GRAMMAR PLUS

WORKBOOK
Grade 6
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ISBN-13: 978-1-418-38406-7
ISBN-10:   1-418-38406-2
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Contents
GRAMMAR
Nouns and Pronouns
Nouns............................................................................................................ 1
Pronouns....................................................................................................... 7

Verbs
Action Verbs............................................................................................... 14
Linking Verbs............................................................................................. 16
Helping Verbs............................................................................................. 19

Adjectives and Adverbs

Adjectives................................................................................................... 20
Adverbs...................................................................................................... 29

Prepositions
Prepositions................................................................................................ 34

Conjunctions and Interjections

Conjunctions.............................................................................................. 36
Interjections................................................................................................ 40

Basic Sentence Parts

The Basic Sentence.................................................................................... 41
Subjects and Predicates............................................................................ 43
Compound Subjects and Compound Verbs............................................. 44
Hard-to-Find Subjects................................................................................ 46
Objects and Complements........................................................................ 50

Phrases and Clauses

Phrases....................................................................................................... 56
Clauses....................................................................................................... 59

Effective Sentences
Classifying Sentences by Structure.......................................................... 61
Classifying Sentences by Function.......................................................... 66
Combining Sentences................................................................................ 67
Varying Sentences..................................................................................... 69
Avoiding Sentence Fragments.................................................................. 71

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USAGE
Using Verbs
Regular Verbs and Irregular Verbs........................................................... 78
The Six Tenses of Verbs............................................................................ 80
Troublesome Verbs.................................................................................... 86

Using Pronouns
Recognizing Cases of Personal Pronouns................................................ 87

Making Words Agree

Subject-Verb Agreement........................................................................... 90
Pronoun-Antecedent Agreement.............................................................. 97

Using Modifiers
Comparisons Using Adjectives and Adverbs........................................ 100
Troublesome Adjectives and Adverbs................................................... 108

MECHANICS
Punctuation
End Marks................................................................................................ 109
Commas.................................................................................................... 112
Semicolons and Colons............................................................................ 123
Quotation Marks, Underlining, and Italics............................................. 126
Hyphens ................................................................................................... 133
Apostrophes............................................................................................. 139
Parentheses and Brackets....................................................................... 143
Ellipses and Dashes................................................................................. 145

Capitalization
Using Capitalization................................................................................ 147

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1 PEOPLE, PLACES, THINGS, AND IDEAS

A noun is the part of speech that names a person, a place, a thing, or an idea.

There are different types of nouns. See the examples below.

People Kelis, sister, skateboarder, Senator Kaur
Places home, school, Chestnut Street, Earth
Things music, tree, shelf, The Crossover
Ideas tolerance, pride, sneakiness, disappointment

PRACTICE A Identifying Nouns

Read each sentence. Then, underline the nouns in each sentence.
Example: Amira went to Rhode Island last week.
Answer: Amira went to Rhode Island last week.
1. Luna is a smart cat. 7. The Revolutionary War was fought for
independence.
2. My brother plays the drums.
8. His favorite book is The Lightning Thief by
3. Chris eats blueberries every day.
Rick Riordan.
4. The doctor said her courage is amazing.
9. A method of landscaping that conserves
5. Cedric moved to Wyoming from Idaho. water is called xeriscaping.
6. What gift are you giving your mother for her 10. My uncle has no sense of humor.
birthday?

PRACTICE B Labeling Nouns

Read each sentence. Then, on the line provided, write each noun and tell whether it is a person, a place,
a thing, or an idea.
Example: Eric kicked the soccer ball.
Answer: Eric — person; ball — thing
1. Paulie lives on Market Street.
2. I can feel the excitement in the air.
3. Her eyes sparkled like gems.
4. Rosa is the video game champ of our house.
5. Your friendship matters to Koji and me.
6. Rover got lost in the park.
7. Have you seen the painting Starry Night by van Gogh?
8. Princess looked at her watch and wished she were home.
9. Resilience is the ability to bounce back from problems.
10. The president gave the award to Aziz and Deb.

Writing and Speaking Application

Write a paragraph describing your favorite place, using at least four nouns. Circle the nouns. Then, take
turns reading your paragraph with a partner. Your partner should listen for and name the nouns you
used. Switch roles with your partner.

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2 CONCRETE AND ABSTRACT NOUNS

A concrete noun names something that can be perceived through any of the five senses. An
abstract noun names something that cannot be perceived through the senses.

Concrete nouns name people, places, and things. Abstract nouns name ideas. See the examples below.
Concrete Nouns Bonnie, friend, airport, Raritan Bay, desk, taco, highway
Abstract Nouns friendship, kindness, luck, suspense, guilt, love

PRACTICE A Identifying Concrete and Abstract Nouns

Read each sentence. Then, underline the concrete nouns and circle the abstract nouns.
Example: Jules never forgot the stranger’s kindness.
Answer: Jules never forgot the stranger’s kindness.
1. Abdul’s greatest dream is to become a singer. 7. Gid felt envy when he saw his friend’s new
television.
2. Rafe felt surprise when Cary spoke up.
8. Da Vinci, a true artist, could find inspiration
3. Gabby is known for her bravery.
anywhere.
4. A poet said, “Beauty is truth, truth beauty.”
9. The truth of Setsuko’s claim was never in
5. My mom doesn’t like cats, but she feels doubt.
affection for Dot.
10. Seeing Yasmin cross the finish line gave
6. My dad says rush-hour traffic causes Lewis a shock.
frustration.

PRACTICE B Labeling Concrete and Abstract Nouns

Read each sentence. Then, on the line provided, identify whether each underlined noun is concrete
or abstract.
Example: Happiness arrives when you’re not looking.
Answer: abstract
1. His goal in life is simplicity.
2. Her thoughtfulness to her friends is appreciated.
3. Do you think animals feel regret?
4. Devontae has a passion for acting.
5. George’s stubbornness will get him into trouble someday.
6. When Claude begins to feel anger, he counts to ten.
7. My dad feels compassion toward all small creatures.
8. Living on the river gives excitement to our days.
9. My intention is to become a more outgoing person.
10. A little knowledge is a dangerous thing.

Writing and Speaking Application

Write a two-sentence description of someone you know, using at least three abstract nouns. Circle the
nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name
the abstract nouns you used.

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3 COLLECTIVE NOUNS
A collective noun names a group of people, animals, or things.

Examples of collective nouns are club, crowd, couple, and orchestra.

PRACTICE A Finding Collective Nouns

Read each group of nouns. On the line provided, write the word in each group that is a collective noun.
Example: herd, animals, deer
Answer: herd
1. fans, audience, viewers
2. uncle, aunt, family
3. group, members, friends
4. scouts, troop, trip
5. singer, band, piano player
6. committee, workers, plan
7. point guard, team, rebounder
8. litter, kittens, mother
9. voters, citizens, public
10. vermin, mice, bugs

PRACTICE B Identifying Collective Nouns

Read each sentence. Then, underline the collective noun in each sentence.
Example: The fans applauded after the performance.
Answer: The fans applauded after the performance.
1. A firefighter spoke to my class about safety.
2. The jury could not agree on a verdict.
3. The chess club meets every Friday in the quad.
4. My sister’s team is selling wrapping paper.
5. A flock of sparrows flew over our heads.
6. The board of directors voted to increase salaries.
7. A crowd gathered to watch the puppet show.
8. The committee set a date for the spring dance.
9. A school of fish swam away from the divers.
10. The hotel staff maintains the highest standards.

Writing and Speaking Application

Write a two-sentence description of a group of animals, using at least two collective nouns. Circle the
nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name
the collective nouns you used.

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4 COUNT AND NON-COUNT NOUNS

Count nouns name things that can be counted. Non-count nouns name things that cannot be
counted.

Count nouns take any article (a, an, or the) and can be either singular or plural. Non-count nouns do not
take a or an and cannot be plural. See the examples below.
Count Nouns a pencil, an eyebrow, the books, two parties
Non-Count Nouns equipment, fun, knowledge, water, wheat

PRACTICE A Identifying Non-Count Nouns

Read each sentence. Then, underline the non-count nouns.
Example: My parents are buying new furniture for the family room.
Answer: My parents are buying new furniture for the family room.
1. When lightning struck, the tree split in two. 6. Lenny cooked pasta for dinner last night.
2. My brother plays football at college. 7. Joaquin doesn’t have enough information to
make a choice.
3. The heat from the fire is beginning to
warm me. 8. I saw steam rise from the iron.
4. Dad added too much sugar to the cake. 9. Pollution makes the air hard to breathe.
5. The twins always feel excitement the first day 10. Kate picked tomatoes and lettuce in the
of school. garden.

PRACTICE B Writing With Non-Count Nouns

Read each sentence. Then, rewrite the sentence, correcting the use of the non-count noun.
Example: Our company provides equipments for the sports teams.
Answer: Our company provides equipment for the sports teams.
1. I enjoy watching a snow—from indoors.
2. Nico got her hairs cut short.
3. Lamar listens to a music while he studies.
4. Add a flour to thicken the batter.
5. Sunshines always improves my mood.
6. All of Greg’s favorite meals start with a rice.
7. A curiosity is a useful trait.
8. Pele listens to songs while watching soccers.
9. Luz is waiting for the mails to come.
10. Kamal lettered in a basketball last year.

Writing and Speaking Application

Write a paragraph describing how to prepare a meal (or one dish), using at least three non-count nouns.
Circle the non-count nouns. Then, take turns reading your paragraph with a partner. Your partner should
listen for and name the non-count nouns you used.

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5 COMPOUND NOUNS
A compound noun is one noun made by joining two or more words.

Compound nouns can be single words, hyphenated words, or two or more separate words.
Single Word football, backpack, blueberry, toothbrush
Hyphenated Word brother-in-law, kilowatt-hour, penny-pincher, runner-up
Separate Words dust jacket, ice cream, dining room, West Virginia

PRACTICE A Identifying Compound Nouns

Read each sentence. Then, write any compound nouns in it on the line provided. Draw a line between
the words that make up each compound noun. Some sentences have more than one compound noun.
Example: The bookmark fell out of the novel I’m reading.
Answer: book | mark
1. Tony baked a blackberry pie.
2. The president-elect made an inspiring speech about her plans.
3. Becca’s favorite wildflower is the bluebell.
4. My grandmother doesn’t allow grape juice in her living room
5. My great-grandfather settled in a Brooklyn high-rise in 1920.
6. The pilot landed on the aircraft carrier’s flight deck.
7. Eli and Bev are co-owners of the mini-mart.
8. We planted a blue spruce in the backyard.
9. Frank went skydiving on his birthday.
10. Cheeseburgers and milkshakes are not part of a healthful diet.

PRACTICE B Finding Compound Nouns

Read each sentence. Then, underline the compound noun. Each sentence has only one compound noun.
Example: Tori put her books in her backpack.
Answer: Tori put her books in her backpack.
1. The firefighters saved a burning house.
2. Sergio had a headache, so he took a nap.
3. The campsite turned out to be rocky.
4. Last year, I redecorated my bedroom.
5. Phil didn’t win first prize; he was the runner-up.
6. Damian gets up at sunrise to open the store.
7. Marissa was cold, so she put on her bathrobe.
8. Hot dogs are Edie’s favorite food at picnics.

Writing and Speaking Application

Write a two-sentence description of a typical weekend event for you, using at least four compound
nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should
listen for and name the compound nouns you used.

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6 COMMON AND PROPER NOUNS

A common noun names any one of a class of people, places, things, or ideas. A proper noun names
a specific person, place, thing, or idea.

Common nouns are not capitalized (except at the start of a sentence or in a title). Proper nouns are
always capitalized. See the examples below.
Common Nouns boy, river, state, movie, language, project
Proper Nouns Tessa, Red River, Kansas, Shrek 5, English, Toys for Tots

PRACTICE A Identifying Common and Proper Nouns

Read each sentence. Then, underline all the common nouns and circle all the proper nouns.
Example: My best friend is named Marta.
Answer: My best friend is named Marta.
1. We walked to the park, crossing Elm Street and heading up the hill.
2. Mary Cassatt was a well-known painter of the nineteenth century.
3. My favorite poem is “The Goblin Market” by Christina Rossetti.
4. My younger sister, Lori, named our new cat Rowan.
5. The first American woman to go to space was Sally Ride.
6. The book Biomimicry talks about products inspired by nature, such as Velcro.
7. When he was president, Theodore Roosevelt started the system of national parks.
8. Some of the oldest books in the world were written in Sumer, in the Middle East.
9. Missy’s favorite singer, Taylor Swift, has a new record out.
10. The history of Texas and the entire Southwest is filled with interesting people.

PRACTICE B Writing With Common and Proper Nouns

Read each sentence. Then, rewrite it, replacing the underlined words with proper nouns.
Example: Aisha and her friend swam in the lake.
Answer: Aisha and Lexi swam in Sunset Lake.
1. The neighbors went to a European country last year.
2. We drove down the highway to a city.
3. I go to the museum to see the paintings.
4. Ken and his buddy planted tulips last fall.
5. Ana ran into her coach at the grocery store.
6. Chris played a role in a musical.
7. Jan sailed an ocean last summer.
8. Enrique learned a new language before he traveled to a far-off country.

Writing and Speaking Application

Write a three-sentence description of a foreign country, using at least three common and two proper
nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should
listen for and name the proper nouns you used. Switch roles with your partner.

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7 ANTECEDENTS OF PRONOUNS
A pronoun is a word that takes the place of a noun or a group of words acting as a noun.
An antecedent is the noun (or group of words acting as a noun) to which a pronoun refers.

EXAMPLES: Chaz smiled when he opened his birthday present.

antecedent pronoun

Protecting wildlife is a mission for Jane. She works on it after school and on weekends.
antecedent antecedent pronoun pronoun

PRACTICE A Identifying Antecedents

Read each sentence or pair of sentences. Then, write each pronoun and its antecedent.
Example: Nate dropped his backpack. It landed on his foot.
Answer: his, his — Nate; It — backpack
1. Gia lent Bridget her history notes.
2. Deciduous trees lose their leaves in the fall.
3. When Brad and Kiki had a war of words, he lost.
4. Pablo was happy because he scored the winning touchdown.
5. Roscoe jumped into his owner’s lap. He was tired after his long walk.

6. Swimming is Rayna’s favorite sport. She does it every day.

7. Robert says he likes to watch the birds and see where they nest.
8. Eddie’s cat had her kittens. He was surprised that they were so small.

PRACTICE B Writing Pronouns for Antecedents

Read each sentence. Then, fill in the blank with an appropriate pronoun.
Example: Nashville is known for music scene.
Answer: Nashville is known for its music scene.
1. Lina loved the necklace her grandparents gave .
2. When the light burned out, made a buzzing noise.
3. I don’t like mushrooms due in part to texture.
4. Did you remember wallet?
5. Larry forgot to set alarm.
6. Don’t be afraid of bats; eat hundreds of mosquitoes.
7. After Molly got her license, drove me to the mall.
8. When the comet passed, I saw tail.
9. When the rain started, made quite a noise on the tin roof.
10. Have you read the Ember books? are real page-turners.

Writing and Speaking Application

Write a three-sentence description of a famous person, using at least five pronouns. Then, take turns
reading your sentences with a partner. Your partner should listen for and identify the pronouns’
antecedents. Switch roles with your partner.
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8 PERSONAL AND POSSESSIVE PRONOUNS

Personal and possessive pronouns refer to (1) the person or persons speaking or writing, (2) the
person or persons spoken or written to, or (3) the topic (person, place, thing, or idea) being spoken
to or written about.

Singular Plural
First Person I, me, my, mine we, us, our, ours
Second Person you, your, yours you, your, yours
Third Person he, him, his, she, her, hers, it, its they, them, their, theirs

PRACTICE A Identifying Personal and Possessive Pronouns

Read each sentence. Then, write any personal or possessive pronouns in the sentence. Most sentences
have more than one pronoun.
Example: She waved to her neighbors.
Answer: she; her
1. He took his dog for a walk.
2. We went shopping with our family.
3. This book is mine; that one’s yours.
4. Give us a call when you get back to town.
5. My mom went to her high school reunion last week.
6. They boarded up their house and moved away.
7. Do you think they will come back next year?
8. He chose to go skating, and she chose to go swimming.
9. Simone smiled as she showed us her gymnastics routine.

PRACTICE B Choosing Personal and Possessive Pronouns

Read each sentence. Then, choose the appropriate pronoun from the two in parentheses and write it on
the line provided.
Example: (We, Us) decided to hold a fundraiser.
Answer: We
1. Those shoes belong to (I, me).
2. (They, Them) helped with the gardening.
3. Is that (your, yours) phone on the desk?
4. The idea to decorate the gym was (their, theirs).
5. The extra ticket is (our, ours).
6. (He, Him) fixed sandwiches for everybody.
7. Drew and (I, me) made garlands out of glow lights.
8. He thinks the stars come out just for (her, hers).
9. Kim and (she, her) both won awards for their debating skills.

Writing and Speaking Application

Write a three-sentence description of something you’ve done recently, using at least five personal or
possessive pronouns. Then, take turns reading your sentences with a partner. Your partner should listen
for and identify the personal or possessive pronouns. Switch roles with your partner.
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9 REFLEXIVE AND INTENSIVE PRONOUNS

A reflexive pronoun directs the action of the verb toward its subject. Reflexive pronouns point to a
noun or pronoun earlier in the sentence. An intensive pronoun simply adds emphasis to a noun or
pronoun in the same sentence.

To form either a reflexive or an intensive pronoun, add -self or -selves to a personal pronoun. A reflexive
pronoun is essential to the sentence’s meaning. An intensive pronoun is not essential to the meaning.
Reflexive: He emailed himself a reminder of the meeting.
Intensive: I myself have made that same mistake.

PRACTICE A Identifying Reflexive and Intensive Pronouns

Read each sentence. Then, write each underlined pronoun and tell whether it is reflexive or intensive.
Example: Help yourself to some juice.
Answer: yourself — reflexive
1. The house itself wasn’t that hard to find.
2. My sister drove the car herself.
3. The athlete tests herself every day.
4. Jeff found himself too tired to go out.
5. Jazmine made that necklace herself.
6. Ask yourself if you feel lucky today.

PRACTICE B Writing Reflexive and Intensive Pronouns

Read each sentence. Then, fill in the blank by writing the reflexive or intensive pronoun that completes
each sentence.
Example: Trish made that dress .
Answer: herself
1. The movie wasn’t that good, but we had fun anyway.
2. Find a seat, and we’ll get started.
3. The actors were frightened during filming.
4. Devin said, “I can do it !”
5. The rule doesn’t apply to Sonya .
6. Procrastinators may find out of luck.
7. I’ve forced to exercise every day.
8. The author put in his book, though it was fiction.
9. As you know, it can be hard to keep some promises.
10. The cats weren’t afraid of the dogs, but Max was worried for them.

Writing and Speaking Application

Write a three-sentence description of an activity a friend of yours does. Use at least two reflexive and
two intensive pronouns. Then, take turns reading your sentences with a partner. Your partner should
listen for and identify which pronouns are reflexive and which are intensive.

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10 DEMONSTRATIVE PRONOUNS
A demonstrative pronoun points to a specific person, place, or thing.

This and these are demonstrative pronouns that point to something near the speaker or writer. That and
those point to something more distant. This and that are singular demonstrative pronouns. These and
those are plural.

PRACTICE A Identifying Demonstrative Pronouns

Read each sentence. Then, write each demonstrative pronoun and the noun it points out.
Example: Those are beautiful trees over there.
Answer: Those, trees
1. This is today’s mystery word.
2. That joke was not funny!
3. These are the snacks I purchased for the party.
4. Is that really a good idea?
5. This is my favorite route to school.
6. Those are the people I was telling you about.
7. Mom, these are my friends.
8. Is this microphone working?
9. What is that poem’s message?
10. Those tomatoes don’t look as fresh as these.

PRACTICE B Writing Demonstrative Pronouns

Read each sentence. Then, fill in the blank with an appropriate demonstrative pronoun.
Example: I threw old shirt away.
Answer: that
1. crackers are better for you than those.
2. Have you seen ads? I forget what they’re for.
3. In loud conditions, it’s hard to concentrate.
4. was quite a lightning storm last night.
5. Listen; are the things I plan to say.
6. is my favorite time of day.
7. Why does anyone watch TV hosts who yell?
8. I always feel relaxed here in flower garden.
9. Look at mess across the street!
10. soap that I’m holding smells better than one.

Writing and Speaking Application

Write three sentences giving directions to a location of your choice. Use all four of the demonstrative
pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and
identify the pronouns.

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11 RELATIVE PRONOUNS
A relative pronoun appears at or near the beginning of a subordinate clause and connects it to
another idea in the same sentence.

The five relative pronouns are that, which, who, whom, and whose.

PRACTICE A Identifying Relative Pronouns

Read each sentence. Then, on the line provided, write each subordinate clause, and circle the relative
pronoun.
Example: The house that Jack built is huge.
Answer: that Jack built
1. My position, which I’ve stated before, is that the curfew is too early.
2. The girl who collects vintage postcards is named Nanette.
3. He is the singer whom Simon Cowell discovered.
4. The student whose essay is chosen gets a prize.
5. The leaves that are on oak trees turn red in the fall.
6. Darryl, whom I overheard, said he was leaving.
7. The friend whom I called did not answer.
8. The mouse that ran the maze is called Shep.
9. That is the author whose new book was just reviewed.
10. Photosynthesis, which lets plants turn sunlight into food, is a useful process.

PRACTICE B Writing Relative Pronouns

Read each sentence. Then, fill in the blank with the appropriate pronoun.
Example: Our server was the girl hair is braided.
Answer: whose
1. The publisher of the newspaper I read is going out of business.
2. The filter, cleans drinking water, goes here.
3. Pat is a carpenter can build or fix anything.
4. We need a speaker our audience will like.
5. I don’t know gloves those are.
6. The team plays better defense will win.
7. The carpet, is very old, needs to be replaced.
8. Did your mother say she voted for?
9. I don’t know he is.
10. The man phone rang was kicked out of the concert.

Writing and Speaking Application

Write a three- or four-sentence explanation of how to do something, using at least four relative pronouns.
Then, take turns reading your sentences with a partner. Your partner should listen for and identify the
relative pronouns.
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12 INTERROGATIVE PRONOUNS
An interrogative pronoun is used to begin a question.

The five most common interrogative pronouns are what, which, who, whom, and whose.

PRACTICE A Identifying Interrogative Pronouns

Read each sentence. Then, on the line provided, write each interrogative pronoun.
Example: What time is it?
Answer: What
1. Which movie did you see?
2. Who told you that he was visiting?
3. To whom should I address the letter?
4. Whose glasses are those?
5. What reason did he give for leaving early?
6. Which outfit do you like better?
7. Who left the gate open?
8. For whom is that gift basket intended?
9. Whose car are we using today?
10. Tell me, what does that symbol mean?

PRACTICE B Writing Interrogative Pronouns

Read each sentence. Then, fill in the blank with an appropriate interrogative pronoun.
Example: debater made the best case for her opinion?
Answer: Which
1. adopted that cute border collie?
2. With should I register my complaint?
3. idea was it to eat in the cafeteria?
4. is the square root of 144?
5. laptop are you planning to buy?
6. told Denny what I said?
7. To is the song dedicated?
8. chili won first prize at the county fair?
9. is the state tree of Ohio?
10. of these coats belongs to you?

Writing and Speaking Application

Write four questions to ask an imaginary person. Use an interrogatory pronoun in each. Then, take turns
reading your questions with a partner. Your partner should listen for and identify the interrogatory
pronouns.

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

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

PRACTICE A Identifying Indefinite Pronouns

Read each sentence. Then, write each indefinite pronoun and whether it is singular or plural.
Example: Someone should check on Edwin.
Answer: Someone — singular
1. Many people like mild weather.
2. Many runners entered the marathon.
3. Few of the seedlings survived the drought.
4. Everyone brought his or her own beach chair.
5. Each of the contestants was talented.
6. Some of the flowers have bloomed.

PRACTICE B Writing Indefinite Pronouns

Read each sentence. Then, fill in the blank with an appropriate indefinite pronoun.
Example: has a favorite movie or two.
Answer: Everyone OR Everybody
1. How much can you fit on your plate?
2. knows better than I how important it is to stick to a budget.
3. Ben or Archie will have to give up something.
4. Al and Paul were there.
5. he says is assumed to be true.
6. students voted for Mike; others voted for Cindy.
7. of our neighbors (25 out of about 30) came to the block party.
8. There’s you can do about the weather.
9. late nor incomplete entries will be considered.
10. They’re out of burgers, so choose entree.

Writing and Speaking Application

Write a three-sentence description of a field trip you’d like to take. Use at least five indefinite pronouns.
Then, take turns reading your sentences with a partner. Your partner should listen for and identify the
pronouns.

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Name Date

14 TRANSITIVE VERBS
A transitive verb expresses an action directed toward someone or something in the same sentence.

The receiver of the action is the direct object of the verb.

Example: Leslie watched the game.
action verb direct object

PRACTICE A Identifying Transitive Verbs

Read each sentence. Then, write each transitive verb. If a sentence has no transitive verb, write none.
Example: Jamie watered the plants in the sunroom.
Answer: watered
1. Molly hammered the final nail.
2. The snow piled up in the yard.
3. Lawrence petted the floppy-eared dog.
4. Reporters asked questions after the press conference.
5. Have you shown anyone your new painting yet?
6. I wonder why Maria looks so happy.
7. I love sunny days like this.
8. Julio’s parents just opened a restaurant downtown.
9. My mom gave me an early birthday present today.
10. The cheetah ran across the savannah.

PRACTICE B Writing Transitive Verbs

Read each pair of sentences. Then, circle A or B to show which sentence has a transitive verb.
Example: A Shawn tripped on the step.
B Shawn tripped his sister.
Answer: B
1. A That movie started a trend.
B That movie started on time.
2. A The chef tasted the soup.
B The soup tasted salty.
3. A Anna felt sleepy after reading all day.
B Anna felt the rough texture of the book’s cover.
4. A The starfish grew a new arm.
B The starfish grew tired as it floated.
5. A The actor was remembered fondly.
B The actor remembered his lines.

Writing and Speaking Application

Write a three-sentence description of your trip to school today, using at least three transitive verbs.
Then, take turns reading your sentences with a partner. Your partner should listen for and identify the
transitive verbs and the direct objects.

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Name Date

15 INTRANSITIVE VERBS
An intransitive verb does not direct action toward anyone or anything named in the sentence. In
other words, an intransitive verb does not take a direct object.

Even an action verb is intransitive if it does not have a direct object.

Examples: The sun set slowly. (Slowly is an adverb, not an object.)
He passed through the crowd. (Through is a preposition, not an object.)

PRACTICE A Identifying Intransitive Verbs

Read each sentence. Then, underline each intransitive verb. If a sentence has no intransitive verb, write none.
Example: Please listen while the flight attendant speaks.
Answer: Please listen while the flight attendant speaks.
1. Tell Rover to lie down and relax.
2. Lay your cards on the table.
3. A squirrel got trapped in our attic.
4. I walked all the way to the lake.
5. That looks like fun!
6. My Internet connection crashed again.
7. Gina crashed her go-cart.
8. I watched a bluebird rise into the sky.
9. Did you know that warm air rises?
10. The moon will be full tomorrow.

PRACTICE B Labeling Transitive and Intransitive Verbs

Read each sentence. Then, write each verb and label it transitive or intransitive.
Example: Bill sang along to the radio.
Answer: sang — intransitive
1. Luis calls his grandmother every week.
2. Pablo talks to his grandmother once a month.
3. Sheryl and I biked through the park.
4. Lance and Casey rode their bikes all over town.
5. Joss spoke to her graduating class.
6. Felipe gave a speech at assembly.
7. Pass the broccoli, please.
8. I’ll pass the mashed potatoes to you.
9. My dog knows how to play dead.
10. Nate and Linda are playing video games.

Writing and Speaking Application

Write a three-sentence description of your future, using at least three intransitive verbs. Then, take turns
reading your sentences with a partner. Your partner should listen for and identify the intransitive verbs.
Switch roles with your partner.
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Name Date

16 RECOGNIZING FORMS OF BE
A linking verb connects a subject with a word or words that describe or identify it. The most
common linking verb is be.

The verb be has many forms, depending on its tense, number, and person. Examples include am, are, is,
was, are being, were being, can be, could be, may be, might be, must be, should be, will be, would be, has
been, had been, could have been, may have been, should have been, will have been, and would have been.

Examples: Luisa is my friend. (The linking verb is identifies Luisa as the writer’s friend.)
I am excited to see her. (The linking verb am describes “I” as “excited.”)

PRACTICE A Identifying Forms of Be

Read each sentence. Then, underline each verb that is a form of be.
Example: My brothers are being noisy.
Answer: My brothers are being noisy.
1. This is a secret I’m about to tell you. 7. We should have been finished by now.
2. Rachel Carson was an environmentalist. 8. Bob was being difficult, but now he seems
fine.
3. Cassie should be here any minute.
9. Drama class has been a constant source of
4. You could be right about training for the race.
surprises.
5. Acorn might be the smartest cat in the world.
10. Lori will be president someday.
6. Our trip to Williamsburg may have been my
best vacation ever.

PRACTICE B Writing Forms of Be Verbs

Read each sentence. Then, write whether the word or words after the be verb identify or describe the subject.
Example: I am so proud of you.
Answer: describe
1. One species of tulip is Angelique.
2. Jane has been eager for spring to arrive.
3. Raptors are birds like hawks and eagles.
4. Marie Curie was always dedicated to her work.
5. This might have been a bad idea.
6. The store will be open all night.
7. You must have been exhausted after the marathon.
8. There must be a way to open this lid.
9. That assignment should have been easy.
10. George Eliot was the pen name of Mary Ann Evans.

Writing and Speaking Application

Write a three-sentence description of a mood you felt recently, using at least three forms of the verb be.
Try using different tenses. Then, take turns reading your sentences with a partner. Your partner should
listen for and identify the forms of be.

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Name Date

17 USING OTHER LINKING VERBS

A linking verb connects a subject with a word or words that describe or identify it.

Be is not the only linking verb. Other verbs that function the same way include appear, become, feel,
grow, look, remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb,
replace it with is, am, or are. If the sentence still makes sense, then the verb is a linking verb.
Examples: Jorge felt sad.  Jorge is sad.

PRACTICE A Identifying Other Linking Verbs

Read each sentence. Then, underline each linking verb.
Example: My new sweater feels soft and warm.
Answer: My new sweater feels soft and warm.
1. The new captain appears excessively proud.
2. Paulo looks smug; I wonder why?
3. Dad remained skeptical of my need for a new phone.
4. Maria felt full of energy.
5. The dinner that Ed cooked tasted yummy.
6. Alonzo stayed serious even after we told our best jokes.
7. Hyacinths smell sweet, like the essence of spring.
8. The ghost story that Ruth told sounded mysterious.
9. Bessie Coleman became the first Black female pilot in the world.
10. When Ellen looked more closely, the coleus plant looked dead.

PRACTICE B Writing Other Linking Verbs

Read the pairs of words. For each pair, write a sentence using a linking verb to connect the words.
Example: Tyra hungry
Answer: Tyra grew hungry as the afternoon wore on.
1. graphic novel interesting
2. brother confused
3. Susie still
4. Mom tired
5. Armando convinced
6. Anastasia positive
7. empanada filling spicy
8. Lupe lawyer

Writing and Speaking Application

Write a three-sentence description of something you’ve learned in science class. Use at least three
linking verbs that are not forms of be. Then, take turns reading your sentences with a partner. Your
partner should listen for and identify the linking verbs.

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Name Date

18 ACTION VERB OR LINKING VERB?

An action verb tells what action someone or something is performing. A linking verb connects a
subject with a word that describes or identifies it.

While forms of be are always linking verbs, most of the other linking verbs can be either linking or action,
depending on how they are used in a sentence. These verbs include appear, become, feel, grow, look,
remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb, replace it with
is, am, or are. If the sentence still makes sense, then the verb is a linking verb.
Linking: Alicia grew quiet. (Grew connects Alicia with quiet, which describes her.)
Action: Alicia grew herbs on a windowsill. (Alicia performed an action.)

PRACTICE A Identifying Action Verbs and Linking Verbs

Read each sentence. Then, write each verb and label it action or linking.
Example: Guillermo looks cool in his new outfit.
Answer: looks — linking
1. Do you feel all right?
2. That cereal tastes like chocolate.
3. Look at this room!
4. Charles grows wildflowers in a rock garden.
5. That appears to be correct.
6. The king had an employee to taste his food for poison.
7. Jim grows sad whenever he hears that song.
8. Smell this perfume and tell me what you think.
9. A figure appeared through the fog.
10. Shari felt the soft texture of her dog’s fur.

PRACTICE B Writing Action Verbs and Linking Verbs

Read the verbs below. Write a sentence for each verb, using it in the manner described. You may use any
form of the verb (past tense, with helping verbs, and so on).
Example: look — linking
Answer: Elaine looks as gloomy as the weather.
1. look — action
2. seem — linking
3. smell — linking
4. taste — action
5. taste — linking
6. feel — linking
7. feel — action

Writing and Speaking Application

Write a three-sentence description of a meal or just one dish, using at least three linking verbs and three
action verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and
identify which verbs are linking and which are action.
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Name Date

19 RECOGNIZING HELPING VERBS

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

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

The chart shows some of the many helping verbs that you can combine with different main verbs to
show different tenses. Here are some examples using the main verb talk:
am talking, have been talking, will be talking, does talk, has talked, will talk,
will have talked, will have been talking, can talk, should have talked

PRACTICE A Identifying Helping Verbs

Read each sentence. Then, underline the helping verbs and circle the main verbs.
Example: I could have sworn I had brought my keys.
Answer: I could have sworn I had brought my keys.
1. Books do furnish a room.
2. I am walking to school these days.
3. The water pipe must have burst.
4. I have told him not to call again.
5. Reminders were sent out last week.
6. Jolene will be decorating the gym for the costume contest.
7. Clarence should have started his research earlier.
8. May I ask for volunteers?
9. Raphael has been practicing karate since the age of ten.
10. Your hard work will not be wasted.

PRACTICE B Writing With Helping Verbs

Read each verb phrase. Then, use it in an original sentence.
Example: must have forgotten
Answer: I must have forgotten my wallet at home today.
1. could try
2. did think
3. will be marching
4. was crying
5. have been joking
6. has been practicing
7. might have taken
8. must have wondered

Writing and Speaking Application

Write a three-sentence description of a time when you were successful at something, using at least three
helping verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and
identify which verbs are linking and which are action.
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19 | Verbs
Name Date

20 ARTICLES
The is a definite article. It points to a specific person, place, thing, or idea. A and an are indefinite
articles. They point to any member of a group of similar people, places, things, or ideas.

The children want to see a movie tonight.

definite: specific indefinite: any
people movie
The articles a, an, and the are adjectives, and all indicate that a noun will soon follow. A is used before
a word that starts with a consonant sound; an is used before a vowel sound. When the vowels o and u
sound like consonants (one-way, unicorn), they should be preceded by a. When h sounds like a vowel
(hour, honor), it should be preceded by an.

PRACTICE A Identifying Definite and Indefinite Articles

Read each sentence. Then, write each article and label it definite or indefinite. Some sentences have
more than one article.
Example: I tried the game you recommended.
Answer: the — definite
1. Josh watched an indigo bunting build a nest.
2. I went to the last game of the season.
3. My dad competed in a triathlon.
4. The cheetah is the fastest mammal on Earth.
5. A human could not keep up with a cheetah.
6. The gift is from an anonymous donor.

PRACTICE B Writing Articles

Read each sentence. Then, fill in the blank with the appropriate indefinite article, a or an.
Example: I read unforgettable book last week.
Answer: an
1. A light year is unit of distance, not time.
2. Darryl is either uncle or a third cousin of Shelly’s.
3. The ability to form memories is human trait.
4. Color guard is honorary position.
5. The sous chef chopped onion for the sauce.
6. It’s once-in-a-lifetime event.
7. Bucknell is university in Pennsylvania.
8. She wore understated scarf.
9. The workshop is opportunity to be creative.
10. hourly chime reminds everyone that time is passing.

Writing and Speaking Application

Write a short dialogue between two children (real or made up, your choice). Use at least three definite
and three indefinite articles. Then, take turns reading your sentences with a partner. Your partner should
listen for and identify the articles.
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Name Date

21 PROPER ADJECTIVES
An adjective is a word that describes a noun or pronoun. A proper adjective is (1) a proper noun
used as an adjective or (2) an adjective formed from a proper noun.

A proper noun used as an adjective does not change its form. It is merely placed in front of another noun.
Examples are March winds, Dixieland jazz, and Washington apples. An adjective formed from a proper
noun gets a different ending, such as -n, -ian, -ese, or -ish. Examples include Pennsylvanian history,
Nigerian films, Chinese art, and Irish music. Some proper adjectives are irregular, such as French (from
France) and Danish (from Denmark). Both types of proper adjectives begin with a capital letter.

PRACTICE A Identifying Proper Adjectives

Read each sentence. Then, underline each proper adjective.
Example: Most nineteenth-century Haitian landmarks survived the earthquake.
Answer: Most nineteenth-century Haitian landmarks survived the earthquake.
1. Mariel pulled her Achilles tendon.
2. The Spanish steps are actually located in Italy.
3. They say April showers bring May flowers.
4. He is a Shakespearean actor.
5. The gamelan is a Balinese musical ensemble.
6. Kevin has Canadian relatives in Ontario.
7. No pizza can compare to New York pizza.
8. Elvis’s favorite dessert is German chocolate cake.
9. They are on the Jamaican bobsled team.
10. The Iditarod is an Alaskan dogsled race.

PRACTICE B Writing Proper Adjectives

Read each group of words. Then, rewrite the words to include a proper adjective before the noun.
Example: the language of Russia
Answer: the Russian language

1. a rug from Morocco 6. masks from Japan

2. the flag of Sweden 7. a writer from Boston
3. cars from Italy 8. furniture from Denmark
4. a visitor from Guatemala 9. an epic from India
5. a garden in England 10. travelers from Sudan

Writing and Speaking Application

Write a brief paragraph describing places you would like to visit. Use at least five proper adjectives.
Then, take turns reading your sentences with a partner. Your partner should listen for and identify the
proper adjectives.

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Name Date

22 USING NOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. A noun used as an adjective usually
comes directly before another noun and answers the question What kind? or Which one?

This chart gives examples of nouns used as adjectives.

Noun Used as Adjective
stone stone wall
drama drama class
Renoir Renoir exhibit

PRACTICE A Identifying Nouns Used as Adjectives

Read each sentence. Then, underline the noun used as an adjective.
Example: Game designers are working on video games that teach science.
Answer: Game designers are working on video games that teach science.
1. My great-grandmother grew up in a log cabin. 6. He reminded me of a character from a
Chekhov play.
2. We just got granite countertops in the kitchen.
7. The lightning storm knocked out our electricity.
3. TV streaming services face tough competition.
8. They stopped at a clothing store.
4. A Douglas fir can live to be 750 years old.
9. His favorite food is Rome apples.
5. The Basquiat exhibit runs through June.
10. The Mount Rushmore carvings are amazing.

PRACTICE B Using Nouns as Adjectives

Read each sentence. Then, fill in the blank, adding a noun used as an adjective to complete the sentence.
Example: The bowl was a wedding present.
Answer: The silver bowl was a wedding present.
1. Pam wore a black jacket.
2. Jan ordered (a/an) salad with anchovies.
3. We’re leaving for (a/an) game at 6:00 p.m.
4. Jeffrey recited (a/an) poem.
5. Michael’s family has bookshelves in the den.
6. The conversation reminded me of (a/an) movie.
7. The station is empty at night.
8. Billy was (a/an) farmer before he joined the army.
9. We make tea in the summer.
10. painters have a difficult job.

Writing and Speaking Application

Write a paragraph describing a room, using at least three nouns as adjectives. Then, take turns reading
your sentences with a partner. Your partner should listen for and identify the nouns as adjectives.

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Name Date

23 COMPOUND ADJECTIVES
An adjective is a word that describes a noun or pronoun. A compound adjective is made up of more
than one word.

Some compound adjectives are hyphenated: hundred-meter race, self-taught painter, sky-blue eyes,
twenty-one years, all-too-common mistake, well-known fact.
Others are closed compounds: catlike purr, heartbreaking story, lifesaving technique, nonviolent
resistance, online presence, overworked employees, prewar building, waterborne illness.

PRACTICE A Identifying Compound Adjectives

Read each sentence. Then, underline the compound adjective.
Example: Manuel served overcooked pasta on Sunday.
Answer: Manuel served overcooked pasta on Sunday.
1. He gazed into her emerald-green eyes.
2. Naomi bought hummus at the supermarket.
3. Jasper goes to a fast-food restaurant once a month.
4. Our team lost, but we enjoyed the halftime show.
5. Soybeans are a soil-enriching crop.
6. Dorothea stood there dripping in her rain-soaked clothes.
7. Stephen drove the back roads in his pickup truck.
8. Roberta got a part-time job at the amusement park.
9. Don’t be fooled by her childlike expression.
10. Tawni walked the counterclockwise labyrinth path.

PRACTICE B Writing Compound Adjectives

Read each sentence. Then, rewrite the sentence to include a compound adjective.
Example: My parents bought a bag of potatoes that weighed five pounds.
Answer: My parents bought a five-pound bag of potatoes.
1. Rob told Hilary a story that broke her heart.

2. Kris and Dakota went on a camping trip for three days.

3. Marilyn does a great job of solving problems.

4. The horse that ran away was caught.

5. The organization is not for profit and works with disadvantaged children.

Writing and Speaking Application

Write a paragraph about something you learned in social studies class. Use at least two hyphenated and
two closed compound adjectives. Then, take turns reading your paragraph with a partner. Your partner
should listen for and identify the compound adjectives and the words they modify.
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Name Date

24 USING PRONOUNS AS ADJECTIVES

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

Examples: Those jeans look great on you. (The demonstrative adjective those modifies the noun jeans.)
Which shirt should I wear? (The interrogative adjective which modifies the noun shirt.)

PRACTICE A Identifying Demonstrative and Interrogative Adjectives

Read each sentence. Then, on the line provided, write the pronoun that is used as an adjective and label
it Dem for demonstrative or Int for interrogative.
Example: Whose notes did you borrow?
Answer: Whose — Int
1. Which flavor did you like better?
2. Those children across the street are out bike-riding.
3. What ideas do you have for our project?
4. Did you see that amazing catch?
5. This splinter is so painful.
6. Whose dirty towels are on the floor?
7. These gloves are really warm.
8. Which sport will you choose?
9. There goes that fearless chipmunk.
10. Don’t those robins know it’s winter?

PRACTICE B Writing Demonstrative and Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate demonstrative or interrogative adjective.
Example: What is horrible noise?
Answer: that
1. birthday is it?
2. Here, try cookies I just baked.
3. colors does the jockey wear?
4. Do you see storm clouds in the distance?
5. mountain did Edmund Hilary climb, Everest or K2?

Writing and Speaking Application

Ask about a partner’s day, using at least three demonstrative and three interrogative adjectives. Your
partner should listen for and identify the demonstrative and interrogative adjectives. Switch roles with
your partner. Then, write a paragraph summing up what you learned.

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Name Date

25 USING POSSESSIVE NOUNS AND PRONOUNS AS ADJECTIVES

An adjective is a word that describes a noun or a pronoun. Possessive nouns and pronouns name
who or what owns or has something. A possessive noun or pronoun becomes an adjective when it
modifies a noun.

The personal pronouns my, your, her, his, its, our, and their are often possessive adjectives. Possessive
pronouns and possessive nouns function as adjectives when they come before nouns and answer the
question Which one?

Possessive Pronoun: My kitten’s energy seems endless.

Possessive Noun: Did she talk to the student’s grandmother?

PRACTICE A Identifying Possessive Nouns and Pronouns Used as Adjectives

Read each sentence. Then, underline each possessive noun or pronoun used as an adjective. Some
sentences have more than one possessive.
Example: The butterfly fluttered its wings.
Answer: The butterfly fluttered its wings.
1. My dog Astro’s fur is brown.
2. Ms. Schmidt’s math class is my favorite.
3. I think your new song is really good.
4. Have you seen Alondra’s sweatshirt?
5. Our house has three bedrooms.
6. The deer’s eyes shone in the flashlight beam.

PRACTICE B Writing Possessive Nouns and Pronouns as Adjectives

Read each group of words. Then, rewrite the words to include a possessive noun or pronoun used as an
adjective.
Example: a baseball mitt belonging to Esteban
Answer: Esteban’s baseball mitt
1. a hat belonging to Rob
2. the mane of a lion
3. a book belonging to me
4. the flowers of a plant
5. the flame of a candle
6. a car belonging to the Koestlers
7. a game for children
8. a laptop belonging to Guillermo
9. a TV belonging to them
10. the scales of a snake

Writing and Speaking Application

Write a paragraph describing something you or a family member collects. Use at least five possessive
nouns and pronouns as adjectives. Then, take turns reading your sentences with a partner. Your partner
should listen for and identify the adjectives.
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Name Date

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

Examples: That one is pretty. (The demonstrative adjective that modifies the pronoun one.)
Those clouds look ominous. (The demonstrative adjective those modifies the noun clouds.)

PRACTICE A Identifying Demonstrative Adjectives

Read each sentence. Then, write each demonstrative adjective and the noun or pronoun it modifies.
Sentences may have more than one demonstrative adjective.
Example: These essays are exceptional.
Answer: These — essays
1. This talk is really making me think.
2. Are those cards still available?
3. I think this evening will be special.
4. That argument is more convincing than Glenn’s.
5. What is this tool used for?
6. If that plumber calls back, tell him I’m out.
7. Do these shrubs near the house have purple berries?
8. That statement is ridiculous.
9. I like these jeans better than those leggings.
10. Those mountains in the distance are mysterious.

PRACTICE B Writing Demonstrative Adjectives

Read each sentence. Then, fill in each blank with an appropriate demonstrative adjective.
Example: Do you like bracelet I’m wearing?
Answer: this
1. Get out serving platter, please.
2. I haven’t seen posters for the concert.
3. Does anybody still watch old show?
4. My mother gave me socks.
5. message is very important; please listen.
6. Are shoes the ones you meant?
7. Look at clowns over there.
8. My teacher prefers when we use pens in colors.
9. lights shine right into my bedroom from the road.
10. dog is friendlier than one.

Writing and Speaking Application

Write three sentences giving directions to a location in your town. Use all four of the demonstrative
adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and
identify the demonstrative adjectives. Switch roles with your partner.
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Name Date

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

Examples: Which one did you order? (The interrogative adjective what modifies the pronoun one.)
I wonder whose name she picked. (The interrogative adjective whose modifies the noun name.)

PRACTICE A Identifying Interrogative Adjectives

Read each sentence. Then, write each interrogative adjective and the noun or pronoun it modifies.
Example: Which book did you choose?
Answer: Which — book
1. On what date was the U.S. Constitution signed?
2. Does a cuckoo care whose nest it steals?
3. What kinds of fish did you catch?
4. I asked which items on the list I should buy.
5. Which path shall we take at the fork?
6. Whose phone is that?
7. Do you know what colors a rainbow contains?
8. Which vegetable do you like best?
9. Whose idea was it to leave early?
10. I wonder what song he’ll play next.

PRACTICE B Writing Interrogative Adjectives

Read each sentence. Then, fill in the blank with an appropriate interrogative adjective.
Example: pattern do you prefer, stripes or paisley?
Answer: Which
1. signature is that?
2. time was it when you got home?
3. music do you want, rock or hip-hop?
4. backpack did you find?
5. I wonder cat knocked over the vase.
6. day is the test?
7. ancestor was the horse thief?
8. So, computer do you prefer: Apple or PC?
9. In year did World War II end?
10. pocket did I leave my change in?

Writing and Speaking Application

With a partner, take turns interviewing each other about your likes and dislikes. Then, write a paragraph
in a question-and-answer format, telling what your partner shared. Use at least four interrogative
adjectives. Trade papers with your partner and circle the interrogative adjectives.

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28 INDEFINITE ADJECTIVES
Many indefinite pronouns become adjectives if they modify a noun or a pronoun. Among them are
both, few, many, each, most, several, some, much, neither, and all.

Examples: Both spellers won prizes. (The indefinite adjective both modifies the noun spellers.)
Many older folks like warm weather. (The indefinite adjective many modifies the noun folks.)

PRACTICE A Identifying Indefinite Adjectives

Read each sentence. Then, write each indefinite adjective and the noun it modifies. Two sentences have
more than one indefinite adjective.
Example: Most dogs love to swim.
Answer: Most — dogs
1. Most nights, I have dinner with my family.
2. Few children would admit to liking all chores.
3. Each snowflake has its own unique shape.
4. Harry said that both games are challenging.
5. Most athletes work out several times a week.
6. Neither poem uses a traditional rhyme scheme.
7. In many catalogs, the photographs matter more than the words.
8. Much time was wasted while we waited in the long line for tickets.
9. Some websites offer unreliable information.
10. Several blossoms on the hibiscus have opened.

PRACTICE B Distinguishing Indefinite Adjectives

Read each pair of sentences. Then, circle A or B to show which sentence has an indefinite adjective.
Example: A
 Both twins like to play baseball.
B Both of the twins like to play baseball.
Answer: A Both twins like to play baseball.
1. A Neither sibling is willing to go to camp alone.
B Neither of the siblings is willing to go to camp alone.
2. A Some of the websites had interesting links.
B Some websites had interesting links.
3. A All students should report to the auditorium.
B All of the students should report to the auditorium.
4. A Each of the students should choose one book.
B Each student should choose a book.

Writing and Speaking Application

Write a short persuasive paragraph about a controversy in your school or town. Use at least five
indefinite adjectives. Then, take turns reading your paragraphs with a partner. Your partner should listen
for and identify the indefinite adjectives.

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Name Date

29 ADVERBS MODIFYING VERBS

An adverb modifies a verb, an adjective, or another adverb. An adverb that modifies a verb answers
one of these questions: Where? When? In what way? To what extent?

Where? When? In what way? To what extent?

verb: went verb: will talk verb: laughed adverb: almost
adverb: inside adverb: later adverb: loudly verb: finished

verb: drive verb: played verb: sew adverb: really

adverb: away adverb: yesterday adverb: carefully verb: wish

Negative adverbs, such as not, never, and nowhere, also modify verbs.
Examples: I did not say that. Never surrender. We are getting nowhere fast.

PRACTICE A Identifying How Adverbs Modify Verbs

Read each sentence. Then, write the adverb from the sentence and tell what question it answers
(Where? When? In what way? To what extent?). Some sentences have more than one adverb.
Example: He laughed merrily.
Answer: merrily — In what way?
1. My Uncle Leo went away on business.
2. He left for Chicago yesterday.
3. He said his presentation went very well.
4. Uncle Leo will fly home to Denver soon.
5. I dropped the teacup and badly chipped it.
6. The children eyed the cupcakes eagerly.
7. I almost screamed when the shelf broke and the books loudly crashed to the floor.
8. Estefanie hardly knew what to expect when she arrived to work at the bookstore today.

PRACTICE B Writing Adverbs That Modify Verbs

Read each sentence. Then, fill in the blank with the correct adverb from the word bank below.
Example: Rennie walked toward the waiting bus.
Answer: quickly

slowly   out   daily   never   completely

1. Bob arrived; where could he be?

2. Ice melts at 35 degrees Fahrenheit.
3. I agree with everything Miley said.
4. Has anyone let the dog recently?
5. The weather changes .

Writing and Speaking Application

Write a paragraph describing a scene from your life, using at least five adverbs that modify verbs. Then,
read your paragraph to a partner. Your partner should listen for and identify the adverbs and the verbs
they modify. Switch roles with your partner.
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30 ADVERBS MODIFYING ADJECTIVES

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

Examples: That show is very silly. This is a really spectacular view.

noun adverb adjective adverb adjective noun

PRACTICE A Identifying Adverbs That Modify Adjectives

Read each sentence. Then, underline each adverb that modifies an adjective and circle the adjective. Do
not underline adverbs that modify verbs or other adverbs.
Example: The broccoli casserole was quite delicious.
Answer: The broccoli casserole was quite delicious.
1. Our family car trips are rarely exciting.
2. Space exploration is often dangerous.
3. That bridge is not safe for traffic.
4. Victor is a brilliantly musical pianist.
5. That’s a very impressive skateboard.
6. One critic called this movie “relentlessly engaging.”
7. Gina is an effortlessly talented gymnast.
8. That sauce smells too spicy.
9. I’m not comfortable answering that question.
10. Rachel rode her bike up the somewhat steep hill.

PRACTICE B Distinguishing Adverbs That Modify Adjectives

Read each pair of sentences. In one sentence in each pair, the boldface word is an adverb modifying an
adjective. Circle A or B to show which sentence has an adverb modifying an adjective.
Example: A
 Grandma is rather tired in the evening.
B Grandma often visits us on Sundays.
Answer: A Grandma is rather tired in the evening.
1. A Regina is an especially careful lab partner.
B Regina especially enjoys science class even though her best grades are in math.
2. A I rarely wear shorts and T-shirts before May.
B It’s rarely warm before May around here.
3. A Jess is never energetic before noon.
B Jess never wants to get out of bed before 10:00 a.m.
4. A Please walk more slowly.
B Felipe is more optimistic than Maite.
5. A Frankie was too tired to stay awake for the entire movie.
B Frankie wanted to watch a comedy, and Owen did too.

Writing and Speaking Application

Write a letter describing a place, using at least four adverbs that modify adjectives. Then, read your
letter to a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner.

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31 ADVERBS MODIFYING OTHER ADVERBS

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

Examples: The river is almost always low. She petted the mouse somewhat tenderly.
adverb adverb adjective verb adverb adverb

PRACTICE A Identifying Adverbs That Modify Other Adverbs

Read each sentence. Then, underline each adverb that modifies another adverb. Do not underline
adverbs that modify verbs or adjectives.
Example: Everyone moved very quickly toward the exit.
Answer: Everyone moved very quickly toward the exit.
1. Shane traveled more enjoyably alone.
2. Hummingbirds are quite often tiny creatures.
3. Luisa was really quite surprised to see Berta.
4. Deer glide through the forest perfectly stealthily.
5. American chestnut trees almost never survive the blight.
6. Andy painted the trim very carefully.
7. Zain fairly often forgets his gym clothes.
8. It is more eerily quiet in this haunted house than I expected.
9. Mikey completed his chores less quickly than usual.
10. Maria made a rather eloquently argued plea for a deadline extension.

PRACTICE B Writing Adverbs That Modify Other Adverbs

Read each sentence. Then, fill in the blank to add an adverb that modifies another adverb. Choose your
adverb from the box below.
Example: The baby was sleeping peacefully last night.
Answer: quite
almost  extremely  too  hardly  more

1. I always read mysteries quickly than other books.

2. Javier spoke proudly about his family.
3. I ever see a shooting star.
4. They never visit each other.
5. If you eat ice cream quickly, you’ll get a headache.

Writing and Speaking Application

Write a paragraph describing a state of mind, using at least two adverbs that modify other adverbs.
Then, read your paragraph to a partner. Your partner should listen for and identify the adverbs. Switch
roles with your partner.

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32 FINDING ADVERBS IN SENTENCES

An adverb modifies a verb, an adjective, or another adverb.

Adverbs can appear in different places in sentences. Conjunctive adverbs join two independent clauses
and appear after the semicolon.
Adverb Placement Example Sentence
Beginning Cautiously, Kyle woke the sleeping tiger.
End Kyle woke the sleeping tiger cautiously.
Before a Verb Kyle cautiously woke the sleeping tiger.
After a Verb Kyle tussled cautiously with the tiger.
Between Parts of a Verb Phrase Kyle had been cautiously tussling with the tiger.
Before an Adjective Kyle was rarely cautious.
Before an Adverb His sister was usually rather cautious.
After a Semicolon The tiger was sleeping; therefore, Kyle moved quietly.

PRACTICE A Locating Adverbs

Read each sentence. Then, write each adverb and the word or words it modifies. Some sentences have
more than one adverb.
Example: The waves crashed quite powerfully against the black sand.
Answer: quite—powerfully; powerfully—crashed
1. Does that clock run very fast?
2. Lori almost cried when she missed the most exciting concert of the year.
3. I hope the party will distract Juan slightly from his worries.
4. Danny is hardly ever quiet.
5. Katie secretly writes a blog that she updates often.
6. Meg won the spelling bee easily.
7. Amar’e is rather optimistic about his new job.
8. Recently, we learned that our greatly anticipated vacation would not happen.

PRACTICE B Writing Adverbs in Different Locations

Read each sentence. Then, rewrite each sentence to add an adverb. The note in parentheses tells you
where to place the adverb.
Example: Dinner was still warm when Lucy got home. (beginning of sentence)
Answer: Amazingly, dinner was still warm when Lucy got home.
1. “I have wanted to go to Paris,” she said. (between parts of a verb phrase)

2. Pat threw the ball to the receiver. (before a verb)

3. The author’s latest novel was lengthy—almost 800 pages! (before an adjective)

4. “What?” Barry said, as he fought to keep his eyes open. (after a verb)

Writing and Speaking Application

Write a paragraph describing an encounter with an animal, using five adverbs in different locations.
Then, read your paragraph to a partner. Your partner should listen for and identify the adverbs. Switch
roles with your partner.
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Name Date

33 ADVERB OR ADJECTIVE?
If a noun or pronoun is modified by a word, that modifying word is an adjective. If a verb, an
adjective, or an adverb is modified by a word, that modifying word is an adverb.

Some words can function as either adjectives or adverbs, depending on their use in a sentence. An
adjective answers the question What kind? Which one? How many? or How much? An adverb answers
the question Where? When? In what way? or To what extent?
Examples: He arrived early. (The adverb early modifies the verb arrived.)
Let’s have an early dinner. (The adjective early modifies the noun dinner.)
Not all words that end in -ly are adverbs. Words such as lovely and neighborly are adjectives.
Examples: Luisa earns an hourly wage. (The adjective hourly modifies the noun wage.)
My computer files are saved hourly. (The adverb hourly modifies the verb phrase are saved.)

PRACTICE A Identifying Adverbs and Adjectives

Read each sentence. Then, circle each adjective and underline each adverb. Do not include the articles
a, an, and the.
Example: The group moved slowly through the green, steamy jungle.
Answer: The group moved slowly through the green, steamy jungle.
1. Tonight, Alanis added some popular songs to her playlists.
2. I need a new watch fast; my old one merely flashes “12:00.”
3. Sadly, Max just burned two batches of oatmeal cookies.
4. It’s an incredibly difficult task to learn a new language.
5. I could not believe that Dwayne really liked rainy days.

PRACTICE B Distinguishing Adverbs and Adjectives

The boldface word in each sentence is either an adjective or an adverb. On the line provided, write adj
for adjective or adv for adverb. Then, write the word that the boldface word modifies.
Example: Jules looked longingly at the moon.
Answer: adv—looked
1. William reads the daily news online.
2. June scheduled a later dental appointment.
3. The small orange cat lies lazily in the sun.
4. Guillermo goes for a two-mile walk each day.
5. The kitchen table leg broke suddenly.

Writing and Speaking Application

Write a paragraph describing someone you know, using at least three adjectives and three adverbs.
Then, read your paragraph to a partner. Your partner should listen for and identify the adverbs. Switch
roles with your partner.

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34 PREPOSITIONS USED IN SENTENCES

A preposition relates the noun or pronoun following it to another word in the sentence.

Prepositions always introduce prepositional phrases in a sentence. A prepositional phrase includes a

preposition and a noun or pronoun. Prepositional phrases give information about location, time, or direction,
or provide details. In each example, the prepositional phrase is underlined, and the preposition is bold.
Location: My mom went to a college in a small town.
Time: I don’t like to watch scary movies at night.
Direction: We hung the new family portrait above the TV.
Details: I inherited red hair from my parents.

PRACTICE A Identifying Prepositions

Read each sentence. Underline any prepositions.
Example: We went to the movie at 8 o’clock.
Answer: We went to the movie at 8 o’clock.
1. Maura’s cat pushed the toy under the table in 6. After school, Sheila and Jen go to soccer
the kitchen. practice.
2. Tom won a prize at school for his report. 7. We ate at the new restaurant near the
stadium.
3. In Prague, we walked across a bridge with
interesting statues. 8. I rode my bike up the big hill.
4. The leaves change from green to red. 9. Mark left home without his keys.
5. For his birthday, Armand got a computer with 10. During the storm, the branches rubbed
a printer. against the house.

PRACTICE B Labeling Prepositions

Read each sentence. Then, on the line provided, tell what kind of information the underlined
prepositional phrase gives by writing location, time, direction, or details.
Example: The kite flew above the clouds.
Answer: direction
1. Fifi jumped into the air to get her treat.
2. We hiked near Big Bend National Park.
3. People waited for hours to get tickets.
4. The shop has been open since 1984.
5. The ball floated through the air.
6. We got gifts from our grandparents.
7. We practice at Mayfield Park.
8. She went with her friends to see a play.
9. In the morning we baked bread.
10. A part of the essay did not make sense.

Writing and Speaking Application

Write a short paragraph describing something you did last weekend. Include one example of each type
of prepositional phrase (location, time, direction, details). Read your paragraph to a partner. Your partner
should listen for and identify the prepositional phrases. Then, switch roles with your partner.
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Name Date

35 PREPOSITION OR ADVERB?
A preposition in a sentence always introduces a prepositional phrase.

Some words can be used as either prepositions or adverbs. A preposition is always part of a prepositional
phrase. Prepositional phrases show location, time, or direction, or give details.
• Prepositional phrases begin with a preposition and include a noun or pronoun that is called the
object of the preposition.
Example: Dorothy looks behind the curtain.
preposition object
• An adverb modifies a verb, an adjective, or another adverb. If a word has no object, it is probably
an adverb.
Example: I studied daily, but I still fell behind.
adverb

PRACTICE A Identifying Prepositional Phrases and Objects

Read each sentence. Then, underline the prepositional phrase and circle the object.
Example: Her car is covered with dust.
Answer: Her car is covered with dust.
1. He fell asleep on the couch. 6. The chef dropped the pasta into the
boiling water.
2. I wrote a report about satellites.
7. We ate Indian food at the new restaurant.
3. My ring fell down the drain.
8. Victoria trained for the marathon.
4. I had a snack after school.
9. During the summer, we played basketball.
5. The class read about recent earthquakes.
10. The football sailed through the air.
PRACTICE B Distinguishing Prepositions and Adverbs
Read each sentence. Then, on the line provided, identify the underlined word by writing preposition or adverb.
Example: Alexis ran down the stairs.
Answer: preposition
1. We heard a loud crash outside.
2. The plane flew over our house.
3. I never saw that movie before.
4. The rabbits have not been around lately.
5. A raccoon is living underneath our house.
6. We went past quickly.
7. Aarav lives near the school.
8. We stayed inside for most of the day.
9. The game was almost over before we arrived.
10. Daphne put the cookies inside a tin.

Writing and Speaking Application

Choose two of the words used as adverbs or prepositions in the sentences above. Use each word as an adverb
and as a preposition in your own sentences about your favorite hobby. Read your sentences aloud to a partner.
Your partner should identify which sentences contain the adverbs and which contain the prepositional
phrases. Then, switch roles.
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35 | Prepositions
Name Date

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

The following words are coordinating conjunctions:

and       but       for       nor       or       so       yet
Coordinating conjunctions can connect different words or phrases. Look at these examples:
Nouns Ana and Cheri took a trip.
Verbs We walked or jogged the entire distance.
Prepositional Phrases Did you eat in a restaurant or at home?
Sentences We had a big lunch, so we weren’t hungry for dinner.

PRACTICE A Identifying Coordinating Conjunctions

Read each sentence. Then, underline each coordinating conjunction.
Example: We bought apples and oranges.
Answer: We bought apples and oranges.
1. You can dry your sheets on the clothesline or 6. I saw that movie before, so I knew the ending.
in the dryer. 7. Mr. Hong raises pigs and grows cabbage.
2. She practiced her lines, yet she still forgot a 8. I wanted pizza for dinner, but my brother
few. wanted sushi.
3. It didn’t rain, nor did it snow. 9. James wrote the essay but left it at home.
4. I can ride my bike or take a bus. 10. My mom grows herbs and vegetables.
5. Amit has a dog and a cat.

PRACTICE B Supplying Coordinating Conjunctions

Read each sentence. Then, fill in the blank with a coordinating conjunction that makes sense.
Example: Do you prefer fruit juice milk?
Answer: Do you prefer fruit juice or milk?
1. She couldn’t sleep, could she eat.
2. Mountain lions javelinas both live in Big Bend National Park.
3. We missed the bus, we took the train instead.
4. We could choose to write a blog entry a letter.
5. The trip was tiring, Jin was glad he went.

Writing and Speaking Application

Write two or three sentences about your favorite TV show. Include at least two different coordinating
conjunctions. Read your sentences aloud and have a partner listen for and identify the coordinating
conjunctions. Then, switch roles with your partner.

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37 CORRELATIVE CONJUNCTIONS
Correlative conjunctions are pairs of words that connect similar kinds of words or groups of words.

The following pairs of words are correlative conjunctions:

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

Correlative conjunctions can connect different types of words or groups of words. Look at these examples:
Nouns Either Rose or Mei-Ling will pick you up after school.
Verbs We neither swim nor fish.
Prepositional Phrases Please clean both under the couch and between the cushions.
Clauses Not only did Steve win, but also he set a record.

PRACTICE A Identifying Correlative Conjunctions

Read each sentence. Then, underline the correlative conjunctions.
Example: We bought not only peaches but also plums.
Answer: We bought not only peaches but also plums.
1. Whether you drive or take the train, the trip 6. Talia decided to both ski and snowboard in
takes an hour. Colorado.
2. Not only did I adopt a cat from the shelter, but 7. Whether beside my chair or next to my bed,
I also adopted a puppy. my dog waits patiently for a walk.
3. Both Corey and Jaime volunteer at the 8. I neither wanted nor needed a new bike.
community center.
9. My brother has to both wash dishes and take
4. At her job, she can take a break either before out the trash.
11 a.m. or after 2 p.m.
10. Not only was the scenery beautiful, but the
5. Neither Frank nor Toni has found a new job. hike was also good exercise.

PRACTICE B Supplying Correlative Conjunctions

Read each sentence. Then, fill in the blank with the correct correlative conjunction.
Example: She eats dairy products nor eggs.
Answer: She eats neither dairy products nor eggs.
1. Both my sister I enjoy playing the piano.
2. the movie nor the TV show interested me.
3. The city is noisy not only at night, in the morning.
4. Students have to give a speech or perform a scene from a play.
5. The coach will decide whether Veronica Robin will play.

Writing and Speaking Application

Write two or three sentences about something you enjoy at school. Use at least two different pairs
of correlative conjunctions. Read your sentences aloud and have a partner listen for and identify the
correlative conjunctions. Then, switch roles with your partner.

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38 SUBORDINATING CONJUNCTIONS
Subordinating conjunctions connect two ideas by making one idea dependent on the other.

A subordinating conjunction connects a dependent idea in a sentence to the main idea. In the following
examples, the subordinating conjunctions are underlined, and the dependent ideas are boldface. Notice
that each dependent idea includes a subject and a verb.
Examples: We ate lunch after they arrived.
When you called, I was studying.
Common subordinating conjunctions include after, although, as, because, before, if, since, than, that,
though, unless, until, when, whenever, where, and while.

PRACTICE A Identifying Subordinating Conjunctions

Read each sentence. Then, on the line provided, write the subordinating conjunction.
Example: We went to the store because we were out of milk.
Answer: because
1. If I could have any job I want, I would be an astronaut.
2. Although we hurried, we were still late.
3. My brother hummed a tune while he washed the dishes.
4. I haven’t seen my cousins since they moved to Rhode Island.
5. The air smells fresh after it rains.
6. Before I see a movie, I like to read the reviews.
7. When the dog sees a tennis ball, he gets very excited.
8. The students leave as soon as they can each afternoon.
9. She sang the song as if a million people were watching her.
10. I am studying Spanish so that I can visit South America someday.

PRACTICE B Using Subordinating Conjunctions

Read each sentence. Then, rewrite each sentence using the subordinating conjunction shown in
parentheses to add a dependent idea.
Example: Dina will finish her report on time. (because)
Answer: Dina will finish her report on time because she worked really hard.
1. My grandmother likes to read. (while)
2. It’s possible to get to the movie on time. (if)
3. Dad went to the grocery store. (because)
4. I wanted to buy the video game. (although)
5. Joe sent a text message to his best friend. (as soon as)

Writing and Speaking Application

Write two or three sentences giving directions to somewhere in your community. Use at least three
different subordinating conjunctions. Read your directions aloud and have a partner listen for and
identify the subordinating conjunctions and dependent ideas. Then, switch roles with your partner.

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Name Date

39 CONJUNCTIVE ADVERBS
Conjunctive adverbs are used as conjunctions to connect complete ideas. They are often used
as transitions, connecting different ideas by showing comparison, contrast, or results, or by
introducing additional, related information.

Conjunctive adverbs can be used to show a transition between ideas, sentences, and paragraphs. See
the examples of the different functions of conjunctive adverbs in the chart below.
Function Examples
To show a comparison That car is safe to drive; moreover, it gets good gas mileage.
To show a contrast I ordered the sandwich today; however, next time, I’ll get a salad.
To show results The roads have become icy; therefore, school will be cancelled today.
To introduce additional, related information Evie got up at six o’clock to go to work; also, she got to bed much later than
usual.

PRACTICE A Identifying and Labeling Conjunctive Adverbs

Read each sentence. Then, write the conjunctive adverb and its function (to show a comparison, a
contrast, or a result).
Example: Snakes are fun to study; however, I wouldn’t want one as a pet!
Answer: however — contrast
1. My Mom wanted to be a veterinarian; instead, 4. The aquarium closed at 6 p.m.; thus, we didn’t
she became a doctor. get to see the sharks.
2. The bumpy road seemed to go on for miles; 5. It rained for hours; consequently, the streets
finally, we arrived. flooded.
3. Maura is a talented singer; moreover, she is an 6. We lower the heat at night; otherwise, the gas
excellent dancer. bill would be huge.

PRACTICE B Using Conjunctive Adverbs as Transitions

Read each sentence. Then, fill in the blank with a conjunctive adverb from the box below that makes
sense as a transition in the sentence.
Example: I want to see an action movie; , we saw a drama last week.
Answer: I want to see an action movie; besides, we saw a drama last week.

consequently  besides  therefore  instead  furthermore

1. I wanted to buy white roses; , I had to purchase yellow ones.

2. The job applicant had a lot of education; , he had a lot of experience.
3. I don’t have the energy to hike up that hill; , it’s getting dark out.
4. The snack bar ran out of soft drinks; , they didn’t make much money.
5. It hadn’t rained for months; , people were not allowed to water lawns.

Writing and Speaking Application

Write a short paragraph to convince someone to see a certain movie. Use at least three different
conjunctive adverbs to connect ideas. Read your paragraph aloud and have a partner listen for and
identify the conjunctive adverbs. Then, switch roles.

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Name Date

40 INTERJECTIONS
An interjection expresses feeling or emotion and functions independently from the rest of a sentence.

Most interjections are single words or simple phrases. Interjections can show emotions such as surprise,
anger, pain, joy, and frustration. The table below shows some common interjections.
ah hey oh no um yay
aha hmm oops well yeah
aw hooray ouch whew yikes
darn huh ugh whoa yum
great oh uh oh wow

PRACTICE A Identifying Interjections

Read each sentence. Then, underline the interjection.
Example: Yeah! We just scored a touchdown!
Answer: Yeah! We just scored a touchdown!
1. Ow! Stop pinching me. 6. Wow! Did you see that catch?
2. Shhh! You’re going to wake the baby. 7. Fantastic! I can’t wait to see you.
3. Hmm, I wonder when Tía Miranda will arrive. 8. Aha! I finally found my missing sock.
4. Oh, no! I left my phone at home. 9. Whew, I was worried I hadn’t done well.
5. Whoa! Slow down. I didn’t understand you. 10. Ugh! I think this milk is sour.
PRACTICE B Supplying Interjections
Read each sentence. Then, write an interjection from the chart above that makes sense with the feeling
expressed in the sentence.
Example: , this cake is delicious.
Answer: Mmmm
1. ! I spilled my soft drink.
2. ? How is that possible?
3. ! I hit my elbow on the door.
4. ? I hadn’t heard that news.
5. ! I’m so glad you got an A on your test.
6. , I didn’t know I was supposed to take out the trash.
7. ! I’m so glad we made it to school on time.
8. ! I think I saw a shooting star.
9. ? What did Ms. Wilson say?
10. , I wanted to be the first person in line for the movie.

Writing and Speaking Application

Write two or three sentences of dialogue between friends who are describing a sports event. Use at least
three different interjections to show their emotions. Read your sentences aloud and have a partner listen
for and identify the interjections. Then, switch roles with your partner.

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41 THE TWO BASIC PARTS OF A SENTENCE

Every sentence, regardless of its length, must have a subject and a verb. A complete sentence
contains a subject and a verb and expresses a complete thought.

The subject of a sentence is the word or group of words that names the person, place, thing, or idea
that performs the action or is described. It answers the question Who? or What? before the verb. Most
subjects are nouns or pronouns. The verb in a sentence tells what the subject does, what is done to the
subject, or what the condition of the subject is. In the following examples, the subjects are underlined,
and the verbs are boldface.
The cat is hungry.
Pawla spilled her water.
She sleeps most of the day.
A stuffed mouse is her favorite toy.

PRACTICE A Identifying Parts of a Sentence

Read each sentence. Then, identify each underlined word or word group by writing subject or verb.
Example: Her car is making funny sounds.
Answer: subject
1. After the movie, we drove home.
2. I wrote the article quickly last night.
3. It has been raining since last Sunday.
4. For her birthday, Michelle will go to the amusement park.
5. The ripe bananas smell very sweet.

PRACTICE B Finding Subjects and Verbs

Read each sentence. Then, on the line provided, write the subject and verb of each sentence.
Example: Harrison jumped over the fence.
Answer: Harrison, jumped
1. Vanilla ice cream is my favorite.
2. The deer eat acorns in the fall.
3. The library is a good place to study.
4. After school, we will go to the movies.
5. At Charlotte Douglas International Airport, planes can land on several runways.
6. I left just after lunch.
7. My brother got his driver’s license last week.
8. Omar feels happy about his progress.
9. The game ended before noon.
10. Her imagination ran wild.

Writing and Speaking Application

Write two sentences describing your school’s gym. Read your sentences aloud to a partner.
Your partner should listen for and identify the subject and verb in each sentence. Then, switch roles with
your partner.
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42 USING SUBJECTS AND VERBS TO EXPRESS COMPLETE THOUGHTS

A sentence is a group of words with a subject and a verb that expresses a complete thought and
can make sense by itself.

See these examples of an incomplete and a complete thought:

Incomplete Thought: on a corner behind the library
This group of words cannot stand by itself as a sentence. It is an incomplete thought that contains two
prepositional phrases. The phrases can become a sentence only after both a subject and a verb are
added to them. In grammar, incomplete thoughts are often called fragments.
Complete Thought: The post office is on a corner behind the library.
This group of words can stand by itself as a sentence.

PRACTICE A Recognizing Complete Thoughts

Read each group of words. Then, write whether the words express a complete or an incomplete thought.
Example: About twenty minutes later.
Answer: incomplete
1. Starting the lawn mower in May.
2. A bird feeder in my backyard.
3. The dog won’t stop barking.
4. She speaks three languages.
5. Feeding corn to the ducks at the pond.
6. I had pancakes for breakfast.
7. She inspires her teammates.
8. The tomatoes in my garden.
9. Before the end of the school year.
10. The student art show was a success.

PRACTICE B Expressing Complete Thoughts

Read each incomplete thought below. Then, rewrite the group of words to form a complete sentence.
Example: Went camping at Enchanted Rock.
Answer: Our family went camping at Enchanted Rock.
1. Wants to play guitar in a rock band.
2. My favorite class at school.
3. Near the high school.
4. Sends me text messages.
5. The 7 o’clock show at the movie theater.

Writing and Speaking Application

Write two sentences describing a food you enjoy and what you like about it. Read your sentences
aloud to a partner. Your partner should listen for and explain whether the sentences are complete or
incomplete thoughts. Then, switch roles with your partner.

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43 COMPLETE SUBJECTS AND PREDICATES

The complete subject of a sentence consists of the subject and any words related to it. The
complete predicate of a sentence consists of the verb and any words related to it.

Read the descriptions of the parts of this sentence:

Students from our school had cleaned the park last year.

Simple Subject the person, place, thing, or idea the Students

sentence is about
Complete Subject the simple subject and related words Students from our school
Simple Predicate the verb or verb phrase had cleaned
Complete Predicate the verb and all words related to it had cleaned the park last year

PRACTICE A Identifying Simple and Complete Subjects

Read the following sentences. Then, underline the complete subject. Double-underline the simple subject.
Example: Employees at the factory usually go to the diner for lunch.
Answer: Employees at the factory usually go to the diner for lunch.

1. The car in his driveway won’t start. 6. My favorite painting is in that museum.
2. The other children played tag. 7. The house with the red door is for sale.
3. The train from Hartford was late. 8. Our math teacher is really helpful.
4. People in Wichita reported strange lights. 9. The geography lesson was fun.
5. The ice-cold drink tasted refreshing. 10. The mayor of our city rides his bike to work.

PRACTICE B Identifying Simple and Complete Predicates

Read the following sentences. Then, underline the complete predicate. Double-underline the simple
predicate. The simple predicate may be a verb or a verb phrase.
Example: Josue had visited Russia before.
Answer: Josue had visited Russia before.
1. My sister Bella plays the piano.
2. Five students from my class have joined the math club.
3. Aashima wrote a beautiful poem.
4. My new phone has 256 GB of storage.
5. We went to the clothing store after school.
6. My favorite season is autumn.
7. Her fluffy kitten races around the house.
8. People can crawl through caves in that park.
9. Our family has a bat house in the backyard.
10. The principal will be a judge at the science fair.

Writing and Speaking Application

Write two or three sentences describing something you plan to do this weekend. Read your sentences
aloud to a partner. Your partner should listen for and identify the complete subject and the complete
predicate. Then, switch roles with your partner.
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44 RECOGNIZING COMPOUND SUBJECTS

A sentence containing more than one subject is said to have a compound subject.

A compound subject is two or more nouns or pronouns that have the same verb and are joined by a
conjunction such as and or or. These sentences have compound subjects:
You and I have the same sense of humor.
Elizabeth, Mike, or Koji will become class president.
If a sentence has a subject that contains only one noun, it does NOT have a compound subject, even if
the noun is plural. These sentences have simple subjects:
Squirrels buried nuts in the flowerpots.
People from around the world visit Los Angeles.

PRACTICE A Identifying Simple and Compound Subjects

Read each sentence. Then, underline the subject. On the line provided, identify whether each subject is
simple or compound.
Example: Cars and SUVs fill the highways.
Answer: Cars and SUVs fill the highways. — compound
1. We grow potatoes and yams in the garden.
2. Alfredo and I are writing on the same topic.
3. Pen or pencil can be used to complete the form.
4. Chickens lay fresh eggs on Bryce’s farm.
5. Ducks, geese, and swans share the pond.

PRACTICE B Recognizing Compound Subjects

Read each sentence. Then, write the compound subject on the line provided.
Example: April and May have pleasant weather.
Answer: April and May
1. Tamia or Joel will probably win.
2. You and I disagree about that movie.
3. Mice or rats must have gotten inside the shed.
4. Philadelphia, Jacksonville, and Boston each have more than one million people.
5. Watermelons and cantaloupes ripen in summer.
6. Raccoons and possums will eat cat food.
7. Mom and I shopped at the sale.
8. Singers and dancers fill the stage.
9. The mop and broom are in the closet.
10. Determination and creativity helped her win the election.

Writing and Speaking Application

Write two or three sentences with compound subjects that describe something you do with a friend.
Read your sentences aloud to a partner. Your partner should listen for and identify the compound
subjects. Then, switch roles with your partner.

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45 RECOGNIZING COMPOUND VERBS

A sentence with two or more verbs is said to have a compound verb.

A compound verb is two or more verbs that have the same subject and are joined by a conjunction such
as and, but, or or. The following sentences have compound verbs:
Rebecca drafted, wrote, revised, and edited her paper.
You can windsurf or water ski on the lake.
If a sentence has only one verb or verb phrase, it has a simple verb. The following sentences have simple verbs:
Hummingbirds have been visiting the feeder.
They traveled to China last year.

PRACTICE A Identifying Simple and Compound Verbs

Read each sentence. Then, underline the verb. On the line provided, identify whether each verb is simple
or compound.
Example: The road twisted and turned through the mountains.
Answer: The road twisted and turned through the mountains. — compound
1. That artist paints mostly landscape paintings.
2. We have borrowed and read every manga in the library.
3. Salma washed, rinsed, and waxed her car.
4. Delia likes apples as an afternoon snack.
5. The ball bounced and landed in the first row.

PRACTICE B Recognizing Compound Verbs

Read each sentence. Then, write the compound verb on the line provided.
Example: She sang and danced in the school’s musical.
Answer: sang and danced
1. He washed and dried every dish in the kitchen.
2. We turned on the TV and watched our favorite show.
3. The children hop, skip, and jump around the room.
4. Leah jumped in the air and spiked the volleyball over the net.
5. She smiles and laughs often.
6. Theo buys and plays a lot of video games.
7. Linda considered several computers but purchased only one.
8. Snow fell and covered the hills with a white blanket.
9. The hikers crossed the ledge, scrambled over rock, and reached the top.
10. The candidate tried but failed to win re-election.

Writing and Speaking Application

Write two or three sentences with compound verbs that describe things you will do during your next
school break. Read your sentences aloud to a partner. Your partner should listen for and identify the
compound verbs. Then, switch roles with your partner.

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46 THE SUBJECT OF A COMMAND OR A REQUEST

The subject of a command or a request is understood to be the pronoun you.

A sentence that commands or requests someone to do something usually does not have a stated subject.
In these sentences, the subject is the word you even if a person’s name is included.
Command or Request How the Subject Is Understood
Get moving! You get moving!
Please close the door. You please close the door.
Tanisha, pass me the salt. Tanisha, you pass me the salt.

PRACTICE A Identifying Subjects in Commands and Requests

Read each sentence. Then, write the subject on the line provided.
Example: Please turn in your homework now.
Answer: you
1. Sharon, take the dog for a walk. 6. Paint that wall first.
2. Return your library book. 7. Run!
3. Please turn off the computer. 8. Marcus, go first.
4. Hurry up! 9. Put your pencils down.
5. Chase, read the next paragraph. 10. Go now.

PRACTICE B Rewriting Commands and Requests

Read each command and request sentence. Then, rewrite each sentence so that it includes the
subject you.
Example: Put the cereal back in the cupboard.
Answer: You put the cereal back in the cupboard.
1. Get out of my room!
2. Margaret, call me this evening.
3. Wake up.
4. Look at that beautiful sunset!
5. Start cleaning your room.
6. Chen, give Quinn the hall pass.
7. Wear a coat this morning.
8. Answer the phone, please.
9. Tomorrow morning, give the cat its medicine.
10. By Friday, be ready to share your report.

Writing and Speaking Application

Write a list of three or four commands or requests you would give other people if you were planning a
party. Read your sentences aloud to a partner. Your partner should listen for and identify the subject in
each sentence. Then, switch roles with your partner.

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47 FINDING THE SUBJECT IN A QUESTION

In questions, the subject often follows the verb.

Many questions begin with a verb, a helping verb, or a question word such as what, when, where, why,
or how. To find the subject in a question, try rewording the question in normal word order with the
subject before the verb. In the examples below, the subjects of the sentences are underlined, and the
verbs are boldface.
Question Rearranged in Subject-Verb Order
How is Ramon today? Ramon is how today?
Are the parrots sleeping in their cage? The parrots are sleeping in their cage?
What did the dentist say? The dentist did say what?

PRACTICE A Rearranging Questions Into Subject-Verb Order and Identifying the Subject
Read the following questions. Then, rearrange each question so it is written in subject-verb order.
Underline the subject in each rewritten question.
Example: Are you visiting London next summer?
Answer: You are visiting London next summer?
1. Do foxes eat seeds?
2. When will you finish your assignment?
3. Do small dogs like wearing sweaters?
4. Was Walter reading the same book?
5. Where should I put these flowers?
6. Does Rihanna want to join us?
7. Were the packages shipped overnight?
8. Did he leave a phone number?
9. What did your teacher write?
10. How is Margot getting home?

PRACTICE B Identifying Subjects

Read each question. Then, underline the subject.
Example: Is the test on Friday?
Answer: Is the test on Friday?
1. Did Erin get a new job? 6. Does Melissa like chocolate?
2. When will Connor finish the project? 7. Are the shops open until 10 p.m.?
3. Do fish sleep? 8. Is T’Challa your favorite character in Black
4. Where is Baton Rouge? Panther?

5. Is that mail important? 9. Did Dad use snow chains on his car?
10. Was this bread baked this morning?
Writing and Speaking Application
Write a list of three or four interview questions that you can ask your partner about a favorite place
to visit. Ask your partner the questions. Your partner should listen for and identify the subject in each
question. Then, switch roles with your partner.
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48 FINDING THE SUBJECT IN A SENTENCE BEGINNING WITH THERE OR HERE

There or here is never the subject of a sentence.

If a sentence begins with there or here, the sentence’s word order is probably inverted, with the verb
coming first and the subject appearing later. To find the subject, rephrase the sentence to make the
subject come first. Look at these examples:
Sentences With There or Here Reworded With the Subject First
There is a mistake on my bill. A mistake is on my bill.
Here is my new calculator. My new calculator is here.

PRACTICE A Rearranging Sentences With There or Here and Identifying Subjects

Read each sentence beginning with there or here. Then, rewrite each sentence so that the subject comes
first. Underline the subject in each rewritten sentence.
Example: There are five houses on our block.
Answer: Five houses are on our block.
1. There are grapes in the refrigerator. 6. There are litter bags for trash.

2. Here is the best bakery in town. 7. Here are our seats.

3. There is a new action movie at the theater. 8. There is a letter for you on the table.

4. Here is your lunch money. 9. There goes the snowplow into town.

5. Here comes my cousin. 10. Here comes the teacher of the class.

PRACTICE B Identifying Subjects

Read the following sentences. Then, underline the subject of each sentence.
Example: There is an owl living in the barn.
Answer: There is an owl living in the barn.
1. There goes the star of the track team! 6. There is the computer I want to buy.
2. Here comes another friend of mine. 7. Here is the brochure about college.
3. There are children on the bus. 8. There is a girl from Serbia in class.
4. There are my parents. 9. Here is my favorite sweater.
5. Here is the best art in the contest. 10. Here are your tickets for the play.

Writing and Speaking Application

Write three or four sentences that begin with there or here. Describe things you might show a visitor to
your community. Read your sentences to a partner. Your partner should listen for and identify the subject
of each sentence. Then, switch roles with your partner.

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49 FINDING THE SUBJECT IN A SENTENCE INVERTED FOR EMPHASIS

In some sentences, the subject follows the verb in order to emphasize the subject, or make it
stand out.

In most sentences, the subject comes before the verb. Sometimes, however, writers invert the word
order. They put the verb first to emphasize the subject or to help build suspense. To find the subject in a
sentence with inverted word order, reword the sentence to put the subject first.
Sentences With Inverted Word Order Reworded With the Subject First
Hiding under the bed was my trembling dog. My trembling dog was hiding under the bed.
On the doorstep was a package. The package was on the doorstep.

PRACTICE A Rearranging Sentences With Inverted Word Order and Identifying Subjects
Read the inverted sentences. Then, rewrite each sentence so that the subject comes first. Underline the
subject in each rewritten sentence.
Example: In the dark room hid the guests at his surprise party.
Answer: The guests at his surprise party hid in the dark room.
1. Galloping through the sand was a wild pony.
2. Waiting for her at home was her project.
3. Along the ledges hung beautiful icicles.
4. Near the ghost town stood an abandoned mine.
5. Racing down the field was the team’s best receiver.

PRACTICE B Identifying Subjects

Read the following sentences. Then, write the subject of each sentence on the line provided.
Example: Hunting for bugs on the front porch was a toad.
Answer: toad
1. Perching on the telephone pole was a red-tailed hawk.
2. In the high desert bloomed brightly colored cactuses.
3. Far from city lights was a great view of the night sky.
4. Looking up at me were the eyes of a frightened puppy.
5. On the table lay all the uneaten food.

Writing and Speaking Application

Write two or three sentences about something that is exciting or amazing. Invert the sentences so that
the subject follows the verb. Read aloud your sentences to a partner. Your partner should listen for and
identify the subject of each sentence. Then, switch roles with your partner.

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50 RECOGNIZING DIRECT OBJECTS

A direct object is the noun or pronoun that receives the action of a verb.

Direct objects follow action verbs and complete the meaning of a sentence by answering the question
What? or Whom? Look at these examples:
Ginny found a ring. I helped Ms. Springer.
subject verb direct object subject verb direct object

A sentence may have more than one direct object. Look at this example of a compound direct object:
The farmer planted beets and tomatoes.
subject verb compound direct object

PRACTICE A Recognizing Direct Objects

Read the following sentences. Then, write the direct object or compound direct object on the line.
Example: Elliot wears a suit and tie.
Answer: suit, tie
1. Marcus plays football, basketball, and baseball.
2. I wrote an essay about Edgar Allan Poe.
3. The principal called her parents.
4. Felicia drives a blue car.
5. My nephew followed me and my sister.
6. Our family visited Bighorn Canyon.
7. My dog Rover buries his bones and toys.
8. We watched a movie.
9. Trina won the race
10. The voters chose Mr. Kocurek to be the new mayor.

PRACTICE B Writing Direct Objects

Read each sentence. Then, fill in each blank with a direct object that makes sense.
Example: Willie saw a in the sky.
Answer: Willie saw a tornado in the sky.
1. Grace wrote in school this year.
2. The cafeteria serves , , and .
3. I saw at the mall last weekend.
4. Larry asked for help with his science project.
5. In the park, Macy saw .

Writing and Speaking Application

Write a short paragraph describing different foods people in your family make and eat. Read aloud your
paragraph to a partner. Your partner should listen for and identify any direct objects. Then, switch roles
with your partner.

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51 DISTINGUISHING AMONG DIRECT OBJECTS, ADVERBS, AND OBJECTS

OF PREPOSITIONS
A direct object is never an adverb or the noun or pronoun at the end of a prepositional phrase.

Sometimes action verbs are followed by direct objects, adverbs, or prepositional phrases. Sentences can
also contain more than one of these parts. Compare these examples:
Sentence Pattern Example
Subject / Verb / Direct Object Martina grilled the fish.
Subject / Verb / Adverb Martina grilled quickly.
Subject / Verb / Prepositional Phrase Martina grilled on the patio.
Subject / Verb / Direct Object / Adverb / Prepositional Martina grilled the fish quickly on the patio.
Phrase

PRACTICE A Recognizing Direct Objects

Read each sentence and underline any direct objects. Then, write the direct object on the line provided.
If the sentence does not have a direct object, write none on the line.
Example: My friend bought a painting at the art fair.
Answer: painting
1. Ingrid buys coffee at the corner store.
2. My friend rides his bike to school quickly.
3. My cousins from Detroit stayed for a week.
4. The squirrel climbed up the tree.
5. Jim wore his tie to the awards show.

PRACTICE B Distinguishing Among Direct Objects, Adverbs, and Objects

of Prepositions
Read the sentences. Label the underlined word by writing direct object, adverb, or object of a preposition
on the line.
Example: We climbed quickly to the top of the tower.
Answer: adverb
1. My cat studies the birds outside the window.
2. We sampled the cheese from that farm.
3. Our class worked on the float for the parade.
4. We saw turtles on Jekyll Island.
5. The audience clapped enthusiastically.
6. We planted cilantro in the school garden.
7. Mr. Dodd works for the city.
8. Mrs. Nanjiani teaches geography at the community college.

Writing and Speaking Application

Write two to three sentences about an interesting movie or TV show you have seen. Read aloud your
sentences to a partner. Your partner should listen for and identify any adverbs, prepositional phrases,
and direct objects. Then, switch roles with your partner.
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52 FINDING DIRECT OBJECTS IN QUESTIONS

A direct object in a question will sometimes be found before the verb.

In most statements, the direct object follows the verb. However, in a question, the direct object often
appears before the verb and subject. To find a direct object in a question, try rewording the question
in normal word order with the subject before the verb. In the examples below, the direct objects are
underlined.
Question Rearranged in Subject-Verb Order
Whose laptop did you borrow for the presentation? You borrowed whose laptop for the presentation?
Which room should we paint next? We should paint which room next?
What do mountain lions eat? Mountain lions do eat what?

PRACTICE A Rearranging Questions Into Subject-Verb Order and Identifying

the Direct Object
Read the following questions. Then, rearrange each question so it is written in subject-verb order.
Underline the direct object in each rewritten question.
Example: Whom did you ask for directions?
Answer: You did ask whom for directions.
1. Which movie should we see tonight?
2. Whose car is Jared driving to Pittsburgh?
3. What does Lucretia think about her new haircut?
4. Which recipe should I prepare for dinner?
5. Whom did you see at the soccer game?

PRACTICE B Identifying Direct Objects

Read each question. Then, write the direct object of each question on the line.
Example: Which class has a test on Friday?
Answer: class
1. What should we read for the assignment?
2. What did you add to the soup?
3. What did you write in the article?
4. Whom will you invite to the party?
5. What reason should I give for making the appointment?
6. Whose sandwich did I eat by mistake?
7. Which costume did the actor wear in the play?
8. Whom will you ask for help on your history project?
9. Which car would you most enjoy driving?
10. Which museums did you visit in Cleveland?

Writing and Speaking Application

Write three or four interview questions that you can ask a partner about a favorite place to visit. Ask
your partner the questions. Your partner should listen for and identify any direct objects in the questions.
Then, switch roles with your partner.
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53 RECOGNIZING INDIRECT OBJECTS

An indirect object is a noun or pronoun that comes after an action verb and before a direct object. It
names the person or thing to which something is given or for which something is done.

Some sentences with direct objects also have indirect objects. An indirect object almost always comes
after the verb and before the direct object. Indirect objects answer the question To/for what? or To/for
whom? Look at these examples:
Sentence Question to Ask and Sentence Part
Talia offered Martha water. Offered what? water (direct object)
Offered water to whom? Martha (indirect object)
Dad gave the dog a bath. Gave what? bath (direct object)
Gave a bath to what? dog (indirect object)
Abuelo tells us many stories about life in Guatemala. Tells what? stories (direct object)
Tells stories to whom? us (indirect object)

PRACTICE A Identifying Indirect Objects

Read the following sentences. Then, underline the indirect object.
Example: She showed her sister the message.
Answer: She showed her sister the message.
1. My brother gave the dog a squeaky toy. 6. My grandmother sent me the photograph.
2. I loaned Gabriel my calculator. 7. We gave the house a new coat of paint.
3. The class gave their teacher a plant. 8. The rancher fed the donkey hay.
4. Judy taught the children another language. 9. The coach gave the team a trophy.
5. The letter carrier brought us the package. 10. I handed Andy the ball.

PRACTICE B Recognizing Sentences With Indirect Objects

Read the following sentences. Then, decide whether each sentence has an indirect object. If it does,
write it on the line provided. If there is no indirect object, write none.
Example: A hurricane struck the island.
Answer: none
1. Alvin wore a hat.
2. The restaurant serves barbecue to tourists.
3. The company mailed employees their paychecks.
4. Sangita multiplied the large numbers.
5. Dr. Robertson wrote her patient a prescription.
6. Ivan explained the process.
7. The reporter asked the mayor some tough questions.
8. The company fed the workers lunch.

Writing and Speaking Application

Write a short paragraph describing a time you gave someone help with a job or project. Read your
paragraph to a partner. Your partner should listen for and identify any indirect objects. Then, switch
roles with your partner.

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54 DISTINGUISHING BETWEEN INDIRECT OBJECTS AND OBJECTS

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

Compare these examples of sentences that have an indirect object or an object of a preposition:
Sentence Sentence Parts
She showed Mom her report card. Mom is an indirect object. Mom comes after the action verb showed
and before the direct object report card.
She showed her report card to Mom. Mom is the object of a preposition. Mom comes after the preposition to
and follows the direct object report card.

PRACTICE A Identifying Indirect Objects and Objects of Prepositions

Read the following sentences. Then, identify the underlined word by writing IO for indirect object or
OP for object of a preposition.
Example: My friend wrote the actor a letter.
Answer: IO

1. Dad tossed Carlos his keys. 6. My parents offered me a choice.

2. Emma put the pan on the stove. 7. The principal gave the students the lock
combinations.
3. I mailed a letter to my best friend.
8. Our class visited MacDonald Observatory on a
4. The guide gave the visitors a tour of the
school trip.
museum.
9. Fiona sent the address to us.
5. The quarterback passed the football to a
receiver. 10. Victor gave his brother the video game.

PRACTICE B Supplying Indirect Objects and Objects of Prepositions

Read the sentences. Fill in the blank with either an indirect object or an object of a preposition, as
indicated. You may also add additional words for clarity (see his in the example item).
Example: Arthur bought a lunch. (indirect object)
Answer: Arthur bought his best friend a lunch.
1. I made a suggestion to . (object of preposition)
2. The store manager gave a bonus. (indirect object)
3. Hank bought a gift for . (object of preposition)
4. Angie offered an umbrella during the storm. (indirect object)
5. Trina wrote an article for the . (object of preposition)

Writing and Speaking Application

Write two to three sentences about people participating in a sporting event or game. Read aloud your
sentences to a partner. Your partner should listen for and identify any objects of prepositions any and
indirect objects. Then, switch roles.

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55 SUBJECT COMPLEMENTS
A subject complement is a noun, pronoun, or adjective that follows a linking verb and provides
important details about the subject.

A sentence with a linking verb (such as is, are, was, were, am, become, feel, look, seem, smell, taste,
turn) can have a subject complement. There are two kinds of subject complements:
• A predicate noun or predicate pronoun follows a linking verb. It renames or identifies the subject of
the sentence:
George Washington Carver was an inventor.
• A predicate adjective follows a linking verb. It describes the subject of the sentence:
George Washington Carver was creative.
There are two forms of predicate adjectives.
• A comparative predicate adjective compares two things and uses -er or more:
Janet is taller than Michelle.
• A superlative predicate adjective compares three or more things and uses -est or most:
Janet is the tallest girl in her class.

PRACTICE A Identifying Predicate Nouns and Predicate Adjectives

Read the following sentences. Then, underline each subject complement. On the line provided, write
whether the subject complement is a predicate noun or predicate adjective.
Example: My sister is a firefighter.
Answer: My sister is a firefighter. predicate noun

1. A good tree for Texas yards is the pecan. 5. Lily’s dessert tasted sweet.
6. The animal in the canyon was a bobcat.
2. My assignment was a report on famous
inventions. 7. The workers at that sandwich shop seem
3. My favorite city in Texas is San Antonio. busy.
8. My new sneakers are comfortable.
4. Talia is happy with the results.
PRACTICE B Using Comparative and Superlative Predicate Adjectives
Read the following sentences. Then, complete each sentence with the predicate adjective in either
comparative or superlative form.
Example: Edwin was the runner in the state. (fast)
Answer: Edwin was the fastest runner in the state.
1. Bluebonnets are than tulips. (pretty)
2. The peppers in the salsa are the that I have ever tasted. (hot)
3. The Colorado River is than the Nueces River. (long)
4. The water in the springs is than the water in the creek. (clean)
5. Mom’s meal tasted the of the four dishes at our table. (salty)

Writing and Speaking Application

Write two or three sentences comparing characters in a book you have read. Use predicate nouns and
comparative and superlative adjectives. Read aloud your sentences to a partner. Your partner should
listen for and identify any subject complements. Then, switch roles with your partner.
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56 PREPOSITIONAL PHRASES
A prepositional phrase has at least two parts, a preposition and a noun or a pronoun that is the
object of the preposition.

Prepositional phrases can be used to tell about location, time, or direction, or to provide details. There
are two types of prepositional phrases:
• An adjective (or adjectival) phrase modifies a noun or a pronoun. It tells what kind or which one.
Adjective phrases usually come after the noun or pronoun they modify.
The noise from a rooster awakened me.
The prepositional phrase from a rooster modifies the noun noise by telling what kind of noise.
• An adverb (or adverbial) phrase modifies a verb, an adjective, or an adverb. It tells where, when,
in what way, or to what extent. Adverb phrases aren’t always near the words they modify in a
sentence.
Please put the chickens in the henhouse.
The prepositional phrase in the henhouse modifies the verb put by telling where to put the chickens.

PRACTICE A Identifying Adjective Phrases

Read each sentence. Then, underline the adjective phrase.
Example: The pool at the community center is closed.
Answer: The pool at the community center is closed.
1. People in the Midwest are so friendly! 6. My dog doesn’t like the sound of sirens.
2. The roads near my house are very bumpy. 7. The diner next to the hotel serves pizza.
3. I saw the principal of my school. 8. The houses along the freeway are new.
4. I recognized the leaves of a poison ivy plant. 9. Information from websites can be helpful.
5. Raj purchased a sweater with green stripes. 10. Facts about earthquakes are surprising.

PRACTICE B Identifying Adverb Phrases

Read each sentence. Then, write the adverb phrase on the line provided.
Example: The dog hid under the bed.
Answer: under the bed
1. Muffin jumped into the empty box.
2. They hiked up the Runyon Canyon Trail.
3. After the ice storm, many trees had damage.
4. The baby bird flew toward its mother.
5. Grandma always thinks about my comfort.
6. Donovan grew two inches since last year.
7. Before bedtime, the children brush their teeth.
8. She usually travels with her friends.

Writing and Speaking Application

Write two or three sentences about getting ready for school. Include at least one example of an adverbial
phrase and an adjective phrase. Read aloud your sentences to a partner. Your partner should listen for
and identify the prepositional phrases. Then, switch roles with your partner.
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57 APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or pronoun placed after another noun or pronoun to identify, rename, or
explain it. An appositive phrase is an appositive and its modifiers. It is placed next to a noun or
pronoun and adds information or details.

An appositive provides information about a noun or pronoun. In this example, the appositive Ms.
Simpson gives more information about our teacher:
Our teacher Ms. Simpson took our class on a field trip.
An appositive phrase also provides information about a noun or pronoun. An appositive phrase includes
a noun or pronoun plus any modifiers of that noun or pronoun. In this example, the appositive phrase my
youngest brother adds more information about Tito.
Tito, my youngest brother, wants to be a performer.

PRACTICE A Identifying Appositives and Appositive Phrases

Read each sentence. Then, underline the appositives or appositive phrases.
Example: The pool, a relaxing place, was crowded.
Answer: The pool, a relaxing place, was crowded.

1. Austin, the capital of Texas, is home to a huge 5. She drove her truck, a real clunker, more than
bat colony. 200,000 miles.
2. Emily Dickinson, my favorite poet, wrote 6. My dog Ramsay greets me at the door every
during the 1800s. day.
3. The hurricane, a massive storm, struck the 7. The planet Mars fascinates me.
coast near Biloxi. 8. We went on a hike, my favorite outdoor
4. My friend Glenn mows lawns in the summer. activity.

PRACTICE B Combining Sentences Using Appositives

Read the sentences. Then, combine each pair of sentences by using an appositive phrase.
Example: We grow peaches. Peaches are my favorite fruit.
Answer: We grow peaches, my favorite fruit.
1. The Great Depression was a time of hardship. The Great Depression took place in the 1930s.

2. The flight attendant is the woman in the uniform. She can give you a blanket.

3. Dr. Barton is a great professor. Dr. Barton teaches English.

4. Sandra Day O’Connor was the first female Supreme Court Justice. She was born in El Paso.

5. Soccer is Joey’s favorite sport. Soccer is popular around the world.

Writing and Speaking Application

Write two or three sentences about a person you admire. Include at least two appositives in your
sentences. Read aloud your sentences to a partner. Your partner should listen for and identify the
appositives. Then, switch roles with your partner.
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58 PARTICIPLES AND PARTICIPIAL PHRASES

A participle is a form of a verb that can act as an adjective.

Present participles end in -ing. Past participles end in -ed, -d, -n, -t, or -en. Both types act as adjectives
when they modify nouns or pronouns. See these examples:
Type What It Looks Like Example
Present Participle ends in -ing She took a hiking trip. (modifies trip)
Past Participle ends in -d, -ed, -n, -t, or -en The filled buckets were heavy. (modifies buckets)

When a participle has modifiers or complements of its own, it becomes a participial phrase. In each of
these examples, the participial phrase is underlined, and the word it modifies is in bold.
The performer, flattered by the applause, returned to the stage for an encore.
Crowing loudly, the rooster announced the sunrise.
The cardboard box hidden under my bed contains my journal.
Left out in the sun, the ice cream melted.

PRACTICE A Identifying Participles and Participial Phrases

Read each sentence. Underline the participle or participial phrase in each sentence.
Example: Pulling on his leash, the dog chased the squirrel.
Answer: Pulling on his leash, the dog chased the squirrel.

1. The burnt toast set off the smoke alarm. 6. Sometimes we eat frozen meals.
2. I woke up to the sound of a crying baby. 7. Working quickly, we shaped the dough.
3. Turning into the wind, the vulture soared 8. The taxi driver, confused by the address,
above. drove in circles.
4. The worn jacket is still my favorite. 9. Don’t wake the sleeping cat.
5. I prefer the tomatoes grown in my garden. 10. Some snakes living in Arizona are venomous.

PRACTICE B Identifying Present and Past Participles

Read the sentences. Then, write the participle on the line provided and identify it as a past participle or
a present participle.
Example: We like chilled watermelon.
Answer: chilled — past participle
1. I could not understand her mumbled words.
2. The pouring rain lasted for hours.
3. The officer gave the speeding driver a ticket.
4. A key placed under the mat is not safe.
5. I found my missing phone.

Writing and Speaking Application

Write a two-sentence description of a trip you took, using at least two participles. Read aloud your
sentences to a partner. Your partner should listen for and identify the participles. Then, switch roles with
your partner.

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59 ADJECTIVE CLAUSES
An adjective (or adjectival) clause is a subordinate clause that modifies a noun or a pronoun.
Adjectival clauses act as adjectives. They tell what kind or which one.

• Most adjective clauses begin with a relative pronoun, such as that, which, who, whom, or whose.
The girl whose pencil I borrowed is from Peru. (tells which girl)
Eugene wanted a dessert that was healthful. (tells what kind)
• Sometimes an adjective clauses begins with where or when. (When these words are used to
introduce an adjective clause, they are called relative adjectives.)
The apartment where I live is on Grove Street. (tells which apartment)
• You can sometimes use an adjective clause to combine two sentences. See this Example:
We visit my grandparents every summer. My grandparents live in Fort Myers.
We visit my grandparents, who live in Fort Myers, every summer.

PRACTICE A Identifying Adjective Clauses

Read each sentence. Then, underline each adjective clause.
Example: The sale, which I read about in the paper, starts tomorrow.
Answer: The sale, which I read about in the paper, starts tomorrow.

1. We gave the blue ribbon to the dog that 4. The bowler whose score is highest competes
behaved best. again next week.
2. In the hour since you left, I worked a lot. 5. The pizza, which we left in the oven too long,
was very crispy.
3. The spot where we planted the pecan tree
gets a lot of sun. 6. The girl who kicked the winning goal is Mia.

PRACTICE B Using Adjective Clauses to Combine Sentences

Read each pair of sentences. Then, combine the sentences by turning one of them into an adjective
clause.
Example: We visited Bastrop State Park. Bastrop State Park is Andre’s favorite place to hike.
Answer: We visited Bastrop State Park, which is Andre’s favorite place to hike.
1. The store opened last week. The store sells souvenirs from Jamaica.

2. We put sunflower seeds in the bird feeder. Sunflower seeds are popular with cardinals.

3. The child was lost. The child was crying.

4. We decided to study at the library. We usually get a lot of work done at the library.

5. The desk is in Mom’s office. The desk should be replaced.

Writing and Speaking Application

Write a short paragraph describing places and things in your school, using at least two adjectival
clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify the adjectival
clauses. Then, switch roles with your partner.
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60 ADVERB CLAUSES
An adverb (or adverbial) clause is a subordinate clause that modifies a verb, an adjective, or
an adverb.

• Adverb clauses act as adverbs. They tell where, when, in what way, to what extent, under which
condition, or why.
• An adverb clauses begins with a subordinating conjunction, such as:

after although as because before even though if

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

In these examples, the adverb clauses are underlined, and the words they modify are in bold:
Verb: Anchal leaves her shoes wherever she takes them off. (leaves them where?)
Adjective: I am happy because I did well on my test. (happy why?)
Adverb: She drives slowly when she is in the school zone. (drives slowly when?)

PRACTICE A Identifying Adverb Clauses

Read each sentence. Then, underline the adverb clause in each one.
Example: I learn more when I work with a partner.
Answer: I learn more when I work with a partner.
1. Our dog is happy when he has a job to do. 4. Jayda can play if she finishes her chores.
2. Dad moved the car so that it would be safe. 5. Kai walks to school unless it is raining.
3. The bus was late because it made two extra 6. Before you turn in your essay, you should
stops. check it carefully.

PRACTICE B Using Adverb Clauses to Combine Sentences

Read each pair of sentences. Then, combine the sentences by changing one of them into an adverb
clause. Use the subordinating conjunction in parentheses.
Example: I will wash the dishes. You dry them. (if)
Answer: I will wash the dishes if you dry them.
1. I want to stop writing. I’m not done yet. (even though)

2. The community garden put up a fence. Rabbits could not eat the plants. (so that)

3. The movie comes out in January. I want to read the novel. (before)

4. Natasha rides the bus frequently. She bought a monthly bus pass. (because)

5. I was at the library. I wrote four pages of my report. (while)

Writing and Speaking Application

Write a short paragraph describing how to prepare a snack or a favorite kind of food. Use at least three
adverbial clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify the
adverbial clauses. Then, switch roles with your partner.
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61 THE SIMPLE SENTENCE

A simple sentence consists of a single independent clause.

An independent clause contains a subject and a verb and expresses a complete idea. A simple sentence
cannot have adjective or adverb clauses. However, a simple sentence may include adverbs, adjectives,
direct and indirect objects, prepositional phrases, and compound subjects and verbs. See these examples
of simple sentences:
One Subject and Verb Sanjay hikes on the trail.
Compound Subject Sanjay and Lola hike around the lake.
Compound Verb Sanjay hikes and bikes during the summer.
Compound Subject and Verb Sanjay and Lola hike and bike frequently after school.

PRACTICE A Recognizing Simple Sentences

Read each sentence. Then, tell whether it is a simple sentence by writing simple or not simple.
Example: I eat breakfast before I go to school.
Answer: not simple
1. My dog MoMo fetches the paper in the morning.
2. The subway, which runs under the city, is a fast way to travel.
3. Cici sings in the school choir.
4. Jen talks on the phone and does her homework at the same time.
5. When the train arrived, Vika boarded it quickly.

PRACTICE B Writing Simple Sentences

Read the following sentences. Then, rewrite them so that they are simple sentences. You will need to
leave out words to make the sentences simple.
Example: The children who go to that summer camp learn a new language.
Answer: The children learn a new language.
1. The snacks and drinks that Kimi put on the counter disappeared quickly.

2. Even though it was summer, the weather was cool.

3. The science fair takes place in the spring so that students can complete their projects.

4. Although Randall has a job, he still plays in the band and sings in the chorus.

5. Mexican free-tailed bats, which eat mosquitoes, are actually mammals and not birds.

Writing and Speaking Application

Write a short paragraph describing an object in your classroom. Use only simple sentences. Read your
paragraph to a partner. Your partner should listen and make sure your sentences are simple. Then,
switch roles with your partner.

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62 THE COMPOUND SENTENCE

A compound sentence consists of two or more main or independent clauses.

An independent clause has a subject and a verb and can stand by itself as a complete sentence. The
independent clauses in a compound sentence can be joined by a comma and a coordinating conjunction (and,
but, for, or, nor, yet, so). They can also be joined by a semicolon (;) or a colon (:). See the examples below.
My aunt watches reality TV shows, and she likes game shows.
Manny can’t come to school; he’s got strep throat.

PRACTICE A Combining Simple Sentences to Form Compound Sentences

Read each set of simple sentences. Then, combine the sentences using a comma and the coordinating
conjunction in parentheses.
Example: We took three pies to the potluck dinner. We came home with one. (but)
Answer: We took three pies to the potluck dinner, but we came home with one.
1. Annette has a pet rat. Her sister Sammy has a lizard. (and)

2. We may go to New Mexico on vacation. We may go to Oklahoma. (or)

3. I had to make breakfast for myself. I got out the cereal and milk. (so)

4. She likes Broadway musicals. She doesn’t like opera. (yet)

5. We had a flat tire. We were able to change it. (but)

PRACTICE B Punctuating Compound Sentences

Read each compound sentence. Then, underline any coordinating conjunctiosn and add a comma or a
semicolon to correctly punctuate the compound sentence.
Example: Amy came to my house after school and we went to the park.
Answer: Amy came to my house after school, and we went to the park.
1. Vivek wasn’t at home so I went to Byron’s 4. My dad has two brothers they live in Ohio.
house. 5. I submitted an essay in the contest yet I didn’t
2. I went to the shoe store but it was closed. win.
3. Patrick will go to practice or he will stay home. 6. Lane is downtown I hope he isn’t late.

Writing and Speaking Application

Write a paragraph about something you worked hard to learn. Use at least two compound sentences
with conjunctions. Then, read your paragraph aloud to a partner. Your partner should listen for and name
the conjunctions in your sentences. Then, switch roles with your partner.

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63 THE COMPLEX SENTENCE

A complex sentence consists of one main or independent clause and one or more subordinate
clauses.

In a complex sentence, the main or independent clause contains a subject and a verb and can stand
alone as a simple sentence. The subordinate clause in a complex sentence also contains a subject and a
verb, but it cannot stand alone as a sentence.
• Subordinate clauses can be adjective clauses or adverb clauses:
Adjective Clause: I ate the peach that was sitting on the counter.
Adverb Clause: Before I ate the peach, I washed it.
• The subordinate clause can appear at the beginning or the end of the complex sentence as in the
examples above, or in the middle of the complex sentence:
Dogs, which have an amazing sense of smell, are sometimes used to find lost people.

PRACTICE A Differentiating Between Independent and Subordinate Clauses

Read the following complex sentences. Underline the subordinate clause in each one.
Example: I ate a healthful breakfast because I needed energy for the race.
Answer: I ate a healthful breakfast because I needed energy for the race.
1. The planes, which fly just above my house, 5. Sasha wrote an essay that her teacher entered
create a lot of noise. in a contest.
2. Kate wore a dress that had a lot of lace. 6. Harry cleaned his bike after he got home.
3. Mario fell when his foot hit a tree root. 7. The doctor whom she sees treats children.
4. Because she missed class, Andrea didn’t 8. Whenever someone knocks on the door, my
understand the assignment. dog wags her tail.

PRACTICE B Writing Complex Sentences

Read each pair of simple sentences. Then, rewrite them to form a single complex sentence.
Example: Filene was nervous. She stepped onto the stage.
Answer: Filene was nervous when she stepped onto the stage.
1. We were late. The theater usher showed us to our seats.

2. Marie visited her grandparents. Her grandparents live on a ranch near San Angelo.

3. The trees in our yard are live oaks. Live oaks keep their leaves most of the year.

4. Desiree wrote the messages in the cards. I addressed the envelopes.

5. I can’t loan you my calculator. I need it for my test.

Writing and Speaking Application

Write a short paragraph describing a television show or book you enjoy. Use only complex sentences.
Read aloud your paragraph to a partner. Your partner should listen and make sure your sentences are
complex. Then, switch roles with your partner.
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64 THE COMPOUND-COMPLEX SENTENCE

A compound-complex sentence consists of two or more main or independent clauses and one or
more subordinate clauses.

A compound-complex sentence is a combination of a compound sentence and a complex sentence. See

these examples of compound, complex, and compound-complex sentences. Independent clauses are
underlined, and subordinate clauses are double-underlined.
Type What It Looks Like Example
Compound two or more main clauses Kelly wanted to get a dog, but her brother wanted to
get a cat.
Complex one main clause, one or more Kelly wanted a dog so that she could have a
subordinate clauses companion.
Compound- two or more main clauses, one or more Kelly, who loved animals, wanted a puppy,
Complex subordinate clauses but then she decided to get a kitten.

PRACTICE A Identifying Sentence Types

Read the following sentences. On the line provided, write whether each sentence is compound, complex,
or compound-complex.
Example: I wrote my password down because I didn’t want to forget it.
Answer: complex
1. The audience clapped after the orchestra finished, and the players took a bow.
2. New leaves appear on the trees, and flowers bloom in the spring.
3. The Colorado River winds through Texas before it reaches the Gulf of Mexico.
4. John washed the dishes, and Tom put them away after Deirdre dried them.
5. The lake levels are low because the region experienced a drought last summer.

PRACTICE B Writing Compound-Complex Sentences

Read the following compound sentences. Then, add a subordinate clause to each sentence to make it a
compound-complex sentence.
Example: Shadow brought me the ball, and I threw it.
Answer: Shadow brought me the ball, which was covered with slime, and I threw it.
1. My alarm clock didn’t go off, so I had to rush.
2. The market still had fresh fish, but it was sold out of shrimp.
3. The Dodds are on vacation, and Logan is caring for their pets.
4. Ed cleaned the garage, yet it still seemed messy.
5. I found a wallet, so I turned it in at the school office.

Writing and Speaking Application

Write a short paragraph about activities students do after school. Use a compound, complex, and
compound-complex sentence in your paragraph. Read it aloud to a partner. Your partner should listen
and identify the sentence types. Then, switch roles with your partner.

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65 MAIN AND SUBORDINATE CLAUSES

A main or independent clause has a subject and a verb and can stand by itself as a complete
sentence. A subordinate clause, also known as a dependent clause, has a subject and a verb but
cannot stand by itself as a complete sentence. It is only part of a sentence.

Every sentence has at least one main clause. If a sentence also has a subordinate clause, it is called a
complex sentence. Look at the main clauses (underlined) and the subordinate clauses (boldface) in these
examples of complex sentences:
If it rains tomorrow, we will not go to the park.
We will visit the museum, which has an exhibit on Alabama high school football.
Subordinate clauses begin with subordinating conjunctions (if, because, when, while, where, after, since,
until, although, even though, before, whenever, wherever) or relative pronouns (who, whom, whose,
which, that). These words are usually clues that a clause is subordinate.

PRACTICE A Differentiating Between Main and Subordinate Clauses

Read the following sentences. On the line provided, write whether each underlined clause is the main
clause or a subordinate clause.
Example: Unless I finish my homework, I can’t go to the movie.
Answer: subordinate clause
1. We studied the Mayan calendar, which I thought was fascinating.
2. Lyndon B. Johnson, who was born in Stonewall, became president in 1963.
3. I felt a thrill when I solved the difficult math problem.
4. After they played basketball, the boys went home for dinner.
5. Hunter picked a report topic that turned out to be difficult.

PRACTICE B Identifying and Using Main and Subordinate Clauses

Read the clauses. Then, write main or subordinate for each clause. If the clause is a subordinate clause,
add a main clause to make it a complex sentence.
Example: Unless we study.
Answer: subordinate; Unless we study, we won’t pass the spelling test.
1. Before I go to school.
2. We need a concert at Town Lake Park.
3. That I read for English class.
4. The principal’s office is at the front of the school.
5. Although the team played well.

Writing and Speaking Application

Write two complex sentences about a place you like to visit. Read aloud your sentences to a partner. Your
partner should listen for and identify the main and subordinate clauses in each sentence. Then, switch
roles with your partner.

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66 CLASSIFYING SENTENCES BY FUNCTION

A declarative sentence states, or declares, an idea. An interrogative sentence asks a question. An
imperative sentence gives an order, a command, or a direction. An exclamatory sentence conveys
strong emotion.

See these examples of the four functions of a sentence:

Declarative states an idea and ends with a period John walks to school.
Interrogative asks a question; ends with a question mark How do you get to school?
Imperative gives an order, a command, or a direction; Take the bus to school today.
ends with a period or an exclamation point Watch out for that car!
Exclamatory conveys strong emotion; ends with an I can’t believe you ran the whole way to
exclamation point school!

PRACTICE A Identifying the Four Types of Sentences

Read each sentence. On the line, write whether the sentence is declarative, interrogative, imperative, or
exclamatory.
Example: Hawaii became a state in 1959.
Answer: declarative
1. Use caution when you cross the street.
2. Where was Harriet Tubman born?
3. The planet closest to the sun is Mercury.
4. What kinds of hummingbirds can you see in Maryland?
5. I can’t believe the dog jumped over the fence!
6. Our football team just won the state championship!
7. Please provide sources for all the information you use.
8. The Lady Bird Johnson Wildflower Center has many native plants.
9. The symphony performs at Town Lake Park on July 4.
10. In art class, Trish painted a bouquet of wildflowers.

PRACTICE B Punctuating the Four Types of Sentences

Read the sentences. Add the correct end punctuation to each one.
Example: We visited Zion National Park
Answer: We visited Zion National Park.
1. Do earthquakes occur in Alaska 6. That player just made an amazing shot
2. The sound of sirens awakened us
3. For English class, what book will you read 7. How large is Lincoln, Nebraska
8. When was oil discovered in Texas
4. That’s a giant fire ant mound 9. Complete the essay later

5. Please put away your books 10. Have you ever seen an armadillo

Writing and Speaking Application

Write a paragraph describing an exciting sporting event. Use each type of sentence. Read your
paragraph to a partner. Your partner should listen for and identify each sentence type. Then, switch roles
with your partner.
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67 COMBINING SENTENCE PARTS

Sentences can be combined by using a compound subject, a compound verb, or a compound
object. Join two main clauses to create a compound sentence.

Compound Subject Terry plays soccer. Roberto plays soccer. Terry and Roberto play soccer.

Compound Verb My dog fetches the newspaper. My dog My dog fetches the newspaper and
chases squirrels. chases squirrels.
Compound Direct Object We played checkers. We played chess. We played checkers and chess.

Compound Sentence Storm clouds gathered. Storm clouds gathered, and the wind
The wind whipped through the trees. whipped through the trees.

The two main clauses in a compound sentence can be joined with a comma and a coordinating
conjunction (and, but, for, or, nor, so, yet) or with a semicolon.

PRACTICE A Identifying Compound Parts in Sentences

Read each sentence. Underline the compound subject, compound verb, or compound direct object.
Example: Keira bought potatoes and chicken at the market.
Answer: Keira bought potatoes and chicken at the market.
1. Shakespeare wrote plays and sonnets.
2. That musician writes and plays his own music.
3. People ski and snowboard in those mountains.
4. Foxes and snakes eat mice.

PRACTICE B Combining Main Clauses

Read the sentences. Combine them to make a compound sentence using a comma and the coordinating
conjunction in parentheses.
Example: The trip took several hours. It was worth every minute. (but)
Answer: The trip took several hours, but it was worth every minute.
1. We had a great time at the beach. I can’t wait to go back. (and)

2. The marathon was exhausting. I’d like to run another one someday. (yet)

3. We waited in line for movie tickets. They were sold out. (but)

4. You can buy a snack. You could make one yourself. (or)

Writing and Speaking Application

Write a paragraph about how you spent last weekend. Use a compound subject, a compound verb, and
a compound sentence. Read your paragraph to a partner, who will listen for and identify the compound
parts. Then, switch roles with your partner.

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68 COMBINING SENTENCES USING CLAUSES AND PHRASES

Sentences can be combined by changing one of them into a subordinate clause. Sentences can
also be combined by changing one of them into a phrase.

If an idea in one sentence depends on an idea in another, the two sentences can be combined into a
complex sentence with a main clause and a subordinate clause.
Two Sentences: Toni was upset. She couldn’t find her phone.
Combined: Toni was upset because she couldn’t find her phone.
If one sentence adds details to another sentence, the two sentences can be combined by changing one of
the sentences into a phrase:
Two Sentences: Our class visited the planetarium. It was in Trenton.
Combined: Our class visited the planetarium in Trenton.

PRACTICE A Identifying Subordinate Clauses

Read each sentence. Identify and underline the subordinate clause.
Example: Turn the lights out when you leave the classroom.
Answer: Turn the lights out when you leave the classroom.
1. Adam studied for his science test because he wanted to do well.
2. You should turn the music down so that your brother can study.
3. Although I left the house early, the drive to work still took an hour.
4. Lena does her homework while she watches television.
5. After the game ends, we are going out for pizza.

PRACTICE B Combining Sentences Using Phrases

Read the sentences. Combine them by changing one sentence into a phrase.
Example: Shauna found the perfect gift. She got it at the art fair.
Answer: Shauna found the perfect gift at the art fair.
1. Alexis helps people understand the exhibits. Alexis is a guide at the museum.

2. Settlers built new towns in Texas. They built them during the 1890s.

3. The class performed a play. The play was by Shakespeare.

4. Darlene went to the museum. She wanted to see the quilt exhibit.

5. Randall plays goalie. He plays on the hockey team.

Writing and Speaking Application

Write a paragraph about things you do after school. Use subordinate clauses. Read your paragraph to a
partner. Your partner should listen for and identify the subordinate clauses. Then, switch roles.

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69 VARYING SENTENCE LENGTH

Varying the length of sentences makes writing lively and interesting to read.

Several short sentences can be combined to make one long and one short sentence:
Short Sentences: The air was cold. It felt as if it might snow. I checked the weather.
Two Sentences: The air was cold, and it felt as if it might snow. I checked the weather.
A long sentence can be broken into shorter sentences:
Long Sentence: When I woke up, I wasn’t sure what to expect, but I was pleased to see the snow.
Two Sentences: When I woke up, I wasn’t sure what to expect. I was pleased to see the snow.

PRACTICE A Varying Sentence Length by Breaking Longer Sentences

Read the sentences. Then, revise each one as two or more shorter sentences. Circle a comma to change
it to a period. Underline a letter to show a capital letter. Cross out a word to omit it.
Example: Before he went to the game, Xavier had to clean his room, and he also had to help his mom.
Answer: Before he went to the game, Xavier had to clean his room, and he also had to help his mom.
1. While he was putting the toy together for his sister, Bart looked at the instructions, but he thought
they were confusing because they had no pictures.
2. During our trip, we watched bats fly out of a cave, we also toured the Alamo, and we walked along
the River Walk.
3. In science class we studied the planets, we also learned about the sun and moon, and we watched a
video about the first moon landing.
4. On our field trip we visited the museum that opened last year, but I had the most fun when we
walked on a trail along the Colorado River.

PRACTICE B Varying Sentence Length by Combining Sentences

Read the sentences. Then, combine two of them to have one shorter and one longer sentence.
Example: I saw a baby owl in a tree. It was cute. I decided to take a picture of it.
Answer: I saw a baby owl in a tree. It was cute, so I decided to take a picture of it.
1. I studied the spelling words. They were difficult. I had a hard time learning them.

2. Diane made her bed. She put the laundry away. She also swept the bedroom floor.

3. Our class read a novel. We researched the author. Then, we wrote book reports.

4. The runners put on their shoes. They warmed up. They started their workout.

Writing and Speaking Application

Write two long sentences. Read them aloud to a partner. Your partner should listen for and suggest ways
to vary the sentence lengths. Then, switch roles with your partner.

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70 VARYING SENTENCE BEGINNINGS

Sentence beginnings can be varied by reversing the traditional subject–verb order or starting the
sentence with an adverb or a phrase.

Changing the beginning of your sentences can add variety.

Sentence Beginning Example
Noun Repairs to the car will be expensive, unfortunately.
Adverb Unfortunately, repairs to the car will be expensive.
Infinitive Phrase To repair the car, unfortunately, will be expensive.
Gerund Phrase Repairing the car, unfortunately, will be expensive.
Prepositional Phrase For my parents, repairing the car will be expensive.

PRACTICE A Identifying Sentence Beginnings

Read the sentences. Look at the underlined beginnings. On the line, write whether the sentence
beginning is a noun, adverb, infinitive, gerund, or prepositional phrase.
Example: After school, we plan to go to the library.
Answer: prepositional phrase
1. Mr. Lambert has been coaching volleyball for 12 years.
2. Surprisingly, tickets were still available to the concert.
3. To run a mile in less than even minutes was Ingrid’s goal.
4. Paying the bill online was not an option.
5. On the sidelines, the nervous parents paced back and forth.

PRACTICE B Varying Sentence Beginnings

Read the sentences. Rewrite them to vary the beginnings. Use the sentence part in parentheses.
Example: Malik’s goal was to attend college. (gerund)
Answer: Attending college was Malik’s goal.
1. The thing my brother wants most is to get his driver’s license next year. (gerund)

2. We could see the meteor shower in the clear night sky. (prepositional phrase)

3. The Fourth of July fireworks show, surprisingly, was short. (adverb)

4. In the morning, Dede walked to Walnut Creek Park. (noun)

5. The students put beans in water and soil to see which seeds would grow. (infinitive)

Writing and Speaking Application

Write two sentences about something you might see in nature. Use different sentence beginnings. Read
your sentences to a partner. Your partner should listen for and think of another way to start one of the
sentences. Then, switch roles with your partner.

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71 CORRECTING FRAGMENTS
A fragment is a group of words that does not express a complete thought.

Fragments are not complete sentences. They may be missing a subject, a verb, or both. If a fragment
lacks a subject or a verb, the missing parts can be added to make a complete sentence.
Missing Part Fragment Complete Sentence
No Subject Went to the store after work. Dad went to the store after work.
No Verb The bus at the shopping mall. The bus stops at the shopping mall.
No Subject, no Verb At the corner market. We shop at the corner market.

The fragment can also be joined to a nearby sentence:

I saw my cousin. + When I was downtown. = I saw my cousin when I was downtown.

PRACTICE A Recognizing Fragments

Identify each group of words by writing sentence or fragment on the line.
Example: Will go to the library.
Answer: fragment
1. Before the start of school. 6. A plane in the sky.
2. Heard a funny story. 7. Sarita worked on the project.
3. Drove 56 miles from Augusta to Portland.
8. Without a doubt.
4. Eduardo is a good manager. 9. The book on Ben’s desk.
5. We looked out the window. 10. I hope Jill gets better.

PRACTICE B Correcting Phrase Fragments

Read the groups of words. Rewrite each one to eliminate the fragment. The hints in parentheses tell you
whether to combine the fragment with the sentence or add a subject and a verb.
Example: Penny had a goal. To attend college. (add subject and verb)
Answer: Penny had a goal. She wanted to attend college.
1. Evelyn wants to get her driver’s license. In the next year. (combine)

2. Squirrels eat the tomatoes. In our garden. (combine)

3. The car was hot. Sitting in the hot sun. (add subject and verb)

4. The players practiced every day. To win the big game. (add subject and verb)

5. I have an appointment. On Tuesday afternoon. (combine)

Writing and Speaking Application

Write several phrases about a place. Read your phrases to a partner. Your partner should listen for and
suggest ways to turn the phrases into sentences. Then, switch roles with your partner.

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72 CORRECTING CLAUSE FRAGMENTS

A subordinate clause should not be capitalized and punctuated as if it were a sentence.

Subordinate clauses do not express complete thoughts and cannot stand alone as sentences. When a
subordinate clause is capitalized and punctuated as a sentence, it is a clause fragment. The fragment
can be attached to a nearby sentence or words can be added to make a complete sentence.
Clause Fragment Complete Sentence
When we got home. We made dinner. When we got home, we made dinner.
That lives next door. The dog that lives next door is very friendly.

PRACTICE A Recognizing Clause Fragments

Identify each group of words by writing sentence or fragment on the line.
Example: After I saw the movie about penguins.
Answer: fragment

1. Although Mrs. Lee liked driving. 6. That we put in the oven.

2. Because we live in the city. 7. We studied the water cycle.
3. Before raccoons eat their food. 8. Which includes the plants and animals.
4. At the restaurant, we ordered fish.
9. Who works on Monday afternoon.
5. Her speech was about technology.
10. Our class studied that desert.

PRACTICE B Correcting Clause Fragments

Read the clause fragments. Rewrite them to form complete sentences.
Example: that are on the table
Answer: I read the books that are on the table.
1. as soon as I finish this activity

2. before the school year ends

3. that was held in the school gym

4. which I enjoyed very much

5. where I left my jacket

Writing and Speaking Application

Choose three of the clauses from Practice B and use them in new sentences about school. Read your
sentences to a partner. Your partner should listen for any fragments. Then, switch roles with your
partner.

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73 RUN-ON SENTENCES
A run-on is two or more complete sentences that are not properly joined or separated.

There are two types of run-ons:

• A fused sentence is two sentences that run together without punctuation:
I took the test I did well.
• A comma splice is two or more sentences separated by only a comma:
I saw a butterfly, it was orange and black.

PRACTICE A Recognizing Run-On Sentences

Read each group of words. Then, identify the word group by writing run-on or sentence on the line.
Example: She whispered I couldn’t hear her.
Answer: run-on
1. She bought a new car it got good 6. A hailstorm struck last night it did a lot of
mileage. damage.
2. After I poured the cereal, I realized we had 7. I walked to the courts, people were playing
no milk. basketball.
3. We visited Toronto, it is a city in 8. People fish and swim in the river.
Canada.
4. Our class studied the planets, and students 9. We went to the park to fly kites.
wrote reports.
5. Buses run on a limited schedule at 10. Ken built a model rocket, he launched it in
night. the field.
PRACTICE B Identifying Types of Run-On Sentences
Each group of words is a run-on sentence. Tell which type of run-on it is by writing comma splice or
fused sentence on the line.
Example: My alarm didn’t go off, I woke up late.
Answer: comma splice
1. I listened to the album, I really enjoyed it.
2. After we got home, we turned on the TV my sister made popcorn.
3. My aunt and uncle live in Fredericksburg the town is known for its peaches.
4. We buy the newspaper at the bodega, the price went up last year.
5. For my science project, I wrote about the moon I included drawings.
6. Trina got a new phone, she hasn’t put it down in hours.
7. The boy who lives next door plays drums, they are really loud.
8. Last weekend we saw the new comedy I thought it was very funny.
9. The squirrels in the park are busy they are collecting the pecans.
10. We went to the skate park, I tried out my new skateboard.

Writing and Speaking Application

Write one run-on sentence and one correct sentence about school events. Read your sentences aloud
to a partner. Your partner should identify which sentence is a run-on and which is correct. Then, switch
roles with your partner.
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74 THREE WAYS TO CORRECT RUN-ONS

Use an end mark to separate a run-on sentence into two sentences.

Use an end mark to divide the run-on into two sentences. The cat was hungry I fed her.
The cat was hungry. I fed her.
Use a comma and a coordinating conjunction (and, but, It was cold outside I got my coat.
for, or, nor, so, yet) to make a compound sentence. It was cold outside, so I got my coat.
Use a semicolon between independent clauses when the The parts were old we replaced them.
ideas are closely related. The parts were old; we replaced them.

PRACTICE A Correcting Run-On Sentences

Read the run-on sentences. Add a semicolon or period where needed to correct the run-on. Circle it. If a
word needs to be capitalized, underline it.
Example: Lars forgot his math book he went home to get it.
Answer: Lars forgot his math book. he went home to get it.
1. Boris is a great tennis player he should easily win his match.
2. My dad’s company is a good place to work it treats its workers well.
3. Tonight, the moon is full the sky will be bright.
4. Tara likes to write blog entries she’s on the computer all the time.
5. Neptune is far from the sun it takes 165 years to go around the sun once.

PRACTICE B Rewriting Run-On Sentences

Read the run-on sentences. Use a comma and a coordinating conjunction to correct each one.
Example: I want to do well on my test I will study.
Answer: I want to do well on my test, so I will study.
1. Our class visited McDonald Observatory we had a star-watching party.

2. I went to the store I forgot to buy bread.

3. The roads were icy school was delayed an hour.

4. We can go shopping we can go for a walk.

5. Katya wants to go to the movies she has to finish her report.

Writing and Speaking Application

Write one run-on sentence. Read your sentence aloud to a partner. Your partner should identify two
different ways to correct the run-on sentence. Then, switch roles with your partner.

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75 PROPERLY PLACING MODIFIERS

A modifier should be placed as close as possible to the word it describes.

A modifier is a word, phrase or clause that acts as an adjective or adverb. When a modifier is not close
to the word it modifies, a sentence may be confusing or unclear. Revise the sentence by placing the
modifier closer to the word it modifies:
Misplaced Phrase Modifier: The stain is from the soy sauce on my shirt.
Fixed: The stain on my shirt is from the soy sauce.
Misplaced Phrase Modifier: Ready to pounce, Drea looked under her bed and saw her kitten.
Fixed: Drea looked under her bed and saw her kitten ready to pounce.
Misplaced Clause Modifier: My sister will visit next week who goes to college in New York.
Fixed: My sister, who goes to college in New York, will visit next week.

PRACTICE A Identifying Misplaced Modifiers

Read the sentences. Then, underline the misplaced modifier in each one.
Example: I poured the milk down the drain that was sour.
Answer: I poured the milk down the drain that was sour.
1. The dog belongs to my neighbor with the red collar.
2. The clown gave the child a balloon in the stroller.
3. Soaring over the canyon, the hikers saw an eagle.
4. I found a pizza shop walking through downtown.
5. Cecilia found the lost book cleaning her bedroom.

PRACTICE B Recognizing and Correcting Misplaced Modifiers

Read the sentences. Then, rewrite them to correct the misplaced modifiers. You may need to add words
to the sentences.
Example: Answering the door, the dog wouldn’t stop barking.
Answer: As I was answering the door, the dog wouldn’t stop barking.
1. I returned the sweater to the store that was too small.

2. We ate Mexican food after the movie that was tasty.

3. Looking out the window, a deer jumped over the fence.

4. Wearing a heavy backpack, the hike seemed difficult.

5. Hopping in the garden, I saw a toad.

Writing and Speaking Application

Write two to three sentences describing a place you like to visit. Include at least two modifying phrases
or clauses. Read your sentences aloud to a partner. Your partner should identify the modifiers and check
if they are properly placed. Then, switch roles with your partner.

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76 AVOIDING DOUBLE NEGATIVES

Avoid writing sentences that contain double negatives.

A double negative is the use of two negative words to express one negative idea. Usually, a sentence
should contain only one negative word (no, none, nobody, no one, nothing, never, not, the contraction
-n’t, nowhere, hardly, barely). When two negative words are used together, they cancel each other out,
and the meaning is the opposite of what was intended.
Double Negative Corrected
I haven’t told my sister nothing. I haven’t told my sister anything.
I have told my sister nothing.
Sadie never has no problem with writing reports. Sadie never has a problem with writing reports.

PRACTICE A Identifying Double Negatives

Read each sentence. Underline any negative words , including the contraction -n’t. Determine if the
sentence has a double negative. If it does, write double negative on the line. If the sentence is correct,
write correct.
Example: I didn’t have no notes to study for the test.
Answer: I didn’t have no notes to study for the test. double negative
1. The mayor has not heard no complaints about the new law.
2. I never visited nowhere with so many tall buildings.
3. We were at home, but we didn’t hear anything strange.
4. None of the shoes I tried on at the sale fit me well.
5. None of the players on the team knew nothing about the practice.

PRACTICE B Correcting Double Negatives

Read the sentences. Then, rewrite them to correct the double negatives.
Example: No one couldn’t answer my question.
Answer: No one could answer my question.
1. Allison hadn’t told her parents nothing about the award.

2. After we almost had an accident, I didn’t never want to feel so scared again.

3. Sydney couldn’t find no one in the home improvement store to help her.

4. My family didn’t go nowhere on vacation last year.

5. The band didn’t have nothing left at the end of the bake sale.

Writing and Speaking Application

Write two to three sentences describing something you don’t like to eat. Include at least two negatives
in your sentence. Read your sentences aloud to a partner. Your partner should identify the negatives and
check if they are used correctly. Then, switch roles with your partner.

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77 AVOIDING COMMON USAGE ERRORS

Review these common usage errors:
To, Too, Two
To is a preposition or part of an infinitive. We want to go to the store.
Too is an adverb. I drank the cold water too quickly.
Two is a number. We baked two pies instead of one.
There, Their, They’re
There is an adverb or sentence starter. There was a car parked there.
Their is a possessive adjective. It modifies a noun. Their car is very dirty.
They’re is a contraction of they are. They’re buying a new car today.
Accept, Except
Accept is a verb. It means “to take something offered; to agree.” Jabril will accept the prize.
Except is a preposition. It means “leaving out; other than.” Everyone except me will attend.

PRACTICE A Choosing the Correct Usage

Read the sentences. Then, circle the word in parentheses that best completes each sentence.
Example: We drove (there, their, they’re) in our car.
Answer: We drove (there, their, they’re) in our car.
1. (There, Their, They’re) are 52 weeks in a year.
2. We want (to, too, two) see the movie the day it opens.
3. The coach is going to (accept, except) the award for the team.
4. I like these shoes because (there, their, they’re) very comfortable.
5. I filled out the entire form (accept, except) for the last section.

PRACTICE B Correcting Usage Errors

Read the sentences. Then, rewrite each sentence to correct the usage error.
Example: Everyone accept Leslie ran the mile in under eight minutes.
Answer: Everyone except Leslie ran the mile in under eight minutes.
1. The college students are studying because there taking exams next week.

2. All the dogs at the animal shelter accept the terrier were adopted.

3. Edgar thinks that driving from Mendocino to Santa Rosa takes to long.

4. The bus has too make a lot of stops on its downtown route.

5. The electricity went off because their was a major windstorm.

Writing and Speaking Application

Write two to three sentences describing an activity you tried for the first time. Use at least four of the
words shown in the chart above. Read your sentences aloud to a partner. Your partner should listen for
and record the sentences, checking for correct usage. Then, switch roles with your partner.

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78 USING REGULAR VERBS

The past and past participle of a regular verb are formed by adding -ed or -d to the present form.

Most verbs are regular. To form their past and past participle forms, add -ed to the present form. If the
verb ends in e, add -d to the present form. With some verbs, you may need to double the last letter
before adding -ed. If the verb has one syllable, double the final consonant when the word ends in one
vowel + one consonant, such as in tip, trip, or jog. If the verb has two or more syllables, double the final
consonant when the word ends in one vowel + one consonant and the final syllable is stressed, such as
in prefer or begin. When applying this rule, do not count w, x, or y as a consonant.
Present Past Past Participle

walk walked (have) walked

change changed (have) changed
drop dropped (have) dropped

PRACTICE A Writing Principal Parts of Regular Verbs

Write the past and past participle forms of each verb on the line provided.
Example: clap
Answer: clapped, (have) clapped
1. name 5. chat
2. stroll 6. insist
3. wash 7. collect
4. slip 8. investigate

PRACTICE B Using Regular Verbs in Sentences

Read each sentence. Then, rewrite the sentence. Replace the underlined present verb with the verb form
shown in parentheses.
Example: After the game, we walk home. (past)
Answer: After the game, we walked home.
1. I answer the phones all day. (past participle)
2. My brother blames me for making the mess. (past)
3. The plane lands at 5 p.m. (past)
4. I slip on the wet floor. (past)
5. The Vikings challenge us to a race. (past participle)
6. The parents name their daughter Anastasia. (past participle)
7. The farmer cans fruit to use in the winter. (past participle)
8. The squirrels store acorns in the tree trunk. (past)
9. I brush my hair and clean my nails. (past participle)

Writing and Speaking Application

Write three sentences about something you did yesterday. Use past tense regular verbs in your
sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used.
Then, switch roles with your partner.

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79 USING IRREGULAR VERBS

The past and past participle of an irregular verb are formed in some other way than by adding
-ed or -d to the present tense form.

Many common verbs are irregular. They form their past and past participle forms by changing the
spelling of the present form. You may need to memorize the correct forms of irregular verbs. You can also
find the principal parts listed in the dictionary entry for the verb. The chart below shows three different
types of irregular verbs.
Type Present Past Past Participle
Same Past and Past Participle bring brought (have) brought
Same Present, Past, and Past Participle put put (have) put
Change Spelling choose chose (have) chosen

PRACTICE A Writing Principal Parts of Irregular Verbs

Read each group of verb forms below. Then, fill in the blank by supplying the correct present, past, or
past participle form of the verb. If you are not sure how to spell the form, check in a dictionary.

Example: speak    (have) spoken

Answer: spoke
Present Past Past Participle Present Past Past Participle

1. hurt hurt 5. bid bid

2. spoke (have) spoken 6. drive drove

3. fight (have) fought 7. fly (have) flown

4. catch (have) caught 8. spin (have) spun

PRACTICE B Correcting Irregular Verbs in Sentences

In each sentence below, the underlined verb form is incorrect. Rewrite each sentence, replacing the
underlined verb form with the correct form. Check a dictionary if necessary.
Example: I finded my dress on the closet floor.
Answer: I found my dress on the closet floor.
1. I have brung three sandwiches for lunch.
2. The rowboat sinked into the mud.
3. My aunt drived all night to get here.
4. The mayor has spoke to our class twice before.
5. The Bobcats have losed four games in a row.
6. More than four inches of rain have fell today.

Writing and Speaking Application

Write three sentences about a recent sports event. Use past or past participle forms of irregular verbs in
each. Read your sentences aloud to a partner. Have your partner tell whether you used the right form of
each verb. Then, switch roles with your partner.

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80 IDENTIFYING THE BASIC FORMS OF THE SIX TENSES

The tense of a verb shows the time of the action or state of being.

Verbs have six tenses. The tenses show whether an action is happening in the present, past, or future. If
the verb shows that the action is going on over a period of time, you might use the present perfect, past
perfect, or future perfect tense. The chart below shows the basic form of the six tenses for one regular
verb and one irregular verb.
Tense Regular Verb Basic Forms Irregular Verb Basic Forms

Present I demand. I bring.

Past I demanded. I brought.
Future I will demand. I will bring.
Present Perfect I have demanded. I have brought.
Past Perfect I had demanded. I had brought.
Future Perfect I will have demanded. I will have brought.

PRACTICE A Identifying the Basic Forms of Verb Tenses

Read each sentence. Then, write the underlined verb and its tense on the line provided.
Example: The train chugged into the station.
Answer: chugged — past
1. The fire has burned for more than six hours.
2. The firefighters had received their orders.
3. The captain will answer any questions about the fire.
4. Each firefighter will have worked for 30 straight hours.
5. A couch nearly fell through a burning floor.

PRACTICE B Recognizing Verb Tenses

Read each sentence and find the underlined verb. Write the basic form of that verb for the tense shown
in parentheses.
Example: I lose my wallet. (past perfect)
Answer: had lost
1. I remember this story. (future)
2. Janelle painted the walls silver. (present)
3. The puppy gulps down his food. (present perfect)
4. The choir sings very loudly. (past perfect)
5. The child spins around in circles. (past)
6. I put the money into my pocket. (present perfect)
7. The horses race across the plains. (past perfect)
8. The magicians perform amazing tricks. (future)

Writing and Speaking Application

Write three sentences about a carnival or fair. Use different verb tenses in your sentences. Read your
sentences aloud to a partner. Have your partner identify each verb you used and its tense. Then, switch
roles with your partner.
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81 CONJUGATING THE BASIC FORMS OF VERBS

A conjugation is a list of the singular and plural forms of a verb in a particular tense.

You already know that verbs have six tenses. Each tense has six forms that fit with first-, second-, and
third-person forms of the personal pronouns in both the singular (one) and the plural (more than one)
number. When you write out all of the forms of the verb in each of the tenses, you are conjugating the
verb. The chart below shows a conjugation of the forms of the verb bring for four tenses.

Tense Singular (First, Second. Third Person) Plural (First, Second, Third Person)

Present I bring. We bring.

You bring. You bring.
He, she, or it brings. They bring.
Past I brought. We brought.
You brought. You brought.
He, she, or it brought. They brought.
Future I will bring. We will bring.
You will bring. You will bring.
He, she, or it will bring. They will bring.
Present Perfect I have brought. We have brought.
You have brought. You have brought.
He, she, or it has brought. They have brought.

PRACTICE A Conjugating the Basic Forms of Verbs

Read each verb. Then, conjugate the singular and plural forms of the verb for the tense and person
indicated in parentheses. Write the singular and plural form.
Example: improve (past) (third person)
Answer: He, she, or it improved. They improved.
1. assign (present perfect) (third person)
2. run (future) (first person)
3. follow (past) (second person)
4. ring (present perfect) (third person)

PRACTICE B Using Conjugation Forms in Sentences

Read each sentence. Then, complete the sentence by filling in the blank with the verb and conjugation
form shown in parentheses.
Example: The man warmly at his daughter. (smile, present tense)
Answer: The man smiles warmly at his daughter.
1. Heavy winds across the coastline. (blow, past tense)
2. The boats the shore. (reach, present perfect tense)
3. The heat more than 20 degrees. (rise, present perfect tense)
4. We popcorn in the fireplace. (make, past tense)

Writing and Speaking Application

Write three sentences about a storm. Use different verb tenses in your sentences. Read your sentences
aloud to a partner. Have your partner identify each verb you used and its tense. Then, switch roles with
your partner.

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Name Date

82 CONJUGATING BE
Be is the most common and the most irregular verb in the English language.

The conjugation chart below shows how the principal parts of be are used to form four different tenses
in both the singular and the plural.
Tense Singular Plural

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

PRACTICE A Conjugating the Basic Forms of Be

Read each sentence. Then, complete the sentence by filling in the form of be that matches the tense
shown in parentheses.
Example: I alone in the house all day. (present perfect)
Answer: I have been alone in the house all day.
1. I the first in my family to run a marathon. (future)
2. The children quiet for two full hours. (present perfect)
3. I lonely sitting all by myself. (past)
4. The first event the 100-meter run. (future)
5. My aunt mayor for two terms. (present perfect)
6. The Lynch twins in my class for three years. (present perfect)

PRACTICE B Using Conjugation Forms in Sentences

Read the sentences, which are all in the present tense. Then, rewrite each sentence, changing it to the
tense indicated in parentheses.
Example: I am warm under the blankets. (future)
Answer: I will be warm under the blankets.
1. All of the runners are at the starting line at 8 a.m. (future)

2. The teachers are in a meeting all day. (present perfect)

3. I always am a good sister. (present perfect)

4. The invitations are in your mailboxes.(past)

Writing and Speaking Application

Write two sentences using forms of the verb be in present tense. Then, share your sentences with three
partners. One partner should read the sentences aloud, changing the verbs to past tense; one partner
should change the verbs to future tense; and one partner should change the verbs to present perfect
tense. Compare and correct each other’s sentences. Rotate these activities among all four partners.

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Name Date

83 RECOGNIZING THE PROGRESSIVE FORMS OF VERBS

The progressive tense, or form, of a verb shows an action or condition that is ongoing.

The progressive form of a verb describes an event that is in progress, while basic forms of a verb
describe events that have a definite beginning and end. Create the progressive form by using the
present participle of a verb, which is the principal part that ends in -ing. You also add the form of the
verb be that matches the tense and number.
Progressive Tense Be + Present Participle Progressive Tense Be + Present Participle

Present I am stopping. Present Perfect I have been stopping.

Past I was stopping. Past Perfect I had been stopping.
Future I will be stopping. Future Perfect I will have been stopping.

PRACTICE A Recognizing the Progressive Forms in Sentences

Read each sentence. Circle the progressive verb form in the sentence. Then, write the tense of the verb
on the line provided.
Example: I was feeling tense and nervous.
Answer: I was feeling tense and nervous. past progressive
1. The author has been signing autographs all afternoon.
2. My cousin was standing at the top of the steps.
3. By Wednesday, I will have been waiting for three days.
4. The fire is warming the entire room.
5. The aroma was spreading throughout the house.
6. The clerk has been adding up all of my purchases.
7. Before the game, we will be attending a pep rally.
8. My brother had been trying to open the door with the wrong key.
9. I will have been sleeping for only three hours by then.
10. The news reporter is asking many personal questions.

PRACTICE B Using Progressive Forms in Sentences

Read the sentences. Then, fill in the blank for each, using the tense of the verb in parentheses.
Example: The game soon. (end, present progressive)
Answer: The game is ending soon.
1. Carlos computer programming. (study, past perfect progressive)
2. Spotlights on the stage. (shine, past progressive)
3. The marching band in the homecoming parade. (perform, future progressive)
4. Our teacher a lot of homework lately. (assign, present perfect progressive)
5. By midnight, rain for six hours. (fall, future perfect progressive)

Writing and Speaking Application

Write a paragraph describing a scene from a movie you saw recently. Use past progressive tense verbs in
your paragraph. Read your paragraph aloud to a partner. Have your partner identify the verbs you used.
Then, switch roles with your partner.

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Name Date

84 CONJUGATING PROGRESSIVE TENSES

To conjugate the progressive forms of a verb, add the present participle of the verb to a conjugation
of the basic forms of be.

With all verbs, regular or irregular, you create the progressive tense by using the present participle—the
one that ends in -ing—with different forms of the verb be.
There are six progressive tenses. Notice how the form of be changes in progressive tenses.
Present Progressive Ellen is singing in the choir.
Past Progressive She was playing a guitar.
Future Progressive She will be performing at next week’s assembly.
Present Perfect Progressive José has been humming that song all day.
Past Perfect Progressive Selena had been telling a story to her baby.
Future Perfect Progressive Antonio will have been listening for days.

PRACTICE A Recognizing the Progressive Tenses in Sentences

Read each sentence. Then, write the tense of the underlined verb on the line provided.
Example: I was speaking as softly as I could.
Answer: past progressive
1. The band will be rehearsing in our garage.
2. Nick has been reciting a poem.
3. By next week, I will have been living here for a year.
4. Nana is wearing a beautiful dress.
5. The water had been boiling in the kettle.
6. My partner and I will be dancing in the contest.
7. The cheer squad was performing the new pep song.
8. Ella had been singing harmony with the group.

PRACTICE B Using Progressive Tense Verbs in Sentences

Read the sentences. Then, fill in the blank so that each sentence contains the progressive tense of the
verb shown in parentheses.
Example: The Sandwich Sisters on television tomorrow. (appear, future progressive)
Answer: The Sandwich Sisters will be appearing on television tomorrow.
1. Sarita an Indian folk song. (sing, present perfect progressive)
2. The children in the closet. (hide, past progressive)
3. DeShawn in his sleep. (walk, past perfect progressive)
4. By 8 a.m., fans up for hours. (line, future perfect progressive)
5. The wind through the trees. (whistle, present perfect progressive)
6. Avery and Riley pies for back-to-school night. (bake, past perfect progressive)

Writing and Speaking Application

Write three sentences describing a school event. Use verbs in different progressive tenses in your
sentences. Read your sentences aloud to a partner. Have your partner identify the tense of each verb
you used. Then, switch roles with your partner.
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Name Date

85 IDENTIFYING ACTIVE AND PASSIVE VOICE

The voice of a verb shows whether the subject is performing the action of the verb or is receiving
the action of the verb.

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 Jayden planned the surprise party.
Passive Voice The surprise party was planned by Jayden.

PRACTICE A Recognizing Active or Passive Voice

Read each sentence. Decide whether the underlined verb is written in active or passive voice. Write AV
for active voice or PV for passive voice.
Example: Isabella rode her bicycle.
Answer: Isabella rode her bicycle. AV
1. The walls were painted red. 6. The game was watched by 10,000 fans.
2. A clown juggled bowling pins. 7. We cheered for hours.
3. Ethan strummed a guitar. 8. That painting was stolen by thieves.
4. The book was read by Steven. 9. The window was opened by Mom.
5. The doctor removed her appendix. 10. Sammy tackled the quarterback.

PRACTICE B Using Active Voice in Sentences

Read each sentence. Then, rewrite each sentence in active voice.
Example: The closet was cleaned by Danita.
Answer: Danita cleaned the closet.
1. A taste test was conducted by the class.
2. A stone was tossed by Sal.
3. The castle was attacked by the army.
4. The story was written by Anita.
5. A ballad was sung by the choir.
6. The tire was fixed by the mechanic.
7. The milk was lapped up by the cat.
8. Olivia was scared by that dog.
9. The goal was scored by Ana.
10. My face was licked by the poodle.

Writing and Speaking Application

Write a short paragraph about making or fixing something. Use both active and passive voice. Then, read
your paragraph aloud to a partner. Have your partner decide the voice of each sentence. Then, switch
roles with your partner.

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Name Date

86 TROUBLESOME VERBS
Some verbs cause writers problems. Remember these rules about troublesome verbs.

Troublesome Rule/Explanation Incorrect Correct

Verb(s)
did / done Done is a past participle and can be used I already done my I already did my science
as a verb only with a helping verb such as science project. project.
have or has. Instead of using done without I have already done my
a helping verb, use did. science project.
have / of The words have and of often sound very I should of gone home. I should have gone home.
similar. Be careful not to write of when You could of come with You could have come with me.
you mean the helping verb have or its me.
contraction ‘ve.
lay / lie Lay usually means “to put / place The writer lies his The writer lays his glasses on
(something) down.” It is almost always glasses on the desk. the desk.
followed by a direct object. Lie means The campers lay down in The campers lie down in
“to rest in a reclining position” or “to be bunk beds. bunk beds.
situated.” Lie is used to show the position
of a person, place, or thing and is never
followed by a direct object.
saw / seen Seen is a past participle and can be used I seen that play last year. I saw that play last year.
as a verb only with a helping verb such as I have seen that play.
have or has.

PRACTICE A Using the Correct Verb

Read the sentences. Then, choose the correct form of the verb from the pair in parentheses and write it
on the line provided.
Example: I (would of, would have) finished my report on time, but my computer crashed.
Answer: would have
1. I plan to (lie, lay) down for a short nap.
2. I (done, did) a good job weeding the garden.
3. Have you ever (saw, seen) someone ride an elephant?
4. I (should have, should of) left my house earlier.

PRACTICE B Using Troublesome Verbs Correctly

Read the sentences. Rewrite each sentence using the correct verb.
Example: I done my best to finish the puzzle.
Answer: I did my best to finish the puzzle.
1. Isaiah seen two movies last week.
2. Carmen has already did her project.
3. Trash lie on the floor of the car.
4. I would of called, but I had no service.

Writing and Speaking Application

With a partner, take turns describing an exciting event. Use at least two of the troublesome verbs. Your
partner should confirm whether you are using the verbs correctly.

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Name Date

87 THE NOMINATIVE CASE

Personal pronouns in the nominative case have two uses.

There are three cases of pronouns—nominative, objective, and possessive. Use the nominative case for
(1) the subject of a verb and (2) a predicate pronoun. Note that predicate pronouns follow linking verbs.
In the examples below, the linking verbs are underlined. The nominative case pronouns are I, we, you,
he, she, it, and they.
Subject of a Verb: He skated on the pond.
Predicate Pronoun: The person skating on the pond was he.
Be especially careful when a pronoun is part of a compound subject or a compound predicate nominative.
To make sure you are using the correct pronoun case, isolate the pronoun and the verb in the sentence
and say them aloud. If the sentence is in verb-subject order, rearrange it into subject-verb order, and
then isolate the pronoun and the verb.
Sentence Ask Yourself Answer
Example My sister and went Me went shopping or I went My sister and I went
shopping. shopping? shopping.
Example: Verb-Subject The finalists were Devon We were finalists or us The finalists were Devon
Order and . were finalists? and us.

PRACTICE A Identifying Nominative Case Pronouns

Read each sentence. Circle the correct pronoun from the choice in parentheses.
Example: The first to arrive was (I, me).
Answer: The first to arrive was ( I, me).
1. Mrs. Lane and (she, her) own that store. 6. Inside the store were Tony and (me, I).
2. (We, Us) often shop there. 7. Chloe and (they, them) stocked the shelves.
3. Aaliyah and (her, she) bought new shoes. 8. In line were my uncle and (him, he).
4. The first customers will be Ivy and (I, me). 9. My brothers and (they, them) cleaned up.
5. Bianca and (him, he) showed up late. 10. The top salesperson has been (her, she).

PRACTICE B Using Nominative Case Pronouns in Sentences

Read each sentence. Then, write in the blank a nominative case pronoun that makes sense in the sentence.
Example: The high scorers were Chandra and .
Answer: she
1. The funniest comedians were Trey and . 6. has been a big help.
2. Danny and sing well together. 7. It was who explained.
3. The two people were Noah and . 8. The three runners were Inez and .
4. The person playing the piano was . 9. Uncle Tomas and will be late.
5. The new officers will be Ali and . 10. promised to bring the fruit salad.

Writing and Speaking Application

Write three sentences about a competition in school. Use nominative case pronouns in your sentences.
Then, read your sentences aloud to a partner. Have your partner listen for and correct any pronoun
errors. Then, switch roles with your partner.

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Name Date

88 THE OBJECTIVE CASE

Personal pronouns in the objective case have three uses.

Use personal pronouns in the objective case for (1) a direct object, (2) an indirect object, and
(3) the object of a preposition. The objective case pronouns are me, us, you, him, her, it, and them. The
examples below show the objective case pronouns in bold:
Direct Object (DO): The students really respect him.
Indirect Object (IO): I asked her a question.
Object of a Preposition (OP): Their father stood beside them.
If a pronoun is part of a compound object, use only the pronoun with the rest of the sentence. This will
help you decide whether you need an objective case pronoun. For example, The bees swarmed around
(Lucy and) I is obviously wrong, so the objective case me should be used instead.
Sentence Ask Yourself Answer
Example The team chose Chose I or chose The team chose
Aiden and as me? Aiden and me as
co-captains. co-captains.

Example Did you invite Layla Invited her or invited Did you invite
and ? she? Layla and her?

PRACTICE A Identifying Objective Case Pronouns

Read each sentence. Circle the correct pronoun from the choices in parentheses. Then, label it DO
(direct object), IO (indirect object), or OP (object of a preposition).
Example: I sat next to LaToya and (she, her).
Answer: I sat next to LaToya and (she, her). — OP
1. I led (she, her) into the room. 6. That is between Lucas and (him, he).
2. Will you stay with Tom and (I, me)? 7. Mom bought Rahul and (me, I) pizza.
3. Hand Nevaeh and (her, she) booklets. 8. Do you believe Lily or (she, her)?
4. The crossing guard directed (us, we). 9. Joe sat with Clay and (she, her).
5. Has anyone seen Carter and (she, her)? 10. He gave Kim and (we, us) jobs.

PRACTICE B Using Objective Case Pronouns in Sentences

Read each sentence. Then, fill in the blank with an objective case pronoun to complete it.
Example: Dad served Amir and pancakes.
Answer: me

1. Will you take fishing? 6. Mom woke in the morning.

2. I arrived before Madison and . 7. The interview made nervous.
3. I won’t go without . 8. Come sit by Stevie and .
4. The table was set by Arnie and . 9. Our dog howled at all night.
5. Did Dad drive Ayaan and home? 10. The teacher gave Tyler and hall passes.

Writing and Speaking Application

Write three sentences about a school assembly. Use objective case pronouns in your sentences. Then,
read your sentences aloud to a partner. Have your partner listen for and correct any pronoun errors.
Then, switch roles with your partner.
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89 THE POSSESSIVE CASE

Personal pronouns in the possessive case show ownership.

Use the possessive case of personal pronouns before nouns to show possession. Certain personal
pronouns may also be used by themselves to indicate possession. The chart below shows which
possessive pronouns are used before nouns and which ones can stand alone. Note that in some cases,
his is used before a noun, and in other cases, his can stand alone.
Possessive Pronouns Used my, our, your, his, her, its, our, their She trimmed her nails.
Before Nouns They brought their notebooks.
Possessive Pronouns That Can mine, ours, yours, his, hers, theirs That car is hers.
Stand Alone The best recipe was ours.

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

PRACTICE A Identifying Possessive Case Pronouns

Read the sentences. Then, on the line provided, write the correct pronoun from the choices in
parentheses.
Example: The cottage is (ours, our’s).
Answer: ours
1. I painted (my, mine) room red. 6. He asked for (his, his’s) bill.
2. Is that book (yours, your’s)? 7. The only A paper was (her’s, hers).
3. The bird built (it’s, its) nest. 8. Please step into (ours, our) room.
4. The green coat is (your’s, yours). 9. The blame is all (mine, mine’s).
5. This trash isn’t (ours, our’s). 10. Is (your, you) answer correct?

PRACTICE B Using Possessive Case Pronouns Correctly in Sentences

Read each sentence. Then, complete the sentence by filling in the blank with a possessive case pronoun.
Example: Mr. Anson delivered mail before noon.
Answer: our

1. Is that garden? 6. What are plans for Saturday night?

2. The best cake was . 7. Our cat injured paw.
3. Clean up room now. 8. Nina changed mind about the trip.
4. Were those maps ? 9. The last slice of pizza is .
5. Every photo in the book is . 10. Of all the projects, was the best.

Writing and Speaking Application

With a partner, write a short skit about a time you did something generous. Use several possessive case
pronouns in your dialogue. Then, perform your skit with your partner. Have your classmates listen for
and correct any pronoun errors.

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Name Date

90 SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number.

A subject can be singular in number or plural in number. Singular means “one,” and plural means “more
than one.” Most nouns form their plurals by adding -s or -es, so they are easy to recognize. Some other
nouns change their spelling for the plural. Pronouns used as subjects in sentences can also be singular or
plural. See the chart below for examples.
Singular Nouns bead, bench, elephant, child, mouse, woman
Plural Nouns beads, benches, elephants, children, mice, women
Singular Pronoun Subjects I, he, she, her, it, each, anyone, everyone, none, this
Plural Pronoun Subjects we, you, they, all, these, those, both
Pronouns That Can Be Singular or Plural Subjects you, some, who, any

PRACTICE A Identifying Number in Nouns and Pronouns

Read each word. Then, write whether the word is singular, plural, or both.
Example: canteen
Answer: singular

1. geese 6. any
2. ship 7. contest
3. fireflies 8. watches
4. their 9. several
5. nobody 10. lice

PRACTICE B Identifying Singular and Plural Subjects

Read each sentence. Then, write S if the underlined subject is singular or P if it is plural.
Example: The soldiers marched in front of the building.
Answer: P
1. These are my favorite socks. 6. A stack of red bricks lay in the yard.
2. Everyone enjoys ice cream. 7. Both of you arrived late.
3. Will you be magicians? 8. The drawer contains three red scarves.
4. Each has a bat and glove. 9. Inside the box were some mice.
5. The tires went flat. 10. That is a funny cartoon.

Writing and Speaking Application

Imagine that you are looking inside a well-stocked refrigerator. Write four sentences about different
objects you might see. Use both singular and plural subjects. Read your sentences aloud to a partner.
Have your partner identify each subject and its number. Then, switch roles with your partner.

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Name Date

91 SINGULAR AND PLURAL VERBS

The subject and verb in a sentence must agree in number.

Just like subjects, verbs used in sentences can be singular in number or plural in number. Present-
tense verbs sometimes cause writers problems. A present-tense verb used with a singular noun subject
should have an -s at the end. A present-tense verb used with a third-person singular pronoun subject
(he, she, it, each, someone) also should have an -s at the end.
Some forms of the verb be can also be singular (is, was, has been) or plural (are, were, have been). You
must use a singular form with a singular subject and a plural form with a plural subject. In the chart
below, the subjects of the sentences are italicized, and the verbs are boldface.
Singular Noun Subjects The boy explains. My sister remembers. The rock sits.
Singular Pronoun Subjects He explains. She remembers. It sits.
Plural Noun Subjects The boys explain. My sisters remember. The rocks sit.
Plural Pronoun Subjects They explain. They remember. They sit.
Singular Forms of Be He is happy. She has been sad. It was open.
Plural Forms of Be They are happy. They have been sad. They were open.

PRACTICE A Identifying Number in Verbs

Read each sentence. Then, write whether the underlined verb is singular or plural.
Example: The cow grazes.
Answer: singular

1. A fire is burning. 6. It has been returned.

2. She paints. 7. The boats were seen.
3. Children laugh. 8. He wonders.
4. They are excited. 9. Both remember.
5. Changes are coming. 10. Everyone knows.

PRACTICE B Determining Singular and Plural Verbs in Sentences

Read each sentence. Then, write S if the blank should be filled with a singular verb or P if it should be
plural.
Example: A puppy on the sidewalk.
Answer: S

1. The watch to Lawrence. 6. They carefully to her.

2. Each team new uniforms. 7. Both the snow will end soon.
3. The geese south in winter. 8. Each bird red feathers.
4. She soup for lunch. 9. We here every summer.
5. Our taxes very high. 10. Horses around the park.

Writing and Speaking Application

Write three sentences about things you might see on a walk through your town. Use singular and plural
present-tense verbs. Read your sentences aloud to a partner. Have your partner identify each verb and
its number. Then, switch roles with your partner.

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Name Date

92 MAKING VERBS AGREE WITH SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number. Singular subjects are paired with
singular verbs, and plural subjects are paired with plural verbs.

Be careful with present-tense verbs. A present-tense singular verb often ends in -s. Remember that the
singular forms of the verb be are am, is, was, and has been, and the plural forms include are, were, and
have been.
Singular: This flashlight does not work. The vending machine is out of order.
Plural: These flashlights sell for $2.00 each. The vending machines have been fixed.
A prepositional phrase that comes between a subject and its verb does not affect subject-verb
agreement. If a subject is separated from its verb by a prepositional phrase, ignore the prepositional
phrase. Then make sure the verb agrees in number with the subject. The object of the preposition is
never the subject.
Singular: The boards of my floor are warped.
Plural: The signs on the wall warn of danger.

PRACTICE A Making Subjects and Verbs Agree

Read the sentences. Write the verb in parentheses that agrees with the subject. Then, label the subject
singular or plural.
Example: The boys in the club (enjoy, enjoys) sports.
Answer: enjoy — plural
1. The carpenter (build, builds) beautiful furniture.
2. My friends never (complain, complains).
3. The items on sale (was, were) placed up front.
4. A line of icicles (hang, hangs) from the roof.
5. The message (has been, have been) sent.

PRACTICE B Revising for Subject-Verb Agreement

Read the sentences. Then, if a sentence has an error in subject-verb agreement, rewrite the sentence
correctly. If a sentence has no error, write correct.
Example: A puppy wait on the sidewalk.
Answer: A puppy waits on the sidewalk.
1. The muscles in my shoulder is sore.
2. My cousin exercise almost every day.
3. The players on the team run laps after practice.
4. The fastest runners gets to leave early.
5. The man in the bleachers cheer loudly.

Writing and Speaking Application

Write a paragraph about a parade going on right now. Use singular and plural subjects and present-tense
verbs. Read your paragraph aloud to a partner. Have your partner correct any mistakes in subject-verb
agreement. Then, switch roles with your partner.

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Name Date

93 MAKING VERBS AGREE WITH COLLECTIVE NOUNS

Collective nouns—such as assembly, committee, family, and team—name groups of people
or things.

Use a singular verb with a collective noun acting as a single unit. Use a plural verb when the individual
members of the group are acting individual. In the examples below, the collective nouns are italicized,
and the verbs are boldface.
Singular: The audience stands and cheers.
The class elects a representative.
Plural: The audience squirm in their seats.
The class have divided the responsibilities.

PRACTICE A Identifying the Number of Collective Nouns

Read the sentences. Then, label each underlined collective noun as singular or plural.
Example: The committee are bringing snacks from home.
Answer: plural
1. The class meets every day during second period.
2. The club has been organized since 2016.
3. The club are responsible for the decorations.
4. The audience don’t like the play’s ending.
5. Our class are mostly against wearing school uniforms.
6. The band is marching down the street.
7. The band are cleaning their instruments.
8. The army is being transported in trucks.
9. The troop were pitching their tents.
10. The troop is holding a dinner for parents.

PRACTICE B Making Verbs Agree With Collective Nouns

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.
Example: The band (practice, practices) their instruments.
Answer: The band ( practice , practices) their instruments.
1. The band (travels, travel) by bus.
2. The troop (hold, holds) its meetings at the lodge.
3. The family (go, goes) to the beach every summer.
4. Our class (is, are) the first to present a gift to the school.
5. The club (plan, plans) to arrive in separate cars.

Writing and Speaking Application

Write a paragraph about a school club or a team. Use collective nouns as singular and plural subjects.
Read your paragraph aloud to a partner. Have your partner correct any mistakes in subject-verb
agreement. Then, switch roles with your partner.

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Name Date

94 MAKING VERBS AGREE WITH COMPOUND SUBJECTS

A compound subject consists of two or more subjects with the same verb. The subjects are usually
connected by a conjunction such as and, or, or nor.

When a compound subject is connected by and, the verb that follows is usually plural.
Plural Verb: Greer and Skylar are best friends.
The players and their coach are riding on the bus.
When two singular subjects are joined by or or nor, use a singular verb. When two plural subjects
are joined by or or nor, use a plural verb.

Singular Verb: My father or my mother is cooking dinner.

Plural Verb: Neither the boys nor their parents are going to attend.
When a compound subject is made up of one singular and one plural subject joined by or or nor,
the verb agrees with the subject closer to it.

Singular Verb: My aunts or my mother plans to run the committee meeting.

Plural Verb: Neither Salaam nor his parents are feeling well.

PRACTICE A Making Verbs Agree With Compound Subjects

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.
Example: Luci and London (is, are) building the campfire together.
Answer: Luci and London (is, are) building the campfire together.
1. The boy or his brother (is giving, are giving) us a ride.
2. Wind and rain (is, are) predicted tomorrow.
3. Neither Aldo nor his sisters (remember, remembers) where I live.
4. Faith and Vivian (has been chosen, have been chosen) to sing solos.
5. The walkway and steps (is covered, are covered) with ice.

PRACTICE B Revising for Agreement Between Verbs and Compound Subjects

Read the sentences. On the line, rewrite the sentence correctly.
Example: John and Gabriel needs new backpacks.
Answer: John and Gabriel need new backpacks.
1. Neither Lamont nor his friends enjoys playing softball.
2. My coat and sweater is hanging in the closet.
3. Iced tea or water are being served.
4. The first-grade class or second-grade class use this room.
5. Sofia and Harper has seen the new movie.

Writing and Speaking Application

Write three sentences using names of your friends as compound subjects joined by and or or. Read your
sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then,
switch roles with your partner.

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Name Date

95 AGREEMENT IN INVERTED SENTENCES

When a subject comes after the verb, the subject and verb still must agree with each other
in number.

Sometimes the verb or part of the verb comes before the subject in a sentence. This often happens
with questions that begin with a helping verb, such as has, have, do, or does. Also, the subject often
follows the verb in sentences that begin with here, there, or where. These sentences are called inverted
sentences. Notice how the subject comes after the verb or part of the verb in the inverted sentences
below. To determine if the subject and verb agree, rearrange the sentence in subject-verb order in your
mind. In the chart below, the subjects of the sentences are italicized, and the verbs are boldface.
Inverted Order Rearranged in Subject-Verb Order
Sentence Beginning With a Into the ring comes the wrestler. The wrestler comes into the ring.
Prepositional Phrase
Sentence Beginning with There Here are the books of maps. The books of maps are here.
or Here
Question With Inverted Word Order Where is my blue coat? My blue coat is where?

PRACTICE A Identifying Subjects and Verbs in Inverted Sentences

Read the sentences. Then, write the subject and verb on the line provided and indicate whether they are
singular or plural.
Example: On the tightrope balances the acrobat.
Answer: acrobat, balances — singular
1. Where are the keys to the car?
2. There was somebody at the door.
3. Here are your assignments for the week.
4. Outside the house is a small garden.
5. Astride the horses were three excited children.

PRACTICE B Revising for Agreement in Inverted Sentences

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.
If a sentence has no error, write correct.
Example: Under the covers hide my new puppy.
Answer: Under the covers hides my new puppy.
1. Where is the new lamps we bought?
2. There stands two of my grandparents.
3. Around the corner was the school and playground.
4. Here is the directions for getting to my house.
5. Hailey and Makayla walked along the shore.

Writing and Speaking Application

Write three sentences or questions in inverted order about people or places in your neighborhood. Read
your sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement.
Then, switch roles with your partner.

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Name Date

96 VERB AGREEMENT WITH INDEFINITE PRONOUNS

When an indefinite pronoun is the subject of a sentence, the verb must agree in number with
the pronoun.

Some indefinite pronouns are always singular. Others are always plural. A few indefinite pronouns can
be singular or plural, depending on their meaning in the sentence.
Always Singular Always Plural Singular or Plural
anybody everybody somebody both all
anyone everyone someone few any
anything everything something many more
nothing nobody no one several most
one each every others none
either more much some

If an indefinite pronoun is followed by a prepositional phrase, mentally cross out the phrase to help you
focus on the subject. Then, you can decide whether a singular or a plural indefinite pronoun is needed.
Examples: Everyone on the soccer team wears the same cleats. (singular)
Few in the family remember my great-uncle. (plural)

PRACTICE A Making Verbs Agree with Indefinite Pronoun Subjects

Read each sentence. Then, circle the verb in parentheses that agrees with the subject.
Example: Each of the students (is buying, are buying) school supplies.
Answer: Each of the students (is buying, are buying) school supplies.
1. Most of her toys (was, were) on the floor. 6. Both (was, were) correct answers.
2. Most of the wall (is, are) painted. 7. Several of the plants (need, needs) water.
3. Some of my teeth (has, have) cavities. 8. No one (has volunteered, have volunteered).
4. Everyone (need, needs) regular checkups. 9. Neither (seem, seems) to be a good choice.
5. If anything (happen, happens), please call me. 10. All of the pies (was eaten, were eaten).

PRACTICE B Revising for Agreement Between Verbs and Indefinite Pronouns

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.
If a sentence has no error, write correct.
Example: Everybody agree with your plan.
Answer: Everybody agrees with your plan.
1. Some of the counter were covered with grease.
2. Each of the houses were painted green.
3. Somebody in the stands was cheering for the Pirates.
4. Most of the jokes was not very funny.
5. Both hopes to become Olympic athletes.

Writing and Speaking Application

Write three sentences about rooms or objects in your home. Use indefinite pronoun subjects in your
sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in subject-
verb agreement. Then, switch roles with your partner.
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Name Date

97 MAKING PERSONAL PRONOUNS AND ANTECEDENTS AGREE

A personal pronoun must agree with its antecedent in person, number, and gender.

Person tells whether a pronoun refers to the person speaking (first person—I, me, my, mine, we ,us,
our, ours), the person spoken to (second person—you, your, yours), or the person, place, or thing spoken
about (third person—he, him, his, she, her, hers, it, its, they, them, their, theirs).
Number tells whether the pronoun is singular or plural. The singular personal pronouns are I, he, him,
his, she, her, hers, and it. The plural personal pronouns are we, us, our, ours, they, them, their, and theirs.
You, your, and yours can be used as either singular or plural.
Gender tells whether a third-person-singular antecedent is masculine he, him, his, feminine she, her,
hers, or neither it, its.
In each example below, the antecedent is underlined and the personal pronoun is boldface.
Examples: The bear rose up on its hind legs. (third person, singular, gender neutral or unknown)
Dmitri completed his project on time.(third person, singular, masculine)
Bella and Willow entered their names in the contest. (third person, plural)
If we wait any longer, we will lose our reservation. (first person, plural)

PRACTICE A Making Personal Pronouns Agree With Their Antecedents

Read each sentence. Then, fill in the blank with the correct personal pronoun.
Example: The children visited grandmother.
Answer: their
1. Either Gillian or Tamia will give speech next.
2. Alonzo forgot to bring key.
3. Both Jack and Henry forgot to bring pencils with .
4. Sylvia paddled kayak to victory.
5. Vijay and Madison asked all of friends.

PRACTICE B Revising for Pronoun-Antecedent Agreement

Each sentence below has an error in pronoun-antecedent agreement. Revise each sentence so that the
personal pronoun agrees with its antecedent.
Example: The girls brought her computers to school.
Answer: The girls brought their computers to school.
1. Jeri and Odell put drops in his eyes.
2. Each boy remembered their lines in the play.
3. One of the coins was not placed in their correct case.
4. Both of my sisters called her grandmother.
5. Do you know where to put its sleeping bag?

Writing and Speaking Application

Write three sentences about a trip to the zoo. Use personal pronouns in each of your sentences.
Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent
agreement. Then, switch roles with your partner.

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Name Date

98 AVOIDING PROBLEMS WITH NUMBER AND GENDER

A personal pronoun must agree with its antecedent in person, number, and gender.

Sometimes it is not easy to determine either the number or gender of the antecedent. The chart below
provides some suggestions.
Use a singular personal two or more singular antecedents Either Bob or Tim will deliver his report.
pronoun when . . . are joined by or or nor.
Use a plural personal pronoun two or more antecedents are joined Bob and Tim will deliver their reports.
when . . . by and.
Use a singular pronoun to that names a group that is acting The class will meet in its usual room.
refer to a collective noun . . . as a single unit.
Use a plural pronoun to refer when the members or parts of a The class will bring their projects in tomorrow.
to a collective noun . . . group are acting individually.
To refer to a singular use he or she, him or her, or his Each student will bring his or her work to class.
antecedent when the gender or hers. You may also use a plural Everyone will bring their work to class.
is unknown or could be either pronoun—they, them, theirs—in this
masculine or feminine situation.
To avoid the problem of rewrite the sentence to use a plural All students will bring their work to class.
matching gender . . . antecedent and plural pronoun.

PRACTICE A Making Pronouns and Antecedents Agree

Read the sentences. Then, write the pronoun in parentheses that agrees with its antecedent.
Example: The club approved (its, their) new constitution.
Answer: its
1. Luka and Tony have finished (his, their) project.
2. Neither Nancy nor Sarah brought (her, their) form.
3. Each firefighter passed (their, his or her) physical exam.
4. Everyone must complete (his or her, their) outline by Tuesday.
5. The audience rose from (their, its) seats.

PRACTICE B Supplying Pronouns That Agree With Their Antecedents

Read each sentence. Then, fill in the blank with a pronoun that agrees with its antecedent.
Example: Each teacher decorated classroom.
Answer: his or her
1. Dean or Andrew entered name in the contest.
2. The police captain and lieutenant deserve raises.
3. The troop are wearing dress uniforms.
4. A bluebird or a robin built nest in our tree.
5. Congress will begin recess on November 18.

Writing and Speaking Application

Write three sentences using names of family members as compound subjects.
Use personal pronouns in each of your sentences. Read your sentences aloud to a partner. Have your
partner correct any mistakes in pronoun-antecedent agreement. Then, switch roles with your partner.

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Name Date

99 MAKING PERSONAL PRONOUNS AND INDEFINITE PRONOUNS AGREE

For a singular indefinite pronoun used as an antecedent, match the number and gender if possible.
If the gender of the antecedent is unknown, you may use a plural pronoun.

When the antecedent is a singular indefinite pronoun, the gender may be unknown, or the indefinite
pronoun may apply to both genders. In such a case, you may use the plural pronoun they, them, or their
to match with the singular indefinite pronoun. Sometimes using the plural is less awkward than using he
or she, him or her, or his or her.
Some common singular indefinite pronouns are anybody, anyone, anything, each, either, everybody,
everyone, everything, neither, no one, nobody, nothing, one, somebody, someone, and something.
Remember to ignore a prepositional phrase that comes between the antecedent and the pronoun.
The pronoun must match the antecedent and not the object of the preposition. In each example below,
the antecedent is underlined and the personal pronoun is in bold. Prepositional phrases are crossed out.
Examples: Everyone built his or her own website.
Everyone built their own website.
Each of the boys changed his username.
The plural indefinite pronouns (both, few, many, others, several) rarely cause agreement problems.
Simply use a plural personal pronoun and match the person (first person—we, us, our, ours; third
person—they, them, their, theirs).

PRACTICE A Supplying Pronouns That Agree With Indefinite Pronoun Antecedents

Read each sentence. Then, fill in each blank with a pronoun that agrees with its antecedent.
Example: Each of the girls wore school sweatshirt.
Answer: her
1. Some of us were asked to redo work.
2. Each of the boys was given trophy.
3. Everybody must mail in form by Friday.
4. Hal put each of the stamps in place in the album.
5. The boss gave both employees assignments.

PRACTICE B Revising for Pronoun-Antecedent Agreement

Revise each sentence so that the personal pronoun agrees with its antecedent.
Example: One of the girls remembered their dreams.
Answer: One of the girls remembered her dreams.
1. Every student lined up to get her ticket to the concert.
2. Several boys decided to sell his baseball cards.
3. Few of us have kept their old report cards.
4. Everybody is expected to write our autobiography.
5. All of the scouts earned his merit badges.

Writing and Speaking Application

Write three sentences about things that people collect. Use indefinite and personal pronouns in each
of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in
pronoun-antecedent agreement. Then, switch roles with your partner.
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Name Date

100 THREE FORMS OF COMPARISON

Most adjectives and adverbs have three forms, or degrees, of comparison: positive, comparative,
and superlative.

Adjectives and adverbs are called modifiers because they change or add meaning to nouns, verbs, or
other parts of speech. Modifiers can also be used to compare two or more items.
Degree How It’s Used Examples
Positive main form; used when no comparison is being Adjectives: large, important, quiet, annoying
made Adverbs: lively, quietly, slowly, well
Comparative used to compare two items or actions; often Adjectives: larger, more important, softer
ends in -er or includes the word more Adverbs: livelier, more quietly, better
Superlative used to compare more than two items or Adjectives: largest, most important, softest
actions; often ends in -est or includes the word Adverbs: liveliest, most quietly, best
most; often follows the word the

PRACTICE A Identifying the Forms of Adjectives and Adverbs

Read each word or group of words. Then, label each word or words as positive, comparative, or superlative.
Example: faster
Answer: comparative

1. nicest 6. quickly
2. most frightening 7. milder
3. more bravely 8. smartest
4. excellent 9. most unusual
5. tinier 10. most desperately

PRACTICE B Identifying Forms of Modifiers in Sentences

Read each sentence. Then, write whether the underlined modifier is in positive, comparative, or
superlative form.
Example: The new bulb is brighter than the old one.
Answer: comparative

1. This is the most exciting trip I have ever taken.

2. I wore my red shirt.
3. The boy laughed louder than his sister.
4. Please respond more quickly to the questions.
5. We used our finest dishes.
6. Narissa is even more adorable than her brother.
7. He focused on the test more carefully.
8. The most unusual thing happened yesterday.

Writing and Speaking Application

Write three sentences comparing people who live in your neighborhood. Use comparative and
superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner
identify each modifier and tell its form. Then, switch roles with your partner.

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Name Date

101 REGULAR MODIFIERS WITH ONE OR TWO SYLLABLES

Use -er or more to form the comparative degree and use -est or most to form the superlative degree
of most one- and two-syllable modifiers.

Most adjectives and adverbs that contain one or two syllables are regular. Use more to form a modifier’s
comparative degree when adding -er sounds awkward, such as with adjectives that end with -ful or
adverbs that end with -ly. Use most to form a modifier’s superlative degree when adding -est sounds
awkward.
Degree Examples Adding -er or -est Examples Using More or Most
Comparative bolder, harder, nicer, stricter more careful, more normal, more useful
Adjectives
Superlative boldest, hardest, nicest, strictest most careful, most normal, most useful
Adjectives
Comparative faster, later, sooner more easily, more highly, more quickly,
Adverbs more widely
Superlative fastest, latest, soonest most easily, most highly, most quickly,
Adverbs most widely

PRACTICE A Identifying Degrees of Regular Adjectives and Adverbs

Read the adjective or adverb. Then, write the comparative and superlative degrees on the lines.
Example: fast     
Answer: fast   faster    fastest
1. scary 6. honest
2. fine 7. simple
3. slowly 8. clever
4. painful 9. kind
5. wildly 10. warm

PRACTICE B Using Forms of Modifiers

Read the sentences. Then, complete each with the form of the modifier specified in parentheses.
Example: Luis is than he was last year. (strong, comparative)
Answer: Luis is stronger than he was last year.
1. Zoey talked because her ears were clogged. (loud, comparative)
2. She is the person I know. (calm, superlative)
3. I feel when my alarm goes off in the morning. (grumpy, superlative)
4. Lifting weights has made Ava . (strong, comparative)
5. Naptime is the hour in the nursery school. (peaceful, superlative)

Writing and Speaking Application

Write three sentences about a race or contest. Use comparative and superlative modifiers in your
sentences. Read your sentences aloud to a partner. Have your partner identify each modifier and tell its
form. Then, switch roles with your partner.

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Name Date

102 REGULAR MODIFIERS WITH THREE OR MORE SYLLABLES

Use more and most to form the comparative and superlative degrees of all modifiers that contain
three or more syllables. Do not use -er or -est with modifiers that contain more than two syllables.

Positive Comparative Superlative

comfortable more comfortable most comfortable
important more important most important
angrily more angrily most angrily
recently more recently most recently

PRACTICE A Using Forms of Longer Modifiers

Read each sentence. Then, fill in the word more or most to match the degree shown in parentheses.
Example: Of all my friends, Valentina is the admirable. (superlative)
Answer: Of all my friends, Valentina is the most admirable.
1. Zion is successful than his sister. (comparative)
2. Rivka is the intelligent person in the class. (superlative)
3. Of the two stories, this one is interesting. (comparative)
4. You need to review your work carefully. (comparative)
5. This is the uncomfortable chair in the room. (superlative)

PRACTICE B Using Forms of Modifiers

Read the sentences. Then, rewrite each, using the form of the modifier in parentheses.
Example: Which team’s uniforms are ? (colorful, comparative)
Answer: Which team’s uniforms are more colorful?
1. Declan is the person I know. (influential, superlative)

2. The fire burned after I added a log. (brightly, comparative)

3. I think New Mexico is the state of all. (beautiful, superlative)

4. Which phone is the ? (expensive, superlative)

5. Could you please be ? (specific, comparative)

Writing and Speaking Application

Write four sentences about some of your favorite products. Use comparative and superlative modifiers
in your sentences. Read your sentences aloud to a partner. Have the partner identify each modifier and
tell its form. Then, switch roles with your partner.

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Name Date

103 ADVERBS ENDING IN -LY

Use more to form the comparative degree and most to form the superlative degree of most adverbs
ending in -ly.

Positive Comparative Superlative

cheaply more cheaply most cheaply
intelligently more intelligently most intelligently

PRACTICE A Using Degrees of Adverbs Ending in -ly

Read the adverb. Then, write its comparative and superlative degree on the lines provided.
Example: successfully
Answer: successfully more successfully most successfully
1. quietly
2. neatly
3. quickly
4. carefully
5. coolly
6. deeply
7. clumsily
8. swiftly
9. positively
10. tightly

PRACTICE B Using Correct Forms of Adverbs in Sentences

Read each sentence. Then, complete the sentence, filling in the form of the modifier specified in
parentheses.
Example: The new bulb burned than the old one. (brightly, comparative)
Answer: The new bulb burned more brightly than the old one.
1. They ran the in the relay race. (quickly, superlative)
2. After his mother arrived, Parker behaved . (properly, comparative)
3. This watch keeps time the . (accurately, superlative)
4. You could have handled that problem . (smoothly, comparative)
5. He twisted the screws . (tightly, comparative)

Writing and Speaking Application

Write a short review of a play or music performance. Use comparative and superlative forms of adverbs
in your sentences. Read your review aloud to a partner. Have your partner identify each adverb and tell
its form. Then, switch roles with your partner.

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Name Date

104 USING LESS AND LEAST

Use less with a modifier to form the decreasing comparative degree and least to form the decreasing
superlative degree.

When you want to show that the value of an adjective or adverb is reducing, you can use less or least.
Positive Comparative Superlative
Adjective important less important least important
Adverb tightly less tightly least tightly

PRACTICE A Identifying Decreasing Degrees of Modifiers

Read the adjective or adverb. Then, write the decreasing comparative and superlative forms on the line.
Example: ably
Answer: less ably, least ably

1. tense 6. modest
2. sensible 7. messy
3. awkwardly 8. forcefully
4. securely 9. impressive
5. slowly 10. happily

PRACTICE B Using the Correct Form of Modifier

Read each sentence. Then, complete the sentence by writing the word less or least in the blank to create
the form indicated in parentheses.
Example: Of all my pets, my turtle is the active. (superlative)
Answer: least
1. Imani interrupts the class often than Violet. (comparative)
2. Which of the two watches is expensive? (comparative)
3. Silver is precious than gold. (comparative)
4. This medicine acts the quickly. (superlative)
5. This air conditioner performs efficiently than that model. (comparative)
6. Without his mask, he looked frightening. (comparative)
7. This is the useful of my gadgets. (superlative)
8. Juan is the tired runner in the marathon. (superlative)
9. Of all of her books, this one is the funny. (superlative)
10. This job is satisfying than my old one. (comparative)

Writing and Speaking Application

Write three sentences about a time when things went wrong for you. Use decreasing comparative and
superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner
identify each modifier and tell its form. Then, switch roles with your partner.

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Name Date

105 IRREGULAR ADJECTIVES AND ADVERBS

The comparative and superlative degrees of some adjectives and adverbs are formed in irregular ways.

Memorize the comparative and superlative forms of adjectives and adverbs that have irregular spellings.

PRACTICE A Supplying Comparative or Superlative Degree of Irregular Modifiers

Complete the chart by filling in the missing forms of the irregular adjectives and adverbs. If you need
help, consult a print or an online dictionary.
Positive Comparative Superlative

bad (adjective) worse

badly (adverb) worst

far (distance; adjective or adverb) farther

far (extent; adverb) further

good (adjective) better

well (adverb) best

many (adverb) more

much (adjective or adverb) most

PRACTICE B Using Forms of Irregular Modifiers

Read each sentence. Then, fill in the blank with the modifier specified in parentheses.
Example: Which solution is ? (good, superlative)
Answer: Which solution is best?
1. Toledo is away than Columbus. (far, comparative)
2. What was the storm you’ve experienced? (bad, superlative)
3. Yesterday’s thunderstorm was than the one last summer. (badly, comparative)
4. Who has won the games? (many, superlative)
5. Steve acts like me than like my brother. (much, comparative)
6. Do you feel since you took the medicine? (well, comparative)
7. Where can I find the chili in town? (good, superlative)
8. I pushed that idea out of my mind (far, comparative)
9. Which color looks on me, blue or green? (good, comparative)
10. That is the show of all. (bad, superlative)

Writing and Speaking Application

With a partner, write and perform a dialogue in which one of you asks questions using forms of the
irregular modifiers in this lesson, and the other answers the questions. For Example: What is the best
place to buy pizza in town? Angelo’s is the best place to buy pizza in town. Which team is worse, the
Bulldogs or the Titans? The Bulldogs is the worse team.

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Name Date

106 USING COMPARATIVE AND SUPERLATIVE DEGREES

Use the comparative degree to compare two people, places, or things.
Use the superlative degree to compare three or more people, places, or things.

Look carefully at the other words in the sentence to help you decide if you should use the comparative
form (comparing two items) or superlative form (comparing more than two).
Avoid using double comparisons, such as more better, more happier, most smartest, or worser.

PRACTICE A Determining the Correct Form of Modifier

Read each sentence. Then, fill in the correct form of the modifier shown in parentheses.
Example: Brooks Butter is than Super Spread. (tasty)
Answer: tastier
1. Which of these two paintings is ? (bad)
2. This diamond is than the one we found yesterday. (valuable)
3. You will feel after a good night’s sleep. (good)
4. Out of all the trees in our yard, the pine tree is the . (tall)
5. Please speak so that you don’t wake the baby. (softly)

PRACTICE B Revising for Correct Use of Modifiers

Read the sentences. If a sentence contains a modifier error, rewrite the sentence correctly. If a sentence
has no error, write correct.
Example: The room is more quieter since Vishal left.
Answer: The room is quieter since Vishal left.
1. Which team is badder, the Colts or the Mustangs?

2. Fatima is the most fastest reader in the class.

3. My new teacher is more stricter than my last teacher.

4. That costume is the most frighteningest of all.

5. She is the most courageous person in the platoon.

Writing and Speaking Application

Write a short commercial in which you compare a new product with other products. Use comparative and
superlative modifiers in your commercial. Read your commercial to a partner. Your partner should listen
for and correct any errors in your use of modifiers. Then, switch roles with your partner.

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106 | Using Modifiers

Name Date

107 MAKING LOGICAL COMPARISONS

When you make a comparison, be sure you are comparing things that have clear similarities.

Most comparisons make a statement or ask a question about the way in which similar things are either
alike or different: Is the Pacific Ocean deeper than the Atlantic Ocean? Because the sentence compares
depth to depth, the comparison is balanced. Problems can occur, however, when a sentence compares
dissimilar things: The vegetables in our garden are larger than your garden. Vegetables and a garden
cannot be logically compared. Make sure that your sentences compare only similar items.
When comparing one of a group to the rest of the group, make sure your sentence contains the word
other or else. Adding other or else can make a comparison clear: The Pacific Ocean is bigger than any
other ocean. Because the Pacific Ocean is itself an ocean, it cannot logically be compared to all oceans.
It must be compared to all other oceans.
Unbalanced: My book report is better than Roberto. (Compares book report to Roberto)
Balanced: My book report is better than Roberto’s. (Compares two book reports)
Unbalanced: Climbing a wall is harder than a tree. (Compares climbing a wall to a tree)
Balanced: Climbing a wall is harder than climbing a tree. (Compares climbing two different things)
Unclear: Allie read more than anyone in the class. (Allie is in the class.)
Clear: Allie read more than anyone else in the class. (Compares Allie to the others in the class)

PRACTICE A Recognizing Logical Comparisons

Read each sentence. Then, write whether the comparison is unbalanced, balanced, unclear, or clear.
Example: Opening an oyster is harder than a clam.
Answer: unbalanced
1. Today’s test was easier than yesterday.
2. This candle smells better than the one I brought.
3. Wyatt’s eyes are bluer than Nora.
4. Len is stronger than anyone on the team.
5. Peyton’s answer was better than Maya.

PRACTICE B Revising to Make Comparisons Logical

Read the sentences. If a sentence contains an illogical comparison, rewrite the sentence correctly. If a
sentence has no error, write correct.
Example: Aunt Dot cooks better than anyone in my family.
Answer: Aunt Dot cooks better than anyone else in my family.
1. I like green more than any color.
2. Sol’s speech was better than Colton.
3. This beach is more crowded than any in the state.
4. Lake Superior is larger than Lake Erie.
5. Lupe’s hair is longer than Piper.

Writing and Speaking Application

Write three sentences that follow this pattern: is than . Read your sentences
to a partner. Your partner should listen for and correct any illogical comparisons. Then, switch roles with
your partner.
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107 | Using Modifiers

Name Date

108 TROUBLESOME ADJECTIVES AND ADVERBS

Some common adjectives and adverbs—such as bad and badly, good, and well, just, and only—
often cause problems in both speaking and writing.

Use the adjective bad with a linking verb, such as feel. Use the adverb badly with an action verb, such
as play.
Incorrect: I played bad in the game. Hiro felt badly about being late.
Correct: I played badly in the game. Hiro felt bad about being late.
Use the adjective good with nouns or after linking verbs. Use well—which can be an adjective or an
adverb, depending on its meaning—with action verbs or to describe health.
Incorrect: Elijah sang good today. That pie smells well.
Correct: Elijah sang well today. That pie smells good.
Be careful where you place the word just or only in a sentence. If you mean “no more than,” then just or
only should go right before the word it modifies.
Unclear: I only bought two boxes of cookies. I just answered one question.
Clear: I bought only two boxes of cookies. I answered just one question.

PRACTICE A Using Bad and Badly, Good and Well

Read each sentence. Then, circle the word in parentheses that correctly completes the sentence.
Example: The music sounded (bad, badly).
Answer: The music sounded (bad, badly).

1. My voice sounds (good, well) today. 6. If all goes (good, well), we’ll arrive early.
2. I felt (bad, badly) about my mistake. 7. Evie performed (bad, badly) at tryouts.
3. Sra. Perez said I did (good, well) on the test. 8. Coach Anderson expects us to do (good, well).
4. I took medicine; I’ll feel (good, well) soon. 9. I can’t believe how (bad, badly) we sound.
5. Don’t drink the milk; it smells (bad, badly). 10. Sleep (good, well) before the trip.

PRACTICE B Fixing Troublesome Modifiers

Read the sentences. Rewrite the sentences that contain errors in the use of modifiers. If a sentence has
no error, write correct.
Example: I only need one thing to be happy.
Answer: I need only one thing to be happy.
1. This flannel shirt feels good on my skin.
2. I only have two pairs of dry socks.
3. I just visited three states on this trip.
4. I tripped and hurt myself bad.
5. The weather looks badly tonight.

Writing and Speaking Application

Write three sentences about a sale going on in a store. Use the word only or just in each sentence. Read
your sentences to a partner. Your partner should listen for and correct any errors in your sentences.
Then, switch roles with your partner.

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Name Date

109 USING PERIODS

A period indicates the end of a sentence or an abbreviation.

Use a period to end a declarative sentence, a mild imperative sentence, and an indirect question.
A declarative sentence is a statement of fact or opinion. Our school is closed today.
An imperative sentence gives a direction or command. Do the dishes now.
An indirect question restates a question in a declarative Josh asked him if he made the team.
sentence.

A period can also signal that words have been shortened or abbreviated. Use a period after most
abbreviations and after initials. Do not use periods with acronyms, which are words formed with the first
or first few letters of a series of words, such as ASAP (As Soon As Possible).
Abbreviations of Titles and Place Names Ave. Ms. Inc. Ph.D. Rev.

Abbreviations of Initials N. C. Wyeth J. F. Kennedy David M. Means

PRACTICE A Adding Periods

Read each sentence. Then, add periods where they are needed. Circle each period you add.
Example: Rev Peter Cutter will speak tomorrow
Answer: Rev. Peter Cutter will speak tomorrow.

1. The class applauded Ms Kwon 5. Our teacher, Mr Raj F Patel, has his M A
2. Jamie lives at 123 Main St 6. Try the J C Anderson Co
3. Maria asked me if I would help her 7. Sgt Rowland is from St Louis, Missouri
4. My favorite author is J R R Tolkien 8. Mrs Abbott said that we will have a test
tomorrow
PRACTICE B Using Periods
Read each sentence. Then, on the line, rewrite the sentence correctly, adding periods.
Example: He asked where Dr Freeman is today
Answer: He asked where Dr. Freeman is today.
1. Take the Number 23 bus to Marshall Blvd
2. T J is working for his Ph D
3. Parker, Inc is on State St and First Ave
4. The board chose Henry S Barry Jr
5. Our new address is 2207 Walker Rd
6. I enjoyed the book about M C Higgins
7. Maj Thomas is stationed overseas
8. Give J B one more chance

Writing and Speaking Application

Write directions to a place in your city from your school. Use two kinds of sentences and at least one
abbreviation. Then, find a partner and take turns reading your directions. Your partner should listen for
and tell where you used periods. Then, switch with your partner.

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109 | Punctuation
Name Date

110 USING QUESTION MARKS

A question mark follows a word, phrase, or sentence that asks a question.

Use a question mark after an interrogative sentence—one that asks a direct question. Use a question
mark after a word or phrase that asks a question.
Interrogative Sentence: Is your cat friendly?
Word: Some cats hide from people. Why?
Phrase: The book is somewhere. On the top shelf?

PRACTICE A Identifying Questions

Read the sentences. Then, circle a period if it should be a question mark.
Example: We leave at ten o’clock. Are you coming.
Answer: We leave at ten o’clock. Are you coming.
1. Where is the electronics store. 6. Has your dog had his shots. Mine has.
2. Do you like to watch television. 7. You said your sweater is lost. What sweater.
3. You said you agree with him. Why. 8. When is your dad getting his new car.
4. Let’s go to a movie on Saturday. Which one. 9. We can help you. When.
5. He wants to come. Do you. 10. Can you tell me your reason.

PRACTICE B Writing Questions

Read the items. Rewrite each one on the line. Use question marks where they are needed. Write correct
if no changes are needed.
Example: We are going to Tyheem’s. Do you want to come.
Answer: We are going to Tyheem’s. Do you want to come?
1. What time are you leaving.
2. When does the performance begin.
3. They expect a crowd. How many.
4. Can Kunal join us.
5. Try to leave early this time.
6. Are you sure.
7. He says the bus comes every half hour. What corner.
8. Mr. Jones was late today. Why.
9. Do you plan to join the new club.
10. Robert says they have a place to meet. Where is it.

Writing and Speaking Application

Write a short conversation about food, and include two questions. With a partner, read aloud the two
parts. The speaker should make the questions sound like questions. Then, switch roles with your
partner.

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Name Date

111 USING EXCLAMATION POINTS

Use an exclamation point after a word, a phrase, or a sentence that shows strong emotion or after
an imperative sentence that gives a forceful or urgent command.

Sentence With Strong Emotion: We shouldn’t do this!

Forceful Imperative Sentence: Sit down now!
Exclamatory Sentence: What a beautiful sunset that is!
Word: Careful! Whew! Ouch!

PRACTICE A Identifying When to Use Exclamation Points

Read each sentence. Underline each word that should be followed by an exclamation point.
Example: Watch your step. There’s a hole around here somewhere.
Answer: Watch your step. There’s a hole around here somewhere.
1. This kite is super. 6. What a giant tree that is.
2. Oh no. I got a bad grade in math. 7. Your plan is perfect.
3. Oops. I just spilled my milk. 8. Never, in one hundred years.
4. Yes. I really do want to go. 9. We heard him yelling, “Goal. Goal.”
5. Ugh. This book is long and has to be read by 10. Wow. You leave me with nothing to say.
Friday.

PRACTICE B Writing Using Exclamation Points

Read each item. Rewrite it on the line. Use one exclamation point where it is needed in each item.
Example: No. I will not lie about it.
Answer: No! I will not lie about it.
1. I’m speechless.
2. Most certainly yes.
3. You can rely on me. Absolutely.
4. Go immediately.
5. Be careful. The floor is wet.
6. Why, there’s Henry.
7. Hey. I’m over here.
8. Oh. Of course, you must be right.
9. Stop. I can’t keep up with you.
10. Whoa. Wait a minute while I think about it.

Writing and Speaking Application

Imagine receiving a phone call from your favorite celebrity. Write what you might say. Use at least one
exclamation point. Have a partner listen to what you wrote and tell where the exclamation point belongs.
Then, switch with your partner.

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111 | Punctuation
Name Date

112 USING COMMAS IN COMPOUND SENTENCES

Use a comma before a conjunction to separate two or more independent or main clauses in a
compound 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.
Example: April is a dry month, and grass fires are a problem.
If the conjunction joins single words or phrases, do not use a comma.
Single Words: April and May are dry months in Florida.
Phrases: We can swim in the pool or in the ocean.

PRACTICE A Using Commas in Compound Sentences

Read each sentence. A comma is missing in each one. Underline the word that should be followed by a
comma and add the comma.
Example: Hyenas hunt antelope but they will eat almost anything.
Answer: Hyenas hunt antelope, but they will eat almost anything.
1. Buffalo look a bit like cows but they are much 6. Great white sharks swim fast and they have
larger. strong tails.
2. Leopards climb well and they sleep in trees at 7. Hippos do not look pretty nor do they move
night. gracefully.
3. Giraffes have long legs and long necks so they 8. A female lion hunts prey and the male guards
eat tree leaves. their territory.
4. Zebras are plump and have round bodies yet 9. Lions belong to the cat family and most live in
zebras are not tall. Africa or India.
5. Zebra families are close and they travel in 10. Black rhinos have horns but their horns are
herds. thick, strong hair.

PRACTICE B Rewriting Sentences

Read each sentence. Rewrite the sentence on the line, adding a comma before the conjunction.
Example: Bees are insects but snakes are reptiles.
Answer: Bees are insects, but snakes are reptiles.
1. Ants live in a colony and bees live in a hive.
2. Silkworms make silk and bees make honey and wax.
3. Moles live underground but birds live in trees.
4. Beetles have a shell but moths do not.
5. Lizards can be tiny or they can be huge.
6. An ostrich is a bird yet it can’t fly.
7. Turtles are reptiles and many live near water.
8. Storks are everywhere so they can’t be extinct.
Writing and Speaking Application
Write a two-sentence description of animals. Use at least one compound sentence. Circle the comma.
Then, take turns with a partner. First, read your sentences. Your partner should listen and tell where the
comma belongs. Then, switch with your partner.
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112 | Punctuation
Name Date

113 AVOIDING COMMA SPLICES

A comma splice occurs when two or more complete sentences are joined with only a comma
between them.

Correct a comma splice by replacing the comma with a period (and capitalizing the following word) to
separate two complete thoughts. If the ideas are similar, you can replace the comma with a semicolon
instead. A comma splice can also be corrected by placing a coordinating conjunction (such as for, and,
nor, but, or, yet, or so) after the comma. See the examples below.
Incorrect My cousin lives on a farm, she has chickens and a goat.
Correct: Separate Sentences My cousin lives on a farm. She has chickens and a goat.
Correct: Replace Comma With a Semicolon My cousin lives on a farm; she has chickens and a goat.
Correct: Place a Coordinating Conjunction After My cousin lives on a farm, and she has chickens and a goat.
the Comma

PRACTICE A Recognizing Comma Splices

Read each sentence. Decide if it is correct or if it has a comma splice. If it has a comma splice, write CS
on the line. If it is correct, write C on the line.
Example: Deja works at the animal shelter, every day she helps by walking dogs.
Answer: Deja works at the animal shelter, every day she helps by walking dogs.   CS
1. Our kitten kept sneaking out, we worried she 5. My neighbor has a bird that talks. It’s really
would get lost. annoying.
2. Our turtle, Dusty, is fourteen, he eats lettuce. 6. Cary has always liked horses. Now she takes
riding lessons every Saturday.
3. Marcus was rescued after the hurricane. He is 7. The people upstairs have a pet rabbit, we hear
a very gentle pet. him hopping around.
4. Mei’s cat sleeps all day, she wants to play all 8. Felix trained his dog. Last year the dog won a
night. prize.
PRACTICE B Correcting Comma Splices
Read each sentence. Then, on the line provided, rewrite the sentence without using a comma splice.
Example: The snow fell all day, when it ended, eight inches were on the ground.
Answer: The snow fell all day. When it ended, eight inches were on the ground.
1. A storm was gathering strength, hurricane warnings were posted.

2. The storm passed quickly, surprisingly, the skies turned blue.

3. In the winter it is too cold here, in the summer it is too hot.

4. The snow pile made by the plow was ten feet high, we went sledding.

5. After sledding, we had hot chocolate, I added marshmallows to mine.

Writing and Speaking Application

Write several sentences about a storm. Avoid comma splices. Take turns reading your sentences with
a partner. Your partner should listen carefully and tell how many periods you wrote. Do your numbers
agree? Then, switch with your partner.
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113 | Punctuation
Name Date

114 USING COMMAS IN A SERIES

Use commas to separate three or more words, phrases, or clauses in a series.
A comma follows each of the items except the last one in a series. The conjunction and or or is added
after the last comma.
Series of Words: Angola, Egypt, and Kenya are countries in Africa.
Series of Phrases: Towns spring up beside lakes, near oceans, and along rivers.
There are two exceptions to this rule. If each item except the last one in a series is followed by a
conjunction, do not use commas.
Example: We saw penguins and seals and icebergs.
Also, do not use a comma to separate groups of words that are considered to be one item.
Example: Every table in the restaurant was set with a knife and fork, a cup and saucer, and salt
and pepper.
PRACTICE A Recognizing Commas in a Series
Read each sentence. On the line, write the word or words that should be followed by a comma.
Example: Herons egrets and storks all live in Africa.
Answer: herons, egrets
1. My dog has a collar, a leash and several toys. 6. We hiked across town, through the woods and
into the cave.
2. Waldo dashes through the house out the door, 7. Camila, Jayla and Paige are down the hall in
and around the yard. Room 101.
3. Tenzin walks the dog in the morning, after 8. Do you want to go to the park, to the beach or
school and again at night. to the parade?
4. I need to buy pencils a backpack a notebook, 9. Our pets include a hamster a parakeet and a
and a big eraser. poodle.
5. At the museum, we saw an antique car a 10. We are having cucumber and broccoli salad
steam engine and a horse and carriage. chicken and dumplings and mashed potatoes
for supper.
PRACTICE B Adding Commas
Read each sentence. If it is correct, write C on the line. If it has an error in commas, underline the word
that should be followed by a comma and add the comma.
Example: Pasta is served with red sauce, with white sauce or with olive oil.
Answer: Pasta is served with red sauce, with white sauce, or with olive oil.
1. The cafeteria is serving chicken soup vegetable stew, or chili.
2. Mom ordered a book for herself, a birthday gift for my cousin, and a desk for me.
3. The menu offered macaroni and cheese salad and ice cream.
4. Baseball gymnastics, and soccer are offered by the parks department.
5. Are you getting a calico a Siamese, or a Maine Coon cat?
6. The science fair features space shuttle models, robots, and original experiments.
7. I visited castles and museums and forts.
8. The drive takes you through the mountains, into a valley and past a waterfall.
Writing and Speaking Application
Write about three places you want to go, using at least one series with commas. Then, read your
sentences aloud to a partner. Your partner should listen for and tell which words should be followed by
commas. Then, switch with your partner.
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114 | Punctuation
Name Date

115 USING COMMAS BETWEEN ADJECTIVES

A comma tells the reader to pause briefly before continuing a sentence.
When you place two or more adjectives before a noun they describe, make sure to use commas correctly.
• Use commas to separate adjectives of equal rank. Test whether adjectives are equal by switching
their order or placing the word and between them. If the meaning of the sentence stays the same,
the adjectives are equal.
Incorrect: Ella spoke in a calm quiet voice.
Correct: Ella spoke in a calm, quiet voice.
• Don’t use commas to separate adjectives that must have a specific order.
Incorrect Order: There are black two cats in the street.
Correct Order: There are two black cats in the street.
• Don’t use a comma between the last adjective in a series and the noun it modifies.
Incorrect: The girl hiked the steep, rocky, mountain.
Correct: The girl hiked the steep, rocky mountain.

PRACTICE A Identifying Correct Comma Use

Read each sentence. Identify the comma error and write Add or Omit on the line to show how to correct
the sentence. Then, circle the word before the error.
Example: Emily is a generous friendly person.
Answer: Emily is a generous, friendly person. Add
1. That shiny sleek car is new.
2. We bumped along on the rough pitted road.
3. Four, sturdy chairs came today.
4. We looked out into the still black night.
5. Sadie loves fresh, ripe, watermelon.
6. A murky cold lake is not the place to swim.
7. The gloomy overcast sky is threatening rain.
PRACTICE B Rewriting Sentences
Read each sentence. Correct any misplaced or missing commas. Rewrite the sentence correctly on the line.
Example: The little black, kitten needs a home.
Answer: The little, black kitten needs a home.
1. The old restored building is downtown.
2. Alyssa brought those, delicious muffins.
3. The plain humble cottage is quite cozy.
4. The game was short exciting, and close.
5. I’m wearing my new, red sweater.
6. Come to our grand glorious celebration!
7. Those big ugly bugs are everywhere.
8. I need a warm, lined, jacket with a hood.
Writing and Speaking Application
Write a brief description of a building. Use at least two sentences with adjectives in a series. Circle any
commas. Then, take turns with a partner reading aloud and listening to your descriptions. Discuss where
the commas belong.
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115 | Punctuation
Name Date

116 USING COMMAS AFTER INTRODUCTORY WORDS, PHRASES, AND CLAUSES

Use a comma after most introductory words, phrases, or dependent clauses.

Introductory Word Ramy, what do you think?

Yes, I can come over today.
Introductory Phrase To pass the test, you must study daily.
In the center of the city, you will see many skyscrapers.
Introductory Adverbial Clause Because our soccer team won the game, we celebrated on the field.
Although my alarm had gone off, I slept through it.

PRACTICE A Adding a Comma

Read each sentence. Underline the word that should be followed by a comma. Then, add the comma.
Example: Lee you should try out for the team.
Answer: Lee, you should try out for the team.
1. After school today we’ll go to the mall.
2. Oh what a mess I’ve made!
3. Jordan can you help me with the clean-up?
4. Although it is late we are not tired.
5. To win the contest you must enter by Friday.
6. Well that’s not what I expected to hear.
7. During the meeting of our group I was elected leader.
8. Hello may I please speak to Brielle?
9. Until later in the week we are very busy.
10. Unless the schedule changes we will meet at four.
PRACTICE B Rewriting Sentences
Read the sentences. Rewrite each sentence, adding the comma needed after the introductory word,
phrase, or clause.
Example: In place of a book report you may write a review of the book.
Answer: In place of a book report, you may write a review of the book.
1. Besides I don’t like horror movies.
2. Throughout the class I kept sneezing.
3. Since the book is due tomorrow I have renewed it.
4. Before he gave up William tried everything he could.
5. Although Jake is a good player he has missed practice twice.
6. Aminata did you complete your assignment?
7. Under the sea you can see many interesting fish.
8. Toward the east you will see a spectacular sunrise.
9. Although she is walking slowly Raya is headed home.
10. So that all goes well please register this week.
Writing and Speaking Application
Write three sentences about a meeting. Use and underline one introductory word, one introductory
phrase, and one introductory clause. Then, take turns reading your sentences with a partner. Listen and
tell the introductory words, phrases, and clauses you hear.
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116 | Punctuation
Name Date

117 USING COMMAS WITH PARENTHETICAL EXPRESSIONS

A parenthetical expression is a word or phrase that is not essential to the meaning of the sentence.
These words or phrases generally add extra information to the basic sentence.
Use commas to set off parenthetical expressions from the rest of the sentence. A parenthetical
expression in the middle of a sentence needs two commas. A parenthetical expression at the end of a
sentence needs only one.
Names of People Being Please, Victoria, will you sit down?
Addressed You may begin now, Xavier.
Certain Adverbs The snow drift, however, is several feet higher.
Jason and I are going, too.
Common Expressions They, on the other hand, will not be going.
She was not given enough credit, in my opinion.
Contrasting Expressions That bike, not this one, belongs to Kaitlyn.
The decision should be mine, not yours.

PRACTICE A Recognizing Parenthetical Expressions

Read each sentence. Then, underline the parenthetical element and add a comma or commas where they
are needed.
Example: You should for example read your assignment each day.
Answer: You should, for example, read your assignment each day.
1. We’re going without you Matthew. 6. I ordered salad not soup.
2. I will try to do my best of course. 7. Your first idea Eduardo is your best one.
3. It is in my opinion a good idea. 8. The math problem is not easy however.
4. Coach Reyes is I think too strict. 9. You should I think wear the purple sweater.
5. Summer camp therefore is too expensive. 10. Your essays students are due on Friday.

PRACTICE B Rewriting Sentences With Parenthetical Expressions

Read each sentence. Then, on the line provided, rewrite the sentence. Set off the parenthetical
expression with a comma or two commas.
Example: Art classes for example will be held in the gym for now.
Answer: Art classes, for example, will be held in the gym for now.
1. My parents will volunteer of course.
2. The bus however will not run in the summer.
3. I would like a burger not a hot dog.
4. The lesson therefore is clear.
5. Savannah’s answer not Caleb’s is correct.
6. Our experiments therefore didn’t work.
7. The cost of replacing the window should be added I think.
8. Please pick up some milk Nylah.

Writing and Speaking Application

Write two sentences about a school rule. Use at least one parenthetical expression and underline it.
Then, take turns reading and listening to a partner’s sentences. Discuss the parenthetical expressions
and how commas are used.
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117 | Punctuation
Name Date

118 USING COMMAS WITH NONESSENTIAL EXPRESSIONS

Use commas to set off nonessential expressions from the main clause. Do not set off essential
material with commas.

Nonessential expressions can be left out without changing the meaning of the sentence.
Appositives and Appositive Phrases: (In the first example, Monster is not set off
Essential The book Monster was made into a movie. with commas because it clarifies which book
Nonessential Monster, a book by Walter Dean Myers, was made is being discussed.)
into a movie.
Participial Phrases: (In the first example, playing catch with Eli
Essential
The girl playing catch with Eli is my friend. is essential because it tells which girl is the
Nonessential
Gianna, who is playing catch with Eli, is my friend. friend.)
Adjectival Clauses: (In the second example, who takes good
We looked for someone who could take notes. notes is nonessential because it adds
Essential
We looked for Adrian, who takes good notes. information about Adrian. The main clause
Nonessential
in the sentence is about people looking, not
about what Adrian can do.)

PRACTICE A Labeling Essential and Nonessential Sentences

Read each sentence. Then, write Essential if the phrase or clause is needed for the meaning. Write
Nonessential if the phrase or clause can be left out.
Example: The girl wearing the yellow T-shirt is new in our class.
Answer: Essential
1. Ms. Huang, who is new this year, is my favorite teacher.
2. The book Fast Pitch is about a softball player named Shenice.
3. Chelsea, standing in line over there, looks tired.
4. Tanner, taking one more piece of turkey, insisted he was full.
5. The turtle, hidden inside its shell, looked like a rock.
6. The girl sitting in the second row looks like Anjali.
7. The series, which has run for seven years, is cancelled.
8. We need a leader who will present our side.
PRACTICE B Using Commas With Nonessential Expressions
Read the sentences. Rewrite the sentences, adding commas where necessary. If a sentence is
punctuated correctly, write C on the line.
Example: My sister smiling happily looked pleased to see me.
Answer: My sister, smiling happily, looked pleased to see me.
1. Our teacher the woman with red hair is over there.
2. The girl wearing the blue sweater is next.
3. The elephant a smart animal is easily trained.
4. The boy sitting in front of me is too tall.
5. My cousin who visits often will be here today.
Writing and Speaking Application
Write a two-sentence description of a person. Use at least one nonessential expression and underline it.
Then, take turns reading and listening to your descriptions with a partner. Discuss where commas are
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118 | Punctuation
Name Date

119 USING COMMAS WITH DATES AND GEOGRAPHICAL NAMES

Commas prevent dates from being unclear.

When a date is made up of three parts, use a comma after each item, except in the case of a month
followed by a day. When a date contains only a month and a year, commas are unnecessary.
When a geographical name is made up of a city and a state, use a comma after each item. See the
examples below.

Dates With Commas Date With Year: On January 19, 2020, my baby sister was born.
Date With Day: Saturday, March 1, is an important day for me.
Dates Without I will graduate in June 2028.
Commas Most of the storms we experienced in July 2021 brought heavy rains.
Geographical Names I have lived in Dallas, Texas, and in Bangor, Maine.
Julissa went to Boulder, Colorado, to visit the many art galleries in the area.

PRACTICE A Adding Commas

Read the sentences. Add commas where they are needed.
Example: Use a search engine to find out what happened on July 16 1969.
Answer: Use a search engine to find out what happened on July 16, 1969.
1. On Saturday September 7 we will move to Newark.
2. We are going to Fargo North Dakota to visit my aunt.
3. June 6 1944 was a tragic day.
4. My grandparents live in Detroit Michigan most of the year.
5. They go to Phoenix Arizona every winter.
6. Labor Day was on Monday September 4 last year.
7. The package should arrive on Tuesday April 16 I think.
8. Victor moved from Reno Nevada to Salt Lake City Utah.

PRACTICE B Rewriting Sentences

Read the sentences. Rewrite each one using commas correctly.
Example: He was born in Madison Wisconsin during a snowstorm.
Answer: He was born in Madison, Wisconsin, during a snowstorm.
1. I broke my leg on January 1 2018 while skiing.
2. Is Mackenzie moving to Seattle Washington soon?
3. Saturday April 25 is our first recital.
4. He is from Chicago Illinois and has family there.
5. My gift arrived on Tuesday October 6.
6. The house was sold on April 15 2019 we believe.
7. What is the temperature in Cleveland Ohio today?
8. The accident was on Thursday June 16 at 9 a.m.

Writing and Speaking Application

Write two sentences about a birthday in your family. Use commas in dates. Take turns reading and
listening to your sentences with a partner. Discuss where you used commas.
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Name Date

120 USING COMMAS IN NUMBERS

With large numbers of more than three digits, use a comma after every third digit starting from the
right. (For example, 6,782 fans; 3,000 pages; 2,678,934 website views.) Use commas with three or
more numbers in a series. Do not use commas in ZIP codes, telephone numbers, years, or house
numbers.

Large Numbers 3,849,000 people Telephone Numbers (701) 555-3330

Numbers in a Series pages 71, 86, and 101 Years 2011
ZIP Codes 33928 House Numbers 2502 Bay Lane

PRACTICE A Using Commas

Read the items. Rewrite each item on the line provided, adding commas where needed. If no commas are
needed, write correct.
Example: 35000 homes
Answer: 35,000 homes
1. prime numbers 5 7 11 6. 100000 lights
2. population of 8214426 7. 370000 employees
3. 10601 South Street 8. 10798 rules
4. ZIP Code 55508 9. 478,000 miles in space
5. 2785 snakes 10. telephone number (323) 555-9123

PRACTICE B Identifying Correct Comma Use

Read the sentences. Underline the correctly written numbers. For numbers that do not have correct
comma use, rewrite these numbers correctly on the lines.
Example: His ZIP Code is 34,532.
Answer: His ZIP Code is 34,532. 34532
1. There are about 23,200 kinds of beetles.
2. I live at 1,020 Wood Street.
3. Our community has about 2700 people.
4. My sister was born in the year 2010.
5. There are about 8736 hours in a year.
6. Could you count 498000 specks of dust?
7. Our ZIP Code is 60636.
8. His telephone number is 303,672,1111.
9. Look at pages 5 9 and 23.
10. The library has 7840 books.

Writing and Speaking Application

Write a description of an imaginary planet. Use at least two numbers that need commas. Circle the
numbers. With a partner, take turns reading your descriptions. Discuss the comma use in the numbers.

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121 USING COMMAS WITH ADDRESSES AND IN LETTERS

Use commas in addresses, salutations of friendly letters, and closings of all letters.

Use a comma after each item in an address made up of two or more parts. In the following example,
commas are placed after the name, street, and city. There is no comma between the state and the ZIP code.
Example: She is writing to Sloane O’Brien, 1402 Maple Avenue, Lexington, KY 40502.
Fewer commas are needed when an address is written in a letter or on an envelope.
Example: Max Kanuga
54 Monmouth Avenue
Long Beach Township, NJ 08008
Use a comma after the salutation in a personal letter and after the closing of a friendly or business letter.
Salutation: Dear Kieran,
Closing: Sincerely,

PRACTICE A Adding Commas

Read each item. Find where a comma is needed in each one. Add the comma and circle it. If an item is
correct, write correct on the line.
Example: El Paso Texas 53419
Answer: El Paso, Texas 53419
1. Dear Logan 5. Yours truly
2. 6743 Cedar Avenue 6. Miami Florida 33107
3. Waukegan Illinois 60741 7. Dear Jamila
4. Dover, Delaware 67902 8. 9265 First Street

PRACTICE B Identifying Missing Commas

Read the letter. There are four commas missing. On the lines that follow the letter, write the word that
comes before the missing comma and the comma.
Example: Grand Rapids Michigan 64502
Answer: Grand Rapids,
November 15, 2010

Dear Ash
Thank you for coming to visit. I had a wonderful time, especially the day we went to visit Vincent. You
asked for his address. It is 8709 Homewood Lane Little Rock Arkansas 77569.

Your friend
Levi

1. 3.
2. 4.

Writing and Speaking Application

Write the address for an envelope for a letter to a friend, using commas correctly. Circle each comma.
Then, take turns with a partner reading and listening to the addresses. Discuss where you used commas.

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122 USING COMMAS WITH DIRECT QUOTATIONS

Commas are used to separate direct quotations from the rest of a sentence.

Use commas to indicate where direct quotations begin and end.

Examples: “Give me five minutes,” Jessie answered, “and I’ll be ready.”
Zain said, “We’re going to be late.”
“I hope there’s no traffic,” added Scarlett.

PRACTICE A Identifying Correct Comma Use With Direct Quotations

Read each pair of sentences. Write correct on the line next to the sentence with correct use of commas.
Example: “The weather is terrible,” she said, “but we are going anyway.”
“The weather is terrible, “she said but we are going anyway.”
Answer: “The weather is terrible,” she said, “but we are going anyway.” correct
1. Señor Cruz said “The Spanish test will be on Wednesday.”
Señor Cruz said, “The Spanish test will be on Wednesday.”
2. “Let’s study at my house,” Brian said.
“Let’s study at my house” Brian said.
3. Wesley said “We just had a test last Wednesday.”
Westley said, “We just had a test last Wednesday.”
4. “The first chapter is hard” replied Sara “but the second is easy.”
“The first chapter is hard,” replied Sara, “but the second is easy.”
5. “If we study together” responded Janiyah, “we should do well.”
“If we study together,” responded Janiyah, “we should do well.”

PRACTICE B Rewriting Sentences

Read each sentence. Find the comma mistake. Then, rewrite the sentence correctly on the line.
Example: “Our trip was great” said Zuri, “and we swam in the ocean.”
Answer: “Our trip was great,” said Zuri, “and we swam in the ocean.”
1. “My grandparents are coming in two weeks” Oliver said.

2. “They will stay here” Oliver said, “while my parents are away.”

3. Cameron said “My grandpa likes to go fishing.”

4. “Mine does, too,” replied Oliver “and we always go early.”

Writing and Speaking Application

Write a two-sentence conversation with a friend, using commas with direct quotations in each sentence.
Circle the commas. Then, take turns reading and listening to your conversations with a partner. Discuss
the commas you both used.

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123 USING SEMICOLONS TO JOIN INDEPENDENT CLAUSES

Semicolons establish relationships between two independent clauses that are closely connected in
thought and structure.

• Use a semicolon to join two related independent clauses that are not already joined by the
conjunctions and, or, nor, for, but, so, or yet.
Example: Streets quickly flooded; basements filled with water.
Use a semicolon to join independent clauses separated by either a conjunctive adverb or a transitional
expression. See the examples below and note the lists of conjunctive adverbs and transitional
expressions that follow.
Examples: T
 he sky darkened, and the rain poured; then, the electricity went out. [conjunctive adverb]
I love reading; on the other hand, I watch a lot of TV. [transitional expression]
Some Conjunctive Adverbs also, besides, consequently, first, furthermore, however, indeed, instead,
moreover, nevertheless, otherwise, second, then, therefore, thus
Some Transitional Expressions as a result, at this time, for instance, in fact, on the other hand, that is

PRACTICE A Conjunctive Adverbs and Transitional Expressions Used With Semicolons

Read each sentence. Then, underline the conjunctive adverb or transitional expression.
Example: It rained steadily for five days; as a result, everyone was stuck indoors.
Answer: It rained steadily for five days; as a result, everyone was stuck indoors.
1. I was happy with my grade; indeed, I was 6. We shopped for the ingredients; then, we
thrilled with the B. made the tacos.
2. There’s no need to panic; at this time, it is 7. It rained last night; therefore, we didn’t go.
best to wait for the test results. 8. I could play a video game; on the other hand, I
3. Mom wanted to go on the trip; nevertheless, might watch TV.
she couldn’t take time off. 9. Zoya and I will enter the competition; that is,
4. Dad wants us to learn to speak Mandarin; in we will if we finish our robot.
fact, he signed us up for lessons. 10. I need to go home now; otherwise, I should
5. I didn’t study; consequently, I didn’t do well. call my grandmother.

PRACTICE B Write Sentences Using Semicolons

Join the independent clauses using a semicolon and a conjunctive adverb or transitional expression.
Example: It’s easy to get into an exercise routine. You can listen to music.
Answer: It’s easy to get into an exercise routine; for instance, you can listen to music.
1. I wanted to go to the game. I had to help out at home.

2. I’m much too busy to join the team. I don’t play tennis well.

3. It would be fun to go with you. I still have homework to finish.

Writing and Speaking Application

Write four pairs of independent clauses. Each pair should be related. Switch papers with a partner. Use
semicolons to join each pair of independent clauses. Then, discuss your sentences.
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124 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.

Examples:   The dog, Callie; the cat, Sweet Pea; and the turtle, Molasses, are staying with us.
Dad was born on May 11, 1981; Mom on May 16, 1984; and Jasper on May 24; 2015.

PRACTICE A Identifying and Correcting Semicolon Mistakes

Read each sentence. Find the semicolon mistake, and rewrite the sentence on the line.
Example: Read Section 1, pages 3–6, Section 2, pages 7–8; and Section 3, pages 10–15.
Answer: Read Section 1, pages 3–6; Section 2, pages 7–8; and Section 3, pages 10–15.
1. The story has interesting characters, Daniel and Louisa, action; and history, a Civil War setting.

2. We finished Chapter 1, Sentences, Chapter 2, Phrases; and Chapter 3, Clauses.

3. The characters are Liliana, the athletic one; Sienna, the studious one, and Luz, the charitable one.

4. You should come on Thursday, December 9, Friday, December 17; and Tuesday, December 21.

PRACTICE B Using Semicolons to Avoid Confusion in Sentences

Rewrite each sentence, using semicolons where needed in place of commas to avoid confusion.
Example: Skating lessons will be on December 28, 2022, December 29, 2022, and January 5, 2023.
Answer: Skating lessons will be on December 28, 2022; December 29, 2022; and January 5, 2023.
1. The assignment is Chapter 20, pages 420–425, all of Chapter 21, and Chapter 22, pages 506–515.

2. Classes will be in the gym on Tuesday, October 5, Tuesday, October 12, and Tuesday, October 19.

3. The baby, Phoebe, the twins, Kevin and Kayla, and Mom and Dad are at the pool.

4. The following people are involved in the project: Akira Tanaka, project leader, Mateo Correa, lead
engineer, Yousef Darwish, chief financial officer, and Emma Sayeed, chief technical officer.

Writing and Speaking Application

Write a sentence about things sold in a store. Use semicolons to avoid confusion and circle them. With a
partner, take turns reading your sentences. Then, discuss the use of semicolons.

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125 USING COLONS

The colon (:) is used to introduce lists of items and in certain special situations.

Use a colon after an independent clause to Dog breeds include the following: Chihuahua, Dachshund, and
introduce a list of items. Yorkshire Terrier.
Use a colon to introduce a formal or lengthy The U.S. Declaration of Independence begins: “The unanimous
quotation or one that does not contain a “he said/ Declaration of the thirteen united states of America . . .”
she said” expression.
Use a colon in numerals giving the time, in 9:30 a.m. (separates hour and minutes)
salutations in business letters, and in warnings Dear Madam: (salutation in business letter)
and labels. Warning: Thin Ice (warning)
Note: Shake well before using (label)

PRACTICE A Identifying Correct Use of Colons

Read the items. If an item is correct, write correct on the line. If a colon should be added, insert the colon
where it is needed.
Example: Mammals include the following animals, pandas, dolphins, and bats.
Answer: Mammals include the following animals: pandas, dolphins, and bats.
1. We bought everything on our list apples, milk, butter, cereal, and bread.
2. Warning: Slippery When Wet
3. The menu includes the following salmon, beef, and chicken.
4. The judge made the rules clear “You must not discuss this trial with anyone.”
5. The first class begins at 8:05 a.m.

PRACTICE B Using Colons

Read the items. On the line, rewrite each item with a colon correctly placed.
Example: Look at #15 on the lease, No pets are allowed.
Answer: Look at #15 on the lease: No pets are allowed.
1. On the first day of school, bring the following pencils, a notebook, and an eraser.

2. Our train leaves from downtown at 2 30 p.m.

3. Caution Keep away from heat.

4. Our neighbors have quite a few pets, a collie, four cats, a lizard, and a rabbit.

5. Signs are posted all along the street, No Parking This Side.

Writing and Speaking Application

Write a sentence that includes a list of the furniture in a room in your home. Use a colon before the list
and circle the colon. Then, with a partner, take turns reading your sentences. Your partner should listen
and tell where the colon belongs.

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126 USING QUOTATION MARKS WITH QUOTATIONS AND EXPRESSIONS

Quotation marks identify spoken or written words that you are including in your writing.

A direct quotation represents a person’s exact speech or thoughts. An indirect quotation reports the
general meaning of what a person said or thought.
Enclose direct quotations in quotation marks. Mia said, “I like to play hockey.”
Indirect quotations do not require quotation marks. Mia said that she likes to play hockey.

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.
Place a comma after an introductory expression. The coach told us, “Mia will defend the goal this season.”
Place a comma, a question mark, or an exclamation point “Who will play defense?” asked Hayden.
inside the quotation mark with a concluding expression.
In an interrupting expression within a sentence, use “I will do my best,” Mia said, “to put our team on top.”
quotation marks for the rest of the quotation.
In an interrupting expression with two sentences, place “We play our first game on Saturday,” said the coach.
a period after the interrupter, and then write the second “Practice will be on Wednesday.”
quoted sentence as a full quotation.

PRACTICE A Labeling Direct and Indirect Quotations

Read the sentences. Write D if the sentence contains a direct quotation. Write I if it contains an indirect
quotation.
Example: James said that he wants to run in the marathon.
Answer: I
1. Zaire said, “I will run after school with you.”
2. “What time should we meet?” asked Diego.
3. Zaire said that he couldn’t come until 4:00.
4. “That is fine with me,” replied Diego.
5. Jackson asked if he could join them.

PRACTICE B Punctuating Expressions

Read the sentences. Rewrite each sentence on the line, adding commas and quotation marks
where needed.
Example: Arielle asked Will you come to the play audition?
Answer: Arielle asked, “Will you come to the play audition?”
1. Oscar replied I’m not sure I want to be in a play.
2. You will have fun Arielle said.
3. What is the audition like? asked Oscar.
4. Arielle said You have to read only a few lines.
5. That doesn’t sound too hard said Oscar.

Writing and Speaking Application

Write a brief conversation between friends. Circle your quotation marks. With a partner, take turns
reading your conversations. Then, discuss how quotation marks are used.
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127 USING QUOTATION MARKS WITH OTHER PUNCTUATION MARKS

The location of quotation marks in relation to other punctuation marks varies.

Place a comma or a period inside the final quotation mark. “Let’s go to the boardwalk,” Valeria said.
Place a semicolon or a colon outside the final quotation Mrs. Levy said “a report has three main parts”: an
mark. introduction, body paragraphs, and a conclusion.
Place a question mark or an exclamation point inside My brother asked, “Didn’t you predict a winning record
the final quotation mark if the end mark is part of the this season?”
quotation. Do not add an additional end mark at the end of
the quotation.
Place a question mark or an exclamation point outside the Imagine that player saying, “I like being behind at
final quotation mark if the end mark is part of the entire halftime”!
sentence, not part of the quotation.

PRACTICE A Identifying Quotation Marks With Other Punctuation Marks in Sentences

Read each sentence. Decide if it shows quotation marks used correctly with other punctuation. Write C
for correct or I for incorrect.
Example: He asked, “Why aren’t you coming?”
Answer: He asked, “Why aren’t you coming?” C
1. “I have to do some homework”, she said.
2. “Can’t you do it tonight” he asked?
3. She exclaimed, “That’s impossible!”
4. Did she really say, “I can’t go tomorrow”?
5. I don’t believe she said, “I like doing homework”!

PRACTICE B Rewriting Sentences With Correct Punctuation

Read the sentences. Decide whether the missing punctuation goes inside or outside the quotation mark.
Then, rewrite the sentence correctly on the line.
Example: “Whew” exclaimed Jazlyn. “That cleanup was hard work.”
Answer: “Whew!” exclaimed Jazlyn. “That cleanup was hard work.”
1. “Can you help on Saturday” asked Mel.

2. “The spring cleanup will be fun” said Mariam.

3. “Oh” cried Sarena. “It’s already five o’clock.”

4. “I heard you say you were late” said Guadalupe.

5. Didn’t Mom say, “You have a guitar lesson today”

Writing and Speaking Application

Write two sentences of a conversation. With a partner, read aloud your sentences. Then, talk about both
conversations and check for the correct use of quotation marks and other punctuation marks.

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128 USING SINGLE QUOTATION MARKS FOR QUOTATIONS WITHIN

QUOTATIONS
Use single quotation marks (‘ ’) to set off a quotation within a quotation. The rules for using commas
and end marks with single quotation marks are the same as they are with double quotation marks.

Examples: “
 Did you say, ‘I see mice’ or ‘I see lice’?” asked Kimberly.
She said, “I heard the cry ‘Ouch’ before I saw what happened.”

PRACTICE A Identifying Correct Use of Single Quotation Marks

Read the sentence pairs. Find the one that uses single quotation marks correctly. Write C for correct on
the line after that sentence.
Example: He said, “To answer your question, yes, and I will help set up.”
He said, “To answer your question, ‘yes,’ and I will help set up.”
Answer: He said, “To answer your question, yes, and I will help set up.”
He said, “To answer your question, ‘yes,’ and I will help set up.”    C
1. “Did you say, ‘He’s at the pool,’ or ‘He’s at the school’?” asked Pam.
“Did you say, He’s at the pool, or He’s at the school?” asked Pam.
2. Jada said, “I thought I heard him yell, Stop, so I came to check.”
Jada said, “I thought I heard him yell, ‘Stop,’ so I came to check.”
3. Connie asked, “What did you do when he said, ‘I’m here’?”
Connie asked, “What did you do when he said, I’m here?”
4. “Did you say, Pass the cheese, or ‘Pass the peas’?” asked Ian.
“Did you say, ‘Pass the cheese,’ or ‘Pass the peas’?” asked Ian.
5. Ari said, “I heard her scream, Fire, and came running.”
Ari said, “I heard her scream, ‘Fire,’ and came running.”

PRACTICE B Using Single Quotation Marks for Quotations Within a Quotation

Read the sentences. Rewrite each sentence, inserting single quotation marks where needed.
Example: Sanjay said, “Do you remember when Miguel asked, Can I come?”
Answer: Sanjay said, “Do you remember when Miguel asked, ‘Can I come’?”
1. Kenji said, “Ms. Andrews asked, Who took my pen?”

2. Faith asked, “Did you really say, That’s silly?”

3. Mr. Bankole said, “Say, Aye if you are in favor of this rule.”

4. Angel said, “I thought I heard Camille calling, Here kitty. That’s why I came to help.”

Writing and Speaking Application

Write a sentence about something you haven’t heard clearly. Use single quotation marks. With a partner,
take turns reading your questions. Then, discuss whether you each used single quotation marks
correctly.

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129 PUNCTUATING EXPLANATORY MATERIAL WITHIN QUOTES

Sometimes it is necessary to add information to a quotation to explain it more fully. In that case,
brackets tell your reader that the information did not come from the original speaker.

Example: The librarian said, “We are proud of our new library and the services it provides the citizens of
two counties [Logan and DeWitt].”

PRACTICE A Identifying Explanatory Material Within Quotes

For each sentence, write the explanatory word or words within the quotation that should be put in
brackets.
Example: The reporter said, “I have been with this newspaper the Daily Sun for twenty-five years.”
Answer: [the Daily Sun]
1. Dr. Ramirez said, “As president of the school board District 95, I am responsible.”

2. The teacher wrote to parents, “Jason Reynolds has written many books Ghost, Look Both Ways,
Long Way Down, but this year the class is reading As Brave as You.”

3. Mrs. Ibrahim announced, “The winner of the award the Pen and Ink Award is Griffin Chu.”

PRACTICE B Using Brackets for Explanatory Material Within Quotes

Read the sentences. Rewrite each item on the line, enclosing the explanatory material that appears
within the quotation in brackets.
Example: The representative said, “It is my pleasure to announce that my district the 20th will receive
federal funds to build the new highway.”
Answer: 
The representative said, “It is my pleasure to announce that my district [the 20th] will receive
federal funds to build the new highway.”
1. The chairperson announced, “The Homeowners’ Association is awarding this year’s Best
Landscaping award to the Tsangs for their flowers roses and gardenias.”

2. “We the nominating committee wish to announce our selections for club officers in the next year.”

3. The television news anchor said, “This is my last evening at the news desk. I have decided to take
another position in broadcasting Station KXYZ in Omaha.”

Writing and Speaking Application

Write an announcement that might be made by a principal or another school leader. Use brackets for
explanatory material. With a partner, take turns reading your announcements. Discuss your use of
brackets.

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130 USING QUOTATION MARKS FOR DIALOGUE

A conversation between two or more people is called a dialogue. Quotation marks are used to
enclose the exact words of each speaker.

When writing dialogue, do the following:

• Add quotation marks around each speaker’s words.
• Begin a new paragraph with each change of speaker, and always identify a new speaker.
• For quotations longer than a paragraph, put quotation marks at the beginning of each paragraph and
at the end of the final paragraph.

PRACTICE A Using Quotation Marks in Dialogue

Read the five sentences. Write them as three paragraphs on the lines, adding quotation marks as needed.
Example: What do you know about poetry the teacher asked. I know it has rhymes, said Matt.
Answer: “What do you know about poetry?” the teacher asked.
“I know it has rhymes,” said Matt.
1. The teacher asked Who can name some different kinds of poems?
2. Limericks are a kind of poem said Cristóbal.
3. I like limericks because they are funny and short he explained.
4. Lauren said I know another type of poem called haiku.
5. A haiku has three lines and a certain number of syllables Ahmed added.

PRACTICE B Writing Dialogue for Punctuation and Paragraphs

On the lines provided, write a dialogue between two classmates about a homework assignment. Be sure
to use quotation marks correctly and to begin a new paragraph for each new speaker.
Example Answer: Keisha asked, “Sebastian, what did Mr. Mauro assign for homework tonight?”
“We have to find a narrative poem on the Internet and share it with the class
tomorrow,” Sebastian answered.
“I know which one I’m going to pick!” Keisha said excitedly.

Writing and Speaking Application

Write a brief dialogue between a teacher and two students. Use quotation marks and indent paragraphs
for new speakers. With a partner, read and listen to your dialogues. Then, discuss your use of quotation
marks and paragraphs.
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131 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. See below for examples.
Title of a Short Story “Rip Van Winkle” by Washington Irving
Chapter From a Book “Mrs. Whatsit” from A Wrinkle in Time
Title of a Short Poem “Stopping by Woods on a Snowy Evening” by Robert Frost
Title of an Article “The Loch Ness Monster: New Sightings” by Alistair Ferguson
Title of an Episode “Extraordinary Dogs” from Nature
Title of a Song “A Change Is Gonna Come” by Sam Cooke

PRACTICE A Placing Quotation Marks in Titles

Read each sentence. Add quotation marks for each title. Circle the quotation marks.
Example: We read the story Lob’s Girl last week.
Answer: We read the story “ Lob’s Girl ” last week.
1. You must read the magazine article Amazing 6. I am playing Für Elise at the piano recital.
Cats. 7. I liked the song Fireflies and want to hear it
2. Over the Rainbow is Bubbe’s favorite song. again.
3. The best chapter in The House on Mango 8. That magazine article you asked about is How
Street is Hairs. to Build a Bird Feeder.
4. The short story Jeremiah’s Song is my 9. The assignment is to read the poem Door
favorite. Number Four.
5. Have you seen the episode Meeting His Hero 10. Have you read the story The Southpaw yet?
on The Simpsons?

PRACTICE B Using Quotation Marks for Titles

Read the sentences. Enclose each title in quotation marks.
Example: Our next story in the literature book is Zlateh the Goat.
Answer: Our next story in the literature book is “Zlateh the Goat.”
1. I watched a rerun of Flop Goes the Joker from 6. The All-American Slurp is a funny story.
Batman. 7. Did you say your favorite poem is
2. Mom is reading Best Laptop and Tablet Buys Ankylosaurus?
in that magazine. 8. Chapter 4 is The Black Thing.
3. Dad remembers reading the short story The 9. How many times have you listened to the
Tiger Who Would Be King. song Intentions?
4. The poem Abuelito Who is on page 300. 10. The chapter is titled Ancient Egypt.
5. Amy Tan wrote the story Fish Cheeks.

Writing and Speaking Application

Write two sentences recommending a poem to classmates. Use quotation marks for the title. Then, take
turns with a partner reading and listening to your sentences. Your partner should identify the poem title.
Then, discuss your use of quotation marks.

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132 USING UNDERLINING AND ITALICS

Underlining and italics are used to make titles and specific words stand out in writing.

The following chart shows various uses of italics. Note that for all the examples shown, underlining
should be used in handwritten work. In printed material, italics should always be used.
Underlining (Handwritten): The Secret Garden Italics (Printed): The Secret Garden
Title of a Book or Play New Kid by Jerry Craft [book], West Side Story [play]
Title of a Long Poem The Odyssey by Homer
Title of a Magazine or Newspaper Newsweek [magazine], The Miami Herald [newspaper]
Title of a Movie or a Television Series Home Alone [movie], Diary of a Future President [TV series]
Title of a Long Work of Music or a Music Album Beethoven’s Symphony No. 6, Goodbye Yellow Brick Road [album]
Title of a Painting or Sculpture Water Lilies [paintings], The Thinker [sculpture]
The Names of Planes, Ships, and Spacecraft Air Force One [plane], Discovery [spacecraft]
Words and Letters Used as Names for How do you spell the word pronunciation?
Themselves

Foreign Words Not Yet Adopted Into the English The formal way to say “hello” in Swahili is hujambo.
Language

PRACTICE A Underlining or Italicizing Titles and Specific Words

Underline each title or word that needs underlining or italics.
Example: I often read The Chronicles of Narnia books to my little sister at night.
Answer: I often read The Chronicles of Narnia books to my little sister at night.
1. My sister watches the show Odd Squad. 6. My friend in Quebec sent me a Bonne Année
card in January.
2. The USS Saratoga was an aircraft carrier.
7. Aunt Jill reads The New York Times.
3. Dad listens to the album The Best of the
Wailers. 8. Mom went to hear the opera Aida.
4. We saw the modern sculpture Flying Dragon. 9. Jace’s favorite painting is Starry Night.
5. Have you read Squirm by Carl Hiaasen? 10. We watch the film It’s a Wonderful Life every year.

PRACTICE B Underlining Titles and Special Words and Phrases in Sentences

On each line provided, write a sentence using the type of title or specific words indicated.
Example: name of ship
Answer: The Titanic was a passenger ship that sunk in 1912.
1. magazine title
2. play title
3. movie title
4. TV show title
5. musical album title
6. foreign words or expression

Writing and Speaking Application

Write a two-sentence description of your favorite album. Underline the title. Then, take turns with a
partner reading and listening to your sentences. Partners should identify the titles. Talk about how each
of you used underlining for the title.
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133 USING HYPHENS IN NUMBERS

Hyphens are used to join compound numbers and fractions.

Use hyphens for two-word numbers from My great-grandmother will be ninety-four years old in June.
twenty-one to ninety-nine.
Use hyphens in fractions used as Adjectives: one-half teaspoon; three-fourths cups; one-tenth mile
adjectives but not fractions used as nouns. Nouns: two thirds of the members; seven eighths of an inch
Use hyphens between a number and words The road construction caused a 35-minute delay.
used as modifiers.
Use hyphens for repeated modifiers. The sixth- and seventh-graders attended the assembly.

PRACTICE A Using Hyphens in Compound Numbers and Fractions

Read the following items. Write each number, adding hyphens where needed.
Example: twenty five students
Answer: twenty-five

1. one third cup 6. thirty five desks

2. sixty five posters 7. eighty seven DVDs
3. a two thirds majority 8. use one half cup
4. forty eight tulip bulbs 9. one quarter pound butter
5. ninety nine percent 10. forty nine votes

PRACTICE B Proofreading for Hyphens

Read the sentences. Rewrite words in each sentence that need a hyphen. If a sentence does not need a
hyphen, write correct.
Example: I read fifty two books this past year.
Answer: fifty-two
1. Seventy five people came to our bake sale.
2. The casserole needs one quarter teaspoon of pepper.
3. Will you please wait thirty five minutes?
4. One third of us signed up to go.
5. Three quarters of the construction is finished.
6. We need a two thirds majority to change the rule.
7. We collected twenty seven shells today.
8. Fifty nine dollars is too much to spend now.
9. Eighty three people will attend the reunion.
10. The sauce calls for one eighth teaspoon of curry powder.

Writing and Speaking Application

Write directions for making an easy recipe. Use three hyphens in numbers. Then, take turns with a
partner reading and listening to your directions. Can you and your partner name the numbers that need
hyphens? Do you both agree the hyphens are used correctly?

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133 | Punctuation
Name Date

134 USING HYPHENS FOR 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. The following
prefixes are often used before proper nouns: anti-, mid-, post-, pre-, pro-, and un-.
Examples: anti-climactic ending; mid-March; post-operative care; pre-Columbian art; pro-freedom
speech; un-British rule
Use a hyphen in words with the prefixes all-, ex-, and self- and words with the suffix -elect.
Examples: all-America team; ex-member; self-service car wash; senator-elect

PRACTICE A Using Hyphens

Read the following phrases. Then, write each phrase on the line, adding hyphens where needed.
Example: pre Victorian years
Answer: pre-Victorian years
1. post World War II world
2. mid October exam
3. president elect of the club
4. pro Chinese trade
5. self employed photographer
6. un English behavior

PRACTICE B Proofreading for Hyphens

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed.
Example: Emily is the ex treasurer of the Spanish club.
Answer: Emily is the ex-treasurer of the Spanish club.
1. The all team rally will be on the field.
2. It was never a pro German organization.
3. Kate has shown self motivation.
4. This is an anti Communist bill.
5. The fashion goes back to pre Civil War days.
6. She is an ex softball coach.

Writing and Speaking Application

Write two sentences about a team or team members. Use at least two hyphens with prefixes or suffixes.
Then, read your sentences aloud to a partner. Have your partner tell which words need hyphens. Then,
switch roles with your partner.

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Name Date

135 USING HYPHENS IN COMPOUND WORDS

Use a hyphen to connect two or more nouns that are used as one compound word, unless your dictionary
gives a different spelling.
Examples: great-aunt; secretary-treasurer; father-in-law
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 adjectives.
When compound modifiers follow a noun, they generally do not require the use of a hyphen. In the
examples below, the nouns appear in bold.
Use Hyphens: big-hearted dog-lover well-made bookcase
Do Not Use Hyphens: clearly written manual The bookcase was well made.

PRACTICE A Using Hyphens in Compound Words

Rewrite the following items, adding hyphens as needed.
Example: a game for twelve year olds
Answer: a game for twelve-year-olds
1. a great grandson
2. a sister in law
3. a great great granddaughter
4. a well loved blanket
5. his brothers in law
6. new T shirts
7. broken down car
8. much debated issue

PRACTICE B Using Hyphens With Compound Words in Sentences

Read each item below. Then, write a sentence using the item and adding hyphens as needed.
Example: sisters in law
Answer: Mom and her sisters-in-law are on a trip.
1. twelve year old
2. laid back
3. great great grandfather
4. high rise
5. editor in chief
6. author critic
7. top selling
8. well worn

Writing and Speaking Application

Working with a partner, use a dictionary to find three examples of hyphenated compound words. Use
each word in a sentence. Then, take turns reading the new sentences aloud.
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135 | Punctuation
Name Date

136 USING HYPHENS WITH COMPOUND MODIFIERS

Hyphens help your readers group information properly.

A hyphen is not necessary when a compound modifier follows the noun it describes. However, if a
dictionary spells a word with a hyphen, the word must always be hyphenated, even when it follows a
noun. Use a hyphen to connect a compound modifier that comes before a noun. Do not use a hyphen with
a compound modifier that includes a word ending in -ly or in a compound proper adjective.
Examples: a broken-down car an ill-prepared mechanic
a seriously dented fender the New Jersey native

PRACTICE A Using Hyphens With Compound Modifiers

Read the following phrases. Then, write each phrase on the line, adding hyphens where needed. If the
phrase does not need a hyphen, write correct.
Example: world class runner
Answer: world-class runner
1. a seven point lead 6. ready made meal
2. a neatly folded shirt 7. a five pointed star
3. a two way street 8. a well known speaker
4. a four year term 9. a four cheese pizza
5. late breaking news 10. a New England vacation

PRACTICE B Proofreading for Hyphens in Sentences

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. If no hyphen is
needed, write correct.
Example: Dad brought home a store bought dessert.
Answer: Dad brought home a store-bought dessert.
1. Uncle James is a hard working roofer.
2. Aunt Nadia is wearing a blue green sari.
3. Mom took a well earned vacation.
4. It is a risk free trial offer.
5. The very excited child skipped off.
6. This is a nicely arranged room.
7. His singing is off key.
8. I saw a weather beaten barn.
9. Tariq is a well qualified applicant.
10. The horror movie features a hair raising monster.

Writing and Speaking Application

Write a three-sentence description of a vacation that includes compound modifiers and the correct use
of hyphens. Read your sentences aloud to a partner, who should identify the compound modifiers with
hyphens. Then, switch sentences with your partner. Discuss your sentences.

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Name Date

137 USING HYPHENS AT THE ENDS OF LINES

Sometimes a word is divided into two parts at the end of a line. A hyphen is used to show the word has
been split. Words should always be divided between syllables, and the hyphen belongs at the end of the
first line, not at the beginning of the second line.
Example: We were exhausted and a bit breath-
less at the end of the game.

PRACTICE A Identifying Correct Use of Hyphens

Read the following words. Then, rewrite each word with a vertical line between syllables to show how it
could be divided at the end of a line of text.
Example: squabble
Answer: squab | ble

1. hammer 6. slumber
2. command 7. incline
3. brilliant 8. combine
4. dreadful 9. uphill
5. lecture 10. bottle

PRACTICE B Using Hyphens Correctly at the End of Lines

Read the sentences below. Then, rewrite the incorrectly divided words, showing how they should be
divided.
Example: For the first ten minutes, the game was sco-
reless, but then we got a few breaks.
Answer: 
For the first five minutes, the game was score-
less, but then we got a few breaks.
1. Our goalkeeper kept the op-
ponents from scoring, and we held onto the ball.
2. The most important skill of all is passi-
ng, and our team excels at it.
3. Emerson threw the ball in from the sidel-
ines, and River ran toward it.
4. Taylor passed, and the crowd’s ex-
citement was heard in shouts and cheers.

Writing and Speaking Application

Write four sentences about a game, in which the last word in a line breaks onto the next line. Do not use
hyphens. Switch papers with a partner, and have your partner correctly divide the word at the end of the
line using hyphens. Then, take turns reading your sentences aloud, and discuss the use of hyphens.

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137 | Punctuation
Name Date

138 USING HYPHENS CORRECTLY TO DIVIDE WORDS

When using hyphens to divide words, keep the following rules in mind.

Do not divide one-syllable words–even if they seem incorrect: sch-ool

long or sound like words with two syllables. correct: school
Do not divide a word so that a single letter or the incorrect: a-mid
letters -ed stand alone. correct: amid
Avoid dividing proper nouns and proper adjectives. incorrect: Chi-nese
correct: Chinese
Divide a hyphenated word only after the hyphen. incorrect: It was a post-sea-
son soccer game.
correct: It was a post-
season soccer game.

PRACTICE A Identifying Hyphens Used Correctly

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: a-bout
Answer: about
1. soak-ed 6. par-tition
2. Mex-ican 7. precon-cert
3. ed-ge 8. boom-ed
4. abrupt-ly 9. un-aware
5. unin-spiring 10. get-to-gether

PRACTICE B Using Hyphens to Divide Words

Read the sentences. Rewrite each one to correct the error in the way the hyphen is used to divide a word.
Example: I am teaching my dog to o-bey my command to fetch a ball.
Answer: I am teaching my dog to obey my command to fetch a ball.
1. This summer we are going to U-
tah to visit my uncle and aunt.

2. Are you in Miss Katz’s Eng-

lish class this year?

3. Last week, Alex, Kai, and I camp-

ed along the river.

4. Our neighbors are taking a trip to Ken-

ya in January.

Writing and Speaking Application

Working with a partner, write three pairs of hyphenated words. For each pair, include one word that
is hyphenated correctly and one that is hyphenated incorrectly. Exchange papers and identify the
incorrectly hyphenated words. Then, read aloud the correctly hyphenated words.
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138 | Punctuation
Name Date

139 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 My cat’s name is Libby.
of most singular nouns. Ross’s book is on the desk.
The children’s party was noisy.
Add only an apostrophe to form the possessive of plural My friends’ brothers are older than we are.
nouns ending in -s or -es. Do not add an -s. My cousins’ rooms are neat.
Add an apostrophe and an -s to show the possessive The library displayed the children’s artwork.
case of plural nouns that do not end in -s or -es. We followed two moose’s tracks.
Add an apostrophe and -s (or just an apostrophe if His mother-in-law’s car is ready.
the word is a plural ending in -s) to the last word of a The Campfire Scouts’ popcorn sale raised $550.
compound noun to form the possessive.
Use an apostrophe and -s (or just an apostrophe if the The job offered a week’s paid vacation.
possessive is plural) to form possessives involving I bought five dollars’ worth of bagels.
time, amount, or the word sake. Please be quiet for Kiara’s sake—she’s napping.

PRACTICE A Using Apostrophes to Form Possessive Nouns

Read the items below. Then, write the possessive form of each noun in parentheses.
Example: the (politicians) arguments
Answer: the politicians’ arguments

1. the (dog) barking 6. the (apples) color

2. my (family) game 7. the (glass) shine
3. my (mom) car 8. a (month) vacation
4. my (aunt) office 9. (Kwame) new phone
5. the (library) computer 10. the (cat) whiskers
PRACTICE B Using Apostrophes Correctly in Sentences
Read the sentences. Then, rewrite each underlined possessive noun, correcting any mistakes.
Example: The buss’ engine stalled.
Answer: The bus’s engine stalled.
1. The witnesses’s testimony convicted him.
2. Two womens’ jackets were left on the bus.
3. The fifteen artist’s show was well attended.
4. Let’s look for Micahs’ backpack.
5. That stores’ hours are ten to nine.
6. The four puppie’s mother is a purebred.
7. A pennys value is not much today.
8. The hamsters’s cages need to be cleaned.

Writing and Speaking Application

Write three sentences in which you use apostrophes to form possessive nouns. Then, read your
sentences aloud to a partner. Have your partner identify which words include apostrophes. Then, switch
roles with your partner.
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139 | Punctuation
Name Date

140 USING APOSTROPHES WITH PRONOUNS

Apostrophes are used with some 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 gloves
show possession. each other’s essays
Do not use an apostrophe with possessive personal her notebook
pronouns; their form already shows ownership. his papers
their project
Be careful not to confuse the contractions who’s, it’s, Whose scarf is this? (Whose = possessive pronoun)
and they’re with possessive pronouns. Who’s missing a scarf? (Who’s = Who is)

PRACTICE A Using Apostrophes to Show Possession

Read the items below. Then, write the corrected possessive form of each pronoun.
Example: somebodys dog
Answer: somebody’s dog
1. everyones’ share in the prize
2. my’s role in the winnings
3. each ones part in the success
4. ours’ mistake
5. his’s effort to do well
6. their’s best idea
7. it’s cage
8. dollar bill is hers’

PRACTICE B Using Possessive Forms of Pronouns in Sentences

Rewrite each sentence, correcting the possessive form of the pronoun.
Example: Someone book was left here.
Answer: Someone’s book was left here.
1. Are everybody records in order?
2. Trey and Charlotte checked each others essays for errors.
3. Is yours’ correct?
4. How much it will snow this winter is anyones guess.
5. Theirs’ is the best plan so far.

Writing and Speaking Application

Write three sentences in which you use one possessive indefinite pronoun and one possessive personal
pronoun. Then, read your sentences aloud to a partner. Have your partner identify the pronouns you
used. Then, switch roles. Discuss how each of you used apostrophes.

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140 | Punctuation
Name Date

141 USING APOSTROPHES WITH CONTRACTIONS

Contractions are used in informal speech and writing, especially in dialogue, because they create
the sound of speech.

Use an apostrophe in a contraction to show where one or more letters have been left out.
Verb + not do not = don’t should not = shouldn’t
Noun or Pronoun + will he will = he’ll you will = you’ll
Noun or Pronoun + be she is = she’s Cal is = Cal’s
Noun or Pronoun + would they would = they’d you would = you’d

PRACTICE A Rewriting Words as Contractions

Read the sentences. Each sentence contains a word group that can be written as a contraction. Write the
contractions.
Example: They will not be able to come.
Answer: won’t
1. We are going to the museum on Saturday.
2. Who is giving the report?
3. They will leave the decision to us.
4. He is never going to agree.
5. You would never have known.
6. She will be on time.
7. What is the score?
8. Ajay is at the gym.
9. Let us go to the movie today.
10. The committee was not able to agree.

PRACTICE B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence, adding apostrophes where needed.
Example: Mimi isnt ready to leave.
Answer: Mimi isn’t ready to leave.
1. Theyll meet us later.
2. Hes already 20 minutes late.
3. Jia cant be here today.
4. I had hoped theyd agree.
5. Wheres the puppy now?
6. Wed have come earlier if we could.

Writing and Speaking Application

Write two sentences in which you use apostrophes correctly with contractions. Circle the apostrophes.
With a partner, take turns reading aloud your sentences. Then, discuss how each of you used
apostrophes with contractions.

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Name Date

142 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.
Examples: Remember to say your thank you’s.
Be sure to cross your t’s and dot your i’s.
People are ordering in groups of 2’s and 3’s.

PRACTICE A Using Apostrophes With Special Plurals

Read the sentences. On the line, write the plural. Add an apostrophe only if it is needed.
Example: My little sister is learning her a, b, cs.
Answer: a, b, c’s
1. There are three es in the word receive.
2. How many Lauras do you know?
3. He uses too many ands when he writes.
4. Jeremiah is learning to form his ds better.
5. There are two ss in my last name.
6. The cat’s nighttime meows are keeping me awake.
7. Do you spell your name with one g or two gs?
8. You should write your os more clearly.
9. Underline all the cs that sound like the letter k.
10. My address begins with three 2s.

PRACTICE B Proofreading for Apostrophes

Read the sentences. On the line, write the plural and add an apostrophe only where it is needed.
Example: How many 7s are in your address?
Answer: How many 7’s are in your address?
1. Has your little brother learned to write zs yet?
2. How many ss are in Mississippi?
3. Always dot your is when you write.
4. Will all the Ws line up behind Wade?
5. Does accept have one c or two cs?
6. There are four 3s in 33303.
7. My shirt has two Rs on the collar for Raul Rodriguez.
8. Our class has four Chens in it.

Writing and Speaking Application

Write two sentences about an interesting address. Use an apostrophe to create a plural, and circle the
apostrophe. Then, with a partner, take turns reading and listening to your sentences. Discuss your use
of apostrophes.

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Name Date

143 PARENTHESES
Parentheses are used to separate information from the rest of a sentence or paragraph.

Use parentheses to set off explanations or other information Hatshepsut (ruler of Egypt from 1473
that is not essential to the meaning of the sentence or b.c. to 1458 b.c.) was a woman and a
paragraph. pharaoh.
A parenthetical sentence within another sentence should This map (click here to see map) shows the location
not begin with a capital letter unless the parenthetical word of the Ancient Egypt exhibit.
begins with a word that should be capitalized.
A parenthetical sentence within another sentence may end This map (it’s interactive!) shows the location of the
with a question mark or an exclamation point if applicable, but Ancient Egypt exhibit.
it should not end with a period.
A parenthetical sentence that stands on its own should begin This map shows the location of the Ancient Egypt
with a capital letter and end with an end mark before the exhibit. (Click here to see the map.)
closing parentheses.

PRACTICE A Using Parentheses in Sentences

Read each sentence. Then, rewrite it, adding the items indicated in parentheses where appropriate in
the sentence.
Example: During the Civil War, he helped soldiers stay in touch with their families. (1861–1865)
Answer: During the Civil War (1861–1865), he helped soldiers stay in touch with their families.
1. The United States entered the war in 1917. (World War I)

2. Frida Kahlo was a Mexican painter known for her self-portraits. (1907–1954)

3. Yia Yia said, “I remember my last day of school as if it were yesterday.” (in 1965)

4. Crossroads Theatre is an important part of the community’s cultural heritage. (founded in 1978)

5. Malia Williams won her first state spelling bee when she was just 11 years old! (who is now 19)

PRACTICE B Proofreading for Parentheses

Read the sentences and add parentheses where appropriate.
Example: Two twentieth-century presidents Theodore and Franklin were Roosevelts.
Answer: Two twentieth-century presidents (Theodore and Franklin) were Roosevelts.
1. Most insurance policies life and auto will be canceled if the premium is not paid on time.
2. The best months for pleasant weather here are in the fall October and November.
3. Students can register for elective courses art, theater, music on Wednesday.
4. Choose a free magazine. Choices include People in the News and Teens.

Writing and Speaking Application

Write three sentences about a historical event. Use parentheses to separate information. With a
partner, take turns reading and listening to your sentences. Partners should try to identify the words in
parentheses in each other’s sentences.

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Name Date

144 BRACKETS
Brackets [ / ] are used for two purposes.

(1) They enclose an explanation in a quotation to show that the explanation was not part of the original
quotation.
Example: The teacher said, “I have been at Edison Middle School for forty years [since 1982].”
(2) They enclose an explanation in text that is already in parentheses.
Example: John F. Kennedy (the 35th President of the United States [1961–1963]) held office at the
height of the Cold War.

PRACTICE A Proofreading for Brackets

Read each sentence. Then, add brackets where they are needed in the sentence.
Example: The Art League president said, “It is my pleasure to give this award best new artist of the
year to Jon Nguyen.”
Answer: The Art League president said, “It is my pleasure to give this award [best new artist of the
year] to Jon Nguyen.”
1. The actor said, “I always admired Oprah Winfrey because she produced TV shows, acted in films,
and hosted a highly rated talk show 1986–2011.”
2. An eyewitness to the inaugural celebration said, “I have not seen such excitement since the last
landslide victory in 2017.”
3. The mayor announced, “This project the new stadium will bring business to our town.”
4. Benjamin Franklin offered this tip for a good life: “Early to bed and early to rise, makes a man
healthy, wealthy, and wise still good advice for all people today.”

PRACTICE B Using Brackets in Sentences

Read each sentence. Then, rewrite it, adding the bracketed item where it is appropriate and makes the
most sense.
Example: Our history teacher said, “John Kennedy was on a Navy PT boat that was struck by a
Japanese destroyer in World War II.” [patrol torpedo]
Answer: 
Our history teacher said, “John Kennedy was on a Navy PT [patrol torpedo] boat that was
struck by a Japanese destroyer in World War II.”
1. The team captain said, “The victory today is the greatest in our team’s history.” [March 30, 2022]

2. “I have read my favorite book over a dozen times,” the author said. [Frankenstein by Mary Shelley]

3. The company president announced, “Due to less demand for our product, we must lower our
suggested retail prices.” [designer clothing]

4. School librarians agree that “the Artemis Fowl series of novels ensures the author a legacy.” [Eoin Colfer]

Writing and Speaking Application

Write two sentences in which you use brackets. With a partner, take turns reading your sentences. Each
listener should tell the word or words that the other person put in brackets.
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144 | Punctuation
Name Date

145 USING THE ELLIPSIS

An ellipsis consists of three evenly spaced periods, or ellipsis points, in a row ( . . . ).

There is a space before the first ellipsis point, between ellipsis points, and after the last ellipsis point.
The plural form of the word ellipsis is ellipses. Use ellipses . . .
to show where words have been omitted, or left out, from “We the people . . . in order to . . . secure the blessings
a quoted passage. of liberty . . . establish this Constitution for the United
States.” —Preamble to the Constitution
to mark a pause in a dialogue or speech. Your invitation is kind . . . but I will be out of town that
weekend.
in the middle of a sentence to show an omission, pause, Jack said, yawning, “Now that we’ve finally arrived . . . all
interruption, or incomplete statement. I want to do is nap.”
with an end mark at the end of a sentence to show an Tunde said, “I wonder how we are ever going to finish this
omission, pause, or incomplete statement. project. Maybe we could . . . .”

PRACTICE A Identifying Types of Ellipses

Read each quotation. On the line, write whether the ellipses are used to indicate an omission, a pause, or
an incomplete statement.
Example: “RESOLVED by the Senate and House of Representatives of the United States of America, in
Congress . . . that the following Articles be proposed . . . as amendments. . . .”
Answer: omission

1. “Please . . . don’t go yet.” 4. “Hey . . . I am talking to you!”

2. I heard you say, “Listen to Station XYZ . . . ,” 5. “You should try out for the team, unless . . .”
but I didn’t hear the rest.
3. “I’ll try to stay awake for the late show, 6. “Excessive bail shall not be required, nor . . .
but. . . .” cruel . . . punishments inflicted.”

PRACTICE B Using Ellipses to Show a Pause in Dialogue

Read each line of dialogue. Then, underline the words between which an ellipsis is logical.
Example: “Sure, but do you really think it is a good idea?”
Answer: “Sure, but do you really think it is a good idea?”
1. “No that’s my final answer,” Millie said firmly.
2. Owen sighed and said, “Let’s agree or agree to disagree.”
3. “Hooray we won!” shouted the captain.
4. Amaya spoke quietly: “On the count of three one, two, three.”
5. “How many did you say?” asked Zora. “Was it three or was it thirty-three?”
6. The scholar insisted, “You may disagree but I know I’m right about this.”

Writing and Speaking Application

Write a two-sentence dialogue about a conflict. Use ellipses in your sentences. Exchange dialogues with
a partner and take turns reading and listening to your sentences. Pause to indicate where the ellipses
fall in the dialogue. Discuss your use of ellipses with your partner.

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145 | Punctuation
Name Date

146 DASHES
A dash (—) signals a stronger, more sudden interruption in thought or speech than commas or
parentheses.
Like commas and parentheses, dashes separate certain words, phrases, or clauses from the rest of the
sentence or paragraph. A dash may also take the place of certain words before an explanation.

Use a dash to indicate an abrupt change of thought. I chose the paint—it’s a yellow—for my room.
Use a dash to set off a dramatic interrupting idea. I can’t believe how many free throws I missed—I don’t even
want to think about it!
Use a dash to set off a summary statement. To see my jersey hanging from the gym rafters—this is my
greatest dream.
Use dashes to set off a nonessential appositive or The selfish player—a “star” who is more concerned with
modifier when it is long, already punctuated, or when personal glory—will not pass the ball.
you want to be dramatic.
Use dashes to set off a parenthetical expression when We visited our relatives—it was the first time in two years!—
it is long, already punctuated, or especially dramatic. in the Dominican Republic last summer.

PRACTICE A Using Dashes to Show a Break in Thought or Nonessential Modifiers

Read each sentence. Then, rewrite the sentence on the line, adding dashes where needed.
Example: It was wrong one hundred percent wrong if he took the money.
Answer: It was wrong—one hundred percent wrong—if he took the money.
1. There were five ducks did you see them? slowly crossing the road.

2. Rosie Spoonbills look for these birds near ponds have a bill shaped like a spoon.

3. Rosie in the bird’s name comes from its color a pinkish red.

4. Wading birds ibises, egrets, and herons are found all over the world.

PRACTICE B Using Dashes to Set Up Explanations

Read the sentences. Then, rewrite the sentence on the line, adding dashes where they are needed.
Example: Dad said there is one thing he expects of us that we be honest with him.
Answer: Dad said there is one thing he expects of us—that we be honest with him.
1. A vacation can be an adventure a chance to explore other cultures.

2. Then, I came back I had to because I had forgotten my jacket.

3. Sea turtles are interesting animals they lay their eggs in the sand.

4. The teacher gave one last instruction don’t forget to proofread your essay.

Writing and Speaking Application

Write a two-sentence explanation of something that interests you, using at least one dash. With a
partner, take turns reading and listening to your explanations. Can you identify the places that need
dashes in your partner’s sentences? Discuss your use of dashes.
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Name Date

147 THE WORD /

A capital letter is used for the word /, whatever its position in a sentence.

The pronoun I is always capitalized.

Example: I lived in Oregon for two years before I moved to Nevada.

PRACTICE A Supplying Capitalization

Read each sentence. Then, rewrite the sentence on the line with the correct capitalization.
Example: i will ask Mom what she needs before i go to the store.
Answer: I will ask Mom what she needs before I go to the store.
1. How many times do i need to ask you?
2. She and i will be a little late.
3. If i am not back in an hour, i may be lost.
4. i will never be a good baseball player.
5. Riya, LaTasha, and i are in the same group.
6. Do Jeremy and i need to help clean up?
7. I will do well on the test if i study tonight.
8. My brother and i have 15 cousins.
9. When i miss the bus, i have to walk.
10. Grace and i are already ten minutes late.

PRACTICE B Proofreading for Capitalization

Read each sentence. Circle the letter i if it should be capitalized.
Example: i am beginning to wonder when i will finish.
Answer: i am beginning to wonder when i will finish.
1. Murphy and i made the team.
2. If i go, will you go, too?
3. How much time will i need to study?
4. When i exercise, i feel better.
5. i like macaroni and cheese for lunch.
6. She and i are in the same French class.
7. If i give you this ten-dollar bill, can you give me change?
8. i would like to go, but i have to do chores.
9. Did you think i would believe you?
10. How many tomatoes should i get?

Writing and Speaking Application

Write an explanation of what you did last Saturday. Use the word I three times. Then, read your
explanation aloud to a partner. Have your partner raise a hand when you say the word I. Switch roles.
Then, discuss if each of you always capitalized the word I.

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147 | Capitalization
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148 SENTENCES
The first word in a sentence must begin with a capital letter.

Capitalize the first word in declarative, interrogative, imperative, and exclamatory sentences.
Declarative The icy streets were treacherous.
Interrogative When is your birthday?
Imperative Walk the dog at 5:00.
Exclamatory That’s a beautiful sunset!
Partial sentences with the rest understood Of course.

PRACTICE A Supplying Capitalization

Read each sentence. Then, rewrite the sentence on the line with correct capitalization.
Example: when is the gymnastics meet?
Answer: When is the gymnastics meet?
1. the McCabes asked me to stay for lunch.
2. what a great idea!
3. see me after school to talk about the grade.
4. where?
5. we need someone to take care of the cat while we are away.
6. what do you know about cats?
7. it’s an easy job!
8. how many?
9. the concert is this weekend.
10. do you want to serve dessert?

PRACTICE B Proofreading for Capitalization

Read the sentences. Circle the letter or letters that should be capitalized.
Example: do you think the story really happened?
Answer: do you think the story really happened?
1. okay. 6. read twenty pages for tomorrow.
2. open your books to page 142. 7. whew!
3. the photograph shows the Washington 8. it is time to get a haircut.
Monument. 9. who will be the first to volunteer?
4. how can we all fit in this small car? 10. be careful.
5. the windshield wipers don’t work, do they?

Writing and Speaking Application

Write a three-sentence description of a photograph, using capital letters to begin sentences. With a
partner, take turns reading your descriptions. Partners should listen and name the first words in the
sentences. Do you agree which words should begin with capitals?

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148 | Capitalization
Name Date

149 QUOTATIONS
A capital letter signals the first word in a direct quotation, a person’s exact words.

Capitalize the first word in a complete Kerry and Reese cheered, “Let’s go, Knights!”
sentence.
Capitalize only the first part of a complete “Let’s get some hot dogs,” said Kerry, “at halftime.”
sentence quoted in two parts.
Capitalize the first word in each sentence in “There’s a party after the game,” said Reese. “Do you want
the quotation. to go?”

PRACTICE A Recognizing Capitalization

Read the sentences. Circle each letter that should be capitalized. Then, write the word or words
correctly.
Example: Our neighbor said, “your dog barks loudly.”
Answer: Our neighbor said, “your dog barks loudly.” Your
1. The principal announced, “school is closing early because of the storm.”
2. “do you want to go skating?” asked Femi.
3. “it’s time to leave,” said Mom, “because the show starts in ten minutes.”
4. “you should choose your topic from this list,” the teacher said.
5. “how many,” asked Kessawn, “are in your group for the project?”
6. Adam said, “we are writing about King Tut.”
7. “your reports are due in a week,” said Ms. Horowitz. “how many have started?”
8. “can we use Internet sources?” asked Ben.

PRACTICE B Proofreading for Capitalization

Read each sentence. Then, rewrite each sentence, correcting the capitalization.
Example: “mom is making a special meal tonight,” said Alison. “it’s paella.”
Answer: “Mom is making a special meal tonight,” said Alison. “It’s paella.”
1. “how many do you think will be at dinner?” asked Liam.

2. Lizbeth said, “my music lesson is tonight, so I’ll be late.”

3. “the duet Valeria and I are practicing is hard,” said Lizbeth.

4. “when is the recital?” asked Dad. “we should all come.”

5. “it’s Thursday,” said Lizbeth, “but I get nervous playing for people.”

Writing and Speaking Application

Write a short conversation between family members. Use capital letters correctly and then circle them.
Take turns reading and listening to your conversations with a partner. Then, discuss how each of you
used capital letters in quotations.

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149 | Capitalization
Name Date

150 USING CAPITALIZATION FOR PROPER NOUNS

An important use of capital letters is to show that a word is a proper noun. Proper nouns name
specific people, places, or things.

Capitalize all proper nouns. Some Madelyn Roselli Brooklyn Bridge Lake Street
proper nouns consist of more Rocky Mountains Seth Hoffman Arthur Ashe Stadium
than one word.
Capitalize each part of a person’s Suzanne Lynne Palmer Andre T. Walker-Green
full name, including initials.

PRACTICE A Using Capitalization for Names of People

Read the sentences. Write each name, adding the missing capital letters.
Example: The top students are eamon mcconnell and martina orr.
Answer: Eamon McConnell, Martina Orr
1. We are reading poems by emily dickinson.
2. My best friend is k. c. walton.
3. roger m. smith lives in the apartment upstairs.
4. The television show was produced by sydney j. bennett.
5. The three girls sitting with hannah are rachel, vicky, and trenice.
6. One of the founding fathers of our country was john adams.
7. Have you read any books by e. b. white?
8. One of the great composers is johann sebastian bach.

PRACTICE B Using Capitalization for Names of Places and Things

Read the sentences. Write the proper nouns, adding the missing capital letters.
Example: We took a boat down the mississippi river last year.
Answer: Mississippi River
1. We are going to see the white house in washington, D.C.
2. The pacific coast Highway runs between san diego and san francisco.
3. My aunt and uncle live in wilmington, delaware.
4. The dentist’s office is on third street.
5. Abraham Lincoln was a lawyer in springfield, illinois.
6. Have you been to mount washington in new hampshire?
7. Dad went to a convention in denver, colorado.
8. The country libya borders egypt.

Writing and Speaking Application

Write a brief description of your neighborhood, town, city, or state, using proper nouns. Read your
sentences aloud to a partner. Your partner should listen for and name the proper nouns that need
capitalization. Then, switch roles.

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150 | Capitalization
Name Date

151 USING CAPITALIZATION FOR PROPER ADJECTIVES

When a proper noun or a form of a proper noun is used to describe another noun, it is called a
proper adjective. Proper adjectives usually begin with a capital letter.

Proper Adjectives Japanese Peruvian

Proper Adjectives Modifying Common Nouns French cooking Canadian bacon
Brand Names Used as Adjectives Chewy Crisp bars Reddy’s Ready rice

PRACTICE A Choosing Correct Capitalization for Proper Adjectives

Complete each sentence by choosing the proper adjective that shows correct capitalization. Write your
answer on the line.
Example: The sandwich was made with (cuban / Cuban) bread.
Answer: Cuban
1. Mom drinks (colombian / Colombian) coffee every morning.
2. The (caribbean / Caribbean) weather is nearly perfect this time of year.
3. The museum has an exhibit of West (african / African) artifacts.
4. The (italian / Italian) tenor is recognized throughout the world.
5. Have you tried the (polish / Polish) restaurant down the street?
6. Do you like this (bunches of crunch / Bunches of Crunch) cereal?
7. We studied the (aztec / Aztec) empire in social studies.
8. RMS Queen Elizabeth 2 is a retired (british / British) ship.

PRACTICE B Using Capitalization for Proper Adjectives

Read each sentence. Then, on the line, write the proper adjective or adjectives, adding correct
capitalization.
Example: They are on a greek cruise right now.
Answer: Greek
1. How do you feel about december weather?
2. Would you like to order a belgian waffle?
3. This restaurant serves good ethiopian food.
4. Our family loves georgia peaches when they are in season.
5. I love indian cuisine and korean horror movies.
6. Jupiter was a roman god.

Writing and Speaking Application

Write a two-sentence description of an imaginary restaurant. Use a proper adjective to name your
restaurant. With a partner, take turns reading your descriptions. Your partner should listen for and name
the proper adjective or adjectives. Then, switch roles.

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151 | Capitalization
Name Date

152 USING CAPITALIZATION FOR TITLES OF PEOPLE

Whether a title is capitalized often depends on how it is used in a sentence.

• Capitalize a person’s social or professional title when it is followed by the person’s name or when it
is used in direct address.
Examples: At 2:00, Superintendent Chawla will speak in the auditorium.
Yes, Superintendent, the auditorium is available.
Mayor Daley works to beautify Greenville.
• Do not capitalize titles that are used alone or that follow a person’s name.
Examples: Krishna Chawla, the superintendent, will speak.
The mayor is running for re-election.
• With family relationships, capitalize titles used with the person’s name or as the person’s name,
except when the title comes after a possessive noun or pronoun.
Examples: Is Aunt Samira visiting? Is our aunt here yet?
After the movie, Dad will pick us up. My dad will pick us up after the movie.

PRACTICE A Using Capitalization for Titles of People

Read the sentences. If the title should be capitalized, rewrite the title. If the title should not be
capitalized, write correct.
Example: In fact, major O’Rourke is not scheduled to take leave.
Answer: Major
1. Write your representative and tell her your opinion.
2. We wanted rabbi Morton to plan the bat mitzvah.
3. We read about general MacArthur in our history textbook.
4. My appointment tomorrow is with doctor Delgadio.
5. May I have a minute of your time, governor?

PRACTICE B Writing Titles of People Correctly

On the line, write the title correctly, adding the correct capitalization.
Example: Since 2010, professor Khaled has taught at our state university.
Answer: Since 2010, Professor Khaled has taught at our state university.
1. Would it be all right, mom, if I went to Jae’s house for dinner?

2. When will you give the test, ms. Morgan?

3. How well is lieutenant Perea supervising the fire company?

4. Do you plan, senator, to run for another term?

Writing and Speaking Application

Write a brief description about members of your family, using at least two titles. Read your sentences
aloud to a partner, who should name the titles that need capitalization. Then, switch roles.

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152 | Capitalization
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153 USING CAPITALIZATION FOR TITLES OF WORKS

Capital letters are used for the titles of things such as written works, pieces of art, and
school courses.

Capitalize the first word and all key words in the titles of books, newspapers, magazines, short stories,
poems, plays, movies, songs, and works of art. Capitalize the title of a school course only when it is
followed by a course number or when it refers to a language. Do not capitalize articles (a, an, the), short
prepositions (three letters or less), or conjunctions in titles.
Books, Newspapers, Magazines Prairie Lotus (book), Baltimore Sun (newspaper), Teen Vogue (magazine)
Short Stories “The Cask of Amontillado” [note that of is not capitalized]
Plays, Movies Romeo and Juliet (play), The Peanut Butter Falcon (movie)
Songs “Do Over,” “Look What You Made Me Do”
Artworks The Potato Eaters by Vincent van Gogh
School Courses German, a math class, History 8

PRACTICE A Using Capitalization for Titles of Things

On the line, correct the capitalization as needed. If no capitalization is needed, write correct.
Example: I found the story in the magazine cricket.
Answer: Cricket
1. They watched the movie the princess bride many times.
2. Have you seen the painting the old guitarist by Pablo Picasso?
3. Mom sometimes reads the magazine rolling stone.
4. I liked the story “mowgli’s brothers” by Rudyard Kipling.
5. Have you signed up for spanish class yet?
6. I will take an art class next year.

PRACTICE B Using Capitalization for Titles of Things

On the line, write the title correctly, adding the correct capitalization.
Example: The painting chrysanthemums in the gallery reminds me of spring.
Answer: Chrysanthemums
1. My favorite book in the series so far is the secret chapter.
2. Zayde whistles “the farmer in the dell” all the time.
3. My family went downtown to see a performance of the nutcracker.
4. Did you ever see the movie march of the penguins 2?
5. Ernest Thayer wrote the famous baseball poem “casey at the bat.”
6. Jeff Koons’ sculpture balloon dog sold for over $58 million.

Writing and Speaking Application

Write a summary of a book you enjoyed when you were younger. Use capital letters in the title.
Take turns reading your sentences with a partner, who should listen for and say the title.
Do you agree which words should be capitalized?

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153 | Capitalization
Name Date

154 USING CAPITALIZATION IN LETTERS

Several parts of friendly and business letters are capitalized.

In the heading and inside address, capitalize the street, city, and two-letter state abbreviation. In the
heading, also capitalize the month.
Examples: Grant Street  Albuquerque  NM  June
In the salutation, capitalize the first word, any title, and the name of the person or group mentioned. In
the closing, capitalize the first word.
Salutations: Dear Natasha, Dear Mr. Spencer:
Closings: Sincerely, With love,

PRACTICE A Identifying Correct Capitalization in Letters

Read the items. If the capitalization is correct, write correct. If it needs to be revised, rewrite the item
correctly on the line.
Example: Sincerely Yours, Austin V. Amato
Answer: Sincerely yours, Austin V. Amato
1. 5202 Howard Street
2. ayden, Nc 28513
3. August 12, 2023
4. dear aunt bea,
5. Love and kisses, Annie

PRACTICE B Using Capitalization in Letters

Read each sentence. Then, rewrite each sentence, correcting mistakes in capitalization.
Example: Miles signed the letter, “yours truly.”
Answer: Miles signed the letter, “Yours truly.”
1. The letter is addressed to me at 2220 marbella bay road, chesapeake, va 23320.

2. The salutation dear customer: began the letter from XYZ Company.

3. I signed my letter to Zach, “your best friend.”

4. Letters to my aunt should be sent to 120 division street, buffalo, ny 14201.

Writing and Speaking Application

Write a salutation and a closing for a letter to a friend. With a partner, talk about your example. Do you
and your partner agree about the way you used capitalization? Then, switch roles.

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154 | Capitalization
Name Date

155 USING CAPITALIZATION IN ABBREVIATIONS, ACRONYMS, AND INITIALS

An abbreviation is a shortened form of a word or phrase. An acronym is an abbreviation of a phrase
that takes one or more letters from each word in the phrase being abbreviated.

In general, capitalize abbreviations, acronyms, and initials if the words or names they stand for are
capitalized.
Initials W. E. B. Du Bois, Madame C. J. Walker
Titles Dr. Martin Luther King, Jr.
others include Rev. (Reverend), Gen. (General), Sr. (Senior)
Academic Degrees Claire Lightfoot, D.V.M., Dante Morales, Ed.M., Keiko Shiomi, M.D.
others include B.A., B.S., D.D.S., J.D., M.A., M.B.A., Ph.D., RN
Acronyms GIF (graphics interchange format), VIN (vehicle identification number)
Most units of measure are not capitalized qt (quart), ft (foot), lb (pound), fl oz (fluid ounce)
Two-letter state abbreviations followed by Cedar Falls, IA 50613
a ZIP Code

PRACTICE A Using Capitalization for Abbreviations

Read the sentences. Then, rewrite the abbreviations, adding the missing capitals as needed.
Example: Our new address will be in Sammamish, wa 98074
Answer: WA
1. Cuba Gooding jr. is my dad’s favorite actor.
2. The first shots of the Civil War were fired at ft. Sumter.
3. Angelina Velez, m.d., is my mom’s surgeon.
4. My cousin Jude went to college near st. Paul.
5. Vanessa lives on Abbey ct. in Oklahoma City.

PRACTICE B Using Capitalization for Initials and Acronyms

Read each sentence. Use the line provided to correct any capitalization errors in the initials or acronyms.
Example: Alfred e. Smith was a governor of New York.
Answer: Alfred E. Smith
1. You must want to speak to Tuan a. Bandara.
2. My best friend in Vermont is j. b. Ray.
3. The cia is investigating the cyber security threat.
4. One of the best sources for space news is nasa.
5. My uncle works in human resources for the irs.

Writing and Speaking Application

Make up an acronym and use it in a sentence with correct capitalization. Then, read aloud your sentence
to a partner. Your partner should listen for and identify your acronym. Then, switch roles with your
partner.

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155 | Capitalization