To shop wisely, you should make a list, stick to it, and sale products should be bought.
6. I have a cockatiel and an African gray parrot is also my pet.
7. Would you rather watch TV, take a walk in the park, or to play checkers?
8. Mattie not only recorded the principal’s speech but also the honor ceremony.
9. Your duties include stocking shelves, to sweep the floors, and taking out the trash.
10. Presenting the awards were local politicians, the school’s officials, and our coach.

Practice B Revising to Eliminate Faulty Parallelism in a Series

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Read each sentence. Then, rewrite it to correct any nonparallel structures.

Example: Before you lock the doors, turn on the outside lights and the alarm must be set.
Answer: Before you lock the doors, turn on the outside lights and set the alarm.
1. The lodgings not only were comfortable but also tidy.

2. The toddler was crying, screaming, and kicked the floor.

3. Samuel both enjoyed the meal and the company.

4. The hallways were noisy, dimly lit, and narrowing.

5. I see that we need milk, and bread should also be bought.

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CORRECTING FAULTY PARALLELISM IN COMPARISONS

Faulty parallelism occurs when a writer uses nonparallel words, phrases, or clauses in
comparisons.
In making comparisons, writers generally should compare a phrase with the same type of phrase, and a clause with the
same type of clause.

Nonparallel Structure Correction

Many teens prefer texting to a phone conversation. Many teens prefer texting to talking on the phone.

Practice A Identifying Faulty Parallelism in a Comparison

Read each pair of sentences. Put a check mark next to the sentence with correct parallelism in a comparison.

Example: a. Shelby prefers music to taking drama.

Answer: b. Shelby prefers music to drama. 
a. I prefer salad to pasta.
b. I prefer salad to eating pasta
a. My parents buy vegetables at the farmer’s market rather than buying them at the grocery store.
b. My parents buy vegetables at the farmer’s market rather than at the grocery store.
a. I like watching movies more than seeing plays.
b. I like watching movies more than going to see plays.
a. Amy did her research at the library instead of working at home.
b. Amy did her research at the library instead of at home.
a. Austin prefers reading a book to listening to a book on CD.
b. Austin prefers reading a book to a book you listen to on CD.

Practice B Revising to Eliminate Faulty Parallelism in a Comparison

Read each sentence. Then, rewrite it to correct any faulty parallelism.
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Example: Sophie swims the breast stroke as well as she can do the butterfly.
Answer: Sophie swims the breast stroke as well as she does the butterfly.

1. Melissa prefers sparkling water to drinking lemonade.

2. Ashley chose a table instead of sitting in a booth.

3. We think shopping online is better than at the mall.

4. He wrote more about being a fisherman than his time as a carpenter.

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RECOGNIZING FAULTY COORDINATION

When two or more independent clauses of unequal importance are joined by and or other
coordinating conjunctions, the result can be faulty coordination.

Faulty Coordination Jessie didn’t answer when I called, and she was on the other line.
Correct Coordination Jessie didn’t answer when I called because she was on the other line.

Practice A Recognizing Correct Subordination and Coordination

Read each item. Match the item on the left with the words on the right that best complete the sentence, using correct
coordination or subordination. The first sentence has been completed for you.
1. Even though Jude was busy, A. Deek scored a touchdown.
2. After he caught the pass, B. she took time to talk to me.

3. Smiling broadly, C. Candida greeted her friends at the door.

D. but it’s in the laundry.
4. Heidi offered to give us a ride,
E. while Timo steered it off the road.
5. Nathan pushed the car
F. and we accepted her offer.
6. I wanted to wear my purple shirt,

Practice B Recognizing Faulty Coordination

Read each sentence. If it has faulty coordination, write FC. If it does not have faulty coordination, then write correct.

Example: Frank is leaving now, and he has several other obligations this evening.
Answer: FC

1. My uncle teaches at the high school, and it is down the road.

2. A storm came through earlier, and branches were scattered all over the yard.
3. We try not to disturb the robins, and they are nesting on our patio.

4. Connie enjoyed the dinosaur exhibit even though she didn’t see everything.
5. My cousins and I don’t see each other often, and they live in another state.
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6. The leaves on the peace lily were yellow and wilted, so I watered it.
7. Ross pulled up the blinds, and he wanted to see what was clanging outside.
8. We saw Bridal Veil Falls, which are on the American side of Niagara Falls.
9. Ms. Nidel attends our church, and she lives two houses up the street from us.
10. I have always loved cats and dogs, and I am highly allergic to them.

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CORRECTING FAULTY COORDINATION

Faulty coordination is caused by an unclear relationship between clauses and can be
corrected by making the relationship between those clauses clear.

Faulty coordination The tundra is a unique habitat, and it has many interesting plants.
Divided into two sentences The tundra is a unique habitat. Many interesting plants grow there.
Subordinate a Clause The tundra is a unique habitat where many interesting plants grow.
Clause changed to phrase The tundra, a unique habitat, has many interesting plants.

Practice A Revising to Eliminate Faulty Coordination

Read each sentence. Then, show how you would begin to create two sentences to correct the faulty coordination by
drawing a line where the first sentence would end.
Example: Eric wrote an article about holidays, and I like Arbor Day
Answer: Eric wrote an article about holidays, and I like Arbor Day

1. My mother spent hours grilling spareribs, and there are guests coming to dinner.
2. Juliana’s stories are always funny, and she has a good sense of humor.
3. The dog ate my homework, and I left it on the table.
4. Students may choose the session that they want to attend, and the first one is today.
5. Sam is at the front door, and the back door has no doorbell.

Practice B Eliminating Faulty Coordination

Read each sentence. Then, rewrite it, changing the less important idea into a subordinate phrase or clause.

Example: Tessa does an Italian dance and it is called the tarantella.

Answer: Tessa does an Italian dance called the tarantella.

1. Tula announced her engagement, and it was during a family gathering.

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2. Gus turned on the Weather Channel, and he was anxious to hear the forecast.
3. Snow fell onto the branches of the hemlock, and it snowed big, fluffy clumps.
4. Uncle Cliff will take a taxi to our house, and he just arrived at the airport.
5. The reporter interviewed the shop owners, and they were affected by the construction.
6. Mr. Berg read the newspaper, and he was looking for articles about the election.
7. Lucille Clifton wrote “Fury,” and she is the poet whom we read about last week.
8. The boardwalk is closed for repairs until next year, and we rode motor scooters there.

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THE SIX VERB TENSES

There are six tenses that indicate when an action or a condition of a verb is, was, or will be in
effect.

Present I know Present perfect I have known

Past I knew Past perfect I had known
Future I will know Future perfect I will have known

Practice A Identifying Verb Tenses

Read each sentence. Write the tense (present, past, future, present perfect, past perfect, or future perfect) of the
underlined verb or verbs in the sentence.
Example: Joy had completed all of her math requirements by the time she was a senior.
Answer: past perfect, past

1. Cruz checked off each item on the list as he threw it into the shopping cart.
2. Tanya will compare the results after she enters the rest of the data.
3. Once Anita had sliced the onions, she arranged them on a plate.
4. Jake will have tried every entree on the menu if he orders the shrimp.
5. I will see Seneca when she comes home at five.
6. My mother has competed in a local marathon every year in the last decade.
7. Rita had written down the wrong time, so she missed the meeting.
8. So far, I have found only two words in your essay that are misspelled.
9. Kelly drives an old car that her uncle gave her.
10. Mary Lou is home sick, so I will give our presentation without her.
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Practice B Revising Verb Tenses

Read each sentence. Then, on the line provided, rewrite the underlined verb, using the verb tense indicated in
parentheses.
Example: Lizzy practiced taking foul shots to improve her skill. (present perfect)
Answer: has practiced

1. Lacey turned in her homework assignment a day before it was due. (past perfect)
2. My brother traveled home from college by bus for semester breaks. (present)
3. Brooke completed the graph before the beginning of class. (future perfect)
4. Your determination to achieve your goals impresses me. (past)
5. This grading period ends at the end of next week. (future)

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THE FOUR PRINCIPAL PARTS OF VERBS

A verb has four principal parts: the present, the present participle, the past, and the
past participle.
The chart below shows the principal parts of the verb drive.

Present Present Participle Past Past Participle

drive driving drove (have) driven

Practice A Recognizing the Four Principal Parts of Verbs

Read each set of words. Find the verb that is in the form indicated in parentheses. Write the verb and its present tense.

Example: inspire, illustrated, catching (present participle)

Answer: catching; catch

1. scoop, swimming, judged (past) 6. produce, emerging, (have) welcomed (past participle)

2. crumbling, (have) suggested, commute 7. prowl, absorbing, occurred (present participle)

(present participle)

3. understanding, contrast, bluffed (past) 8. screech, wrapping, (have) identified (past participle)

4. allow, gathering, questioned (past) 9. receiving, (have) advised, accept (present participle)

5. attempting, (have) supported, waste (past participle) 10. fluttered, improving, predict (present participle)

Practice B Identifying the Four Principal Parts of Verbs

Read each sentence. Then, on the line provided, rewrite the underlined verb, using the verb tense indicated in
parentheses. (For participles, choose one of the various options.)
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Example: Mr. Crane is recording the student presentations. (past)

Answer: recorded

1. The copperhead snake slithered toward the rock ledge. (present)

2. The receptionist greets the customers with a smile. (present participle)
3. The cement truck is pouring concrete into wooden frames. (past)
4. Concerned, the doctor ordered an X-ray of my sister’s knee. (past participle)
5. The lifeguards have closed the beach because of an incoming storm. (past)
6. The chipmunks were chasing each other along the split-rail fence. (present)
7. The students debated about the changes in the school dress code. (past participle)
8. My grandparents have driven through every state in the country. (present participle)
9. Billy is helping Mom take groceries into the house before dinner. (past)
10. The community center has installed big-screen TVs in the game room. (present participle)

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REGULAR AND IRREGULAR VERBS

Regular verbs form the past and past participle by adding -ed or -d to the present form.
Irregular verbs do not use a predictable pattern to form their past and past participles.
The chart below shows the principal parts of the regular verbs feature, signal, and wrap.

Regular Verbs Regular Verbs Regular Verbs Irregular Irregular Irregular

Verbs Verbs Verbs
Present feature signal wrap run choose see
Past featured signaled wrapped ran chose saw
Past participle (have) featured (have) signaled (have) wrapped (have) run (have) chosen (have) seen

Practice A Matching Present and Past Forms of Irregular Verbs

Read each item. Match the present form of the verb on the left with the past form of the verb on the right. The first
item has been completed for you.
F 1. sleep A. wrote
2. forgive B. caught
3. write C. forgave
4. hide D. rode
5. make E. hid
6. pay F. slept
7. ride G. made
8. bite H. bit
9. buy I. bought
10. catch J. paid
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Practice B Recognizing Principal Parts of Verbs in Sentences

Read each sentence. Then, write the principal part of a verb that makes sense in the sentence.
Example: Angelo his collection of baseball cards online.
Answer: sold
1. Maya the car door when she realized the keys were inside.
2. I am a surround-sound speaker system in our family room.
3. Mrs. Jacobs Adele that her paper is missing a title page.
4. That helicopter over the house several times in the last hour.
5. Denise and I have each other since we were toddlers.

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VERB CONJUGATION
A conjugation is a complete list of the singular and plural forms of a verb in a particular tense.
Use three principal parts—the present, the past, and the past participle—to give all six of the basic forms. Use the
present participle to conjugate the progressive tense.

Practice A Writing Basic Forms of Verbs

Read each item. Then, write the verb and form indicated in parentheses.
Example: we (fall, past perfect)
Answer: had fallen

1. I (design, past)
2. he (draw, present)

3. they (teach, past perfect)

4. you (create, future)

5. we (write, present perfect)

6. they (cost, past perfect)

7. he (miss, present)
8. we (spend, past)

9. it (be, future perfect)

10. you (speak, present perfect)

Practice B Writing Progressive Forms of Verbs

Read each sentence. Then, rewrite it, using the progressive form of the verb that is indicated in parentheses.

Example: We walk. (future perfect progressive)

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Answer: We will have been walking.

1. We listen. (present perfect progressive)

2. I dream. (past progressive)
3. They prepare. (future progressive)
4. She enjoys lunch. (present progressive)
5. You leap. (past progressive)
6. We travel. (present perfect progressive)
7. It stops. (future perfect progressive)
8. You skate. (past perfect progressive)
9. He buys. (past progressive)
10. They exercise. (present perfect progressive)

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PRESENT, PAST, AND FUTURE TENSE

The basic, progressive, and emphatic forms of the six tenses show time within one of three
general categories: present, past, and future.

Present I listen, I am listening, I do listen

Past I listened, I have listened, I had listened, I was listening, I have been listening, I had been listening,
I did listen
Future I will listen, I will have listened, I will be listening, I will have been listening

Practice A Identifying Tense in Present, Past, and Future

Read each sentence. Then, on the line provided, write the form of the verb underlined in the sentence.
Example: Miriam will have forgotten by the time she gets home.
Answer: future perfect

1. The boss was training Juan to use the forklift. 6. Jacob will be arriving by train in two hours.

2. Harriet did recognize your efforts to help. 7. The president will introduce the speaker soon.

3. Dimitri has been studying since breakfast. 8. Kimberly does intend to increase her donation.

4. Elise is attempting to figure out the problem. 9. The owner had permitted us to pick berries.

5. The students applauded their efforts. 10. The house appears to have been abandoned.

Practice B Supplying Verbs in Present, Past, and Future Time

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Read each sentence. Then, on the line provided, complete the sentence, using the verb and form indicated in
parentheses.
Example: I mounting strips for the posters next week. (buy, future progressive)
Answer: I will be buying mounting strips for the posters next week.

1. Craig at the gas station on the way over. (stop, past emphatic)
2. Nadine dinner by now. (finish, future perfect)
3. The tire flat by the time I noticed it. (go, past perfect)
4. Those books on the mahogany bookshelf. (belong, present emphatic)
5. I you to Carmen’s house. (follow, future progressive)
6. The wind all night long. (howl, past progressive)

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SEQUENCE OF TENSES
When a sentence has more than one verb, the sequence of tenses in those verbs must be
consistent with the time order in which events happen in the sentence.
See the examples below.

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

put the milk in the car, and then I drove home.

Practice A Identifying Time Sequence in Sentences With More Than One Verb
Read each sentence. Then, write the verb of the event that happens second in the sentence.
Example: Lou will help you with your assignment if you will meet him in the library.
Answer: will help

1. I looked up and saw my brother standing over me.

2. Sal told me that Mr. Bosco will be arriving soon.
3. Dana added the vegetable oil after she measured it.
4. I wanted to attend the concert until I noticed the ticket price.
5. I have missed my best friend since she moved away.
6. Carol realized that she had forgotten her book in her locker.
7. Lisa called and asked for a ride home from work.
8. Please call the doctor’s office and schedule an appointment.
9. We ran out of time, so we decided to go to the mall tomorrow.
10. Hank was upset that he had missed a call from his grandparents.

Practice B Correcting Errors in Tense Sequence

Read each sentence. Then, on the line provided, rewrite the underlined verb to correct the error in tense sequence.
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Example: Sally walks into the classroom and set down her purse.
Answer: sets

1. The rosebush blooms, and the flowers gave off a delicate, spicy scent.
2. The glass slips out of Janice’s hand and hit the floor with a crash.
3. Jimmy looked out the door and spies a squirrel sitting on the steps.
4. After we arrived at the campground, we will check in at the office.
5. Jenny puts a stamp on the envelope and placed it in the mailbox.

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SIMULTANEOUS EVENTS
Simultaneous events are events that happen at the same time.

In present time Listening to the song, she hums along with the tune.
In past time Listening to the song, she hummed along with the tune.
In future time Listening to the song, she will hum along with the tune.

Practice A Identifying Simultaneous Events in Sentences

Read each sentence. Underline the verb forms that indicate simultaneous events in the sentence.
Example: Hearing the subway trains roaring by, Julio patiently waits in line.
Answer: Hearing the subway trains roaring by, Julio patiently waits in line.

1. When Joanne does aerobics, she listens to the news.

2. I know that Troy is visiting his cousins.
3. While Angie gathered her hair into a ponytail, she looked for something to hold it.
4. They paid attention as the instructor explained the lesson.
5. The end of summer vacation is approaching, and I feel a bit sad.
6. When my favorite song is on the radio, I always sing along.
7. Christopher was carrying a bag of gifts as he strolled down the hallway to the celebration.
8. As the announcements came over the loudspeaker, Danny hurried to his locker.
9. While the preview clips played at the theater, Paige went to buy refreshments.
10. When Lacey revised her essay, she used a red pen and correction fluid.

Practice B Completing Sentences About Simultaneous Events

Read each sentence. Then, using the line provided, complete the sentence by adding a verb to indicate a simultaneous
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event.
Example: Dean a part-time job and saves money to pay for his car insurance.
Answer: has

1. When I a final goodbye to a friend who is moving, I cry.

2. While Devon talked on the phone, he ball with his dog.
3. Stanley plays with his keys or jingles coins when he impatient.
4. As the sun slowly on the horizon, the lights of the city
came on one by one.
5. I watched Pamela as she up the path to the picnic table.

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SEQUENTIAL EVENTS
Sequential events are chronological—an initial event is followed by one or more events.

In present time After she hears the song, she memorizes the lyrics.
In past time After she heard the song, she memorized the lyrics.
Spanning past and future time After she has heard the song, she will memorize the lyrics.

Practice A Identifying Sequential Events in Sentences

Read each sentence. Then, write the verb of the event that happens first in the sentence.
Example: If you see Sharon, will you ask her to stop by my house on her way home?
Answer: see

1. Terrance felt energized after he ran this morning.

2. Henry noticed that a tree had fallen during last night’s storm.

3. Rhoda bought a book about birds to help her identify the birds at her feeder.

4. Athena’s parents saw her expression and knew that she liked their gift.

5. You can find the most gas-efficient route if you get directions online.

6. Ruth was wondering why John felt upset, so she asked him if he wanted to talk.

7. Donna opened the pantry and saw that something had spilled on the shelf.

8. I will call the number on the bottom of the ad and make an appointment.

9. After you eat lunch, put your dishes in the dishwasher and wipe the table.

10. As soon as I fix this flat tire, I will be ready to eat dinner.
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Practice B Revising Sentences to Indicate Sequential Events

Read each sentence. Then, rewrite the sentence so that the events are sequential.
Example: While washing the car, Ed saw a lizard run into the garage.
Answer: Before he washed the car, Ed saw a lizard run into the garage.

1. Singing, Karen left the room.

2. As the rain stopped, the sun came out.
3. Jumping on my lap, Lucky was whimpering.
4. Ed filled the bucket while I got the mop.
5. Hart ate a sandwich while he was studying.

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MODIFIERS THAT HELP CLARIFY TENSE

Adverbs and adverbial phrases can clarify the time expressed by a verb.
Compare the sentences in the examples below.

Adverbs Ralph washes his car weekly. Nate washes his car monthly.
Adverbial phrases Al walks to school every day. Al jogs in the park twice a week.

Practice A Identifying Modifiers That Help Clarify Tense

Read each sentence. Then, underline the modifier that helps clarify the verb tense.
Example: Judith’s cat had kittens this morning.
Answer: Judith’s cat had kittens this morning.

1. This evening, we are going to a fireworks display.

2. Suddenly, the lights flickered and then went out.
3. We eat dinner together as a family daily.
4. Once in a while, I make a bowl of hot cereal.
5. Never do I miss an opportunity to go golfing.
6. I always drink water with my meals.
7. By next week, I will have saved enough money to buy a new pair of boots.
8. My brother texts me often with updates about what he’s doing at college.
9. Diane occasionally invites me to go out for brunch on Saturday.
10. Every evening, I watch police mysteries, and then I can’t sleep.

Practice B Recognizing Modifiers That Help Clarify Tense

Read each sentence. Then, choose from the box the modifier that best clarifies the verb tense in the sentence. The
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first item has been completed for you.

often recently rarely every morning within a month after dark

1. Josie rarely forgets anyone’s name.

2. The deer come out to feed .

3. I take a long, hot shower .

4. I misplace my keys.
5. She expects to have a new job .

6. Sophia read that book.

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USING THE SUBJUNCTIVE MOOD

The indicative mood states facts, opinions, and questions. (She is late.) The imperative mood
gives orders or advice. (Be on time.) The subjunctive mood expresses doubt, wishes,
possibility, or a condition contrary to fact.
In the present tense, third-person singular verbs in the subjunctive mood do not have the usual -s or -es ending. Also,
the subjunctive mood of be in the present tense is be; in the past tense, it is were, regardless of the subject.

Imperative Mood Subjunctive Mood

I was at the store. If I were you, I would choose red.
Everyone is prepared for class. The teacher asks that everyone be prepared for class.
He delivers his speech from the podium. I suggested that he deliver his speech from the podium.

Practice A Identifying the Subjunctive Mood

With a partner, take turns reading each sentence aloud. Then, using the line provided, identify the mood of the underlined
verb as, indicative, imperative, or subjunctive.
Example: The administrator prefers that no one skip this meeting.
Answer: subjunctive

1. Walk faster! 6. Do you recognize the girl in the corner?

2. The charity asked us to donate used phones. 7. If Dakota were here, he would know!

3. If the bank were open, I’d cash my check. 8. Pam wishes that she were here today.

4. Greg suggests that she drive separately. 9. Beth proposed that J.J. lead the meeting.
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5. It is important to be home by three. 10. Walk the dog before you go to bed.

Practice B Recognizing Subjunctive Verbs

Read each sentence. Then, write the subjunctive verb on the line provided.
Example: If I were less annoyed, I might be more patient.
Answer: were

1. If Katina were to stop wasting time, we could finish the project and relax.
2. If he isn’t feeling better, Ronnie may suggest that Lee take his place.
3. The director requested that the cast be assembled for a meeting in an hour.
4. Jacqueline wished her brother were kinder to her.
5. The local paper requires that letters to the editor be short and to the point.

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AUXILIARY VERBS THAT EXPRESS THE SUBJUNCTIVE MOOD

Because certain auxiliary verbs (could, would, should) suggest conditions contrary to fact,
they can often be used in place of the subjunctive mood.
See the example of an auxiliary verb that expresses the subjunctive mood below.

The subjunctive mood with a form of be If Jared were here, he’d help me.
The subjunctive mood with an auxiliary verb If Jared could be here, he’d help me.

Practice A Identifying Auxiliary Verbs That Express the Subjunctive Mood

Read each sentence. Then, on the line provided, write the word that expresses or substitutes for the subjunctive
mood.
Example: If you would lend me your book, I would return it quickly.
Answer: would

1. Kyle would be helpful if he were not so distracted.

2. Your sister would stop complaining if you would help do the chores.
3. If we should need help piling the lumber, would you give us a hand?
4. You could go surfing if the ocean were not so calm.
5. If Jamaal could be more dependable, I would rely on him.

Practice B Supplying Auxiliary Verbs to Express the Subjunctive Mood

Read each sentence. Then, rewrite the sentence, using an auxiliary verb.
Example: The bikes could be stored in the garage if there were room.
Answer: The bikes could be stored in the garage if there should be room.

1. If I were to buy a new car, I’d buy a red sports car.

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2. Mark would copy his notes for me if I were absent.

3. If I were to learn to golf, I’d be good at it.

4. If he were to arrive on time, I’d be shocked.
5. I’d see you if you were to stop by before I go to work.

6. We’d be hungry before dinner if we were to eat now.

7. If Coach were to schedule practice later, I could stay.

8. I would make more lemonade if he were still thirsty.

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ACTIVE AND PASSIVE VOICE

The voice of a verb shows whether or not the subject is performing the action.
Active voice shows that the subject is performing an action. Passive voice shows that the subject is having an action
performed on it.

Active voice Derek attended the surprise party.

Passive voice The surprise party was attended by Derek.

Practice A Identifying Active and Passive Voice

Read each sentence. Decide if the underlined verb is written in active or passive voice. Write AV for active voice
and PV for passive voice.
Example: Lindsay worked an eight-hour shift.
Answer: AV
1. The raccoon scampered into the woods. 6 The artwork is being exhibited by Ty.
2. The song was sung by Alicia. 7. Penguins live in polar climates.
3. The house was built by James. 8. Clouds floated across the blue sky.
4. Mrs. Steiner traveled to Spain. 9. The windows were washed by Jake.
5. Dante paced across the floor. 10. The violin is being played by Carlos.

Practice B Rewriting as Active Voice

Read each sentence. Then, rewrite the sentence in the active voice.
Example: Tomatoes were picked by Phoebe.
Answer: Phoebe picked tomatoes.

1. The shrubs were planted by George.

2. It was bought by my Aunt Clarissa.
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3. A big sign was installed by the township.

4. Carrots for the soup were chopped by the cook.
5. The meeting was arranged by the manager.
6. A shopping list was written by my mother.
7. Their singing was applauded by the audience.
8. The brochure was illustrated by an artist.
9. The mail was set on the counter by Theresa.
10. Work boots were arranged in a display by Joe.

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USING ACTIVE AND PASSIVE VOICE

Use active voice whenever possible. Use passive voice to emphasize the receiver of an action
or when the performer of an action is not easily identified.
See the examples of passive voice below.

Angela was escorted to her seat.

The sponsors of the performance were listed in the program.

Practice A Recognizing the Performer of an Action

Read each sentence. Then, on the line provided, write the performer of the action in the sentence.
Example: The buckskin mare drank water from the trough.
Answer: The buckskin mare

1. Harry was introduced to the family by my grandmother.

2. Kay was spoken to by the bank teller.
3. An alligator swam across the brackish swamp.
4. David ordered the grilled cheese platter.
5. The baseball was hit out of the stadium by Frank.
6. The walls were being painted by a contractor.
7. Marissa plucked a flower and stuck it behind her ear.
8. Waves crashed against the rickety dock.
9. The proposal was presented by a team of engineers.

Practice B Using Active Voice

Read each item. Then, use the noun and verb to write a sentence in active voice.
Example: Jude and Art—planned
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Answer: Jude and Art planned to attend the same college.

1. two mallard ducks—swam

2. clusters of tomatoes—ripened
3. cars—filled
4. Vic—parked
5. the heron—swooped
6. gravel—skittered
7. hats of all sizes—filled
8. the chef—carved
9. Mitchell—dove
10. the cows—munched

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THE THREE CASES

Case is the form of a pronoun that shows how it is used in a sentence. The three cases of
pronouns are the nominative, the objective, and the possessive.
See the examples below.

Case Use in Sentence

Nominative — I; you; he, she, it; we, they He lost his backpack.
Objective — me; you; him, her, it; us, them The teacher gave her the book.
Possessive — my, mine; your, yours; his, her, hers, its; our, ours; their; theirs The bike is mine.

Practice A Identifying Pronouns

Read each sentence. Then, underline each pronoun.
Example: They went on a picnic.
Answer: They went on a picnic.

1. Give them the answer. 6. They are not pleased with the report.
2. Our younger sister surprised us. 7. Their e-mail explained the situation clearly.
3. Your short story is more interesting than mine. 8. The fault is completely mine.
9. We wanted to supply them with enough material for the project.
4. Your essay is very well written.
10. Our teacher reminded us about the due dates.
5. His boat must be repaired.

Practice B Labeling Pronouns

Read each sentence. On the line provided, write whether the underlined pronoun is in the nominative, objective, or
possessive case.
Example: Send them the package right away.
Answer: objective

1. The famous writer is my best friend.

2. We are responsible for dealing with the crisis.
3. The debater responded to her objection quickly.
4. The company published its annual report.
5. The doctor gave her the necessary medical information.

6. Harris will feed and walk our dog today.

7. The librarian answered their questions during the meeting.
8. She is the best person for the job.

9. Marilyn told us not to worry about the decision.

10. The rabbit was able to jump out of its pen.

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THE NOMINATIVE CASE IN PRONOUNS

Use the nominative case when a pronoun is the subject of a verb, the subject of a predicate
nominative, or the subject of a pronoun in a nominative absolute.
A nominative absolute consists of a noun or nominative pronoun followed by a participial
phrase.
See the examples below.

Subject of a verb He is a terrifi c pianist.

Predicate nominative The winners were he and they.
Nominative absolute She being the winner, the judges congratulated her.

Practice A Identifying Pronouns in the Nominative Case

Read each sentence. Then circle any nominative pronouns.
Example: They repaired the car motor before the race.
Answer: They repaired the car motor before the race.

1. My favorite art teacher is she. 6. It having been filled, I applied for another job.
2. You must attend the meeting in place of Liu. 7. You are the favorite candidate to win this year.
3. It was the best presentation made in class. 8. She and I can finish the interview by then.
4. They are the musicians for tonight. 9. He is a member of our committee.
5. Sarah and he made the posters, and Liam and 10. The police officer getting a medal is he.
I photographed them.

Practice B Labeling Pronouns

Read each sentence. Then, label the underlined pronoun as the subject, predicate nominative, or nominative
absolute.
Example: We won’t be able to attend the dance.
Answer: subject
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1. Mr. Watson and I are addressing the city council tonight.

2. He having researched his paper, the teacher praised his hard work.
3. You and he must be in the counselor’s office this afternoon.
4. They are speaking at the ceremony tonight.

5. It won’t be the first time the elevator broke down.

6. They and Ms. Stoner will be in charge of the meeting.
7. She having rehearsed for the concert, the conductor then cancelled it.

8. The fastest runner on the team is he.

9. Mark, Sal, and I need help with the school newspaper.
10. The judge, who was just appointed by the governor, is she.

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THE OBJECTIVE CASE

Objective pronouns are used for any kind of object in a sentence as well as for the subject
of an infinitive.
Use the objective case for the object of any verb, preposition, or verbal or for the subject of an infinitive.
Objective Pronouns

Direct object The employer hired him.

Indirect object Friends sent her a birthday present.
Object of a preposition Don’t wave that branch above him.
Object of infinitive We want to ask her a question.
Subject of infinitive The store owner wanted her to work harder.

Practice A Identifying Objective Pronouns

Circle the objective pronoun or pronouns in each sentence.
Example: Jose asked them to stop yelling.
Answer: Jose asked them to stop yelling.

1. The man passed the newspaper between us. 6. The car accident seriously injured him.
2. You should tell him the correct information. 7. My mother waved to me one last time.
3. Frank mailed her a birthday gift. 8. The lost dog ran away from them.
4. The lawyer advised her to testify in court. 9. My parents wanted me to call our aunt.
5. The teacher wanted them to be quiet. 10. The teacher told them to take her along.

Practice B Labeling Objective Pronouns

Read each sentence. Then, identify the underlined objective pronoun as a direct object, an indirect object, an object
of a preposition, an object of an infinitive, or a subject of an infinitive.
Example: We drove her to the hospital.
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Answer: direct object

1. Jim gave her the help that she needed.

2. John should sit next to them in the classroom.

3. The chef asked him to finish icing the cake soon.
4. The loud noise startled us on the street.
5. The employer gave her another chance to keep the job.
6. The coach encouraged them to practice more before the swim meet.
7. Tim asked him to arrive at the restaurant on time.
8. The hotel asked the tour guide and us for our passports.
9. His friends stood in front of him after the ceremony.
10. The angry driver asked her to leave the car.

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THE POSSESSIVE CASE

Use the possessive case to show ownership.

my, mine This dog is mine.

your, yours Your suggestion is terrifi c.
his, her, hers, its His decision is incorrect.
our, ours Our friend won the prize.
their, theirs The food supplies are theirs.

Do not confuse contractions and possessive pronouns that sound like contractions.
Contraction: You’re the one who should judge the contest.
Possessive Pronoun: The teacher will answer your question now.

Practice A Identifying Possessive Pronouns

Read each sentence. Then, circle any possessive pronouns.
Example: Her new coat is ruined.
Answer: Her new coat is ruined.

1. Their complaints were taken seriously. 6. The problem that must be solved is ours.
2. I liked his review of the movie. 7. The packages we received are theirs.
3. Our vacation begins in two weeks. 8. The wounded animal fell on its side.
4. The students applauded their teacher. 9. Should we meet at your house or mine?
5. The colt galloped to its mother. 10. My scholarship helps me go to school.

Practice B Recognizing Pronouns

From the choices in parentheses, write the correct pronoun to complete each sentence.
Example: Dan talked about (him, his) summer experiences in class.
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Answer: his

1. (Our, Us) school team won the tournament.

2. Should I bring (your, you’re) costume to the theater?
3. Should I revise (mine, my) résumé before the interview?
4. The company answered (its, it’s) critics honestly.
5. The plan to reorganize the class committee is (her, hers).
6. I broke (my, mine) leg while skateboarding in the park.
7. The children jumped into (their, theirs) parents’ arms.
8. (They’re, Their) reasons for moving don’t make sense to me.
9. (Our, Ours) trip will include a visit to the beach.
10. Jeremy wanted (him, his) photograph to be in the yearbook.

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USING WHO AND WHOM CORRECTLY

Who is used for the nominative case. Whom is used for the objective case.
Study the examples below.

Case Pronouns Use in Sentences

Nominative Who, whoever Who answered the ad? (subject)
The speaker is who? (predicate nominative)
Objective Whom, whomever Charlie asked whom they wanted. (direct object)
To whom are we sending the card? (object of preposition)

Practice A Identifying Pronouns

Underline the pronoun or pronouns in each sentence.
Example: With whom are you planning the party?
Answer: With whom are you planning the party?

1. Whoever requested this will get a copy. 7. Whom should I question about the report?
2. To whom did Sheila complain about the noise? 8. She is a performer who is always remarkable to see.
3. We weren’t sure who yelled for help.
4. With whom is Mark traveling this summer? 9. Whoever wrote this report, please get in touch with me.
10. The winner of the award is who?
5. Give this book to whomever you wish.
6. Who will attend the awards ceremony with Betsy?

Practice B Labeling Pronouns

Read each sentence. Then, on the line provided, write whether each underlined pronoun is in the nominative or
objective case.
Example: Who will be our candidate in the election?
Answer: nominative

1. Everyone knows who is the best writer on the newspaper.

2. To whom did you send an e-mail about the event we planned?
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3. With whom did you attend the concert?

4. Whom should we thank for preparing this brunch?
5. Please answer whoever asked the question from the audience.
6. Who addressed this package to the wrong customer?
7. Send this box to whomever the shipping department requested.
8. With whom did you study?
9. Mr. Jones will hire whoever needs a job now.
10. This book is dedicated to whom?

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PRONOUNS IN ELLIPTICAL CLAUSES

An elliptical clause is one in which some words are omitted but still understood.
In elliptical clauses beginning with than or as, use the form of the pronoun that you would use if the clause were fully
stated.
Mentally add the missing words. If the missing word comes before the pronoun, choose the objective case.

Words Omitted Before Pronoun: The noise bothered Sam more than me.
The noise bothered Sam more than [it bothered] me.
If the missing words come after the pronoun, choose the nominative case.
Words Omitted After the Pronoun: She enjoyed the play as much as I.
She enjoyed the play as much as I [did].

Practice A Identifying Elliptical Clauses

Read each sentence. Underline the elliptical clause.
Example: Sally is as talented as I.
Answer: Sally is as talented as I.
1. You complained to Ron more than me. 6. Josh goes swimming with Fran more than me.
2. She is as committed to the cause as I. 7. Tad worked with Ellen more than me.
3. Ben likes going to movies more than I. 8. Cleo is as experienced a writer as she.
4. Tim called John more than me. 9. Lonnie encouraged Linda more than me.
5. Mom is more worried about it than I. 10. Chen wanted the puppy more than I.

Practice B Labeling Pronouns in Elliptical Clauses

Read each sentence. Circle the pronoun in the elliptical clause. Then, label the case of the pronoun as
nominative or objective.
Example: Mia plays the piano more than I.
Answer: Mia plays the piano more than I . nominative

1. Len’s sister enjoys running more than he.

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2. Sarah is smarter than she.

3. I am not as pleased with the group report as she.
4. You shared more of your art supplies with Meg than me.
5. Rene is better organized than I.
6. Hannah spent more time with Claire than me.
7. That runner is as tired as I.
8. Olivia directed more attention to Thomas than me.
9. Dino is much better at tennis than I.
10. You visited your brother more than me.

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NUMBER IN NOUNS, PRONOUNS, AND VERBS

Number shows whether a noun, pronoun, or verb is singular or plural.
Most nouns form their plurals by adding -s or -es. Some, like tooth or woman, form the plurals irregularly:
teeth, women.
This chart shows the different forms of personal pronouns used as subjects.

Singular Plural Singular or Plural

I we you
he, she, it they

A verb form will always be singular if it has had an -s or -es added to it or it includes the words has, am, is, or was.
The number of any other verb depends on its subject.
This chart shows verb forms that are always singular and those than can be singular or plural.

Verbs That Are Always Singular Verbs That Can Be Singular or Plural
(he, she, Bill) walks (he, she, Bill) is (I, you, we, they) walk (you, we, they) are
(he, she, Bill) has walked (I, he, she, Bill) was (I, you, we, they) have (you, we, they) were
(I) am walked

Practice A Identifying Number in Nouns, Pronouns, and Verbs

Read each word or group of words. Then, write whether the word or words are singular, plural, or both.
Example: leaves
Answer: plural
1. mice 5. discovery
2. oxen 6. we

3. were 7. have paused

4. has thrown 8. is
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Practice B Labeling Nouns, Verbs, and Pronouns

Read each sentence. Label the underlined word or words as singular or plural. (Consider how the word or words are
used in the sentence.)
Example: They have practiced every day.
Answer: plural

1. We have studied about that artist in class.

2. Billy was concerned about his sick dog.
3. I am sending you my application form today.
4. They were involved in solving the mystery.
5. All the children were swimming in the community pool.
6. He jumps on the trampoline in gym class.

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SINGULAR AND PLURAL SUBJECTS

A singular subject must have a singular verb. A plural subject must have a plural verb.

Singular Subject and Verb Plural Subject and Verb

The scientist works in the lab. The scientists work in the lab.
Linda is looking for her dog. The twins are looking for their dog.
Beth was cleaning her room. The sisters were cleaning their room.
The bank has closed that branch. The banks have closed those branches.

Practice A Identifying Singular and Plural Subjects

Read each sentence. Circle the subject. If the subject is singular, write S. If the subject is plural, write P.
Example: The writer is always working.
Answer: The writer is always working. S

1. The wild elephants stampeded across the plains.

2. The campers weren’t happy about the long hike in the park.
3. The local newspaper is offering internships this summer.

4. The community leaders complained about the new law.

5. Those oxen were transferred to a farm last week.
6. Asia is the site of many early civilizations.

7. I will nominate Eva as class president.

8. Those wristwatches are very valuable.

Practice B Identifying Singular and Plural Subjects and Verbs

Read each sentence. Then, rewrite the sentence, underlining the subject and using the correct form of the verb in
parentheses.
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Example: They (is, are) moving on Saturday.

Answer: They are moving on Saturday.

1. My sister (live, lives) in the Pacific Northwest.

2. The forest rangers (has, have) posted warnings about leaving campfires unattended.

3. Friends (was, were) planning a surprise party for Ms. Marks.

4. All summer the geologist (has, have) been studying the rocks in that area.

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COMPOUND SUBJECTS
A compound subject has two or more simple subjects, which are usually joined by or or and.
A compound subject joined by and is generally plural and must have a plural verb.
Two Singular Subjects: The school and a playground have opened.
Two Plural Subjects: Schools and playgrounds have opened.
Singular Subject and Plural Subject: Two schools and a playground have opened.
Two or more singular subjects joined by or or nor must have a singular verb. Snow or
sleet is expected this weekend.
Two or more plural subject joined by or or nor must have a plural verb. Neither
the mayors nor governors are attending the conference.
If a singular subject is joined to a plural subject by or or nor, the subject closest to the verb
determines agreement.
Neither the musician nor his fans look pleased. Neither the fans nor the musician looks pleased.

Practice A Identifying Compound Subjects

Read each sentence. Underline the compound subject in the sentence.
Example: The strawberries and plums are used to make jam.
Answer: The strawberries and plums are used to make jam.

1. The girl and her cat love fish. 6. Frogs or toads live in that pond.
2. The musicians and their instruments have arrived safely. 7. A light or a beacon is flickering in the distance.
3. Either a dog or several puppies are featured in the 8. Both the chairs and the tables were sold at the auction.
commercial.
9. Her essays and novel are being published next year.
4. Neither the washing machines nor the television is 10. Neither the library nor the community center is
out of order today. hiring new workers.
5. Salads and fresh berries have been added to the cafeteria
menu.

Practice B Identifying Singular and Plural Verbs

Read each sentence. Circle the form of the verb that agrees with the compound subject.
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Example: The cod and the salmon (is, are) fresh today.
Answer: The cod and the salmon (is, are) fresh today.

1. The historic building and the museums (is, are) highlights of the trip.
2. Neither the reporter nor the cameramen (has, have) worked here before.
3. A young boy or girl (is, are) right for that role.
4. John and Maria (practice, practices) in the gym every weekend.
5. Anna and her sisters often (visit, visits) this store during their vacation.
6. The beach chair and towel (is, are) full of sand.

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CONFUSING SUBJECTS
A verb must agree in number with a subject that comes after it. In some sentences, the
subject comes after the verb. To find out which verb is correct, mentally arrange the sentence
into subject-verb order.
EXAMPLE: In the pond are many beautiful fish. REARRANGED: Many beautiful fish are in the pond.
EXAMPLE: Where are my friends? REARRANGED: My friends are where?
The words there and here often signal an inverted sentence. These words never act as the subject of a sentence.

EXAMPLES: Here is the package you ordered. There are warm blankets in the closet.
A linking verb must agree with its subject, regardless of the number of its predicate nominative.
EXAMPLE: The students are my only concern.

Practice A Identifying Singular and Plural Subjects

Read each sentence. Circle the subject. Then, write S if the subject is singular or P if it is plural.
Example: Here are the new books.
Answer: Here are the new books. P

1. Near the road is a winding path. 6. At the top of the tree is the new bird’s nest.
2. There is the map for the trip. 7. Behind the barn is the pasture.
3. Who are the people in the auditorium? 8. Where are the best restaurants in town?
4. There is the new computer screen. 9. Those stores are the main source of income.
5. Why are the babies still crying? 10. How soon will he meet us at the pool?

Practice B Identifying Singular and Plural Verbs

Read each sentence. Rewrite it with the correct form of the verb in parentheses.
Example: Who (is, are) the players in the starting lineup?
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Answer: Who are the players in the starting lineup?

1. There (is, are) a list of historic sites in the region.

2. Behind the school parking lot (is, are) the storage area.

3. Why (was, were) the abandoned cars left here?

4. These video images (is, are) a work of art to me.

5. Here (is, are) old books you need for the report.

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AGREEMENT BETWEEN PERSONAL PRONOUNS AND ANTECEDENTS

A personal pronoun must agree with its antecedent in number, person, and gender.
An antecedent is the word or group of words for which the pronoun stands.
EXAMPLES: John stored his luggage in the locker.
The students were surprised by their test results.
Use a singular personal pronoun when two or more singular antecedents are joined by or or nor. Neither Sarah
nor Mary will talk to her brother.
Use a plural personal pronoun when two or more antecedents are joined by and.
Mike’s brother and sister brought their dog to the park.
Use a plural personal pronoun if any part of a compound antecedent joined by or or nor is plural. Either the
police officers or the witness should give their testimony.

Practice A Identifying Personal Pronouns

Read each sentence. Circle the antecedent. Then, underline the personal pronoun that agrees with each antecedent.

Example: The boy lost his way in the new school.

Answer: The boy lost his way in the new school.

1. Neither Bill nor Sal had his assignment. 6. Wes and Dave misread their map.
2. Ms. Jenkins always returns her library books 7. Either the actress or the actors will discuss
on time. their last interview.
3. The dog barked at its owner in the store. 8. The band was famous before it broke up.
4. Neither the reporter nor the candidates had 9. The customers enjoyed their food in the
their statements ready. newly opened restaurant.
5. The dog lost its leash when it ran. 10. The helpers were thanked for their work.

Practice B Choosing the Correct Personal Pronoun

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Read each sentence. On the line provided, write the personal pronoun in parentheses that agrees with the antecedent.

Example: Mary lost (her, his) invitation to the party.

Answer: her

1. Either Bob or his dad will bring (his, their) bike to be repaired.
2. Beth will talk about (her, his) photograph in class.

3. Neither Stan nor his cousins can drive (his, their) car today.
4. The bird pecked at the food in (his, its) cage.
5. The mayor praised the volunteers for (her, their) help.

6. Ava and Kate mailed a letter to (her, their) parents.

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AGREEMENT WITH INDEFINITE PRONOUNS

When an indefinite pronoun—such as each, all, or most—is used with a personal pronoun, the
pronouns must agree.
Use a plural personal pronoun when the antecedent is a plural indefinite pronoun. EXAMPLE:
Many of the workers complained about their boss.
Use a singular personal pronoun when the antecedent is a singular indefinite pronoun. EXAMPLE:
Each of the girls will practice her part in the dance.

Practice A Identifying Pronouns

Read each sentence. Underline the indefinite pronoun. Circle the personal pronoun.
Example: Most of the customers expressed their displeasure.
Answer: Most of the customers expressed their displeasure.

1. All of the tennis stars played their best in the game. 6. Each of the sailors went to his post.

2. Some of the actors forgot their lines. 7. Most of the donated food retained its freshness.

3. One of the mothers talked to her young son. 8. Each of the actresses tried on her costume today.
9. Some of my friends brought their favorite music to the party.
4. All of the musicians cleaned their instruments.
10. A few of the little girls couldn’t find their toys in the
5. Most of the dogs waited patiently for their baths. nursery school.

Practice B Choosing the Correct Indefinite Pronoun

Read each sentence. Underline the personal pronoun in parentheses that agrees with the indefinite pronoun.

Example: All of the teachers will talk with (his, their) students.
Answer: All of the teachers will talk with (his, their) students.

1. Just one of the male singers forgot (his, their) part.

2. Most of the fathers watched (his, their) children practice soccer.
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3. All of the grandmothers were pleased with (her, their) gifts.

4. Many of the police officers praised (their, his) new police chief.
5. Some of the reporters carried (his, their) voice recorders.
6. Each of the boys will read (his, their) original story out loud.
7. One of the girls brought two copies of (her, their) application to school.
8. All of the doctors spoke to (his, their) patients.
9. Only one of the boys played outside with (his, their) football.
10. All of the girls talked to (her, their) soccer coach before the game.

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AGREEMENT WITH REFLEXIVE PRONOUNS

Reflexive pronouns end in -self or -selves and should only refer to a word earlier in the
same sentence.
EXAMPLES: Olga made that dress herself.
They helped themselves to the free food.
The dog found itself in a strange neighborhood.

Practice A Identifying Reflexive Pronouns

Read each sentence. Then write the reflexive pronoun on the line provided.
Example: She will improve herself by taking that course.
Answer: herself

1. I washed the dishes myself.

2. The boy enjoyed himself at the game.

3. The dancers considered themselves to be beginners.
4. Olga believed herself to be a wonderful writer.

5. The dog took care of itself when it was lost.

6. In his speech the winner praised himself.
7. My brothers finished building the tree house themselves.

8. The winning team members looked at themselves and smiled.

9. The singer composed that new song himself.
10. My sister and I congratulated ourselves on our achievement.

Practice B Identifying Reflexive Pronouns and Their Antecedents

Read each sentence. Then, draw an arrow from the reflexive pronoun to its antecedent.
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Example: The athlete balanced herself on the trampoline.

Answer: The athlete balanced herself on the trampoline.

1. The driver found herself lost in the unfamiliar town.

2. The doctor looked for the test results herself.
3. The children laughed at themselves during the play.
4. David proved himself a success.
5. The new cook showed himself to the kitchen.
6. You should e-mail the new pictures of yourself.
7. Uncle Mike rebuilt the car motor himself.
8. The successful musician was proud of herself.
9. My relatives planned the special family dinner themselves.
10. Lea and Anna will write a new musical for themselves.

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VAGUE PRONOUN REFERENCES

To avoid confusion, a pronoun requires an antecedent that is either stated or clearly understood.
The pronouns which, this, that, and these should not be used to refer to a vague or too general idea. Vague
Reference: The house had heating and plumbing issues. These concerned us.
Rewritten: The house had heating and plumbing issues. These problems concerned us.
The personal pronouns it, they, and you should always have a clear antecedent. Vague
Reference: In the newspaper, it quoted our governor’s speech.
Rewritten: In the newspaper, an article quoted our governor’s speech.

Practice A Identifying Vague Pronoun References

Read each sentence. Then, underline the vague pronoun.
Example: They brought their purchases back to the store.
Answer: They brought their purchases back to the store.

1. Brady is a nervous person, and it shows when he 5. You must pass certain tests to get a driver’s license.
meets people.
6. The bus waited in traffic, and that annoyed everyone.
2. My friends can’t go swimming if they won’t open 7. In most comic books, these are colorful.
the community pool.
8. Throughout the community meeting, they were rude.
3. Mattie won the prize, and this is why she is proud.

4. Maria polished everything, but they still looked dirty.

Practice B Correcting Vague Pronoun References

Read each sentence. Then, rewrite it to correct the use of a vague pronoun.
Example: I don’t know much about music, but they say it makes a person smarter.
Answer: I don’t know much about music, but experts say it makes a person smarter.

1. The computers are broken, and they didn’t repair them in time.
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2. When the market closed, they complained to the manager.

3. The chef picked produce from his garden, and these improved the dinner.

4. To complete the class project, you will have to work after school this week.

5. On the can, it didn’t list all the ingredients.

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AMBIGUOUS PRONOUN REFERENCES

An ambiguous pronoun refers to more than one antecedent in a sentence.
Ambiguous Reference: Frank e-mailed Sam before he left school.
Clear: Frank e-mailed Sam before Sam left school.
• Ambiguous repetition of a pronoun means that the pronoun can refer to different antecedents.
Ambiguous Reference: Brenda asked Lea to walk her dog, but she said that she couldn’t.
Clear: Brenda asked Lea to walk her dog, but Lea said that she couldn’t.

Practice A Identifying Ambiguous Pronoun References

Read each sentence. On the line provided, write the ambiguous pronoun.
Example: Claire ordered a blouse from the catalogue, but it was lost.
Answer: it

1. Whenever Mark meets Frank, he is always late.

2. My father tried talking to my brother, but he didn’t answer.

3. Louise and Sally went shopping, and she lost her bag.

4. Whenever Kristen works with Eva, she becomes upset.

5. The customer called the manager, and he was concerned.

6. Amanda threw the spoiled food in the trash can and forgot about it.

Practice B Correcting Ambiguous Pronoun References

Read each sentence. Then, rewrite it on the line provided, correcting the use of ambiguous pronouns.
Example: Frank told Drew about the new book he read last week.
Answer: Frank told Drew about the new book Frank read last week.

1. The lawyer informed the client about the problems he had discovered.
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2. When my father and older brother visit, he always enjoys himself.

3. After Beth bought a new coat for Karen, she decided to return it.

4. When Ken asked his uncle if he needed help walking his dog, he said that he could do it himself.

5. While Aunt Marian and my mother went to the museum, she said that she would buy both tickets herself.

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AVOIDING DISTANT PRONOUN REFERENCES

A personal pronoun should always be close enough to its antecedent to prevent confusion.
You can correct a distant pronoun reference by changing it to a noun.
Distant Reference: Mr. Mullen forgot his computer at the store. He meant to go back right away, but
then he got distracted by his son and a game of baseball. When he went back and
looked, it was lost.
Correct: Mr. Mullen forgot his computer at the store. He meant to go back right away, but
then he got distracted by his son and a game of baseball. When he went back and looked, his
computer was lost.

Practice A Identifying Distant Pronoun References

Read each sentence. Underline the distant pronoun.
Example: Marty looked for his keys. He looked under the bed and found his shoes. He looked on his desk and found
the paper that was due yesterday. He asked his mother for help. His mother
didn’t know where they were either.
Answer: they

1. The artist was working on some sketches when he decided he needed to eat lunch. He left the windows of the
studio open. While he was at lunch, a storm came through and rain pelted down. They were ruined.

2. We planned our vacation carefully, but our plane was delayed, the hotel lost our reservation, and the car broke down.
It was ruined.
3. The recipe called for many ingredients. All the ingredients had to be fresh. All the fruit had to be chopped. The
cream had to be whipped by hand. It took a long time to prepare.

Practice B Correcting Distant Pronoun References

Read each passage. Then, rewrite it to correct a distant pronoun reference.
Example: Louise found the family album several weeks ago. The dust made her sneeze for hours.
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It needed repair.
Answer: Louise found the family album several weeks ago. The dust made her sneeze for hours.
The album needed repair.

1. The hero in the novel frees the village. The village has a feast, and the women dance. He looks for the missing treasure.

2. Sal designed the colorful posters for the school dance. Then, Sal blew up balloons and set out some chairs. Sal will
design them next year, too.

3. The missing dog was found. All the neighbors helped to look, even grouchy Mr. Wendt, who had never been kind to me.
It is safe now.

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RECOGNIZING DEGREES OF COMPARISON

The three degrees of comparison are the positive, the comparative, and the superlative.
Modifiers are changed to show degree in three ways: (1) by adding -er or -est, (2) by adding more or most, and (3) by
using entirely different words.

Adjective Adverb
Positive Comparative Superlative Positive Comparative Superlative
cold colder coldest coldly more coldly most coldly
bountiful more bountiful most bountiful bountifully more bountifully most bountifully
good better best well better best

Practice A Identifying the Use of Comparison

Read each sentence. Then, underline the adjective or adverb. On the line provided, write adjective or adverb to
identify the underlined word.
Example: My sister is proud of the story she wrote.
Answer: My sister is proud of the story she wrote. adjective

1. They worked more diligently than the adults.

2. Martha’s grades are satisfactory.
3. The storm blew fiercely across the plains.
4. Your dress for the play is most beautiful.
5. Ted acted more casually than Leo.
6. The scientist talked most humbly.

Practice B Identifying the Degree of Comparison

Read each sentence. On the line provided, identify the underlined word as positive, comparative, or superlative.
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Example: This test is the hardest of all.

Answer: superlative

1. I think that is a better suggestion than the other one.

2. Ed is happiest when he’s working hard on his car.
3. The skaters moved most gracefully about the rink.
4. Her shrill laugh bothered the other people watching the movie.
5. Mark played basketball better today than ever before.

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REGULAR FORMS
The number of syllables in regular modifiers determines how their degrees are formed.
Use -er or more to form the comparative degree and -est or most to form the superlative degree of most one-and
two-syllable words.
Positive Comparative Superlative
EXAMPLES: clear clearer clearest
wishful more wishful most wishful
Use more and most to form the comparative and superlative degrees of all modifiers with three or more syllables.

EXAMPLES: industrious more industrious most industrious

• All adverbs that end in -ly form their comparative and superlative degrees with more and most.
EXAMPLES: silently more silently most silently

Practice A Identifying Comparative and Superlative Degree

Read each sentence. On the line provided, write C if the underlined word is in the comparative degree and S if the
underlined word is in the superlative degree.
Example: That building is taller than this one.
Answer: C

1. The sailboats are moving more gracefully today.

2. Len is the most skillful worker in the factory.
3. This new air conditioner runs more quietly than the old one did.
4. David is more willing to take part in class activities this year.
5. According to the news report, this is the toughest campaign ever.

Practice B Forming Regular Comparative and Superlative Degrees of Comparison

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Read each sentence. Then, on the line provided, write the correct form of the modifier in parentheses.
Example: That movie has the special effects. (marvelous — superlative)
Answer: That movie has the most marvelous special effects.
1. That player is the member of our team. (competitive — superlative)
2. The actress smiled and left the stage. (sweetly — superlative)

3. Exercising is to your health than inactivity. (beneficial — comparative)

4. The days are in the summer than in the fall. (long — comparative)
5. This has been the summer in years. (warm — superlative)

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IRREGULAR FORMS
The irregular comparative and superlative forms of certain adjectives and adverbs
must be memorized.
IRREGULAR MODIFIERS
Positive Comparative Superlative
bad, badly, ill worse worst
far (distance) farther farthest
far (extend) further furthest
good, well better best
late later last or latest
little (amount) less least
Many, much More most

Practice A Identifying Irregular Comparative and Superlative Forms

Read each sentence. Underline the irregular comparative or superlative modifier.
Example: She will arrive later than usual.
Answer: She will arrive later than usual.

1. The riders rode farther today than yesterday. 6. All the students’ essays need further revision.
2. I’ll call you later about the project. 7. Ed’s latest e-mail had all the information.
3. There are more books waiting to be shelved. 8. The patient will be later than usual.
4. Sam's stew is less spicy than Sheila’s recipe.
9. This version of the play has the most revisions of all.
5. He’s the least interesting of all the candidates.
10. This translation is worse than I thought.

Practice B Writing Irregular Modifiers

Read each sentence. On the line provided, complete the sentence with the form of the modifier indicated in parentheses.

Example: Eva will do work on her new song before the rehearsal. (far)
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Answer: Eva will do further work on her new song before the rehearsal.
1. That’s the problem that we have to solve on this committee. (bad)

2. We have volunteers than we need for the event. (many)

3. That interview is the source of information about the new mayor. (good)
4. The baseball players arrived at practice than usual. (late)

5. Toni’s grades have shown the improvement this year. (much)

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USING COMPARATIVE AND SUPERLATIVE DEGREES

Use the comparative degree to compare two persons, places, or things. Use the superlative
degree to compare three or more persons, places, or things.
COMPARATIVE: That writer is more talented than this one.
That cartoon is sillier than this one.
SUPERLATIVE: That writer is the most talented one in the group.
That cartoon is the silliest of all.

Practice A Identifying the Comparative and Superlative Degrees of Modifiers

Read each sentence. Underline the modifier. On the line provided, write C for comparative or S for
superlative.
Example: Dan swims slower than I do.
Answer: Dan swims slower than I do. C

1. Lewis is the bravest soldier in the battalion. 6. This wool sweater is much softer than that one.
2. His horse gallops faster than mine. 7. Mr. Morgan is the most generous contributor to
3. Fran is the most practical person in the group. the charity.
8. Larry is the worst swimmer on the team.
4. Morgan is the strangest character in the novel.
9. That is the tiniest baby bird in the nest.
10. Stan is the humblest writer in the entire class.
5. Those apple trees are the tallest trees in the orchard.

Practice B Correcting Mistakes in Usage of Modifiers

Read each sentence. On the line provided, rewrite it and correct the error in modifier usage.
Example: That story is most interesting than mine.
Answer: That story is more interesting than mine.

1. Henry is the more diligent worker of all on our team.

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2. She wrote most magazine articles than her older brother last year.

3. That sofa is heaviest to carry than this one.

4. This pizza is tastiest than the one Joe made last week.

5. That stunt was the more reckless action of all.

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USING LOGICAL COMPARISONS

Your sentences should only compare items of a similar kind.
UNBALANCED: Ellen’s bike is faster than June.
CORRECT: Ellen’s bike is faster than June’s.
UNBALANCED: The speed of the train is faster than the car.
CORRECT: The speed of the train is faster than the speed of the car.
When comparing one of a group with the rest of the group, make sure that your sentence contains the word other or
the word else.
ILLOGICAL: Chuck was slower than any runner. (Chuck cannot be slower than himself.)
LOGICAL: Chuck was slower than any other runner.

Practice A Identifying Illogical Comparisons

Read each sentence. Underline any unbalanced or illogical comparisons. If the sentence is correct as written, circle it.
Example: Tom is busier than any worker in the factory.
Answer: Tom is busier than any worker in the factory.

1. My typing speed is faster than Ken. 6. The sound of the bell is louder than the whistle.
2. Anna sings better than anyone in the club. 7. The strength of the steel beam is greater than the
3. Kim’s tote bag is sturdier than Leo’s. strength of the plastic beam.

4. Trudy’s puppy is friskier than Mike. 8. That dog is friendlier than any dog in the kennel.

5. Larry is a better student than anyone in the class.

Practice B Writing Clear Comparisons

Read each sentence. Then, rewrite it to correct the unbalanced or illogical comparison.
Example: Judy’s van is smaller than Jan.
Answer: Judy’s van is smaller than Jan’s.

1. The smell of this cake is sweeter than the apple pie.

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2. Our team has won more games than any team in the league.

3. The success of that play is greater than the musical.

4. Harry’s sketches are more skillfully drawn than Jim.

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AVOIDING COMPARISONS WITH ABSOLUTE MODIFIERS

In an absolute modifier, the meaning is entirely contained in the positive degree. Avoid
using absolute modifiers illogically in comparisons.
Some common absolute modifiers are: dead, entirely, fatal, final, identical, infinite, opposite, perfect, right, straight,
wrong, and unique.
Study the following example:
INCORRECT: That painting looks perfectly straight on the wall.
CORRECT: That painting looks straight on the wall.
• Do not use an absolute modifier that overstates the meaning.
ILLOGICAL: Her approach is entirely unique.
CORRECT: Her approach is unique.

Practice A Identifying Absolute Modifiers

Read each sentence. Underline the illogical absolute modifier.
Example: Our decision to buy the house is totally final.
Answer: Our decision to buy the house is totally final.

1. Ted’s answers were entirely wrong. 6. This easy recipe tastes very perfect.
2. That new fashion look is most unique. 7. All living things are perfectly mortal.

3. The two paintings look entirely identical. 8. The animal’s escape proved to be very fatal.
4. The story turned out to be totally true. 9. Space in the galaxy is perfectly infinite.
5. My new class schedule is definitely final. 10. The scientist’s theory was proved finally right.

Practice B Rewriting Sentences to Correct Comparisons Using Absolute Modifiers

Read each sentence. On the line provided, rewrite it to revise the comparison using an absolute modifier.
Example: That writer’s opinion is perfectly wrong.
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Answer: That writer’s opinion is wrong.

1. I think you’re dead wrong about that political issue.

2. David drew a most unique cover for the brochure.

3. The careless driver drove most straight into the ditch.

4. I think the new sofa looks most wrong in that corner of the room.

5. The runner completed an absolutely perfect race and won first prize.

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RECOGNIZING DOUBLE NEGATIVES

Using two negative words in a sentence when one is sufficient is called a double negative.
Do not use double negatives in formal writing.
Study the examples of double negatives and two different ways to correct them on the following chart:

Double Negative Corrections

We don’t have no dogs. We don’t have any dogs.
We have no dogs.
She hadn’t nothing to do. She had nothing to do.
She hadn’t anything to do.

Practice A Identifying Double Negatives

Read each sentence. Then, underline the double negative.
Example: The tailor didn’t repair no suit.
Answer: The tailor didn’t repair no suit.

1. They haven’t received no help yet. 6. The volunteer didn’t ask for nothing.
2. Kenny don’t have no money for presents. 7. She don’t never respond to my letters.
3. They didn’t follow no directions. 8. The hotel isn't nowhere on this map.
4. Mr. Mills didn’t want no reward. 9. Bill didn’t invite no friends to his party.
5. The close friends didn’t have no fight. 10. Wouldn’t you not reconsider your answer?

Practice B Revising Sentences to Correct Double Negatives

Read each sentence. Then, on the line provided, rewrite it to correct the double negative.
Example: I haven’t got no time to study for the exam.
Answer: I haven’t got any time to study for the exam.

1. The tired hikers didn’t have no water left.

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2. The store manager hasn’t no reason to refuse his employee’s request.

3. The messenger can’t bring none of the supplies you wanted.

4. The photographer never had no trouble with her camera before.

5. The villagers hadn’t no warning about the disastrous flood.

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FORMING NEGATIVE SENTENCES CORRECTLY

The most common ways to make a statement negative are to use one negative word, such as
never, no, or none, or to add the contraction -n’t to a helping verb.
• Use only one negative word in each clause in a sentence.
Double Negative: They didn’t have no fun at the school party.
Preferred: They didn’t have fun at the school party.
• When but means “only” it usually acts as a negative. Do not use it with another negative word.
Double Negative: There wasn’t but one correct answer.
Preferred: There was but one correct answer.
There was only one correct answer.
• Do not use barely, hardly, or scarcely with another negative word.
Double Negative: We didn’t have scarcely enough time to finish the test.
Preferred: We had scarcely enough time to finish the test.
We didn’t have enough time to finish the test.

Practice A Identifying Double Negatives

Read each sentence. Underline the words that create a double negative.
Example: There wasn’t hardly enough water in the lake.
Answer: There wasn’t hardly enough water in the lake.

1. They hadn’t but one route to travel across the mountains.

2. The run-down building hadn’t hardly two windows left.
3. The teacher never had no complaints about her students.
4. The young children weren’t scarcely able to reach the seats of the swings.
5. The detective never had none strong clues to solve the crime.

Practice B Revising Sentences to Avoid Double Negatives

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Read each sentence. On the line provided, rewrite it to correct the double negative.
Example: The students hadn’t but two days left before final exams.
Answer: The students had but two days left before final exams.

1. The swimmers hadn’t barely enough room in the crowded pool.

2. The Millers didn’t want nothing to do with their noisy neighbors.

3. The audience couldn’t hardly hear a word the actors said.

4. The city council hadn't but two ways to approach the problem.

5. The angry tenants still haven’t heard nothing from their landlord.

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USING NEGATIVES TO CREATE UNDERSTATEMENT

Writers use understatement to express an idea indirectly. Understatement can be achieved by
using a negative word and a word with a negative prefix, such as un-, in-, im-, dis-, and under-.
Look at the following examples that use negative words to create understatement:
They were not uninterested in the plot.
We were scarcely unconcerned about the problem.

Practice A Identifying Understatement

Read each sentence. Then, underline the words that create understatement.
Example: We did not dislike the director’s new movie.
Answer: We did not dislike the director’s new movie.

1. Her editorial isn’t completely uninteresting.

2. We didn’t find his excuse totally unbelievable.
3. Her intentions weren’t misunderstood by the others.
4. The candidate’s motives didn’t go unrecognized.
5. The scientists’ research wasn’t considered unimportant.
6. The students’ contributions weren’t unappreciated by the faculty.
7. The fans’ reaction to the music star wasn’t understated by any means.
8. Going on a vacation this year isn’t really unthinkable.
9. Completing the highway by next spring is not impossible.
10. Winning that prize for one’s first novel is not unheard of.

Practice B Using Negatives to Create Understatement

Read each sentence. Then, on the line provided, rewrite it using negatives to create understatement.
Example: Her answer is important.
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Answer: Her answer is not unimportant.

1. We are hopeful about increasing the city budget for next year.

2. The chef’s hard work was appreciated by the diners.

3. I estimated the difficulty of this assignment.

4. The students did understand the teacher’s directions for taking the test.

5. Matt was apologetic for breaking Ms. Simon’s car window.

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COMMON USAGE PROBLEMS

Study the following examples of common usage problems.
• Ain’t: Always use am not. Never use ain’t.
Incorrect: He ain’t going to the auditorium. Correct: He is not going to the auditorium.
Among, between:
Use among to show a connection between three or more items. Use between to show a connection between two
items.
EXAMPLES: The teacher divided the books among all the classes.
I will ride my bike between those two towns.
Different from; different than:
Incorrect: Her ideas are very different than mine. Correct: Her ideas are different from mine.
Farther, further:
Use farther to refer to distance. Use further to mean “additional” or “to a greater degree.”
EXAMPLES: He must run farther to win the race. We must talk further about the problem.
Like, as:
Like is a preposition meaning “similar to” or “such as.” Do not use it in place of the conjunction as.
Incorrect: The girl looked like she was tired. Correct: The girl looked as if she was worried.

Practice A Recognizing Usage Problems

Read each sentence. Then, circle the correct item in parentheses to complete the sentence.
Example: Her opinions are (different from, different than) mine.
Answer: Her opinions are (different from , different than) mine.

1. That (ain’t, is not) the correct answer to my question.

2. We must drive much (farther, further) along this highway before dark.
3. The play is (different from, different than) the one we saw last year.
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4. The actor looks (like, as if) he prepared for his role.

5. Can you examine the lab results (farther, further)?

Practice B Revising Sentences to Correct Usage Problems

Read each sentence. Then, on the line provided, rewrite the sentence, correcting the error in usage.
Example: The children ain’t going to the playground this afternoon.
Answer: The children are not going to the playground this afternoon.

1. The scientist will do farther research.

2. They ain’t growing a garden this year.

3. You need a space among the two words.
4. The petition circulated between the group.

5. Her drawing is quite different than mine.

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USING CAPITALS FOR FIRST WORDS

• Capitalize the first word in declarative, interrogative, imperative, and exclamatory sentences.
DECLARATIVE: Our track team won the competition.
INTERROGATIVE: Who will write this article?
IMPERATIVE: Turn off the lights.
EXCLAMATORY: That’s a terrific idea!
• Capitalize the first word in interjections and incomplete questions.
INTERJECTION: Amazing! INCOMPLETE QUESTIONS: Where? What name?
The word I is always capitalized, whether it is the first word in a sentence or not. EXAMPLE:
Mark and I are the co-chairs.
Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Capitalizing Words

Read each sentence. Then, circle the word or words that should be capitalized.
Example: planning the class trip is fun.
Answer: planning the class trip is fun.

1. boy! what a time! 6. i forgot my history notebook on the bus.

2. who will schedule the next meeting? 7. how many people will be at the picnic?
3. don’t park there. 8. great! amazing!
4. that’s an amazing movie! 9. why not? who?
5. watch out for that falling ice! 10. the recycling center is open seven days a week.

Practice B Rewriting Sentences, Using Correct Capitalization

Read each sentence. Then, on the line provided, rewrite the sentence, using correct capitalization.
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Example: fred volunteered to train the dog for the show.

Answer: Fred volunteered to train the dog for the show.

1. after reviewing his speech, Dan decided to rewrite it.

2. what a terrific plan for the community art show!

3. how many students will be able to attend the special assembly?

4. our goal is to raise more money for the new school library.

5. what? you mean we still don’t have a room for the next meeting?

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USING CAPITALS WITH QUOTATIONS

• Capitalize the first word of a quotation.
EXAMPLE: My brother said, “Don’t forget Mom’s birthday.”
Do not capitalize the first word of a continuing sentence when a quotation is interrupted by identifying
words.
EXAMPLE: “After we saw you,” Dan said, “we felt better.”
Do not capitalize the first word of a continuing sentence when the first word of a quotation is the continuation of a
speaker’s sentence.
EXAMPLE: His teacher said that the student project was “a wonderful effort.”
Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Using Capitals in Quotations

Read each sentence. Circle the word or words that should be capitalized. If the sentence is correct, write correct.

Example: My friend said, “what time is the baseball game?”

Answer: My friend said, “ what time is the baseball game?”

1. The guide said, “this museum was founded in 1895.”

2. My grandmother said that she was thrilled “by this wonderful gift.”
3. “when the train came into the station,” he said, “everyone got on board.”
4. Henry added, “those plants must be watered first.”
5. “after the snow stops,” she told us, “you can sled until dinner.”

Practice B Revising Sentences to Capitalize Quotations Correctly

Read each sentence. Then, rewrite the sentence, capitalizing the quotation correctly.
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Example: The vet said, “please walk your dog every day.”
Answer: The vet said, “Please walk your dog every day.”

1. “when we visited the museum,” she said, “The exhibits amazed us.”

2. i remarked, “let’s appoint Alex the new editor of the school paper.”

3. the writer added, “you should all write at least one hour each day.”

4. Lydia remarked that she was pleased by “This astounding attendance.”

5. “during the horrible storm,” Mai said, “Everyone was terrified.”

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USING CAPITALS FOR PROPER NOUNS

Proper nouns name specific examples of people, places, or things and should be capitalized.
• Capitalize each part of a person’s name even when the full name is not used.
EXAMPLES: Mary Jones A. E. Harding Ellen H. Frank
Capitalize geographical and place names. Some
examples are:

Streets: Washington Place Mountains: Bear Mountain

Towns and cities: Hopeville, Boston Sections of a country: the Midwest
Counties and states: Kingston County, Maine Bodies of water: Lake Mead
Nations and continents: Ireland, Africa Monuments, memorials: Vietnam Memorial

• Capitalize words indicating direction only when they refer to a section of a country.
EXAMPLES: The class report is about the Northwest. The bus turns east here.
Capitalize the names of specific dates, events, documents, holidays, religious holidays, periods in history, and
historic events.
EXAMPLES: Tuesday, October 4; Bill of Rights; Columbus Day; Korean War
Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Identifying Proper Nouns

Read each sentence. Then, underline the proper noun or nouns in the sentence.
Example: We’ll reach Lake Ontario on Saturday.
Answer: We’ll reach Lake Ontario on Saturday.

1. Who attended the Constitutional Convention in Philadelphia?

2. Her cabin is in the foothills of the Rocky Mountains.
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3. That map shows all the major rivers in Africa, Asia, and Europe.
4. Let’s drive south along Waverly Place until we reach Second Avenue.
5. The judges selected the winner of the Spring Music Show on Friday.

Practice B Capitalizing Proper Nouns

Read each sentence. On the line provided, rewrite the sentence, capitalizing all proper nouns.
Example: My cousins will see the lincoln memorial in washington, d.c.
Answer: My cousins will see the Lincoln Memorial in Washington, D.C.
1. The great plains is a major geographical feature in the midwest.
2. lisa k. smith wrote to ken jones about her trip throughout scotland and ireland.
3. American troops suffered greatly at Valley Forge near philadelphia, pennsylvania.
4. The deepest lake in the united states is crater lake in oregon.
5. The rio grande and the st. lawrence river are in north america.

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USING CAPITALS FOR PROPER ADJECTIVES

A proper adjective is either an adjective formed from a proper noun or a proper noun used as
an adjective.
Capitalize most proper adjectives and proper nouns used as adjectives: Mayan temple, the Jefferson papers.

Capitalize a brand name when it is used as an adjective, but do not capitalize the common noun it modifies:
Work Hard sweatshirts.
Do not capitalize a common noun used with two proper adjectives: Park and Madison avenues.
Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Identifying Proper Adjectives

Read each sentence. Then, circle the proper adjective.
Example: He is a famous Austrian artist.
Answer: He is a famous Austrian artist.

1. The Harrison house is for sale now. 6. Let’s buy a Five Star world-band radio.
2. New York cheesecake is world famous. 7. We studied the Thirteenth Congress.
3. My new dog is an Italian breed. 8. We went to the Brazilian festival.
4. That exhibit of Venetian art is closing. 9. Many explorers came to the New World.
5. She is a well-known Jane Austen scholar. 10. That Stay Cool refrigerator fits in our kitchen.

Practice B Capitalizing Proper Adjectives

Read each sentence. On the line provided, rewrite the sentence, capitalizing all proper adjectives.
Example: Simon wants to see that exhibit of american and canadian art.
Answer: Simon wants to see that exhibit of American and Canadian art.
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1. The mediterranean and caribbean seas both played important roles in world history.

2. american patriots got help from their french supporters in their struggle against british rule.

3. The scholar will lecture about aztec architecture and egyptian mummies.

4. In her book about asian cuisine, she included recipes for japanese food.

5. I enjoyed all the films in the dickens series, which was part of the victorian festival.

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USING CAPITALS IN LETTERS

Capitalize the first word and all nouns in letter salutations and the first word in letter closings.

Salutations Dear Mike, Dear Ms. Hadley,

Dear Madam: Dear Grandfather,
Closings Best wishes,
With affection,
Sincerely,

Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Identifying Salutations and Closings

Read the following examples of salutations and closings. On each line provided, write S if the example is a salutation and
C if the example is a closing.
Example: Dear Sir or Madam:
Answer: S

1. Dear Senator Ryan: 6. With regards,

2. Sincerely yours, 7. All best wishes,
3. Dear Mayor Bradley: 8. Yours truly,
4. Dear Mrs. Meadow: 9. Dear Mr. Allen:
5. Your cousin, 10. Dear Congresswoman Myers:

Practice B Capitalizing Salutations and Closings

Read the following examples of salutations and closings. On each line provided, rewrite the example, using proper
capitalization.
Example: dear grandfather,
Answer: Dear Grandfather,
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1. dear drew and charles,

2. yours truly,
3. to whom it may concern:
4. dear uncle alex,
5. fondest regards,
6. dear samuel,
7. best,
8. dear ms. finer:
9. all best thoughts,
10. dear helene, marilyn, and jody,

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USING CAPITALS FOR TITLES

Capitalize a person’s title only when it is used with the person’s name or when it is used as a
proper name by itself. Relatives are often referred to by titles.
With a proper name: I voted for Mayor Frank.
As a proper name: I appreciated your letter, Grandfather.
Do not capitalize titles showing family relationships when they are preceded by a possessive noun or pronoun: our
mother.
Capitalize the first word and all other key words in the titles of books, magazines, newspapers, poems, stories,
plays, paintings, and other works of art: The Crucible, “Birches”
Capitalize the names of educational courses when they are language courses or when they are followed by a
number or preceded by a proper noun or adjective. Do not capitalize school subjects discussed in a general manner:
Advanced English, Physics 204, geology.
The following are examples of some commonly used titles: Ms., Dr., Jr., ex-Governor Cuomo, Corporal.
Show that you can correctly and consistently use and understand the conventions of capitalization by completing the
following exercises.

Practice A Identifying Titles

Read each sentence. Then, underline the title or titles.
Example: I arranged an interview with Senator Carlson.
Answer: I arranged an interview with Senator Carlson.

1. I look forward to our lunch, Grandmother. 6. My favorite novel is The Irish R.M.
2. Mayor-elect Jones is speaking. 7. The orchestra is playing Symphony No. 2.
3. My brother ordered a Computer Monthly. 8. “The Stranger” will be published soon.
4. I am seeing Pam Manno, D.D.S. 9. Secretary of State Clinton is here already.
5. Jon enjoyed Greek and Biology 101. 10. Governor Simon will see them later.
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Practice B Capitalizing Titles

Read each sentence. On the line provided, rewrite the sentence, capitalizing the title or titles.
Example: I enjoyed a tale of two cities more than bleak house.
Answer: I enjoyed A Tale of Two Cities more than Bleak House.
1. Next year I hope to take honors history, chemistry 105, german, and a physics class.

2. In the audience were mrs. cardoza, senator highland, mayor frank, and ambassador wilson.

3. The art reviewer praised the paintings early morning, sunrise on the prairie, and high noon.

4. Although aunt Sylvia is a well-known reporter, she hasn’t written for the harrisville times.

5. dr. myers and congresswoman benson met with attorney general harris last night.

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 Name Date

USING PERIODS
Periods are used at the end of declarative sentences, mild imperative sentences, and indirect
questions.
See the examples below.

A declarative sentence is a statement of fact or opinion. The dinner was excellent.

An imperative sentence gives a direction or command. Clear the table.
An indirect question restates a question in a My mother asked if I was still hungry.
declarative sentence.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Periods Correctly in Sentences

Read each sentence. Then, add a period where it is needed.
Example: Sal is a good carpenter
Answer: Sal is a good carpenter.

1. The teacher asked if we were ready for the test 6. My father asked if I had sorted the recycling
2. I have not seen the cat today 7. Our team is undefeated
3. Find it 8. Turn off the lights
4. Once you have found it, give it water 9. I did not know the answer to problem 10
5. Remember to bring your books home 10. Study more next time

Practice B Using Periods Correctly in Declarative Sentences, Imperative Sentences, and

Indirect Questions
Read each sentence. Add the period where it is needed. Then, write whether the sentence is declarative,
imperative, or an indirect question.
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Example: Help me paint the fence

Answer: Help me paint the fence. imperative

1. I am a pretty good painter

2. Start painting that side
3. I would rather paint this side first
4. Listen to my instructions
5. I am going to college after I graduate
6. You should apply in the fall
7. I asked if my grades were high enough to get in
8. Study hard
9. She asked if I was taking a test preparation course
10. That is a smart idea

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 Name Date

OTHER USES OF PERIODS

A period can signal that words have been shortened or abbreviated. Use a period after most abbreviations and after
initials. Also use periods after numbers and letters in outlines. Do not use periods with acronyms, which are words
formed with the first or first few letters of a series of words.

Abbreviations of titles, place names, times and dates, Ms., Pl., Mon., Jan., K. Sanchez
and initials
Other abbreviations with periods doz., meas., wt., mfg.
Periods in outlines I. Use periods
A. In outlines
B. In declarative sentences
C. In abbreviations
Do not use periods in acronyms and some UN, USA, ECM
abbreviations.
Do not use periods in abbreviations of metric mm, TX, qt, gal
measurements, postal abbreviations of states, and (exception in. for inches)
most standard measurements.

Show that you can correctly and consistenly use conventions of punctuation by completing the following
exercises.

Practice A Using Periods Correctly in Abbreviations

Read each sentence. Then, add periods where they are needed. If no periods need to be added, write none on the line.

Example: Mr Cosgriff is the father of my best friend, Eric.

Answer: Mr. Cosgriff is the father of my best friend, Eric.

1. Mrs. Holmgren told us that the quiz would be given at 12:30 P.M.
2. My dentist’s name is Dr Vasquez.
3. The euro is the money used by the ECM.
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4. Mrs Garcia called to tell you to be at work tomorrow at 7:30 PM.

5. Is Ms Roberts a citizen of the USA or of another country?

Practice B Writing Abbreviations Correctly

Read each sentence. On the line provided, correctly write each term that needs a period added or deleted.
Example: My father leaves for work at 7:10 AM each morning.
Answer: A.M.

1. My mother has a part-time job in the shoe dept of the store.

2. The grocery list included 2 doz eggs and 1 gal. of grapefruit juice.
3. How many mm. are in 1 km.?
4. On the true-or-false test, one item stated that there are 36 ft. in a yd.
5. My address is 27 Oxford Pl, Fairfield, TX 20022.

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 Name Date

USING QUESTION MARKS

A question mark follows a word, phrase, or sentence that asks a question. Use a question mark to end an interrogative
sentence, an incomplete question, or a statement intended as a question.

Interrogative sentence Why do you have to leave so early?

Incomplete question You brought money. How much?
Statement intended as a question (avoid) You haven’t chosen a dress for the dance?
Statement rephrased as a direct question (better than Haven’t you chosen a dress for the dance?
above)

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Writing Sentences Using Correct End Marks

Read each sentence. Then, add the correct end mark. Some items may require an end mark other than a question mark.

Example: How could you forget to do your research paper

Answer: How could you forget to do your research paper?

1. How will you explain that to your teacher 6. What a long time it has been since then
2. My father also asked me how I could forget 7. How did you lock the keys in the car while
it was still running
3. Do you think the teacher will understand
8. How many colleges will you visit this year
4. Why not
9. Why doesn’t Zach want to go to college
5. Can you remember your first day of
kindergarten 10. His mother is asking the same question

Practice B Writing Direct Questions Correctly

Read each statement that ends with a question mark. Rewrite it so it is a correct direct question.
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Example: You didn’t answer the questions on the back of the test booklet?
Answer: Didn’t you answer the questions on the back of the test booklet?

1. There were questions on the back?

2. You left the umbrella in the car in this storm?
3. The dog got out of the house again?
4. Hernando pitched a perfect game?
5. You knew about your own surprise party?
6. You were only pretending to be surprised?
7. My sister told my mother that I knew about it?
8. The eggs she used in the recipe were rotten?
9. The soccer team lost 7 to 0?
10. The entire team had the flu?

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 Name Date

USING EXCLAMATION MARKS

An exclamation mark signals an exclamatory sentence, a strong imperative sentence, or an interjection.
Exclamation marks indicate strong emotion and should be used sparingly.

Exclamatory sentence I can’t believe I won!

Forceful imperative sentence Go up to your room!
Interjection with emphasis Wow! That was a great movie.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Exclamation Marks Correctly in Sentences

Read each sentence. Then, write the correct end mark. Some items may require an end mark other than an exclamation
mark.
Example: Be careful with that Example: Why did you break it
Answer: Be careful with that! Answer: Why did you break it?

1. I can’t find my book anywhere 6. Call me tomorrow

2. It’s right there 7. Go to your room
3. I am so forgetful lately 8. Turn down the music
4. Stop 9. Am I late for class
5. That is so funny 10. Hurry, or you will be

Practice B Writing Exclamatory Sentences and Imperative Sentences

Read each sentence below. Then, rewrite it as either an exclamatory sentence or an imperative sentence. You
may change the words as necessary. Remember to use an exclamation mark.
Example: You should listen to me.
Answer: Listen!
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1. Please put your clothes away.

2. Will you mow the lawn today?
3. Would you drive me to work?
4. I liked that book.
5. It is good to see you.
6. Will you let me know when you get there?
7. Would you walk the dog?
8. Would you finish your homework?
9. Would you wash the car?
10. I am happy for you.

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 Name Date

USING COMMAS WITH COMPOUND SENTENCES

A comma tells the reader to pause briefly before continuing a sentence. A compound sentence consists of two or more
main or independent clauses that are joined by a coordinating conjunction, such as and, but, for, nor, or, so, or yet. Use a
comma before a conjunction to separate two or more independent or main clauses in a compound sentence. See the
example below.
EXAMPLE: My sister Briana is going on a camping trip, but I will not be able to join her.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Commas Correctly in Compound Sentences

Read each sentence. Then, add a comma where it is needed.
Example: The dog chased the squirrel around the yard yet the squirrel ran up the tree to safety.
Answer: The dog chased the squirrel around the yard, yet the squirrel ran up the tree to safety.

1. I went to a basketball game yesterday with 5. We can take the freeway to the amusement park or
Veronica and I am going to a hockey game today we can try the back roads if the traffic is bad.
with Peter.
2. I saved enough money to buy the mobile phone 6. Thanksgiving is my favorite holiday for it is a time
I wanted but the store no longer carried that to be with the entire family.
model when I got there. 7. We can do a research paper on the city of our
3. My brother works as a carpenter during the day and choice or we can do an oral presentation about a
he works as a waiter three nights a week. famous historic figure.
8. I took my dog for a walk around the lake after school
4. I can go to the pep rally with Lorraine or I can go to so it was very tired when we arrived at home.
my cousin’s house for movie night.

Practice B Using Commas Correctly to Write Compound Sentences

Read each pair of sentences below. Then, use the pair to write a compound sentence using a coordinating
conjunction and a comma.
Example: The mall was very crowded. We did most of our shopping on the Internet.
Answer: The mall was very crowded, so we did most of our shopping on the Internet.
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1. Marcy plays the piano very well. She is a good violinist.

2. My dog’s name is Chelsea. My cat’s name is Bromley.

3. My favorite subject is biology. I received a higher grade in geometry.

4. We did not have enough time to finish the science lab. We will have to come back after school.

5. My favorite hobby is chess. I also collect baseball cards.

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 Name Date

AVOIDING COMMAS SPLICES

A comma tells the reader to pause briefly before continuing a sentence. A comma splice occurs when two or more
complete sentences have been joined with only a comma. Avoid comma splices by punctuating separate sentences with an
end mark or a semicolon, or find a way to join the sentences. See the example below.
INCORRECT: The storm brought over four inches of rain, many streets were flooded.
CORRECT: The storm brought over four inches of rain. Many streets were flooded.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Correcting Comma Splices

Read each sentence. Then, rewrite it to eliminate the comma splice. You may need to write two new sentences.

Example: The children I baby-sit for are eating their dinner, I will wait until I go home to eat mine.
Answer: The children I baby-sit for are eating their dinner, but I will wait until I go home to eat mine.

1. I went to a concert last night with Shana, I am going to a baseball game today.

2. I have two job opportunities, I am still not sure which one to accept.

3. I can work in my favorite store, I can work as a waitress.

4. We have three horses that board in our stable, I ride them every day.

5. This weekend, I have to finish my research paper, I also have to complete my math homework.
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Practice B Using Commas Correctly in Sentences

Read each item below. If it contains a comma splice, rewrite it correctly. If the item is correct, write correct.
Example: We took our fishing rods to the lake, we decided to swim instead.
Answer: We took our fishing rods to the lake, but we decided to swim instead.

1. I stayed home from school today, my throat was sore and my head hurt.

2. We bought only enough groceries to make dinner, so we will have to go back to the supermarket.

3. I am the captain of the basketball team, I play power forward as well.

4. I am going to work every day over winter break, but I am going on vacation for spring break.

5. My hobby is fixing cars, I want to be a mechanic someday.

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 Name Date

USING COMMAS IN SERIES

A comma tells the reader to pause briefly before continuing a sentence. A series consists of three or more words, phrases,
or subordinate clauses of a similar kind. Use commas to separate three or more words, phrases, or clauses in a series.
See the examples below.
Series of Words: The items on the grocery list include cereal, milk, orange juice, and lettuce.
Series of Phrases: The recipe said to separate the eggs, add the milk, and sift the flour.
Subordinate Clauses In my job interview, I stated that I had prior experience, that I completed a
in a Series: first-aid course, and that I could provide references.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Commas Correctly in a Series of Words or Phrases

Read each sentence. Then, add commas to the series of words or phrases as needed.
Example: At the farmers’ market, we saw handmade crafts potted plants and fresh produce.
Answer: At the farmers’ market, we saw handmade crafts, potted plants, and fresh produce.
1. My favorite fruits have always been raspberries 4. We had to go to the car wash take the clothes to the
watermelon kiwi and mango. cleaners and pick up groceries.
2. My favorite activities are modern dance digital 5. My best subjects in school are geometry chemistry
photography and adventure travel. computers and music.
3. At the sporting goods store, I bought sneakers hiking 6. At the county park, we walked along the stream
boots and a new tent. over the bridge and into the woods.

Practice B Using Commas Correctly in a Series of Subordinate Clauses

Read each sentence. Then, add commas to the series of subordinate clauses as needed.
Example: The teacher explained that we would be graded on content that we had to provide sources for quotations and
that we had to include a PowerPoint presentation.
Answer: The teacher explained that we would be graded on content, that we had to provide sources for quotations, and
that we had to include a PowerPoint presentation.

1. I decided that I would clean my room that I would go to the movies with Frank and that I would spend some
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time with my grandparents.

2. My sister asked me if she might borrow my blue sweater if she might take my car to her friend’s house and if I
would lend her $20.
3. The things I love about summer are that I volunteer in a camp for children with special needs that I go to the beach
with my friends and that I can sleep late every morning.
4. The things I love about winter are that my brother comes home from college for a month that we spend the holidays
together and that we can make a fire in the fireplace.
5. What I enjoy about baby-sitting is that I spend time with younger children that I make a little extra spending money
and that I show that I am responsible.

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 Name Date

USING COMMAS BETWEEN ADJECTIVES

A comma tells the reader to pause briefly before continuing a sentence. Use commas to separate coordinate adjectives,
also called independent modifiers, or adjectives of equal rank. Do not use commas between cumulative adjectives
(adjectives you cannot separate with the word and). Do not use a comma between the last adjective in a series and the
noun it modifies. See the examples below.

A comma to separate coordinate adjectives a long, sad song

No comma to separate cumulative adjectives many sad songs
No comma between the last adjective in a series and A long, sad song played on the radio.
the noun it modifies

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Commas Correctly Between Adjectives

Read each sentence. If a comma is needed, write it and the word that precedes it. If a comma should be
deleted, write only the word that precedes it. If the sentence is correct, write correct.
Example: Many famous athletes attended the Superbowl.
Answer: correct

1. The short paved driveway led up to a tiny white 6. The shining white lights helped guide us on the
cottage. otherwise dark winding road.
2. I have a big wooden trunk in my room filled with 7. My brother’s messy dirty dorm room made my
precious, old photographs. mother cringe when she saw it.
3. The fluffy brown puppy with the long floppy ears won 8. My reading group agreed that Moby-Dick was
me over the moment I saw it. long complicated and confusing.
9. My blue orange and yellow bedroom is very
4. The trimmed green shrubs and the bright orange colorful cheerful and inviting.
tulips are lovely. 10. The old stone buildings of the college add
5. We took off our spattered soggy coats and dirty charm to the campus.
winter boots in the mudroom.
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Practice B Using Commas Correctly With Adjectives

Read each sentence. If a comma is needed, write it and the word that precedes it. If a comma should be
deleted, write only the word that precedes it.
Example: The tall stocky football players ran onto the field.
Answer: tall,

1. Zach plays his large, red, drum set very loudly.

2. The college application was long involved and intimidating.
3. Vincent’s shiny, new car stood out in the student parking lot.
4. I bought the biggest ripest green grapes I could find at the farmers’ market.
5. I had a very long, hectic, weird, day at school.

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 Name Date

USING COMMAS AFTER INTRODUCTORY MATERIAL

A comma tells the reader to pause briefly before continuing a sentence. Use a comma after an introductory
word, phrase, or clause. See the examples below.

Introductory words Yes, you can come with me.

Nouns of address Lina, hand me the car keys.
Introductory adverbs Walking slowly, she eventually arrived at school.
Introductory phrases To write a good report, I will have to do research.
Adverbial clauses If you like sports cars, you will like Tyler’s new car.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Commas Correctly With Introductory Material

Read each sentence. Then, add a comma after introductory material as needed.
Example: Yes I am concerned about getting a job this summer.
Answer: Yes, I am concerned about getting a job this summer.

1. Because I was sick I was absent from school. 6. So why are you bothering reading it at all?
2. In the library the entire class was quiet. 7. Considering how much I like to read I figured I
3. Oh I forgot to ask you to renew that book. would finish it quickly.
8. True you are an avid and fast reader.
4. Well I did renew it for you.
9. Hey did you notice my new hair style?
5. In the new book I am reading I found three stories
that I had already read. 10. Yes it looks really great.

Practice B Using Commas Correctly in Sentences With Introductory Material

Read each sentence. Then, add a comma as needed.
Example: Sure I think going to the lake on Saturday is a great idea.
Answer: Sure, I think going to the lake on Saturday is a great idea.

1. Well I will have to ask my father if I can borrow his car.

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2. While you are at it why don’t you ask him if you can borrow his fishing gear?
3. Carly do you really think he would lend me his fishing gear?
4. Hey you’ll never know unless you ask.
5. Considering how much my father loves to fish I doubt he will say yes.
6. Because of the heat wave classes are canceled for the afternoon.
7. While I was staying with my grandmother I found some great photographs in the attic.
8. Wow what else did you find?
9. Although most of her things were covered with old sheets I did find an antique lamp.
10. Oh do you think your grandmother will give it to you?

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USING COMMAS WITH PARENTHETICAL EXPRESSIONS

Use commas to set off parenthetical expressions from the rest of the sentence.
See the examples below.

Nouns of direct address Can you recommend a good restaurant, Mrs. Wells?
Conjunctive adverbs I can, indeed, recommend an excellent restaurant.
Common expressions You all like Mexican food, I assume.
Contrasting expressions We have to go to a place that is walking distance, not
driving distance, away.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Contrasting Expressions

Read each sentence. Then, add a comma as needed to correctly set off the contrasting expression.
Example: Shane is looking for a part-time not a full-time job.
Answer: Shane is looking for a part-time, not a full-time, job.

1. He should look in the county newspaper not the 5. My sister goes to a state college not a private one.
town newspaper.
2. Shane wants to work in construction not in 6. Zach’s twin brother’s name is Justin not
landscaping. Dustin.
3. He will have to be flexible not rigid in his job 7. The tree in our backyard is a pear tree not a
search. crabapple tree.
4. Malika is best friends with Vicki not with Carla. 8. The flowers on the tree are white not pink.

Practice B Using Commas Correctly With Parenthetical Expressions

Read each sentence. Then, rewrite it, adding or deleting a comma as needed. If the sentence is correct, write correct.

Example: My brother is concentrating his studies on math not science.

Answer: My brother is concentrating his studies on math, not science.
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1. I am taking Spanish not Latin this year.

2. That I believe is a, good, idea.
3. It is a good idea, indeed, considering I want to travel to Spain.

4. You should therefore study hard to master the language.

5. Latin however may help you, expand, your vocabulary.

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 Name Date

USING COMMAS WITH NONESSENTIAL EXPRESSIONS

A comma tells the reader to pause briefly before continuing a sentence. A nonessential, or nonrestrictive, expression can
be left out of a sentence without changing the meaning of the sentence. Use commas to set off nonrestrictive
expressions. See the examples below.

Nonrestrictive appositive The book was written by Ernest Hemingway, the famous author.
Nonrestrictive participial phrase The story, written in 1951, is about an old man and the sea.
Nonrestrictive adjectival clause The title, which describes the plot, is The Old Man and the Sea.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Nonrestrictive Expressions

Read each sentence. Then, add commas as needed to correctly set off the nonrestrictive expression.
If the sentence is correct, write correct.
Example: The shopping center which is five blocks away has a grocer, a barber, and a tailor.
Answer: The shopping center, which is five blocks away, has a grocer, a barber, and a tailor.

1. The shopping center built in 2009 is the only one for miles.

2. I drive to the shopping center often with my friend Suzanne.

3. Suzanne’s mother who works in a doctor’s office meets us there on her coffee breaks.
4. My baseball coach who has three young children knows the stats of all the major-league players.

5. Simone Girard a girl in the grade below ours was voted school treasurer.
6. Simone who is originally from Haiti is an excellent math student.
7. The pep rally which is tomorrow night promises to be fun and well attended.

8. Our new car which is black with a tan interior is parked in the garage.
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9. The meal which was served at 7:00 P.M. consisted of chicken, broccoli, and mushrooms.
10. My favorite movie of all time features Sandra Bullock the famous actress.

Practice B Using Commas Correctly With Nonrestrictive Expressions

Read each sentence. Then, add commas as needed. If the sentence is correct, write correct.
Example: My grandparents who have been married for fifty years are wonderful people.
Answer: My grandparents, who have been married for fifty years, are wonderful people.

1. My locker which is 18 inches wide is on the second floor of the school.

2. My cousin’s school only three miles from here accepts 100 new students a year.

3. My favorite poem, a true classic, is “The Road Not Taken.”

4. The frozen lake which is perfect for skating is about 10 miles from here.
5. Houston which is very humid in the summer is the largest city in Texas.

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USING COMMAS WITH DATES AND GEOGRAPHICAL NAMES

When a date is made up of two or more parts, use a comma after each item, except in the case of a month followed by a
day or the year. When a geographical name is made up of two or more parts, use a comma after each item. When a name
is followed by one or more titles, use a comma after the name and after each title. See the examples below.

Dates with commas The junior prom is scheduled for May 15, 2012, and the
senior prom will be on June 10, 2012.
Dates without commas I will graduate in June 2012.
Geographical names My father often goes to Berlin, Germany, for business.
Names with one or more titles Harold Bloom, Ph.D., was one of my mother’s college
professors.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Dates, Geographical Names, and Titles
Read the sentences. Then, add commas as needed to correctly punctuate dates, geographical names, and titles. If a
sentence is correct, write correct.
Example: My mother’s art gallery is called Nova and it is in San Antonio Texas.
Answer: My mother’s art gallery is called Nova, and it is located in San Antonio, Texas.

1. The building in Fort Worth is dated July 16, 1988.

2. Our music teacher’s name is Christopher Jones M.A.
3. Judith Frankel Ph.D. is the name of my sister’s psychology professor.

4. The town of Edgemont Texas has approximately 15,000 residents.

5. The town swim club first opened on May 10 2007.
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Practice B Using Commas Correctly in Dates, Geographical Names, and Titles

Read each item. Then, add a comma as necessary.
Example: Waco Texas
Answer: Waco, Texas

1. Nelson Taylor D.V.M. 6. December 25

2. Colette Brador Ph.D. 7. Miami Beach Florida
3. Denver Colorado 8. Washington D.C.
4. Samson Electricians Inc. 9. Crimson Color Inc.
5. October 31 2011 10. Hilary Wilson Designs Inc.

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USING COMMAS IN NUMBERS

Commas make large numbers easier to read by grouping the commas. With large numbers of more than three digits, use a
comma after every third digit starting from the right. See the examples below for when to use commas and when not to
use commas in numbers.

Use commas in large numbers of more than 7,898 books

three digits. 10,877 songs
1,909,498 residents
Do not use commas in ZIP Codes, telephone 02334 Year 2014
numbers, page numbers, years, serial numbers, (222) 757-9944 Serial number 444 095 826
or house numbers. Page 1002 2256 Gramercy Place

Show that you can correctly and consistently use conventions of punctuation by completing the following exercises.

Practice A Using Correct Comma Placement in Numbers

Read each item. Then, rewrite it, adding or deleting a comma as needed. If the item is correct, write correct.

Example: 1011 students

Answer: 1,011 students
1. 1614 Bayview Road 6. (202) 272-8,777

2. Year 2012 7. October 13, 2,004

3. (802) 664-7694 8. serial number 333,111,909
4. 1044 members 9. 1815 Cleveland Road

5. 4359 voters 10. March 10, 1,992

Practice B Writing Sentences Using Commas in Numbers

Read each number. Then, write it in a sentence of your own, using it as indicated in parentheses. Be sure to use
commas correctly in numbers.
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Example: 20885 (large number)

Answer: There were 20,885 fans at the concert.

1. 4,499 (house number)

2. 146, 243, 978, 976 (serial number)
3. (212) 531-9,786 (telephone number)
4. 00433-1,412 (ZIP Code)
5. 5, 049, 287, 851, 253 (large number)
6. 2,012 (page number)

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USING COMMAS WITH ADDRESSES AND IN LETTERS

Commas are used in addresses, salutations of friendly letters, and closings of friendly or business letters. See the
examples below for when to use commas in addresses and letters.

Use a comma after each item in an address made up Mrs. Kelly McColl, 42 Kenlot Place, Austin, TX 73344
of two or more parts.
Use a comma after the name, street, and city of an Send a note to Kelly McColl, 42 Kenlot Place, Austin,
address that appears in a sentence. TX 73344.
Use a comma after the salutation in a personal letter Dear Joe, Yours truly,
and after the closing in all letters. Dear Grandma, Sincerely,

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Letters

Read each item. Then, add or delete commas as needed. If the item is correct, write correct.
Example: Dear Debbie
Answer: Dear Debbie,

1. Fondly, 4. Truly yours

2. Sincerely 5. Sincerely, yours
3. Dear Uncle Tom 6. With warmest regards

Practice B Using Commas in Addresses

Read each address. Write it as it would appear on an envelope, deleting commas as needed.
Example: Len Frankel, 67 Emmett Place, San Diego, CA 42987
Answer: Len Frankel
67 Emmett Place
San Diego, CA 42987
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1. Trudy Trump, 978 Truman Way, Trumbel, 3. Zach McCollum, 89 Kent Road, Glen Ridge,
CT 98754 TX 78654

2. Skye Bernhardt, 922 Laurel Avenue, River 4. Marcia Garcia, 46 Lake Harbor Road, Lake
Edge, TX 75634 Harbor, MI 56231

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 Name Date

USING COMMAS IN ELLIPTICAL SENTENCES

In elliptical sentences, words that are understood are left out. Commas make these sentences easier to read. See the
example below for when to use commas in elliptical sentences.

Use a comma to indicate the words left out of an My parents left at 7:30 A.M.; we, at 8:00.
elliptical sentence.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Elliptical Sentences

Read each elliptical sentence. Then, add a comma as needed.
Example: The juniors park in the south parking lot; the seniors in the north.
Answer: The juniors park in the south parking lot; the seniors, in the north.

1. I have lunch sixth period; study hall ninth. 6. The hockey rink seats about 500 people; the
football stadium about 1,000.
2. My apartment building is on Crawford
Avenue; my grandmother’s on Park Avenue. 7. My bedroom is on the second floor of the
house; my brother’s on the first.
3. Our family has a green car; my aunt a
white one. 8. My favorite type of food is Mexican; my
sister’s Italian.
4. The middle school is on Maple Avenue; the
high school on Grand. 9. This year, I am taking Spanish; next year French.
5. The hardware store is on the west side of the 10. In the summer, I work at the town pool; in the
street; the gas station on the east. winter at the coffee shop.

Practice B Using Commas Correctly in Elliptical Sentences

Read each sentence. Then, write each sentence as part of an elliptical sentence, adding a semicolon and an elliptical
phrase with a comma.
Example: The junior prom was held on Friday night.
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Answer: The junior prom was held on Friday night; the senior prom, on Saturday night.

1. Luis went to the basketball courts.

2. My cousins live in Alabama.

3. My brother plays jazz guitar.

4. I received three phone calls last night.

5. I leave for school at 8:15 every morning.

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USING COMMAS WITH DIRECT QUOTATIONS

Commas are used to set off a direct quotation from the rest of the sentence. See the examples below.
“Don’t forget your car keys,” my mother said, “because you have to drive your sister to school.”
I replied, “OK, Mom. I’ve got them.”
“Great,” answered Mom. “Drive safely and have a good day at school.”
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Correct Comma Placement in Direct Quotations

Read each direct quotation. Then, rewrite it, adding a comma as needed.
Example: “I can help you fix the car” I told my father.
Answer: “I can help you fix the car,” I told my father.

1. “Great” he replied. “Grab a wrench from the toolbox.”

2. I answered “This will be good practice for my auto mechanics class.”

3. He said “It works out well for me, too.”

4. “I am going to the movies with Jackie and Tim tonight” I told my sister.

5. “Well, I hope you don’t plan on taking the car” she answered “because I need it.”
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Practice B Using Commas Correctly in Direct Quotations

Read each sentence. Then, rewrite it as a direct quotation, adding commas and quotation marks as needed. Make
sure that the new sentence identifies a source for the quotation.
Example: The yearbooks are coming out in four weeks.
Answer: “The yearbooks are coming out in four weeks,” explained the chairperson.

1. How much will each yearbook cost?

2. Each yearbook will cost $45.00.
3. I have to baby-sit tonight for the Garcia triplets.
4. Triplets sound like a lot of work.
5. They are, but they are cute and well behaved.

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USING COMMAS FOR CLARITY

Commas are used to prevent a sentence from being misunderstood. See the examples below.
UNCLEAR: After we put out the fire alarms stopped ringing.
CLEAR: After we put out the fire, alarms stopped ringing.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Commas for Clarity

Read each sentence. Then, add a comma as needed for clarity.
Example: For the group meetings were scheduled.
Answer: For the group, meetings were scheduled.

1. During the flight attendants served us lunch. 6. To improve in tennis players must practice often.
2. Standing near the airplane pilots discussed the flight 7. To be prepared for gym bags must be packed
path. the night before.
3. Before the holiday shoppers looked for bargains. 8. Though roses are red violets are blue.
4. For the parade on Halloween costumes were worn by 9. As the students were crossing guards stopped traffic.
all.
10. As we watched the rain drops streamed down the
5. At the ocean waves crashed against the wall. window.

Practice B Using Commas for Clarity

Read each word pair. Then, write a sentence using the pair and including any commas needed for clarity.

Example: college applications

Answer: For that college, applications must be received by November.

1. guitar pick

2. counter stools
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3. table linens
4. party decorations
5. floating balloons
6. broken umbrellas
7. park rangers
8. sleeping bags
9. assembled objects
10. lamp shades

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 Name Date

MISUSES OF COMMAS
Commas are used so frequently that sometimes writers insert commas that are unnecessary. Avoid using
unnecessary commas. Note the deletion of misused commas in the examples below.

Misused with an adjective and a noun I carried my heavy red, gym, bag.
Misused with a compound subject My cousin, and I, went to our grandparents’ house.
Misused with a compound verb He cooked dinner, and read his little brother a story.
Misused with a compound object She wore gloves, and mittens in the snow.
Misused with phrases and clauses Having finished her homework, and having cleaned her
room, Sheila decided it was time to relax.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Correcting Misused Commas in Sentences

Read each sentence. Then, delete misused commas as shown in the example.
Example: We invited Craig, Stephanie, and Elena, over for dinner.
Answer: We invited Craig, Stephanie, and Elena, over for dinner.

1. We made salad, pasta, and marinara sauce, for the meal.

2. My aunt, and my mother, planned the vacation to Mexico together.
3. Thinking about the soft sand, and the warm ocean water, made me excited for the trip.
4. I will go either to the shoe store downtown, or to the one in the mall.
5. I request grapes, instead of apples.
6. Neither Mrs. Sheppard, nor the children, were in the store.
7. The dogs were barking, howling, and running in circles, during the thunderstorm.
8. Their owner was kind, patient, and gentle, as he calmed them down.
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9. Did you put the oranges in the refrigerator, or on the counter?

10. When you, and your brother, finish your homework, you may go to the movies.

Practice B Eliminating Unnecessary Commas in Sentences

Read each set of words or phrases. Then, use the set in a sentence as indicated in parentheses.
Be sure not to misuse commas.
Example: suitcase, airline tickets (compound subject)
Answer: The suitcase and the airline tickets are still in the taxi.

1. apples, oranges, lemons (compound object)

2. talked, laughed (compound verb)

3. reading the book, writing the report (clauses)

4. breakfast, lunch, dinner (compound subject)
5. working, studying, relaxing (compound verb)

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USING SEMICOLONS TO JOIN INDEPENDENT CLAUSES

Semicolons establish relationships between two independent clauses that are closely connected in thought and structure.
Do not use a semicolon to connect two unrelated independent clauses. Use a period or another end mark instead. See
the examples below.

Use a semicolon to connect two related independent Gretchen has a dog; Carla has a cat; Juan has both.
clauses that are not already joined by the conjunctions
and, but, for, nor, or, so, or yet.
Use a semicolon to join independent clauses separated by Our new car won’t be ready until tomorrow;
either a conjunctive adverb or a transitional expression. therefore, we have to take the bus today.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Semicolons to Connect Independent Clauses

Read each pair of independent clauses. If the independent clauses are related, rewrite them as a single sentence using a
semicolon. If they are unrelated, write unrelated.
Example: On Monday, we have chicken. On Tuesday, we have pasta. On Wednesday, we have tacos.
Answer: On Monday, we have chicken; on Tuesday, we have pasta; on Wednesday, we have tacos.

1. We finished reading Hamlet. We are moving on to Macbeth.

2. I have two brothers. They are twins.

3. I had a little fender-bender today. My parents were upset with me when I told them what happened.

4. Tonight, we are going to a show. Tomorrow, we are going to the game. Sunday, we are staying home.

5. My friends like to go shopping. Sometimes, when I have nothing else to do, I will go with them.
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Practice B Using Semicolons With Conjunctive Adverbs and Transitional Expressions

Read each pair of independent clauses. Rewrite the pair as a single sentence, using a semicolon to correctly
separate the independent clauses.
Example: I have researched cars for months. Therefore, I know which one I am going to buy.
Answer: I have researched cars for months; therefore, I know which one I am going to buy.

1. I was tired. Consequently, I fell right to sleep.

2. I like to water-ski. Moreover, I like to swim.
3. My brother had to work late. Therefore, I had to wait for him to pick me up.

4. Max thought he had his keys. However, he had locked himself out.

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USING SEMICOLONS TO AVOID CONFUSION

Sometimes, semicolons are used to separate items in a series. Use semicolons to avoid confusion when independent
clauses or items in a series already contain commas. See the examples below.

Use semicolons to separate independent Walter Nicholas, who is a noted explorer, has signed a contract
clauses that contain commas. with a major television network; a series of one-hour programs in
which he narrates his adventures will be aired next fall.
Use semicolons to separate items in a series The apartment has a bedroom, which has a large closet; a
when the items contain commas. bathroom, which has a double sink; and an open kitchen and
living area, which leads out to the balcony.

Show that you can correctly and consistently use conventions of punctuation by completing the following exercises.

Practice A Using Semicolons to Avoid Confusion in Sentences

Read each sentence. Then, rewrite it, inserting a semicolon where needed.
Example: According to the inspector, the checks were dated September 2, 1957, October 10, 1958, May 15, 1959,
and June 11, 1959.
Answer: According to the inspector, the checks were dated September 2, 1957; October 10, 1958; May 15, 1959;
and June 11, 1959.

1. The apartment, which contained only one bedroom, was too small to house any more pets, moreover,
another dog would make her allergies even worse.
2. The waiter snapped at us, forgot to bring the soup, served the wrong salad dressing, and spilled coffee on me,
however, he still seemed to expect a tip.
3. The dates we have to know for the history test are July 4, 1776, May 25, 1789, September 17, 1787, and April 30,
1789.
4. On our road trip from Houston, Texas to Sacramento, California, we stopped overnight in Santa Fe, New Mexico,
Salt Lake City, Utah, and Carson City, Nevada.
5. I sent holiday cards to my grandparents in Miami Beach, Florida, my aunt and uncle in Charlotte, North Carolina,
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and my brother in Seattle, Washington.

Practice B Writing Sentences With Semicolons

Read each item. Then, write the item as part of a complete sentence, using semicolons to avoid confusion. Example:
brown tweed jacket, leather briefcase, black shoes
Answer: The man, who looked wealthy, wore a brown tweed jacket and carried a leather briefcase; however, his
black shoes were unpolished.

1. bat, ball, glove

2. clarinet, flute, piccolo
3. school, career, family
4. to draw, to paint, to photograph
5. Japanese, Chinese, Russian

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USING COLONS
The colon (:) is used to introduce a list of items and in certain special situations.

Use a colon after an independent clause to introduce To fi x the door, we needed the following items: a level, a
a list of items. saw, a hammer, and two nails.
Use a colon to introduce a formal or lengthy As Plato, the philosopher, once said: “Good people do
quotation or one that does not contain a “he said/she not need laws to tell them to act responsibly, while bad
said” expression. people will fi nd a way around the laws.”
Use a colon to introduce a sentence that summarizes I had a very good reason for not calling you last night: My
or explains the sentence before it. Capitalize the first mother was on the phone with my grandmother for two
word in each. hours.
Use a colon to introduce a formal appositive that We fi nally decided where we would go on vacation:
follows an independent clause. Orlando, Florida.
Use a colon in numerals giving the time, salutations 3:23 P.M.
in business letters, and references to periodicals and Dear Madam:
the Bible. John 3:16

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Colons in Sentences

Read each sentence. Then, insert a colon where needed.
Example: I finally decided which foreign language to take next year Spanish.
Answer: I finally decided which foreign language to take next year: Spanish.

1. Chemistry class begins at 11 40 A.M. and ends at 5. The reason I chose the school was obvious It has
12 25 P.M. the best biology department.
2. I cited the periodical I had used in the report as 6. At the mall, we went to the following places the
National Geographic 74 10. theater, the food court, and the shoe store.
3. The supermarket is open every day from 6 30 A.M. 7. We are having the following appetizers at the party
until 11 30 P.M. dim sum, spring rolls, and miso soup.
4. I made up my mind about which college to attend 8. Can you pick your sister up from school at 3 25 P.M.?
Reserved.

University of Texas, Austin.

Practice B Writing Sentences With Colons

Read each item. Then, write the item as part of a sentence that uses a colon as indicated.
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Example: to introduce an appositive that follows an independent clause

Answer: Simon had decided what to have for lunch: a sandwich.

1. to indicate time
2. to introduce a long quotation
3. to cite a magazine or a verse in the Bible
4. to summarize the sentence before it
5. in a salutation of a business letter

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USING QUOTATION MARKS WITH QUOTATIONS

Quotation marks identify words that have been spoken or written by others. A direct quotation represents a person’s exact
words, thoughts, or writing. An indirect quotation (which does not use quotation marks) reports the general meaning of what
a person said or thought. See the examples below.

A direct quotation is enclosed in quotation marks. “Why didn’t you fi nish the project?” I asked Geraldo.
An indirect quotation does not require quotation marks. Geraldo said that he had completely forgotten about it.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Quotation Marks in Direct Quotations

Read each item. Then, insert quotation marks where needed.
Example: A stranger walked up to me and asked, Do you know where the bus stop is?
Answer: A stranger walked up to me and asked, “Do you know where the bus stop is?”

1. My father asked, Has anyone seen my toolbox? 5. My father said, I think I need glasses!
2. My mother answered, No, I never use the toolbox. 6. What time is the movie playing? Kayla asked.
3. I saw it in the garage, Dad, I told him. 7. I’m not sure, I answered. Let’s check on the Internet.
4. I thought it was there, too, explained my father, 8. How are we going to get to the theater? Tim
but it isn’t. asked.

Practice B Identifying Direct Quotations and Indirect Quotations

Read each sentence. If the sentence is a direct quotation, rewrite it with quotation marks. If it is an indirect
quotation, write indirect quotation.
Example: My guidance counselor said that I have to raise my test scores to get into college.
Answer: indirect quotation

1. Maybe you should take a test preparation course, suggested Rachel.

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2. I told Rachel that I agreed with her.

3. How many weeks are left before the next test? I asked her.

4. The next test isn’t until September of our senior year, she answered.

5. Well, that’s a relief, I replied.

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USING DIRECT QUOTATIONS WITH INTRODUCTORY,

CONCLUDING, AND INTERRUPTING EXPRESSIONS
A writer will generally identify a speaker by using words such as he asked or she said with a quotation. These
expressions, called conversational taglines or tags, can introduce, interrupt, or conclude a quotation.

Use a comma after short introductory taglines that precede My sister said, “I will drive you to school today.”
direct quotations.
Use a colon after a very long or formal tagline. Civil rights activist Martin Luther King Jr. once
said: “In the end, we will remember not the words
of our enemies, but the silence of our friends.”
Use a comma after the part of a quoted sentence followed by “I will drive you,” said my sister, “to school today.”
an interrupting tagline. Use another comma after the tagline.
Use a comma, question mark, or exclamation mark after a “No thanks. I’d rather walk to school today,” I
direct quotation followed by a concluding tagline. replied.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Punctuation Marks With Direct Quotations

Read each item. Then, rewrite it, inserting quotation marks and a comma where needed.
Example: My mother asked What does everyone want for dinner tonight?
Answer: My mother asked, “What does everyone want for dinner tonight?”

1. I would like chicken I answered.

2. Well, replied my brother, I would rather have meatloaf.

3. My sister said, I don’t like meatloaf, but I like pasta.
4. I don’t know why I bothered asking my mother said.

5. I said I have to finish my research paper.

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Practice B Using Correct Punctuation in Direct Quotations With Introductory,

Interrupting, and Concluding Expressions
Write a direct quotation of your own, using quotation marks and other punctuation marks as needed.
Place the expression where indicated.
Example: Concluding expression
Answer: “I am happy to tell you that you got the job!” exclaimed the store manager.

1. Introductory expression
2. Interrupting expression
3. Formal introductory expression
4. Concluding expression
5. Introductory expression

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QUOTATION MARKS WITH OTHER PUNCTUATION MARKS

The location of quotation marks in relation to other punctuation marks varies. See the examples below.

Place a comma or period inside the final quotation mark. “That is one fabulous necklace,” my cousin said.
Place a semicolon or colon outside the final quotation I just bought the “fabulous necklace”: I was pleased
mark. she liked it.
Place a question mark or an exclamation mark inside the My cousin asked, “Would you mind if I bought one for
final quotation mark. Do not add an additional end mark myself?”
at the end of the quotation.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Quotation Marks With Other Punctuation in Sentences

Read each item. Then, insert quotation marks where needed.
Example: The little boy asked, How much is a Popsicle?
Answer: The little boy asked, “How much is a Popsicle?”

1. You have enough money for a Popsicle, I told the boy.

2. Juan shut the book and exclaimed, That was the best book I have ever read!
3. Can I borrow the keys to the car? I asked my mother.
4. Have the car back by 8:30 P.M., my mother answered.
5. You should take your math book home tonight to study, Peter reminded me.
6. Good idea! I answered. Thanks for reminding me.
7. Hi, Mom! I shouted. What’s for lunch?
8. I made quiche and salad, she said.
9. I have to eat quickly, I told her. I have to work today.
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10. Oh! she exclaimed. I had hoped you would help me with dinner.

Practice B Writing Sentences With Quotation Marks and Other Punctuation

Write a sentence of your own, using quotation marks and another punctuation mark as indicated.
Example: quotation marks, exclamation point
Answer: “I can’t believe she said that about me!” exclaimed Cordelia.

1. quotation marks, comma

2. quotation marks, semicolon
3. quotation marks, commas
4. quotation marks, period
5. quotation marks, exclamation point

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USING SINGLE QUOTATION MARKS FOR QUOTATIONS

WITHIN QUOTATIONS
Double quotation marks (“ ”) should enclose the main quotation in a sentence. Use single quotation marks (‘ ’) to set
off a quotation within a quotation. See the example below.
Michael said, “Ben, did you hear Mrs. Hemmerling say, ‘there is no homework tonight’? I thought we had to prepare
our oral reports for tomorrow.”
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Single Quotation Marks for a Quotation Within a Quotation

Read each item. Then, insert single quotation marks where needed.
Example: My sister asked, “Did Dad just say, you can take my car, or you can’t take my car?”
Answer: My sister asked, “Did Dad just say, ‘you can take my car,’ or ‘you can’t take my car’?”

1. Chris said to Kathy, “The directions say, make second right onto Rock Road and quick left onto Williams Court.”
2. Mrs. Bancroft said to her English literature class, “Tell me which famous writer said, To love oneself is the beginning
of a lifelong romance.”
3. Victoria said, “Crystal answered, Obviously, the writer who was in love with himself!”
4. Skye said, “But then Mrs. Bancroft said, Perhaps that is true, but the answer is Oscar Wilde.”
5. Then, Mrs. Bancroft said, “Now tell me who said I have often regretted my speech, never my silence.”

Practice B Writing Quotations Within Quotations

Read the direct quotations below. Then, rewrite each quotation to be a quotation within a quotation.
Example: “The optimist proclaims that we live in the best of all possible worlds, and the pessimist fears this is
true.” —James Branch Cabell
Answer: Mrs. McBride told her class, “A wise man named James Branch Cabell once said,
‘The optimist proclaims that we live in the best of all possible worlds, and the pessimist
fears this is true.’”
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1. “I am not young enough to know everything.” —Oscar Wilde

2. “The covers of this book are too far apart.” —Ambrose Bierce

3. “There are no facts, only interpretations.” —Friedrich Nietzsche

4. “I find that the harder I work, the more luck I seem to have.” —Thomas Jefferson

5. “Distrust any enterprise that requires new clothes.” —Henry David Thoreau

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PUNCTUATING EXPLANATORY MATERIAL WITHIN QUOTES

Sometimes when a writer quotes a speaker directly, the writer adds explanatory information that was not part of the
original quote. Such added information is bracketed to show that it was added.
EXAMPLE: The principal said, “The new science labs [located in the west wing] have state-of-the-art equipment.”

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Brackets for Explanatory Material Within Quotations

Read each item. Then, insert brackets where you think they are necessary.
Example: The vice principal said, “The construction of the new science labs which began in May took
less time than anticipated.”
Answer: The vice principal said, “The construction of the new science labs [which began in May] took less time
than anticipated.”

1. Mrs. Creighton said, “The play was written by William Shakespeare in 1614 two years before his death in 1616.”

2. She explained, “Some critics Hodgkins and Fleming, among others questioned whether Shakespeare actually wrote
the play.”
3. Jane asked, “Why did they the critics think he didn’t write the play?”

4. Mrs. Creighton answered, “Some theories suggest that he Shakespeare did not write all the plays he is credited
with writing.”
5. The mayor of Washington, D.C., is quoted as saying, “The city the District of Columbia is bankrupt. This is a crisis
of great magnitude.”

Practice B Writing Quotations With Explanatory Material in Brackets

Read each item below. Then, write a direct quotation that includes the item as explanatory material in brackets.
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Example: the United States and Russia

Answer: The president said, “The problem is one that our countries
[the United States and Russia] share, and so we must share the solution as well.”

1. until proven guilty

2. Houston, Austin
3. the incident
4. unwarranted
5. Red Cross workers

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USING QUOTATION MARKS FOR DIALOGUE

A conversation between two or more people is called a dialogue. When writing a dialogue, begin a new paragraph with each
change of speaker. Use quotation marks to set off direct quotations. For quotations longer than a paragraph, put quotation
marks at the beginning of each paragraph and at the end of the final paragraph. See the example below.

EXAMPLES: At the school assembly, the principal announced, “We will no longer allow eleventh-graders to
park in the west parking lot.”
“Why not, Mr. Thompson?” asked the eleventh-grade class president.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Quotation Marks in Dialogue

Read the dialogue below. Then, place quotation marks where they are needed.
Example: The journalist from the school paper asked the principal, So, Mr. Thompson, how can
you justify this new rule to the eleventh-graders?
Answer: The journalist from the school paper asked the principal, “So, Mr. Thompson, how can you justify
this new rule to the eleventh-graders?”

1. As I see it, the privileges that we have extended to the eleventh-graders have not been respected by them, answered
Mr. Thompson.
2. The journalist asked, What will you do with the extra spaces in the west parking lot?

3. The principal replied, They will be offered to faculty and staff who before had to park on the street.
4. The journalist asked, Mr. Thompson, what, if anything, can the junior class do to reverse your decision?

5. The principal explained, As of now, I will not reverse my decision. Next year, when the eleventh-
graders are seniors, they will enjoy the benefits of the new rule.

Practice B Writing Dialogue Using Quotation Marks

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On the lines provided, write a five-sentence dialogue between a teenager interviewing for a job at a store and the
store manager.
Example: Mrs. Fransessa asked, “What experience do you have?”
“I have been baby-sitting and helping at my parents’ store for three years,” Susan said.

1.
2.

3.
4.
5.

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USING QUOTATION MARKS FOR TITLES

Quotation marks are used around titles of the following works: short stories, book chapters, short poems, essays,
articles, written works that are part of a larger collection, television episodes, songs, and parts of long musical
compositions. The titles of longer works, such as books, television series, movies, and albums (or CDs) are printed in
italics or are underlined.
EXAMPLE: A spin-off of a popular television show is called The Mouse Catcher.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Placing Quotation Marks in Titles

Read the sentences below. Then, place quotation marks where they are needed.
Example: Please read The Love Song of J. Alfred Prufrock by T. S. Eliot for homework.
Answer: Please read “The Love Song of J. Alfred Prufrock” by T. S. Eliot for homework.

1. Sarah wrote a short story in creative writing class 6. One of my favorite songs is Say What You
called The Near Miss. Need to Say by John Mayer.
2. Emma wrote a poem for the same class called 7. My uncle’s favorite song of all time is Pinball
Overcoming Me. Wizard by The Who.
3. My favorite episode of the television show 8. I think one of the greatest poems ever written is The
Emergency is called Rescue in the Sky. Road Not Taken by Robert Frost.
4. I used an article titled How to End the War for my 9. My English teacher prefers poems such as
current events essay. The Lantern Bearer by Robert Louis
Stevenson.
5. My teacher said that my essay Why the War Must
10. The journalist finished his article The Fall of a
End was one of the best he has ever read.
President.

Practice B Using Quotation Marks in Titles

On each line provided, write a sentence using the type of title indicated. Be sure to use quotation marks correctly in your
sentence.
Example: essay title
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Answer: I finally finished my essay, “John D. Rockefeller: Great Entrepreneur.”

1. short story title

2. song title
3. short poem title
4. article title
5. episode title

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 Name Date

USING UNDERLINING AND ITALICS IN TITLES

Underlining and italics are used to make titles stand out in writing. Use underlining in handwritten work; use italics in
printed material. Underline or italicize the following: titles of books, newspapers, plays, long poems, magazines,
movies, television and radio series, long works of music, and works of art. Underline or italicize words, letters, or
numbers used as names for themselves. Also underline or italicize foreign words not yet accepted into English and the
names of air, sea, and space craft.
EXAMPLES: My father reads the Dallas Morning News every day.
The i’s in her paper looked like numbers, not letters.
My grandmother said buenas noches, which means “good night,” to me on the phone.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Underlining (or Italicizing) Titles and Special Words

Read the sentences below. Then, underline the titles and special words as needed.
Example: Please read chapters 1 through 5 of Sula by Toni Morrison.
Answer: Please read chapters 1 through 5 of Sula by Toni Morrison.

1. I am writing a novel called Not in Kansas Anymore as my final project.

2. We saw the famous painting, Mona Lisa, in person.
3. I watch The Today Show every morning while I get ready for school.
4. Did you know that the Titanic sank on its maiden voyage?
5. My mother’s favorite album is Revolver by The Beatles.
6. We are just starting to read Portrait in Sepia by Isabela Allende.
7. I hope it is as good as her other book, Daughter of Fortune.
8. When we went to Costa Rica, we said muchas gracias all the time.
9. My mother’s favorite novel of all time is For Whom the Bell Tolls by Ernest Hemingway.
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10. My teacher took three points off my essay because I didn’t cross my t’s.

Practice B Underlining Titles and Special Words and Phrases in Sentences

On the lines provided, write a sentence using the type of title indicated. Be sure to underline the titles correctly in your
sentences.
Example: newspaper title
Answer: I was considering getting a subscription to the Wall Street Journal.

1. book title
2. magazine title
3. play title
4. long poem title
5. movie title

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USING QUOTATION MARKS TO INDICATE SARCASM AND IRONY

Quotation marks are used to set off words intended as sarcasm or irony.
EXAMPLE: My “kind and thoughtful” brother stranded me at the movie theater to go hang out with his
friends.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Quotation Marks to Indicate Sarcasm or Irony

Read the sentences below. Then, add quotation marks to indicate sarcasm or irony.
Example: Hey, Slugger, are you going to strike out yet again?
Answer: Hey, “Slugger,” are you going to strike out yet again?

1. Are you going to invite Miss Personality to the party?

2. Your so-called jokes don’t bother me a bit.
3. Whenever we go out, Luis conveniently forgets his wallet.
4. When I failed my driving test, my brother called me Mario Andretti all day.
5. When the car broke down for the second time, my mother exclaimed she was so happy my father had fixed it.
6. Whenever we are talking in class too much, our teacher says thank you for being so wonderful.
7. We went to the Sunshine State for vacation, and it rained the entire time.
8. We stopped at a restaurant in Wisconsin, the Cheese State, and the waitress said they were out of cheeseburgers.
9. Today’s special at the school cafeteria was mystery meat and petrified potatoes.
10. When I told my father I couldn’t fix the lawnmower, he said it isn’t exactly rocket science.

Practice B Using Quotation Marks to Indicate Sarcasm or Irony

On the lines provided, write a sentence using the expression provided, along with quotation marks to indicate sarcasm
or irony.
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Example: best friend

Answer: I found out today that my “best friend” was talking behind my back!

1. joke

2. ray of sunshine
3. a real winner
4. rocket scientist
5. Brother of the Year award

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USING HYPHENS IN NUMBERS

Hyphens are used to join compound numbers and fractions. See the examples below.

Use hyphens for two-word numbers from twenty-one My grandfather turned eighty-one years old yesterday.
to ninety-nine.
Use hyphens in fractions used as adjectives. I used one-third cup of sour cream.
Use hyphens between a number and a word used as We took a 60-minute bike ride.
a modifier.
Use hyphens for repeated modifiers. The eleventh- and twelfth-grade students gathered in the
cafeteria.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Hyphens in Compound Numbers and Fractions

Read the items below. Then, hyphenate them as needed.
Example: two thirds cup of soup
Answer: two-thirds cup of soup

1. ninety nine students 6. the ninth and tenth grade students

2. thirty six inches 7. a five minute break
3. twenty one miles 8. a two minute phone call
4. one and one half cups of pasta 9. a one hour run
5. two thirds cup of marinara sauce 10. twenty two years old

Practice B Using Hyphens in Compound Numbers and Fractions

On the lines provided, write a sentence using the number indicated. Be sure to hyphenate the number correctly.

Example: Sixty eight inches

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Answer: The nurse told me that I was sixty-eight inches tall.

1. one third cup

2. twenty one

3. eighty six

4. fifty nine

5. two and one half tablespoons

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USING HYPHENS WITH PREFIXES AND SUFFIXES

Hyphens are used to help readers see the parts of a long word. Use a hyphen after a prefix that is followed by a
proper noun or a proper adjective. Use a hyphen in words with the prefixes all-, ex-, and self- and words with the
suffix -elect. See the examples below.
EXAMPLES: post-Shakespeare
self-confidence
President-elect
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Hyphens With Prefixes and Suffixes

Read the items below. Then, hyphenate them as needed.
Example: pro Americanism
Answer: pro-Americanism

1. self esteem 6. post Easter

2. all state 7. governor elect
3. mid March 8. mid June
4. pre Victorian 9. ex boyfriend
5. pro Democrat 10. all powerful

Practice B Using Hyphens With Prefixes and Suffixes

Read the items below. Then, write a sentence using the item and a hyphen.
Example: ex girlfriend
Answer: Juan ran into his ex-girlfriend at the mall, and they spoke briefly.

1. self taught
2. all encompassing
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3. mid February
4. self motivation
5. ex Marine
6. pro British
7. ex husband
8. mayor elect
9. all out
10. self contained

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USING HYPHENS WITH COMPOUND WORDS

Use a hyphen to connect two or more words that are used as one compound word, unless your dictionary gives a different
spelling. Use a hyphen to connect a compound modifier that appears before a noun. The exceptions to this rule include
adverbs ending in -ly and compound proper adjectives or compound proper nouns that are acting as an adjective. When
compound modifiers follow a noun, they generally do not require the use of a hyphen. See the examples below.

Use hyphens Do not use hyphens

ten-year-old girl widely available information
well-made pair of jeans The jeans were well made.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Hyphens in Compound Words

Read the items below. Then, hyphenate the words as needed.
Example: hard and fast rule
Answer: hard-and-fast rule

1. well to do gentleman 6. thirty year old man

2. brother in law 7. in season produce
3. bleary eyed child 8. merry go round
4. above water rescue 9. up to date information
5. sister in law 10. fifty year old woman

Practice B Using Hyphens in Compound Words

Read the items below. Then, write a sentence using the item and hyphens as needed.
Example: jack of all trades
Answer: My uncle who has worked as a carpenter, an electrician, and a plumber is known as jack-of-all-trades.
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1. court martial
2. take off
3. go between
4. friendly looking
5. easy going
6. sixteen year old
7. off season
8. well known
9. mass produced
10. as is

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USING HYPHENS FOR CLARITY

Some words or group of words can be misread if a hyphen is not used. Use a hyphen within a word when a combination
of letters might otherwise be confusing. Prefixes, such as semi-, anti-, de-, and re-, are usually hyphenated when the root
word begins with the same vowel.
EXAMPLES: We live in a co-op building, which means my parents own a share of the entire building.
The special-delivery carrier arrived at our door and presented us with four huge boxes.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises

Practice A Using Hyphens for Clarity

Read the items below. Then, hyphenate the words as needed.
Example: reencounter
Answer: re-encounter
1. semiinformative 6. reenlist
2. reestablish 7. antiinflammatory
3. wellliked 8. reenergize
4. semiillustrative 9. semiindependent
5. deemphasize 10. antiindependence

Practice B Using Hyphens for Clarity in Sentences

Read the sentences below. Then, rewrite each sentence, correcting errors in hyphenation. If the punctuation is
correct, write correct.
Example: After moving 3,000 miles away five years ago, Chris suddenly called me to reestablish our friendship.

Answer: After moving 3,000 miles away five years ago, Chris suddenly called me to re-establish our friendship.
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1. The brisk walk reenergized us to go back and study more for our final exam.

2. My brother actually broke the air conditioning-unit while he was trying to change the filter.

3. The semiinclusive parking lot at our school is for seniors and faculty only.

4. The teacher was well liked for her great sense of humor and easygoing personality.

5. A group of demonstrators were antiimperialistic and wanted their independence.

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USING HYPHENS AT THE ENDS OF LINES

Sometimes long words at the end of a line of print are hyphenated, with part of the word appearing on the next line. This
keeps the line-length even, making the text easier to read. If a word must be divided, always divide it between syllables.
Always place the hyphen at the end of the first line, not at the beginning of the second line. Do not hyphenate single-
syllable words.
EXAMPLE: The junior class president will provide information about the fund-raiser tomorrow
morning.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Hyphens to Correctly Divide Words

Read the words below. Then, rewrite them as if they had to be hyphenated. Put the hyphen in the correct place.

Example: support
Answer: sup-port

1. classroom 6. sleeping
2. notebook 7. surgeon

3. overheard 8. focus
4. diving 9. guiding
5. ticket 10. textbook

Practice B Using Hyphens Correctly at the End of Lines

Read the sentences below. If the word at the end of the line has been incorrectly divided, then correctly divide the word,
or write it as one word.
Example: The principal walked around the school lo-oking for the student who lost his keys.
Answer: look-ing
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1. I forgot to bring my wallet to the mall, so I could not buy anyth-ing for my mother’s birthday. _____________________

2. The football players ran onto the field and warm-ed up before the game. ____________________

3. Everyone at the senior class meeting was tal-king at once, so the vice principal told us to be quiet. _________________

4. The fans applauded for the basketball players as th-ey ran onto the court. ________________

5. There is a poster of the periodic table of elements in the science laborato-ry. _________________

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USING HYPHENS CORRECTLY TO DIVIDE WORDS

When using hyphens to divide words, keep the following rules in mind.

Do not divide one-syllable words. Incorrect: jud-ge

Correct: judge
Do not divide a word so that a single letter or the Incorrect: read-y
letters -ed stand alone. Correct: ready
Avoid dividing proper nouns and proper adjectives. Incorrect: Amer-i-can
Correct: American
Divide a hyphenated word only after the hyphen. We are going to visit my brother and my sister-
in-law in Toronto.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Hyphens Correctly to Divide Words

Read the words below. If the word is hyphenated correctly, write correct. If the word is hyphenated incorrectly,
write the word the way it should appear.
Example: wish-ed
Answer: wished

1. cloth-ed 6. lodg-es
2. day-light 7. run-ning
3. thor-ough 8. qui-et
4. to-day 9. Brit-ish
5. lod-ge 10. stead-y

Practice B Using Hyphens Correctly to Divide Words

Read each group of divided words. Identify the word that is not correctly divided. Then, rewrite the word, putting
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the hyphen(s) in the correct place, or writing it as one word if it cannot be divided.
Example: warm-ed warm-ing warm-er
Answer: warmed

1. cloth-es cloth-ing wash-cloth

2. fan-ned farm-er frank-ness

3. fla-vor-ful fo-ol fruit-less
4. base-ball bor-ed broom-stick

5. bl-ack guilt-less grate-ful

6. spell-ed for-lorn crim-son
7. tele-graph a-long te-ll

8. finall-y fam-ished fam-ous

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USING APOSTROPHES TO FORM POSSESSIVE NOUNS

Apostrophes are used with nouns to show ownership or possession. See the rules for possessive nouns and the examples
below.

Add an apostrophe and -s to form the possessive case of the student’s lunch
most singular nouns. the bird’s nest
Add only an apostrophe to form the possessive of plural fi ve birds’ nests
nouns ending in -s or -es. the knives’ handles
Add an apostrophe and an -s to show the possessive the children’s games
case of plural nouns that do not end in -s or -es. two deer’s tracks
Add an apostrophe and -s or just an -s to the last word of my brother-in-law’s golf clubs
a compound noun.
Use an apostrophe and -s or just an apostrophe to form a day’s rest
possessives involving time, amount, or the word sake. three cents’ worth
for Chris’s sake

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Apostrophes to Form Possessive Nouns

Read the items below. Then, write the possessive form of each noun in parentheses. Be sure to place apostrophes
correctly.
Example: the (players) best game
Answer: the player’s best game
1. my (family) home 5. the (Smiths) cars
2. the (girls) backpacks 6. the (mice) squeaks

3. the (foxes) den 7. (Sister-in-law) brother

4. the (skaters) awards 8. the (gentlemen) scarves
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Practice B Using Apostrophes Correctly in Sentences

Read each sentence. Then, rewrite each sentence, correcting the mistakes with possessive nouns.
Example: The athletes medal is gold.
Answer: The athlete’s medal is gold.

1. Mr. Fine does not approve of his sons wives.

2. Having four students with the same name in her class added to the new teachers confusion.

3. Mary Garcias goal was to write a best-selling novel.

4. Mrs. Gonzalezes sons-in-law gave her a surprise birthday dinner.

5. The disaster was averted and hundreds of lives saved due to Nilss quick thinking.

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USING APOSTROPHES WITH PRONOUNS

Apostrophes are used with pronouns to show ownership or possession. See the rules for possessive pronouns and the
examples below.

Use an apostrophe and -s with indefinite pronouns to somebody’s car

show possession. each other’s feelings
Do not use an apostrophe with possessive personal her MP3 player
pronouns; their form already shows ownership. his backpack
their idea
Be careful not to confuse the contractions who’s, it’s, Whose sweater is this?
and they’re with possessive pronouns. Who’s going shopping today?

Show that you can correctly and consistently use conventions of punctuation by completing the following exercises.

Practice A Using Apostrophes to Form Possessive Pronouns

Read the items below. Then, write the possessive form of each pronoun. If the item is correct, write correct.

Example: whose address

Answer: correct

1. someone mobile phone 6. one feelings

2. somebody baseball glove 7. no one car
3. his research paper 8. her application
4. anybody guess 9. somebody tennis raquet
5. neither idea 10. anyone help

Practice B Using Apostrophes Correctly With Indefinite Pronouns

Read each indefinite pronoun below. Then, write a sentence of your own using the possessive form of the indefinite
pronoun.
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Example: someone
Answer: Someone’s wallet is on the floor.

1. everybody

2. everyone
3. neither
4. either
5. one
6. anybody
7. someone
8. somebody

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USING APOSTROPHES TO FORM CONTRACTIONS

Contractions are used in informal speech and writing. Use an apostrophe in a contraction to show the position of the
missing letter or letters.
EXAMPLE: We didn’t go to visit that college after all. (contraction didn’t—did not)
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Apostrophes to Form Contractions

Read the words below. Then, write a contraction for the words. Be sure to include an apostrophe in the correct location.

Example: should not

Answer: shouldn’t
1. are not 6. I would
2. will not 7. we would
3. he will 8. you are

4. I am 9. she is
5. she will 10. they are

Practice B Using Apostrophes Correctly in Contractions

Read the words below. Then, write a sentence of your own using a contraction in place of the words.
Be sure to include an apostrophe in the correct location.
Example: We are
Answer: We’re sitting at the same table at the junior prom.

1. are not
2. should have
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3. should not
4. will not
5. would have
6. they are
7. we are
8. he would
9. Daniela is
10. cannot

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USING APOSTROPHES TO CREATE SPECIAL PLURALS

Apostrophes can help avoid confusion with special plurals. Use an apostrophe and -s to create the plural form of a
letter, numeral, symbol, or word that is used as a name for itself.
EXAMPLE: I received four A’s and two B’s on my report card.
Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Apostrophes to Create Special Plurals

Read the items below. Then, use an apostrophe to create a special plural for each item.
Example: ps and qs
Answer: p’s and q’s
1. nos 6. ABCs
2. Cs and Ds 7. 123s
3. ifs, ands, or buts 8. +s and –s
4. Is 9. ?s
5. 3s and 4s 10. !s

Practice B Using Apostrophes to Create Special Plurals in Sentences

Read the items below. Use each item in a sentence, using apostrophes to avoid confusion.

Example: !s
Answer: There are too many !’s in your personal narrative.

1. ABC
2. As and Bs
3. 5s
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4. As and Ans
5. Is and yous
6. ?s
7. :s and ;s
8. 10s and 20s
9. ps and qs
10. Fs

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PARENTHESES
Parentheses help you group material within a sentence. Use parentheses to set off information when the material is not
essential or when it consists of one or more sentences. If the material in parentheses is a complete sentence, use an initial
capital letter, and place the end mark inside the parentheses.
If the information in the parentheses is a phrase, do not use an initial capital letter or end mark inside the parentheses.

EXAMPLES: We went to Corpus Christi (in the southeastern part of the state) to visit my uncle.
New Hampshire is known for its mountains and maple trees. (See the photos below for examples.)

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Revising to Add Parentheses to Sentences

Read each sentence. Then, rewrite each sentence, adding the items indicated in parentheses where appropriate in
the sentence. If the item is correct as it appears, write correct.
Example: Flannery O’Connor was a Southern Gothic writer. (1925–1964)
Answer: Flannery O’Connor (1925–1964) was a Southern Gothic writer.

1. His research will take him to Pompeii, Rome, and Venice. (1) (2) (3)

2. In August, A.D. 79, there were signs that the volcano Vesuvius was again about to erupt. (in southwestern Italy)

3. The violent eruption descended on the city of Pompeii during the hours of early morning. (busy, sunny)

4. If we wanted to find a universal world language, we could have the whole world speaking it in a decade. (see box
below)

5. Thomas Jefferson served two terms as president of the United States. (1801–1809)
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Practice B Writing Sentences With Parenthetical Information

Read the items below. Use each item in parentheses in a sentence of your own.
Example: (1)
Answer: The Olympic games (1) will be held in Prague; (2) will be held under extremely tight security; and
(3) will hopefully proceed peacefully.

1. (college applications)
2. (school year 2011–2012)
3. (in Fort Worth, Texas)
4. (the prom committee)
5. (I had written the wrong assignment in my agenda.)

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BRACKETS
Brackets are used to enclose a word or phrase added by a writer to the words of another writer. Use brackets to
enclose words you insert in quotations when quoting someone else. Note that the Latin expression sic (meaning
“thus”) is sometimes enclosed in brackets to show that the author of the quoted material has misspelled a word or
phrase.
EXAMPLE: “A universal languge [sic] could be monitored, the pronunciation kept constant, the
script guarded from local [or nationalistic] peculiarities.”

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Brackets in Quotations

Read each quotation. Then, rewrite each sentence, adding the bracketed item where you think it is
appropriate.
Example: “The air in the cave was stail and smelled unpleasant.” [sic]
Answer: “The air in the cave was stail [sic] and smelled unpleasant.”

1. “The light from our miner’s lamps penetrated the darkness, and we could see only where the light fell, so we had to
feel our way among the rocks.” [barely]

2. “Often we slipped down inclines or fell into potholes and pools.” [very steep]

3. “Even though we moved, we soon became wet and bruised.” [cautiously]

4. “Finally, we crawled through a low place.” [very]

5. “We came out into a big space with a poole.” [sic]

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Practice B Revising to Add Brackets to Quotations

Read each quotation. Then, rewrite each quotation, adding sic in brackets where needed.
Example: “We walked towards the ralings, which proved to contain a gate.”
Answer: “We walked towards the ralings [sic], which proved to contain a gate.”

1. “Ian Young opened it with a click of iron, and it swung on unoyled hinges.”

2. “Beyond it, the dim light showed the forelorn public garden.”

3. “Their were a few seats beside the path.”

4. “But in late November, the melancoly of such places could seep into the soul like fungus.”

5. “Ian Young walked purposefuly onward, neither hurrying nor moving with caution.”

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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 or
interruption in dialogue. See the examples below.

Use an ellipsis to show omitted words in a Marcos told me, “The teacher said that . . . we had two more
quotation. days to fi nish the report.”
Use an ellipsis to mark a pause in a dialogue or I said to the children, “OK, kids, ready . . . set . . . go!”
speech.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Ellipses to Show Omissions in Quotations

Read each quotation. Then, rewrite each quotation, using an ellipsis to show the omission of the words in parentheses.
Example: “Our country was invaded in 1941, and almost immediately my sister and I enlisted in the
Armed Forces.” (almost immediately)
Answer: “Our country was invaded in 1941, and . . . my sister and I enlisted in the Armed Forces.”

1. “Umbrellas are seldom useful in Chicago because of the city’s strong winds.” (city’s)

2. “Prying up the disguised trap door, we discovered a secret chamber, once a station on the Underground
Railroad.” (a secret chamber, once)

3. “My friend Jarmila knows I love to cook, so she brought me a cookbook full of recipes.” (knows I love to cook, so she)

4. “Mary Stewart wrote the novel Airs Above the Ground.” (the novel)

5. “Of the three Watson girls, only Rhonda called me.” (Watson)
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Practice B Using Ellipses to Show a Pause in Dialogue

Read each line of dialogue. Then, rewrite each quotation, adding an ellipsis to show a pause where you think it is
logical.
Example: “I really don’t know how or if I’ll ever finish these applications.”
Answer: “I really don’t know how . . . or if . . . I’ll ever finish these applications.”

1. “If these walls could talk I wonder what they’d say.”

2. “Mom, Vincent had a car accident but he isn’t hurt.”
3. “Oh, thank goodness. What happened?”
4. “I don’t know where to start. It all happened so fast!”
5. “This is why I worry so much about the two of you.”

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DASHES
A dash signals a stronger, more sudden interruption in thought or speech than commas or parentheses.
A dash may also take the place of certain words before an explanation. See the examples below.

Use a dash to indicate an abrupt change of thought, a You actually believed her—I told you never to believe a
dramatic interrupting idea, or a summary statement. word she says—when she told you she went skydiving!
Use a dash to set off a nonessential appositive or The car salesman—tired of helping the impossible
modifier when it is long, already punctuated, or customer—simply walked out of the showroom.
especially dramatic.
Use a dash to set off a parenthetical expression when We visited the Vietnam Veterans Memorial—what an
it is long, already punctuated, or especially dramatic. experience!—on our trip to Washington, D.C.

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Dashes to Emphasize Parenthetical Expressions

Read each sentence. Then, rewrite each sentence, using dashes to emphasize the parenthetical expressions.
Example: After a four-hour flight what a long trip! we finally arrived at our vacation destination.
Answer: After a four-hour flight—what a long trip!—we finally arrived at our vacation destination.

1. The flight I have never seen such a crowded airplane was delayed for three hours.

2. What was the cause I hate when planes are late for the delay?

3. We don’t know the reason we think it was mechanical because the pilot never told us.

4. What did you do I never know what to do on a crowded airplane while you waited?

5. I read my book it is the best book ever the entire time.

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Practice B Using Dashes for Emphasis in Sentences

Read each expression below. Then, write a sentence of your own, using the parenthetical expression provided and
dashes for emphasis.
Example: what a surprise!
Answer: My friends threw me a birthday party—what a surprise!—two days before the actual day.

1. I can’t believe I won!

2. I was so disappointed!
3. my father was furious!
4. what a close game

5. can you imagine?

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SLASHES
A slash is used to separate numbers in dates and fractions, lines of quoted poetry, or options. Slashes are also used to
separate parts of a Web address.

Dates 9/1/96
Fractions 2/3 cup of milk
Line of quoted poetry I used these lines from a Walt Whitman poem, “Oh Captain! my
Captain! our fearful trip is done,/The ship has weather’d every
rack, the prize we/sought is won.”
Options We could choose from oatmeal/eggs/toast.
Web addresses http://www.whitehouse.gov/
(the White House)

Show that you can correctly and consistently use conventions of punctuation by completing the following
exercises.

Practice A Using Slashes With Numbers

Read each item. Then, write each item using slashes correctly.
Example: July 8, 1995
Answer: 7/8/95
1. three-tenths 6. six-elevenths
2. one-fifth 7. one-third
3. January 22, 2012 8. January 28, 1968
4. May 11, 2010 9. December 11, 2007
5. December 3, 1996 10. one-twentieth

Practice B Using Slashes Correctly in Sentences

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Read each sentence below. Then, add slashes where needed.

Example: The community pool party was held on 8 17 12.

Answer: The community pool party was held on 8/17/12.

1. The appetizer options are: spring rolls soup salad chicken skewers.
2. The Web address for the Smithsonian Institute is http:www.si.edu.
3. Choose two of the following: strawberries blackberries blueberries cherries.
4. Our school’s Web address is http:www.ridgewoodhs.tx.edu.
5. The elections for junior class officers will be held on 10 2 12.
6. My birthdate is 4 7 95.
7. The options for lunch today are: grilled fish grilled chicken grilled cheese.
8. The state standardized test will be held on 1 19 13.

– 135 Punctuation –