Mirrors & Windows - Grammar & Style Level I

Level I

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Grammar and Style, Level I

Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content.

Trademarks: Some of the product names and company names included in this book have been used for identifi cation purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. Th e authors, editors, and publisher disclaim any affi liation, association, or connection with, or sponsorship or endorsement by, such owners.

Cover Image Credits: Scene, Makoto Watanabe; sundial, Stockbyte/Getty Images.

ISBN 978-0-82194-407-3

© 2009 by EMC Publishing, LLC875 Montreal WaySt. Paul, MN 55102E-mail: [email protected] site: www.emcp.com

All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level I may photocopy complete pages in suffi cient quantities for classroom use only and not for resale.

Printed in the United States of America

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iii© EMC Publishing, LLC LEVEL IExceeding the Standards: Grammar & Style

CONTENTSIntroduction vCorrelation 1: Literature-Based Curriculum viCorrelation 2: Grammar-Based Curriculum viiIndex of Mirrors & Windows Literature Models viii

Unit 1 The Sentence and Parts of Speech

Lesson 1 The Sentence and Its Functions 1Lesson 2 Subjects and Predicates: The Basic Building Blocks in a Sentence 6Lesson 3 Simple and Complete Subjects and Predicates 9Lesson 4 Compound Subjects, Predicates, and Sentences 12Lesson 5 Identifying the Parts of Speech 15

Unit 2 Namers: Nouns

Lesson 6 Common and Proper Nouns 19Lesson 7 Singular and Plural Nouns 23Lesson 8 Possessive Nouns 27Lesson 9 Compound Nouns and Collective Nouns 30

Namers: PronounsLesson 10 Pronouns 34Lesson 11 Pronouns and Antecedents 38Lesson 12 Subject and Object Pronouns 41Lesson 13 Possessive Pronouns 44Lesson 14 Indefinite Pronouns 47

Unit 3 Expressers: Verbs

Lesson 15 Action Verbs and State of Being Verbs 50Lesson 16 Linking Verbs and Helping Verbs 53Lesson 17 Transitive Verbs and Intransitive Verbs 59Lesson 18 Verb Tenses 62Lesson 19 Passive Voice and Active Voice 65Lesson 20 Irregular Verbs 68Lesson 21 Verbals 72

Subject-Verb Agreement and UsageLesson 22 Subject and Verb Agreement 75Lesson 23 Indefinite Pronoun and Verb Agreement 78

Unit 4 Sentence Completers: Complements

Lesson 24 Direct Objects 81Lesson 25 Indirect Objects 84Lesson 26 Predicate Nouns, Pronouns, and Adjectives 87

ModifiersLesson 27 Adjectives and Adverbs: Choosing the Correct Modifier 91Lesson 28 Appositives 99Lesson 29 Positives, Comparatives, and Superlatives 102Lesson 30 Contractions 106Lesson 31 Commonly Confused Words 108

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Unit 5 Linkers and Joiners

Lesson 32 Prepositions and Conjunctions 111Lesson 33 Prepositions 114Lesson 34 Coordinating Conjunctions 117

InterruptersLesson 35 Interrupters 119Lesson 36 Interjections 122Lesson 37 Nouns of Direct Address 124

Unit 6 Phrases and Clauses

Lesson 38 Phrases and Clauses 126Lesson 39 Prepositional Phrases 128Lesson 40 Verbal Phrases 132Lesson 41 Appositive Phrases 139Lesson 42 Clauses within a Sentence 142Lesson 43 The Clauses of a Sentence: Simple and Compound Sentences 153Lesson 44 The Clauses of a Sentence: Complex Sentences 156

Unit 7 Punctuation

Lesson 45 End Marks 158Lesson 46 Commas 160Lesson 47 Semicolons 164Lesson 48 Colons 167Lesson 49 Apostrophes 169Lesson 50 Quotation Marks 172Lesson 51 Hyphens and Dashes 175

CapitalizationLesson 52 Editing for Capitalization Errors 177Lesson 53 Proper Nouns and Proper Adjectives 180Lesson 54 I and First Words 183Lesson 55 Family Relationships and Titles of Persons 187Lesson 56 Titles of Artworks and Literary Works 189

Unit 8 Common Usage Problems

Lesson 57 Incorrect Subject-Verb Agreement 191Lesson 58 Avoiding Double Negatives 196Lesson 59 Avoiding Dangling Modifiers 199Lesson 60 Avoiding Misplaced Modifiers 201Lesson 61 Maintaining Consistent Verb Tense 204Lesson 62 Sentence Fragments 206Lesson 63 Run-On Sentences 209Lesson 64 Wordy Sentences 213

Answer Key 216

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v© EMC Publishing, LLC LEVEL IExceeding the Standards: Grammar & Style

IntroductionThe Exceeding the Standards resource books provide in-depth language arts instruction to enrich students’ skills development beyond the level of meeting the standards. Exceeding the Standards: Grammar & Style offers a comprehensive, developmental curriculum, using selections from each unit in the textbook as examples and exercises. This supplement includes explicit instruction and practice for grammar, usage, mechanics, and writing.

In the practice exercises, a unique three-step approach gives students the opportunity to: • Identify grammar concepts in literature models or sample sentences contextually

related to the textbook• Understand the usage of grammar concepts and correct errors in usage• Use grammar concepts in their own writingBy using these lessons in conjunction with the Mirrors & Windows: Connecting with Literature textbook, you will help your students become better readers, writers, and communicators.

Exceeding the Standards: Grammar & Style offers a variety of options to incorporate grammar instruction into the language arts classroom. Sixty-four lessons, developed to be used twice weekly, cover a broad range of topics from the sentence and parts of speech to common usage problems and writing effectively.

The material in the Grammar & Style supplement extends the instruction presented in the Student Edition. These lessons are organized in a developmental scope and sequence and are illustrated with literature models or examples related to the same unit in the Student Edition. The Grammar & Style workshops in the Student Edition incorporate vocabulary from the preceding selection or selections to teach corresponding grammar concepts.

The integration of these two program components—Grammar & Style supplement lessons and Grammar & Style textbook workshops—allows you two good teaching options.

Teaching Option 1: Literature-Based CurriculumUse the Grammar & Style supplement to enrich your core study of literature. If your students’ grammar and style skills are average to strong and you want to focus on a literature-based approach, consider this option. • Assign all or some of the Grammar & Style workshops in the Mirrors & Windows

Student Edition, as you work through the units in the textbook.• If your students struggle with a particular skill or concept, you can find extra

support in the Grammar & Style supplement. Use Correlation 1, following this introduction, to find lessons that provide additional material on skills and concepts covered in the Student Edition workshops.

• If you would like to focus on literature selections that offer additional grammar support, refer to the Index of Mirrors & Windows Literature Models, also following this introduction, to find the selections that are used as instructional models in the Grammar & Style supplement.

Teaching Option 2: Grammar-Based CurriculumUse the Grammar & Style supplement as a full grammar curriculum supported by literature. If your students are not strong in grammar and style and you want to focus on language skills enriched by literature, use this option.• Assign all the Grammar & Style lessons in the order given in the supplement’s

table of contents, and cover selections from the corresponding unit in the Student Edition as time allows.

• Use Correlation 2, following this introduction, to identify Student Edition workshops that relate to the lessons in the supplement.

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LEVEL Ivi © EMC Publishing, LLCExceeding the Standards: Grammar & Style

Correlation 1: Literature-Based CurriculumThe following chart lists the Grammar & Style workshops presented in the textbook along with the lessons that cover the same concepts in this Exceeding the Standards: Grammar & Style supplement. This chart can help you design a supplemental grammar program that supports a core literature curriculum. See also the Index of Mirrors & Windows Literature Models following Correlation 2.

Student Edition Grammar & Style Workshop Related Grammar & Style Lesson

Sentence Fragments & Run-Ons, page 40 • Lesson 62, page 206• Lesson 63, page 209

Types of Nouns, page 74 • Lesson 6, page 19• Lesson 7, page 23• Lesson 8, page 27• Lesson 9, page 30

Semicolons and Colons, page 103 • Lesson 47, page 164• Lesson 48, page 167

Identifying Personal and Possessive Pronouns, page 148 • Lesson 10, page 34• Lesson 12, page 41• Lesson 13, page 44

Prepositions and Prepositional Phrases, page 191 • Lesson 32, page 111• Lesson 33, page 114• Lesson 39, page 128

Comma Use, page 228 • Lesson 46, page 160

Pronoun-Antecedent Agreement, page 284 • Lesson 11, page 38

Reflexive and Intensive Pronouns, page 320 • Lesson 10, page 34

Capitalization Rules, page 350 • Lesson 52, page 177• Lesson 53, page 180• Lesson 54, page 183• Lesson 55, page 187• Lesson 56, page 189

Parts of Speech, page 409 • Lesson 5, page 15

Subject-Verb Agreement, page 426 • Lesson 22, page 75• Lesson 57, page 191

Dashes and End Punctuation, page 505 • Lesson 45, page 158• Lesson 51, page 175

Adjective and Adverb Clauses, page 510 • Lesson 42, page 142

Simple and Compound Subjects, page 561 • Lesson 2, page 6• Lesson 3, page 9• Lesson 4, page 12

Misplaced and Dangling Modifiers, page 579 • Lesson 59, page 199• Lesson 60, page 201

Independent and Dependent Clauses, page 643 • Lesson 38, page 126• Lesson 42, page 142

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Simple and Compound Predicates, page 731 • Lesson 2, page 6• Lesson 3, page 9• Lesson 4, page 12

Compound, Complex, and Compound-Complex Sentences, page 766 • Lesson 1, page 1• Lesson 43, page 153• Lesson 44, page 156

Conjunctions, page 773 • Lesson 32, page 111• Lesson 34, page 117

Correlation 2: Grammar-Based CurriculumThe following chart lists the lessons in this Exceeding the Standards: Grammar & Style along with the textbook’s Grammar & Style Workshops that cover the same concepts. This chart can help you design a supplemental literature program that supports a core grammar curriculum.

Exceeding the Standards: Grammar & Style Lesson

Related Student Edition Grammar & Style Workshop

• Lesson 1, page 1• Lesson 43, page 153• Lesson 44, page 156

Compound, Complex, and Compound-Complex Sentences, page 766


Simple and Compound Subjects, page 561


Simple and Compound Predicates, page 731

• Lesson 5, page 15 Parts of Speech, page 409

• Lesson 6, page 19• Lesson 7, page 23• Lesson 8, page 27• Lesson 9, page 30

Types of Nouns, page 74

• Lesson 10, page 34 Reflexive and Intensive Pronouns, page 320

• Lesson 11, page 38 Pronoun-Antecedent Agreement, page 284


Identifying Personal and Possessive Pronouns, page 148

• Lesson 22, page 75• Lesson 57, page 191

Subject-Verb Agreement, page 426


Prepositions and Prepositional Phrases, page 191


Conjunctions, page 773

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Independent and Dependent Clauses, page 643

• Lesson 42, page 142 Adjective and Adverb Clauses, page 510


Dashes and End Punctuation, page 505

• Lesson 46, page 160 Comma Use, page 228


Semicolons and Colons, page 103

• Lesson 52, page 177• Lesson 53, page 180• Lesson 54, page 183• Lesson 55, page 187• Lesson 56, page 189

Capitalization Rules, page 350


Misplaced and Dangling Modifiers, page 579


Sentence Fragments & Run-Ons, page 40

Index of Mirrors & Windows Literature ModelsThe following index lists the literature selections in the Mirrors & Windows Student Edition that are used as instructional models in the Grammar & Style supplement. This index can help you design a supplemental grammar program that supports a core literature curriculum.

Unit 1 Lob’s Girl, Joan Aiken, page 21 Lesson 2, page 7 The Circuit, Francisco Jiménez, page 42 Lesson 3, page 10 The All-American Slurp, Lensey Namioka, page 56 Lesson 1, page 4 La Bamba, Gary Soto, page 112 Lesson 5, page 16

Unit 2 Tuesday of the Other June, Norma Fox Mazer, page 135 Lesson 6, page 20 The Bracelet, Yoshiko Uchida, page 150 Lesson 7, page 23 Ta-Na-E-Ka, Mary Whitebird, page 160 Lesson 6, pages 19–20 Becky and the Wheels-and-Brake Boys, James Berry, page 171 Lesson 12, page 42 Zlateh the Goat, Isaac Bashevis Singer, page 183 Lesson 10, page 35 Pompeii, Robert Silverberg, page 202 Lesson 13, pages 44–45 President Cleveland, Where Are You?, Robert Cormier, page 213 Lesson 14, page 48 The King of Mazy May, Jack London, page 236 Lesson 11, page 38

Unit 3 The Jacket, Gary Soto, page 263 Lesson 15, page 50 Abd al-Rahman Ibrahima, Walter Dean Myers, page 270 Lesson 16, page 54 from The Flight of Red Bird, Zitkala-S ¨a and Doreen Rappaport, page 311 Lesson 18, page 63 from The Pigman and Me, Paul Zindel, page 325 Lesson 16, page 57 Satchel Paige, Bill Littlefield, page 332 Lesson 17, page 59 from Woodsong, Gary Paulsen, page 351 Lesson 20, page 70

Lesson 22, page 75

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Unit 4 Th e Five “Wanderers” of the Ancient Skies, Lesson 27, page 92

Dennis Brindell Fradin, page 378 Developing Your Chops, Fran Lantz, page 398 Lesson 28, pages 99–100 Muddy Waters, Julius Lester, page 405 Lesson 24, page 81 A Sea Worry, Maxine Hong Kingston, page 414 Lesson 27, page 96 from Gorillas in the Mist, Dian Fossey, page 419 Lesson 27, page 94 A Breath of Fresh Air?, Alexandra Hanson-Harding, page 434 Lesson 26, page 88

Unit 5 The Bats, Alma Flor Ada, page 468 Lesson 32, page 112

Lesson 34, pages 117–118 from The Other Alice, Christina Björk, page 490 Lesson 33, page 115

Unit 6 Danger of the Deep, Alex Markels, page 557 Lesson 38, page 126

Unit 7 from Gettysburg, John Stanchak, page 635 Lesson 52, page 178 Lesson 53, page 181 The Phantom Tollbooth, Act 1, Norton Juster, Lesson 45, page 159

Dramatized by Susan Nanus, page 650

Unit 8 The Stone, Lloyd Alexander, page 738 Lesson 62, pages 206–207

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1© EMC Publishing, LLC LEVEL I, UNIT 1Exceeding the Standards: Grammar & Style

Name: ____________________________________________________ Date: __________________

LESSON 1

The Sentence and Its Functions

The Sentence

From the time you entered school, you probably have been speaking and writing in sentences. In the English language, the sentence is the basic unit of meaning.

A sentence is a group of words that expresses a complete thought. Every sentence has two basic parts: a subject and a predicate. The subject tells whom or what the sentence is about. The predicate tells information about the subject—what the subject is, what the subject does, or what happens to the subject.

examplesentence Two large birds | circled the lake. (subject) (predicate)

A group of words that does not have both a subject and a predicate is called a sentence fragment. A sentence fragment does not express a complete thought.

examplessentence fragment Four new students. (The fragment does not have a

predicate. The group of words does not answer the question What did four new students do?)

sentence fragment Arrived early. (The fragment does not have a subject. The group of words does not answer the question Who arrived early?)

sentence fragment At school. (The fragment does not have a subject or predicate. The group of words does not tell what the sentence is about or what the subject does.)

complete sentence Four new students arrived early at school.

E X E R C I S E 1

Identifying Sentences and Sentence Fragments

Identify each of the following groups of words as either a complete sentence or a sentence fragment. Write S for sentence or F for fragment.

_____ 1. Wore handmade beaded moccasins.

_____ 2. A boy became a warrior at age eleven.

_____ 3. None of the other tribes of the Sioux nation.

_____ 4. Dedicated to survival.

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_____ 5. It took almost eighteen days.

_____ 6. Always trying to capture Kaw boys and girls during their endurance tests.

_____ 7. Wasn’t going to swallow a grasshopper, no matter what.

_____ 8. A better place to sleep than under a pile of leaves.

_____ 9. Mary was no longer frightened.

_____ 10. Went into the woods and watched the animals and picked flowers.

E X E R C I S E 2

Understanding Sentences and Their Basic Parts

Some of the following groups of words are missing a subject or predicate or both. Tell what part is missing, and then revise the sentence to include the missing part. If the group of words contains a subject and a predicate and expresses a complete thought, write sentence.

exampleBreak the sound barrier. (subject missing; Jets break the sound barrier.)

1. Stood in the center of the dining room.

2. Faster than most other animals.

3. Performed in the center ring of the circus.

4. The sweaty children dived into the water.

5. Twelve sparkling jewels.

6. The cowhands and the herd of cattle.

7. We could see the game perfectly from our seats.

8. Everyone except Phil and Kevin.



E X E R C I S E 3

Using Complete Sentences in Your Writing

Write a letter to the management of a local store, complimenting an employee about the way he or she served or assisted you. Explain what the situation was, what the person did that was especially helpful, and why it was important to you. Make sure that each sentence in your letter has a subject and a predicate. Use your own sheet of paper for this exercise.

Functions of Sentences

There are four different kinds of sentences: declarative, interrogative, imperative, and exclamatory. Each kind of sentence has a different purpose. You can vary the tone and mood of your writing by using the four different sentence types. Read the example sentences aloud, and notice how your voice changes to express each sentence’s different meaning.

• A declarative sentence makes a statement. It ends with a period.

exampleEdgar injured his knee during the game.

• An interrogative sentence asks a question. It ends with a question mark.

exampleDid Edgar injure his knee during the game?

• An imperative sentence gives an order or makes a request. It ends with a period or an exclamation mark. An imperative sentence has an understood subject, you.

example(You) Get the nurse quickly!(You) Help Edgar off the field.

• An exclamatory sentence expresses strong feeling. It usually ends with an exclamation point.

exampleOw, that really hurts!



E X E R C I S E 4

Identifying Different Kinds of Sentences in Literature

Identify each of the ten sentences in the passage as declarative, interrogative, imperative, or exclamatory. Note that some sentences are embedded inside other sentences. In these cases, identify both sentences. Write your answers on the corresponding lines below.

example“It’s not bad!” she whispered. (exclamatory [within declarative])

1One day, when she ran out of flour, I offered to borrow a bike from our neighbor’s son and buy a ten-pound bag of flour at the big supermarket. 2I mounted the boy’s bike and waved to Mother. 3“I’ll be back in five minutes!”

4Before I started pedaling, I heard her voice behind me. 5“You can’t go out in public like that! 6People can see all the way up to your thighs!”

7“I’m sorry,” I said innocently. 8“I thought you were in a hurry to get the flour. . . .”9“Couldn’t you borrow a girl’s bicycle?” complained Mother. 10“That way your

skirt won’t be pushed up.”

from “The All-American Slurp,” page 56Lensey Namioka

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

E X E R C I S E 5

Understanding the Functions of Sentences

Identify each of the following sentences as declarative, imperative, interrogative, or exclamatory. Then revise each sentence according to the directions in parentheses.

examplePlease give me more lasagna. (Change into an interrogative sentence.)(imperative; interrogative: May I have more lasagna?)

1. Are you ready to take a break? (Change into an imperative sentence.)

2. I can’t wait until summer vacation. (Change into an exclamatory sentence.)



3. How many bagels are in a baker’s dozen? (Change into a declarative sentence.)

4. Stop it! (Change into an interrogative sentence.)

5. Please tie your shoe before you trip over the laces. (Change into a declarative sentence.)

6. We could see the storm moving closer. (Change into an interrogative sentence.)

7. Foxhall’s school colors are purple and green. (Change into an interrogative sentence.)

8. Cheryl sent me a postcard from Montana. (Change into an imperative sentence.)

9. Did you enjoy your trip to the zoo? (Change into a declarative sentence.)

10. Crocodiles only look slow! (Change into an interrogative sentence.)

E X E R C I S E 6

Using Different Kinds of Sentences in Your Writing

A monologue is a speech or story told by one person. Write a serious or comic monologue about the challenges of teaching someone how to do something. The task might be training a dog to do a trick, instructing your younger brother or sister how to eat a food like spaghetti, or teaching a friend how to improve a skill like throwing a baseball. Use all four kinds of sentences in your monologue. Then take turns with your classmates reading your monologues aloud. Consider how the four kinds of sentences make your words and ideas more expressive.



Name: ____________________________________________________ Date: __________________

LESSON 2

Subjects and Predicates: The Basic Building Blocks in a Sentence

Just as the sentence is the basic building block of the English language, the subject and predicate are the basic building blocks in a sentence. Every sentence has two basic parts: a subject and a predicate. The subject tells whom or what the sentence is about. The predicate tells information about the subject—what the subject is, what the subject does, or what happens to the subject.

examplesentence The tired old horse | stumbled on the rough road. (subject) (predicate)

To find the subject, ask who or what performs the action of the verb.

exampleWhat stumbled on the rough road? (the tired old horse; subject)

To find the predicate, ask what the subject does or is.

exampleWhat did the tired old horse do? (stumbled on the rough road; predicate)

E X E R C I S E 1

Identifying Subjects and Predicates in Literature

For each sentence in the literature passage, draw a vertical line between the subject and predicate.

They waited in the green-floored corridor outside Sandy’s room. The door was

half-shut. Bert and Jean were inside. Everything was terribly quiet. A nurse came

out. The white-coated man asked her something and she shook her head. She

had left the door ajar. . . . Sandy lay there, very flat under the covers, very still. Her



head was turned away. All Lob’s attention was riveted on the bed. He strained

toward it, but Granny Pearce clasped his collar firmly.

from “Lob’s Girl,” page 21Joan Aiken

E X E R C I S E 2

Understanding Subjects and Predicates

Items 1–5 include a list of subjects; items 6–10 include a list of predicates. Write a sentence for each subject or predicate listed, adding the missing part and any other details to create a clear, complete sentence.

1. An ugly billboard

2. The most important reason

3. The loose, baggy sweater

4. Futuristic and dazzling, the glass and steel structure

5. The stream that ran along the side of the house

6. needed to be washed



7. was leaving the gift behind on the table

8. caught on the thorns of a rosebush

9. spoke only in generalities

10. provide filtered light

E X E R C I S E 3

Using Subjects and Predicates in Your Writing

For an article in the school newspaper, describe the best or worst journey you’ve ever taken. You might write about a field trip, vacation, errand, or any other outing. Make sure each sentence in your description includes a subject and predicate and contributes to the impression you want to convey about your trip. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 3

Simple and Complete Subjects and Predicates

In a sentence, the simple subject is the key word or words in the subject. The simple subject is usually a noun or a pronoun. The simple subject does not include any modifiers. The complete subject includes the simple subject and all the words that modify it.

The simple predicate is the key verb or verb phrase that tells what the subject does, has, or is. The complete predicate includes the verb and all the words that modify it.

In the following sentence, a vertical line separates the complete subject and complete predicate. The simple subject is underlined once. The simple predicate is underlined twice.

examplecomplete subject complete predicateDried, crumpled leaves | littered the floor underneath the dying plant.

Sometimes the simple subject is also the complete subject, and the simple predicate or verb is also the complete predicate.

exampleSarah | cheered.

To find the simple subject and simple predicate in a sentence, first break the sentence into its two basic parts: complete subject and complete predicate. Then, identify the simple predicate by asking yourself, “What is the action of this sentence?” Identify the simple subject by asking yourself, “Who or what is performing the action?”

In the following sentences, the complete predicate is underlined. The simple predicate, or verb, appears in boldface. Remember, verbs may include more than one word, and as many as four.

examplesone-word verb The bald eagles flew over the mountaintops, looking for

prey.two-word verb The bald eagles are flying over the mountaintops, looking

for prey.three-word verb The bald eagles have been flying over the mountaintops,

looking for prey.four-word verb The bald eagles might have been flying over the

mountaintops, looking for prey.



E X E R C I S E 1

Identifying Simple and Complete Subjects and Predicates in Literature

Draw a vertical line between the complete subject and predicate in each sentence. Then, single underline the simple subject and double underline the simple predicate.

exampleShe rang the doorbell. (She | rang the doorbell.)

It was Monday, the first week of November. The grape season was over and I

could now go to school. I woke up early that morning and lay in bed, looking at

the stars and savoring the thought of not going to work and of starting sixth grade

for the first time that year. …I decided to get up and join Papá and Roberto at

breakfast. I sat at the table across from Roberto, but I kept my head down. I did

not want to look up and face him. I knew he was sad. He was not going to school

today. He was not going tomorrow, or next week, or next month. He would not go

until the cotton season was over, and that was sometime in February. I rubbed my

hands together and watched the dry, acid stained skin fall to the floor in little rolls.

from “The Circuit,” page 42Francisco Jiménez

E X E R C I S E 2

Understanding Simple and Complete Subjects and Predicates

Each of the following sentences contains a simple subject and predicate. Revise each sentence by adding details to the simple subject and predicate to create a more specific and clearer sentence. Then draw a vertical line between the complete subject and predicate you’ve created. Underline the original simple subject, and double underline the original simple predicate.

exampleChildren rested. (The two lost and frightened children | rested by the side of the road.)



1. Tugboat chugged.

2. Truck might have overturned.

3. Package will arrive.

4. Woods have been burning.

5. Puppy returned.

6. Students are moving.

7. Soldier saluted.

8. Plays entertain.

9. Pond melts.

10. Plane should have arrived.

E X E R C I S E 3

Using Simple and Complete Subjects and Predicates in Your Writing

Write a myth or legend for second-graders, one that explains how and why something in nature, such as mountains, boulders, or mourning doves, came to be. Add details to simple subjects and predicates to help your readers visualize what is taking place in your story. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 4

Compound Subjects, Predicates, and Sentences

A sentence may have more than one subject or predicate. A compound subject has two or more simple subjects that have the same predicate. The subjects are joined by the conjunctions and, or, or but. A compound predicate has two or more simple predicates, or verbs, that share the same subject. The verbs are connected by the conjunctions and, or, or but.

examplescompound subjectPanchito and his family | moved to Fresno, California.

compound predicateThe family | unpacked their belongings and cleaned their new home.

A sentence may have both a compound subject and a compound predicate.

examplecompound subject and compound predicatePanchito and Roberto | drank water and poured it over their faces.

A compound sentence consists of two independent clauses joined by a semicolon or by a comma and coordinating conjunction. Each independent clause has its own subject and verb. Common coordinating conjunctions include and, or, nor, for, but, so, and yet.

examplescompound sentenceMr. Lema helped Panchito with English; he also offered to teach him to play the trumpet.compound sentencePanchito was going to school, but Roberto had to stay home and pick grapes.

E X E R C I S E 1

Identifying Compound Subjects, Predicates, and Sentences

Underline the simple subjects in each sentence. Double underline the simple predicates. Then tell whether the sentence has a compound subject, compound predicate, or compound subject and predicate and whether the sentence is a compound sentence.

exampleGorilla babies are tiny, but they grow twice as fast as human babies. (compound sentence)



1. Baby gorillas are weak and thin at first so their mothers carry them under their chins.

2. The baby can cling to its mother for safety and drink her milk.

3. Young gorillas can forage, eat, and play for hours.

4. Monkeys, chimpanzees, orangutans, gorillas, and humans make up a primate group.

5. Male gorillas will often wrestle and bite each other.

6. Insects, slugs, snails, grubs, fruit, and leaves are part of the gorilla’s diet.

7. Playing, grooming, and other group activities strengthen family bonds.

8. A group whose members have strong connections is more likely to survive, for they will help each other.

9. To make a nest, gorillas grab plants, bend them underneath them, and then rotate several times.

10. Many people hunt gorillas and sell their body parts for money.

E X E R C I S E 2

Understanding Compound Subjects, Predicates, and Sentences

Write sentences containing the elements described in each item below.

1. compound subject



2. compound predicate

3. compound subject and compound predicate

4. compound sentence using conjunction and

5. compound sentence using conjunction but

6. compound sentence using conjunction so

7. compound sentence using semicolon

8. compound subject and compound sentence

9. compound predicate and compound sentence

10. compound subject, compound predicate, and compound sentence

E X E R C I S E 3

Using Compound Subjects, Compound Predicates, and Compound Sentences in Your Writing

Think of one item you use nearly every day, such as a blow dryer or a telephone. For a school magazine, write a product review that tells what the item does. Include at least five things that the product does well and three things that it does not do well. You may include a description of the product, but your emphasis should be on evaluating how well it works. Include in your review five of the different combinations of compound elements listed in Exercise 2. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 5

Identifying the Parts of SpeechEach word in a sentence performs a basic function or task. Words perform four basic tasks: they name, modify, express action or state of being, or connect. By the arrangement of words in a sentence and the task that each word performs within a sentence, you can understand a sentence’s meaning. To illustrate how parts of speech work together, try to decipher the following nonsense sentence.

exampleThe borjavoy, shalinka, and bespito neely skittums maricketed in a drago.

What nonsense noun is the subject of the sentence? What adjectives modify the word skittums? Which nonsense verb expresses the action in the sentence?

If you substitute real words for the nonsense words but keep the same arrangement of words, you can identify the nouns, verb, and adjectives in the sentence.

exampleThe brown, gray, and black newborn kittens slept in a pile.

There are eight basic parts of speech. Each part of speech is defined in the following chart.

Part of Speech Definition

noun A noun names a person, place, thing, or idea.

pronoun A pronoun is used in place of a noun.

verb A verb expresses action or a state of being.

adjective An adjective modifies a noun or pronoun. The most common adjectives are the articles a, an, and the.

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

preposition A preposition shows the relationship between its object—a noun or a pronoun—and another word in a sentence. Common prepositions include after, around, at, behind, beside, off, through, until, upon, and with.

conjunction A conjunction joins words or groups of words. Common conjunctions are and, but, for, nor, or, so, yet, either . . . or, and not only . . . but also..

interjection An interjection is a word used to express emotion. Common interjections are oh, ah, well, hey, and wow.



examplesnoun The students in the class made patchwork quilts for the

exhibit.pronoun My brother wanted to have his friend stay over at our house.verb The spring snowstorm covered the daffodils and froze the

cherry blossoms.adjective The children took small sips of the hot, sweet, frothy drink.adverb Alan carefully scored the pattern onto the glass and then

tapped the glass gently to separate the piece from the sheet.preposition Up the tree and over the roof scurried the squirrels.conjunction Both Nathaniel and I are good athletes, but he is a better

tennis player.interjection Oh no! I’ve lost my necklace!

E X E R C I S E 1

Identifying the Parts of Speech in Literature

Identify the part of speech of each underlined word in the following passage. Write your answers on the corresponding lines below.

1Manuel walked on stage and 2the song 3started 4immediately. Glassy-eyed from the 5shock 6of being in front of so many people, Manuel moved 7his lips and 8swayed in a 9made-up dance step. He couldn’t see his parents, 10but 11he could see his brother Mario, who was a year younger, thumb-wrestling 12with a friend. Mario was wearing Manuel’s favorite 13shirt; he would deal with Mario 14later. He 15saw some 16other kids get up and head 17for the drinking fountain, 18and a baby sitting in the middle of an aisle sucking 19her thumb and watching him 20intently.

from “La Bamba,” page 112Gary Soto

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E X E R C I S E 2

Understanding the Parts of Speech

Write a sentence using each word as the indicated part of speech.

examplestie (noun) His gaudy tie, printed with purple and orange flowers, captured

everyone’s attention.tie (verb) We tie our running shoes with red laces for good luck.

1. us (pronoun)

2. balance (noun)

3. balance (verb)

4. then (adverb)

5. around (preposition)

6. around (adverb)

7. yes (interjection)



8. tidy (adjective)

9. for (conjunction)

10. for (preposition)

E X E R C I S E 3

Using the Parts of Speech in Your Writing

For a school newspaper, write a review of a movie or a novel you have recently seen or read. Be sure to include the setting, characters, and conflict, but don’t give away the ending of the movie or novel. Include in your review at least three examples of each part of speech. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 6

Common and Proper Nouns

A noun is a part of speech that names a person, place, idea, or thing. In this lesson, you’ll learn about the different kinds of nouns and what they name.

examplespeople Chester, surgeon, grandmother, technicianplaces home, zoo, Kennywood Park, Luigi’s Pizzeriaideas kindness, heroism, beauty, feelingthings zebra, computer, game, iron

Type of Noun Definition Examples

common noun names a person, place, idea, or thing brother, guest, house, belief, window

proper noun names a specific person, place, or thing; begins with capital letter

Woody Guthrie, Georgia, Bill of Rights

singular noun names one person, place, idea, or thing cousin, beach, democracy, country

plural noun names more than one thing cousins, beaches, democracies, countries

possessive noun shows ownership or possession of things or qualities

Beth’s, doctors’, puppies’, Mrs. Kirwin’s

compound noun is made up of two or more words songwriter, high school, New Mexico, great-uncle

E X E R C I S E 1

Identifying Nouns in Literature

In the following passage, ten of the nouns are underlined. Identify each as common, proper, singular, plural, possessive, or compound. Note that many of the nouns belong to more than one category. Write your answers on the corresponding lines.

The wisest 1women (generally 2wisdom was equated with age) often sat in tribal councils. Furthermore, most Kaw 3legends revolve around 4“Good Woman,” a kind of 5supersquaw, a 6Joan of Arc of the high plains. Good Woman led Kaw 7warriors into battle after battle from which they always seemed to emerge victorious. And 8girls as well as boys were required to undergo Ta-Na-E-Ka. The actual 9ceremony



varied from tribe to tribe, but since the 10Indians’ life on the plains was dedicated to survival, Ta-Na-E-Ka was a test of survival.

from “Ta-Na-E-Ka,” page 160Mary Whitebird

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A common noun names any person, place, thing, or idea. Common nouns are usually not capitalized.

examples common nouns any person The speaker waited for the audience to stop applauding.any place The room had a wonderful view of the woods. any thing A candlestick was the only object on the mantel. any idea The philosopher asked, “What is truth?”

A proper noun names a specific person, place, or thing and begins with a capital letter.

examples common nouns state, island, girl, explorer proper nouns Texas, Tahiti, Sarah, Robert Peary

E X E R C I S E 2

Identifying Common and Proper Nouns in Literature

Identify the underlined nouns as either common or proper. Write your answers on the corresponding lines.

1Monday, when the 2principal of 3Blue Hill Street School left me in Mr. Morrisey’s 4classroom, I knew what I’d been waiting for. In that room full of strange 5kids, there was one 6person I knew. She smiled her square smile, raised her 7hand, and said, “She can sit next to me, 8Mr. Morrisey.” “Very nice of you, 9June M. Okay, 10June T, take your 11seat. I’ll try not to get you two 12Junes mixed up.”

from “Tuesday of the Other June,” page 135Norma Fox Mazer



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E X E R C I S E 3

Understanding Common and Proper Nouns

For each common noun listed below, write two proper nouns.

1. language

2. scientist

3. book

4. country

5. mountain

6. city

7. street

8. month

9. holiday

10. ocean

11. athlete

12. leader

13. music group

14. state



15. actor/actress

16. planet

17. car

18. building

19. author

20. magazine

E X E R C I S E 4

Using Common and Proper Nouns in Your Writing

Write to a pen pal a description of your favorite place. It may be anything from a vacation spot to your own backyard. In your description, include the location of your favorite place, the main sights to see, and why it is special to you. Use at least five common and five proper nouns. Underline each noun that you use.



Name: ____________________________________________________ Date: __________________

LESSON 7

Singular and Plural Nouns

Nouns that represent one person, place, idea, or thing are called singular nouns. Nouns that represent more than one person, place, idea, or thing are called plural nouns.

Most nouns can be made plural simply by adding –s to the end of the word. The spelling of some nouns changes slightly when the words are made plural, depending on how the word ends.

examplesplural nouns For most nouns, to form the plural add –s to the end of the word. voyage → voyages taxi → taxis monkey → monkeys cliff → cliffs zoo →zoos

If a noun ends in s, sh, ch, x, or z, add –es. arch → arches tax → taxes dish → dishes church → churches waltz → waltzes

For some nouns ending in o preceded by a consonant, add –es. hero → heroes potato → potatoes mosquito → mosquitoes

If a noun ends in y preceded by a consonant, change the y to i and add –es.baby → babies worry → worrieslady → ladies flurry → flurries

For some nouns that end in f or fe, change the f to v and add –es or –s.thief → thieves life → lives leaf → leaves wife → wives

E X E R C I S E 1

Identifying Singular and Plural Nouns in Literature

Write the twelve nouns in the following literature passage. Label each noun as either singular or plural.

The crazy thing about the whole evacuation was that we were all loyal Americans. Most of us were citizens because we had been born here. But our parents, who had come from Japan, couldn’t become citizens because there was a law that prevented any Asian from becoming a citizen. Now everybody with a Japanese face was being shipped off to concentration camps.

from “The Bracelet,” page 150Yoshiko Uchida



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E X E R C I S E 2

Understanding Plural Nouns

Write the plural form of each of the following singular nouns. You may need to use a dictionary to check your answers.

1. concerto

2. mass

3. traveler

4. donkey

5. wish

6. idea

7. photo

8. marsh

9. alley

10. bus

11. echo

12. discovery

13. mile

14. community

15. tattoo

16. station

17. fox



18. strawberry

19. hoax

20. mouse (animal)

E X E R C I S E 3

Correcting Plural Nouns

One plural noun in each numbered line is misspelled. Write the misspelled word correctly.

1. boxs churches girls patios

2. toys bookes armies birches

3. tides babys attorneys computers

4. soloes potatoes crashes autos

5. seas sandwiches photoes kisses

6. giggles buzzs proofs operations

7. rodeoes knives shelves laughs

8. species clothes elfs lunches

9. cameos diseases beliefs heros

10. vegetables cameras taxis annexs



E X E R C I S E 4

Using Singular and Plural Nouns in Your Writing

Imagine that you have won a contest, and the prize is ten minutes of free shopping in any store of your choice. Write a paragraph describing the experience. Be sure to name the kind of store, such as a supermarket or sporting goods shop, and describe its layout. Then describe the kinds of things you will try to collect within the ten minutes. Use at least five singular and five plural nouns in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 8

Possessive Nouns

Nouns that show ownership or possession of things or qualities are called possessive nouns. A possessive noun names who or what has something. Possessive nouns can be singular or plural. An apostrophe is used to form the possessive of nouns. To form the possessive of a singular noun, add an apostrophe and an s to the end of the word.

examplessingular possessive nounsLinda’s picture was in Sunday’s newspaper. (Linda + ’s = Linda’s; Sunday + ’s = Sunday’s)

The possessive of a plural noun is formed two different ways. If the plural noun does not end in s, you add an apostrophe and an s to the end of the word. If the plural noun ends with an s, add only an apostrophe.

examplesplural possessive nounsGolfers were annoyed by the geese’s presence on their course. (geese +’s = geese’s)The neighbors’ children yelled loudly. (neighbors + ’ = neighbors’)

E X E R C I S E 1

Identifying Possessive Nouns

Indicate whether the underlined nouns in the following sentences are singular or plural.

1. Yoshiko Uchida’s short story is about a Japanese-American family during the Japanese internment.

2. Japanese Americans’ rights were stripped from them, and they were sent to live in unpleasant camps.

3. Ruri’s family packed everything they could fit into suitcases and left their home in Berkeley, California.

4. Japan’s bombing of Pearl Harbor caused the U.S. government to send anyone of Japanese descent to internment camps.



5. Laurie Madison, Ruri’s best friend, stopped by the house to say goodbye and give her a bracelet.

6. When the family arrived at the church, the soldiers’ bayonets scared Ruri.

7. The family’s possessions were thrown on a truck, and the family boarded a bus.

8. The barracks’ atmosphere was dusty, dingy, and smelly.

9. Laurie’s bracelet had fallen off on the trip to the internment camp.

10. Mama’s wise advice is that they do not need material things to remember the people they left behind.

E X E R C I S E 2

Understanding How to Form Possessive Nouns

Write the correct singular or plural possessive form of each underlined noun.

1. several writers manuscripts

2. a books theme

3. either librarians assistance

4. Massachusetts state bird

5. Thomas sweater

6. many women purses

7. those tourists cameras

8. all drivers seat belts

9. one fox den

10. two country flags



E X E R C I S E 3

Using Possessive Nouns

Turn each of the following nouns into its possessive form, and then use it in a sentence.

examplesyear (year’s; They kept a year’s worth of bottled water in the basement.)

1. pen

2. box

3. city

4. tomatoes

5. governors

6. boys

7. monkeys

8. cars

9. Jess

10. Tacoma



Name: ____________________________________________________ Date: __________________

LESSON 9

Compound Nouns and Collective NounsCompound Nouns

A compound noun is a noun made up of two or more words. Some compound nouns are written as one word, some as two or more words, and some as hyphenated words.

examplesone word baseball, homework, classroom, laptoptwo or more words Ima Jean Smith, police officer, high school, New Mexicohyphenated mother-in-law, one-third, time-out, right-of-way

To form the plural of compound nouns written as more than one word or hyphenated, make the most important part plural.

examplesfirefightersmothers-in-law

E X E R C I S E 1

Identifying Compound Nouns

Identify the compound noun(s) in each of the following sentences.

1. I’ve been trying to persuade my family to visit the Basketball Hall of Fame.

2. Kevin has a picture of his great-aunt wearing bell-bottoms and a turtleneck.

3. The president-elect suggested that some belt-tightening would help the economy.

4. The standard colors for first aid are red and white.

5. That swayback is actually a famous thoroughbred.

6. Onlookers and passersby watched as the skyscraper grew taller each day.

7. The new tablecloth is in the dining room.

8. Bird-watchers typically use backpacks to carry binoculars, camera, notebook, and other supplies.

9. His brother-in-law was a self-absorbed, conceited attorney-at-law.

10. Sonja’s archery goal for the summer was to shoot a bull’s-eye.



E X E R C I S E 2

Understanding Plural Compound Nouns

Write the plural form of the compound noun in parentheses to complete each sentence.

1. Many (African American) published slave narratives during the mid-nineteenth century.

2. (Milk shake) may also be called frappes, cabinets, or velvets, depending on where you live.

3. The general brought several (aide-de-camp) with him to the meeting.

4. Even the (runner-up) at the Olympics are noteworthy athletes.

5. The bridal shower was arranged by Gwen’s two future (sister-in-law).

6. During the twentieth century, scientists made many medical (breakthrough).

7. Several of the factory owner’s (son-in-law) carried (walkie-talkie) so that they could stay in close contact.

8. Mom was just one of the many winners of the (Woman-of-the-Year) contest.

9. (Chief-of-staff) for United States presidents have highly stressful jobs.

10. (Babysitter) may be expected to bathe children and put them to bed.



E X E R C I S E 3

Using Compound Nouns

Use these twenty words to form ten compound nouns. If you’re not sure whether a newly formed compound word is one or two words or whether it is hyphenated, check a dictionary. Then write a sentence for each compound noun that you form.

arm school boxing stand register fictiontape light up station gloves spotscience make recorder cash high chairin wagon

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Collective Nouns

Collective nouns—such as family, committee, and class—name groups that are made up of individuals. A collective noun may be either singular or plural, depending on how the group acts. When the group acts together as one unit to do something, the group is considered singular. When individuals within the group act differently or do different things at the same time, the collective noun is plural.

examplessingular The team practices for the game on Friday. The jury eats lunch at the restaurant.plural The team change into their street clothes after the game. The jury often have different reactions to the case.



E X E R C I S E 4

Identifying and Understanding Collective Nouns

Underline the collective noun in each of the following sentences. Then complete each sentence by choosing the correct form of the verb in parentheses.

1. The class (learns, learn) about World War I.

2. The army (plans, plan) an overland route.

3. Our fleet (arrives, arrive) at the coast today.

4. The company (expands, expand) because of the increase in sales last year.

5. The dance troupe (practices, practice) their solos in the studio.

6. The colony of rabbits (lives, live) under the front porch.

7. A gaggle of geese (flies, fly) across the bright blue sky.

8. The family (sits, sit) down on opposite sides of the bench.

9. The pride of lions (scatters, scatter) across the plain to attack their prey.

10. Each party (nominates, nominate) a candidate for president.

E X E R C I S E 5

Using Collective Nouns in Your Writing

Write a paragraph about: an association, a league, an organization, a squad, or another group of your own choosing. Describe the group, including its activities. In your description use at least two singular collective nouns and at least two plural collective nouns.



Name: ____________________________________________________ Date: __________________

LESSON 10

Pronouns

A pronoun is used in place of a noun. Sometimes a pronoun refers to a specific person or thing.

Pronouns can help your writing flow more smoothly. Without pronouns, your writing can sound awkward and repetitive. Take a look at the following examples, which show the same sentence written without and with pronouns.

exampleswithout pronouns John Roebling dreamed that John Roebling would build a

bridge to link Manhattan and Brooklyn, but many people doubted that John Roebling would be able to build the bridge.

with pronouns John Roebling dreamed that he would build a bridge to link Manhattan and Brooklyn, but many people doubted that he would be able to build it.

The most commonly used pronouns are personal pronouns, reflexive and intensive pronouns, demonstrative pronouns, indefinite pronouns, interrogative pronouns, and relative pronouns.

Type of Pronoun Definition Examples

personal pronoun used in place of the name of a person or thing; can be singular, plural, or possessive

I, me, we, us, he, she, it, him, her, you, they, them, mine, yours, his, hers, its, ours, theirs

indefinite pronoun points out a person, place, idea, or thing but not a specific or definite one

one, someone, anything, other, all, few, nobody

reflexive pronoun refers back to a noun or pronoun previously used; adds –self or –selves to another pronoun form

myself, herself, yourself, themselves, ourselves

intensive pronoun emphasizes a noun or pronoun I myself, he himself, you yourself, they themselves, we ourselves

interrogative pronoun asks a question who, whose, whom, what, which

demonstrative pronoun

points out a specific person, place, idea, or thing

this, these, that, those

relative pronoun introduces an adjective clause that, which, who, whose, whom



Personal Pronouns

A personal pronoun is used in place of the name of a person or thing. Personal pronouns are singular, plural, or possessive.

personal pronounssingular I, me, you, he, she, him, her, itplural we, us, you, they, thempossessive my, mine, your, yours, his, her, hers, our, ours, their, theirs, its

Use personal pronouns to refer to yourself (first person), to refer to people to whom you are talking (second person), and to refer to other people, places, ideas, and things (third person).

first person the speaker or speakers talk about themselves: I, me, my, mine, we, us, our, ours

second person the speaker talks about the person talked to: you, your, yours

third person the speaker talks about someone or something else: he, him, his, she, her, hers, it, its, they, them, their, theirs

E X E R C I S E 1

Identifying Pronouns in Literature

Identify the eight personal pronouns in the following literature passage.

In his twelve years, Aaron had seen all kinds of weather, but he had never

experienced a snow like this one. It was so dense it shut out the light of the day. In

a short time their path was completely covered. The wind became as cold as ice.

The road to town was narrow and winding. Aaron no longer knew where he was.

He could not see through the snow. The cold soon penetrated his quilted jacket.

from “Zlateh the Goat,” page 183Isaac Bashevis Singer



E X E R C I S E 2

Understanding Pronouns

Rewrite each of the sentences or sentence pairs. Use pronouns in place of any repetitive nouns or groups of nouns.

1. Our homeroom teacher said we could have a class pet. The pet had to be small and live in a cage.

2. Sarah said Sarah had a friend with some baby gerbils. Sarah knew Sarah could have one.

3. Jake’s cousin Ruby had an empty cage. Jake’s cousin Ruby would be happy to give the cage to the class.

4. The students were responsible for taking care of the gerbil. The students needed a plan to care for the gerbil.

5. Melanie suggested they make a schedule. Melanie put a student’s name by each week on the calendar.

6. Patricia went to the school library for information about small animals. Patricia brought back three books about small animals.

7. Jake brought in the cage. Jake also brought a water bottle, bedding material, and a food dish.



8. All they needed was gerbil food. Jan offered to bring gerbil food.

9. Finally, Sarah brought in the little gerbil. Sarah settled the gerbil in the gerbil’s new home.

10. The gerbil scampered around so fast! The class named the gerbil Speedy.

E X E R C I S E 3

Using Pronouns in Your Writing

Write a paragraph, to be shared with classmates, that tells the story of a particularly good or bad day. It can be a true story or one that comes from your imagination. Begin your story with this sentence: “The first day of summer was better (or worse) than I expected.” Use at least five different personal pronouns in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 11

Pronouns and Antecedents

A pronoun is a word used in place of one or more nouns. For a pronoun to make sense, a reader or listener must know what noun it replaces. The word that a pronoun stands for is called its antecedent. The antecedent clarifies the meaning of the pronoun. The pronoun may appear before or after its antecedent. Sometimes the antecedent is in a different sentence.

examples“Someday I will be a dancer,” Debbie Allen thought. (Debbie Allen is the antecedent of I.)

The Tonkinese is a blend of two breeds of cat, but it looks more like a Siamese than a Burmese. (Tonkinese is the antecedent of it.)

Did you remember to buy the mushrooms? Yes, I bought them this morning. (Mushrooms is the antecedent of them.)

E X E R C I S E 1

Identifying Pronouns and Their Antecedents in Literature

Identify the personal pronouns in the following literature passage. Next to each, write the antecedent of the pronoun.

Walt was born a thousand miles or so down the Yukon, in a trading-post below the Ramparts. After his mother died, his father and he came on up the river, step by step, from camp to camp, till now they are settled down on the Mazy May Creek in the Klondike country. Last year they and several others had spent much toil and time on the Mazy May, and endured great hardships; the creek, in turn, was just beginning to show up its richness and to reward them for their heavy labor. But with the news of their discoveries, strange men began to come and go through the short days and long nights, and many unjust things they did to the men who had worked so long upon the creek.

from “The King of Mazy May,” page 236Jack London



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E X E R C I S E 2

Understanding Pronouns and Antecedents

Complete each of the following sentences by supplying a pronoun that agrees with the underlined antecedent.

1. Our class decided to start a newspaper that

could print once a week.

2. Suzanne and Eddie offered to cover sports since

always go to the games.

3. If there is action in , photographs add excitement.

4. Shelby said she would bring camera to the next soccer game.

5. Mr. Thompson, the music teacher, gave Janet a copy of the concerts

had scheduled for the month.

6. We wanted to have something funny in

paper.

7. I could draw cartoons, but Carole’s pictures are funnier than

.

8. Animals and pets would be Phil’s area because

really interest him.

9. Amy planned to write an article about trip to Canada.

10. Everyone will participate, so the paper will include all of

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E X E R C I S E 3

Understanding Pronouns and Antecedents

Write a sentence using each pair of words as an antecedent and a pronoun. Be sure that the pronoun and its antecedent agree.

1. poets, they

2. people, their

3. Elizabeth, her

4. choice, it

5. me, Victoria

6. scarf, mine

7. Buddy, him

8. house, ours

9. Mr. Kendall, you

10. nature, its

E X E R C I S E 4

Using Pronouns and Antecedents in Your Writing

Write a short journal entry describing what you did yesterday, without using pronouns. Then rewrite the entry, replacing repeated nouns with pronouns that agree with their antecedents. In the revised entry, underline the pronouns and circle the antecedents. Use your own sheet of paper.



Name: ____________________________________________________ Date: __________________

LESSON 12

Subject and Object Pronouns

Personal pronouns are sometimes used as the subjects of sentences. Personal pronouns are also used as the objects of verbs or prepositions.

A subject pronoun is used as the subject of a sentence. An object pronoun is used as the object of a verb or a preposition.

examplessubject pronoun Henry Ford founded Ford Motors in 1903. He is one of the

best-known industrialists in the world. (subject of sentence)object pronoun People needed goods, and factories produced them. (direct

object of the verb produced)object pronoun Ford amazed workers when he offered them the unheard

of wage of $5 a day, more than double the regular rate. (indirect object of the verb offered)

object pronoun Sarah is interested in the industrialist and would like to read a book about him. (object of the preposition about)

Personal Pronouns

Singular Plural

Used as subjects I you he, she, it

we you they

Used as objects me you him, her, it

us you them

Subject and object pronouns are also used in compound subjects and compound objects.

examplesBenito and Rosa visited relatives in Mexico. He and she visited relatives in Mexico. (He and she form the compound subject.)

Many of the sights seemed familiar to Rosa and Benito.Many of the sights seemed familiar to her and him. (Her and him form the compound object.)



Use the subject pronoun I and the object pronoun me last when they are part of a compound subject or object.

examplescompound subjectincorrect I and Tim promised to collect educational toys for the library.correct Tim and I promised to collect educational toys for the library.

compound object incorrect Mrs. Bradstreet told me and Anita that we played well in

the concert. correct Mrs. Bradstreet told Anita and me that we played well in

the concert.

E X E R C I S E 1

Identifying Subject and Object Pronouns in Literature

Identify each of the underlined words as either a subject pronoun or an object pronoun. Write your answers on the corresponding lines below.

Shirnette brought a cockroach to school in a shoe-polish tin. At playtime 1she opened the tin and let the cockroach fly into my blouse. Pure panic and disgust nearly killed 2me. 3I crushed up the cockroach in my clothes and practically ripped my blouse off, there in open sunlight. Oh, the smell of a cockroach is the nastiest ever to block your nose! 4I started running with my blouse to go and wash 5it. Twice 6I had to stop and be sick.

from “Becky and the Wheels-and-Brake Boys,” page 171James Berry

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E X E R C I S E 2

Understanding Subject and Object Pronouns

Choose the correct subject or object pronoun in parentheses to complete each sentence. Then identify each pronoun as either a subject or object pronoun.

1. My family and (I, me) went to stay on a farm over Thanksgiving vacation.

2. (We, Us) city dwellers learned that food doesn’t start out wrapped in plastic.



3. Farmers raise dairy cattle and sell milk from (they, them).

4. This would be a completely different experience for my sister Brenda and (I, me).

5. If we could get up early enough, Brenda and (I, me) could help feed the smaller barnyard animals.

6. Getting up early with the roosters was a little difficult for (her and me, she and I).

7. The other animals, the goat and ducks, wanted us to feed (they, them) too.

8. The geese crowded around us, making sure we didn’t forget (they, them) were also hungry.

9. The pigs were pink and clean and bigger than we expected (they, them) would be.

10. Brenda and (I, me) were glad there were so many friendly animals on the farm.

E X E R C I S E 3

Using Subject and Object Pronouns in Your Writing

Choose from a magazine an action photograph, such as a family making dinner or a group of people skiing. Write a detailed description of what you see. Use subject and object pronouns where they are appropriate.



Name: ____________________________________________________ Date: __________________

LESSON 13

Possessive Pronouns

A possessive pronoun shows who or what owns or possesses something. Possessive pronouns have two forms. When a possessive pronoun stands alone, it acts as a pronoun. When a possessive pronoun is used before a noun, it acts as an adjective.

examplesused alone The house with the red roof is ours. That birdhouse is mine. Yours has a chip on its roof where you dropped it.

used before nouns Our house has a red roof. My birdhouse won a prize at the craft show. Your birdhouse suffered from its fall.

Possessive Pronouns

Singular Plural

Used alone mine yours hers, his, its

oursyours theirs

Used before nouns my your her, his, its

our yourtheir

E X E R C I S E 1

Identifying Possessive Pronouns in Literature

Identify in the literature passage below the five possessive pronouns used before nouns.

In those first few hours, only the quick-witted managed to escape. Vesonius

Primnus, a wealthy wool merchant, called his family together and piled jewelry

and money into a sack. Lighting a torch, Vesonius led his little band out into

the nightmare of the streets. Overlooked in the confusion was Vesonius’s black



watchdog, chained in the courtyard. The terrified dog barked wildly as lapilli struck

and drifting white ash settled around him. The animal struggled with his chain,

battling fiercely to get free; but the chain held, and no one heard the dog’s cries.

The humans were too busy saving themselves.

Many hundreds of Pompeiians fled in those first few dark hours. Stumbling in the

darkness, they made their way to the city gates, then out, down to the harbor. They

boarded boats and got away, living to tell the tale of their city’s destruction.…

from “Pompeii,” page 202Robert Silverberg

E X E R C I S E 2

Using Possessive Pronouns

For items 1–5, write possessive pronouns to replace some or all of the underlined words in each sentence. For items 6–10, choose the correct word in parentheses to complete each sentence.

1. The players on the softball team and the families of the players had a picnic to celebrate the successful season.

2. The firefighters carrying all the firefighters’ equipment had a difficult time climbing the ladder.

3. Our cat and the cat’s tiny kittens were snuggled in a corner of the hall closet.



4. If you let me wear your sweater, I’ll let you wear my sweater.

5. Our school has more students than your school.

6. Does the camel know (its/it’s) feet are strange looking?

7. No other animals have feet quite like (there’s/theirs).

8. (Their/They’re) perfect for walking on hot sand.

9. You would need to wear shoes or sandals on (your/you’re) feet in the desert.

10. (It’s/Its) hard to imagine a camel wearing shoes!

E X E R C I S E 3

Using Possessive Pronouns in Your Writing

Imagine that a sixth-grader from another country is coming to your school next year as an exchange student. Since the student will be living with your family, you have been asked to write a letter to make him or her feel more at home. In your letter, you might include details about your house, family, and pets, your neighborhood, the school and its staff, and your special interests and hobbies, such as music and sports. Use at least five different possessive pronouns in your letter. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 14

Indefinite Pronouns

An indefinite pronoun points out a person, place, idea, or thing, but not a particular or definite one. Common indefinite pronouns are listed below.

examplesSomebody took my coat. (The speaker is not sure who took the coat.)Many rode bicycles as their main source of transportation. (The speaker is not sure exactly who rode bicycles.)

Indefinite pronouns can also be used as adjectives, just as possessive pronouns can.

examplesEach of the athletes carried a flag.Neither of the answers is correct.

Singular Plural

another anybody anyone anything each either everybodyeveryone

everythingneither nobodyno one nothing one somebody someone something

both few many others several

Don’t be confused if a phrase comes between an indefinite pronoun and the verb in a sentence. When an indefinite pronoun is the subject of a sentence, it must agree in number with the verb. In the following two examples, the indefinite pronoun and its verb are in boldface. An interrupting phrase is between them.

examplesOne of the chickens is still frozen. (singular)Many of the photographs of London have been hung. (plural)

The indefinite pronouns all, any, most, none, and some may be singular or plural, depending on their meaning in the sentence.

examplesMost of the poetry is inspiring. (The indefinite pronoun most is singular because it refers to poetry, which is singular.)

Most of the images are appealing. (The indefinite pronoun most is plural because it refers to images, which is plural.)



E X E R C I S E 1

Identifying Indefinite Pronouns in Literature

Identify the two indefinite pronouns you find in the following literature passage.

Sister Angela was amazed when, a week before Christmas vacation, everybody

in the class submitted a history essay worthy of a high mark—in some cases as

high as A minus. (Sister Angela did not believe that anyone in the world ever

deserved an A.) She never learned—or at least she never let on that she knew—we

all had become experts on the Presidents because of the cards we purchased at

Lemire’s.…

from “President Cleveland, Where Are You?” page 213Robert Cormier

E X E R C I S E 2

Understanding Indefinite Pronouns

Identify the indefinite pronoun in each of the following sentences. Then choose the word in parentheses that correctly completes the sentence. Tell whether the indefinite pronoun is singular or plural.

1. Everything (is, are) on the truck and ready for the parade.

2. Neither (want, wants) the leftover pizza.

3. Several (was, were) given awards at the festival.

4. Nobody (know, knows) why the basement door was open.

5. Many (eat, eats) cereal with fruit for breakfast.



6. Others (know, knows) when you’re having a bad day.

7. Each (play, plays) the piano as well as the other.

8. Both (is, are) pleased with the coach’s choice.

9. Few (enjoy, enjoys) waiting in long checkout lines.

10. Does anybody (like, likes) getting soaked in the rain?

E X E R C I S E 3

Using Indefinite Pronouns

Write two sentences for each of the following indefinite pronouns. In the first sentence, use the word as a pronoun. In the second sentence, use the word as an adjective.

1. any __________________________________________________________________________

2. either ________________________________________________________________________

3. other ________________________________________________________________________

4. each _________________________________________________________________________

5. few __________________________________________________________________________



Name: ____________________________________________________ Date: __________________

LESSON 15

Action Verbs and State of Being Verbs

A verb is a word used to express action or a state of being. An action verb may express physical action or mental action. The action may or may not be one that you see—but, either way, an action verb tells you that something is happening, has happened, or will happen.

examplesphysical action Tired miners dug for gold. The owls hooted all night.mental action Nadine daydreamed about summer days at the beach. Mercer thought about the science assignment that was due

on Tuesday.

A state of being verb does not tell about an action. A state of being verb tells you when and where someone or something exists. State of being verbs are usually formed from the verb to be.

Forms of Beam are be been being is was were

examplesI am in school.Christmas is here.

E X E R C I S E 1

Identifying Action Verbs and State of Being Verbs in Literature

Tell whether each of the underlined verbs is an action verb or a state of being verb. Write your answers on the corresponding lines.

That was the first afternoon with my new jacket. The next day I 1wore it to sixth grade and 2got a D on a math quiz. During the morning recess Frankie T., the playground terrorist, 3pushed me to the ground and told me to stay there until recess 4was over. My best friend, Steve Negrete, 5ate an apple while looking at me, and the girls 6turned away to whisper on the monkey bars. The teachers were no help: they 7looked my way and talked about how foolish I looked in my new jacket. I 8saw their heads bob with laughter, their hands half-covering their mouths.

from “The Jacket,” page 263Gary Soto



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E X E R C I S E 2

Understanding Action Verbs and State of Being Verbs

Complete each of the following sentences. Include in the predicate an action verb or state of being verb, as indicated.

examplesThe dill bread (state of being verb)The dill bread is over there.Many people (action verb)Many people heard about the new invention.

1. The mongoose (state of being verb)

2. A cobra (action verb)

3. The starlings (state of being verb)

4. Our school orchestra (action verb)

5. A flock of sheep (action verb)

6. Her new shoes (state of being verb)

7. Flower gardens (action verb)

8. The twelve muffins (state of being verb)



9. Neighbors and friends (action verb)

10. Ancient castles (state of being verb)

E X E R C I S E 3

Using Action Verbs and State of Being Verbs in Your Writing

Describe a mystery person by naming his or her actions, physical characteristics, and personality traits. See if your classmates can guess your mystery person, who might be someone in your school or someone famous. Use three different state of being verbs and three different action verbs in your description. Carefully choose your action verbs to make your description vivid.



Name: ____________________________________________________ Date: __________________

LESSON 16

Linking Verbs and Helping Verbs

Linking Verbs

Like a state of being verb, a linking verb does not express an action. A linking verb links, or connects, the subject with a word or word group in the predicate that describes or renames the subject.

examplesYour voice sounds hoarse. (The verb sounds connects the subject voice with a word that describes it—hoarse.)Quiz shows and reality television programs are boring. (The verb are connects the compound subject shows and programs with a word that describes them—boring.)

Linking verbs can be formed from the verb to be.

examples

am are be been being is was were

Common linking verbs are listed below.

Linking Verbs

forms of be appear become

feel grow look

remain seem smell

sound taste

examplesThe bouquet of purple flowers looks dramatic on the pedestal.(The linking verb looks connects the subject bouquet with a word that describes the bouquet—dramatic.)

The sportscaster sounded excited. (The linking verb sounded connects the subject sportscaster with a word that describes the sportscaster—excited.)



Note that some verbs can be used as linking verbs and as action verbs.

exampleslinking verb Rita grew weary waiting for the delayed airplane.action verb Last summer we grew tomatoes in containers on the patio.linking verb The seedlings appeared pale and leggy.action verb A flock of mourning doves appeared on the church roof.linking verb The sauce tastes odd.action verb The cook tastes the sauce.

E X E R C I S E 1

Identifying Linking Verbs in Literature

Identify the underlined words in the following passage as action verbs or linking verbs.

By 1807 the area 1had become the Mississippi Territory. Ibrahima 2was forty-

five and had been in bondage for twenty years. During those years he 3met and

married a woman whom Foster 4had purchased, and they began to raise a family.

Fouta Djallon 5was more and more distant, and he 6had become resigned to the

idea that he would never see it or his family again.

Thomas Foster 7had grown wealthy and 8had become an important man in the

territory. At forty-five Ibrahima was considered old. He was less useful to Foster,

who now 9let the tall African 10grow a few vegetables on a side plot and sell them

in town, since there was nowhere in the territory that the black man could go

where he would not be captured by some other white man and returned.

from “Abd al-Rahman Ibrahima,” page 270Walter Dean Myers



E X E R C I S E 2

Understanding Linking Verbs

Use each of the following linking verbs in a sentence. If you wish, you may change the form of the verbs.

exampleare (form of be) (The Troxells are fans of classical music.)

1. look

2. feel

3. appear

4. sound

5. grow

6. become

7. smell

8. taste

9. is (form of be)

10. seem



E X E R C I S E 3

Using Linking Verbs in Your Writing

Write a paragraph in which you give your observations of the actions of people in a public place, such as a store or a restaurant in your community. Include each of the following verbs: appear, seem, become, look, remain. (You may include other verbs as well.) Use one of these verbs twice, once as an action verb and once as a linking verb.

Helping Verbs

A helping verb helps the main verb to tell about an action. One or more helping verbs with a main verb is called a verb phrase. In the following examples, the verb phrases are underlined and the helping verbs appear in boldface.

examplesRobotics will change the ways in which we do certain tasks.All official information should be printed in both English and Spanish.Marcus may have been searching for that rare stamp from Peru.

Helping verbs may also be used with state of being verbs and linking verbs.

examplesThe mail may be here.You might be early.

The common helping verbs and their forms are listed in the following chart.

Helping Verbs

Forms of be Forms of do Forms of have Other helping verbs

am is are was

were be being been

do does did

have has had

cancould may might must

shallshouldwill would

Sometimes helping verbs and main verbs are separated by other words.

examplesTuning a car does not seem difficult. (The helping verb does and the main verb seem are separated by the word not.)



Garlic has long been thought to have healing powers. (The helping verb has is separated from the helping verb been and the main verb thought by the word long.)

Note that some verbs can be used as main verbs and as helping verbs.

examplesmain verb David is my pottery teacher.helping verb David is teaching me to throw pots on a wheel.

Sometimes a helping verb becomes part of a contraction with a pronoun or a negative word.

examplesShe will attend the performance with us.She’ll attend the performance with us.He does not like sitar music.He doesn’t like sitar music.They have loaned us their leaf blower.They’ve loaned us their leaf blower.

E X E R C I S E 4

Identifying Helping Verbs in Literature

Identify the seven verb phrases that contain one or more helping verbs and a main verb in the following literature passage. Remember that a word or group of words might separate a helping verb and main verb. Also, a helping verb can be part of a contraction.

“I didn’t know that,” I admitted.

“That’s why I’m telling you. You should always ask about the rules when you go to a new place.”

“I didn’t think there’d be a time limit on handball paddles.”

“That’s why you must ask.”

“I can’t ask everything,” I complained.

from “The Pigman and Me,” page 325Paul Zindel

E X E R C I S E 5

Understanding Helping Verbs

Complete the following sentences by adding one or more helping verbs that fit the meaning. Then identify the complete verb phrase.



exampleTrouble started when the kids ___ allowed to play in the schoolyard for gym.(Trouble started when the kids were allowed to play in the schoolyard for gym.)

1. The paddles only be signed out for fifteen minutes.

2. When John asked for the paddle, Paul not think clearly and hit him.

3. John was angry and said that he get even.

4. Paul was scared because he not know how to fight.

5. Nonno Frankie listened intently to Paul’s problem and then gave him some

advice that seemed a little odd.

6. Nonno Frankie seen the dumbfounded look on Paul’s face because he then tried to show Paul how to fight.

7. To help Paul, Jennifer offered the help of her older brother.

8. Paul run away, but he decided not to.

9. Paul and John try to fight, but both of them were inexperienced fighters.

10. Paul saw a tall figure in the background and realized his sister

come to save the day.

E X E R C I S E 6

Using Helping Verbs in Your Writing

Have you ever had a disagreement or fight with a friend or sibling? Describe your disagreement and how you both worked to resolve the problem. Use at least five different helping verbs in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 17

Transitive Verbs and Intransitive Verbs

A direct object receives the action in the sentence. An action verb that has a direct object is called a transitive verb. An action verb that does not have a direct object is called an intransitive verb. A verb may be transitive in one sentence and intransitive in another.

examplestransitive verb The salesman rang the doorbell repeatedly. (The doorbell

receives the action; therefore, it is the direct object. Rang is a transitive verb.)

intransitive verb The doorbell rang, but no one answered it. (There is no direct object; therefore, rang is an intransitive verb.)

E X E R C I S E 1

Identifying Transitive and Intransitive Verbs in Literature

Identify the underlined verbs in the following literature passage as either transitive or intransitive. If a verb is transitive, identify its direct object. Write your answers on the corresponding lines below.

When Satchel finally 1reached the mound, Cleveland manager Lou Boudreau 2took the ball from starting pitcher Bob Lemon, who would eventually be voted into the Hall of Fame but 3had tired that day, and 4gave it to Paige. Probably he said something like, “Shut ’em down, Satchel.” Whatever he said, Paige 5had no doubt heard the words a thousand times. Though he was a rookie with the Indians that year, no pitcher in the history of baseball had ever been more thoroughly prepared for a job. He 6kicked at the rubber, looked in for the sign, and got set to throw. In a moment, twenty-odd years later than it 7should have happened, Satchel Paige 8would deliver his first pitch in the big leagues.

from “Satchel Paige,” page 332Bill Littlefield

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E X E R C I S E 2

Understanding Transitive and Intransitive Verbs

Write a sentence using the transitive or intransitive verb indicated. Underline the verb. If the verb is transitive, then double underline its direct object.

exampleslost (transitive) Sasha lost her wallet at the basketball game.refuses (intransitive) Riley asks him to join in, but Jonathon refuses.

1. grows (transitive)

2. understand (transitive)

3. sailed (intransitive)

4. were moving (intransitive)

5. have saluted (transitive)

6. handed (transitive)

7. assisted (transitive)

8. prepared (intransitive)

9. spent (transitive)

10. knows (transitive)



E X E R C I S E 3

Using Transitive and Intransitive Verbs in Your Writing

Write a letter to the ringmaster of a circus, applying for a job as an animal trainer, clown, trapeze artist, or another position that interests you. Make a good case for why the ringmaster should hire you as a circus performer. Use at least three transitive verbs and three intransitive verbs in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 18

Verb Tenses

The Simple Tenses

Verbs have different forms, called tenses, which are used to tell the time in which an action takes place. In your writing and speaking, you most commonly use the simple tenses. The simple tenses of the verb are present, past, and future.

The present tense tells that an action happens now—in present time.

examplespresent tense singular The armadillo ignores the lizard.present tense plural The armadillos ignore the lizard.present tense singular My brother tells good stories about his trip.present tense plural My brothers tell good stories about their trip.

The past tense tells that an action happened in the past—before the present time. The past tense of a regular verb is formed by adding –d or –ed to the base verb form.

examplespast tense singular The armadillo ignored the lizard.past tense plural The armadillos ignored the lizard.past tense singular My brother told good stories about his trip.past tense plural My brothers told good stories about their trip.

The future tense tells that an action will happen in the future. The future tense is formed by adding the word will or shall before the base verb form.

examplesfuture tense singular The armadillo will ignore the lizard.future tense plural The armadillos will ignore the lizard.future tense singular My brother shall tell good stories about his trip.future tense plural My brothers shall tell good stories about their trip.

The Perfect Tenses

The present perfect tense expresses an action or state of being that occurred at an indefinite time in the past or an action or state of being that began in the past and continues into the present. The past perfect and future perfect tenses express an action or state of being that precedes some other point in time. The perfect tenses are formed by using has, have, had, will have, or shall have with the past participle.



examplespresent perfect singular: Sylvie has dug a hole for the tree.(have or has + past participle) plural: Sylvie and Dawn have dug a hole for

the tree.

past perfect singular: Sylvie had dug a hole for the tree (had + past participle) before we bought it. plural: Sylvie and Dawn had dug a hole for

the tree before we bought it.

future perfect singular: Sylvie will have dug a hole for the(will have or shall have + tree by noon.past participle) plural: Sylvie and Dawn will have dug a

hole for the tree by noon.

E X E R C I S E 1

Identifying Verb Tenses in Literature

Identify the tenses of the eight underlined verbs in the following literature passage. Write your answers on the corresponding lines below.

Judéwin 1had told me that they 2lived in the East, in a land of great trees filled with red, red apples. You could reach out your hands and pick all the red apples you could eat there. I 3had never seen apple trees. I had never tasted more than a dozen red apples in my life. I 4was eager to see these orchards.

“Mother, 5ask them if little girls may have all the red apples they 6want when they 7go East,” I 8whispered aloud.

The interpreter 9answered, “Yes, little girl, the nice red apples are for those who pick them. And you 10will ride on the iron horse if you go with these good people.”

from “The Flight of Red Bird,” page 311Zitkala-S¨a and Doreen Rappaport

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0050-0110_G6_Gram&Style_TEXT.indd Sec1:630050-0110_G6_Gram&Style_TEXT.indd Sec1:63 6/26/09 5:23:56 PM6/26/09 5:23:56 PM


E X E R C I S E 2

Understanding Verb Tenses

Complete each of the following sentences with the form of the verb given in parentheses.

exampleThe wind (past perfect of create) a bluster of trash and newspaper in the center of town.(The wind had created a bluster of trash and newspaper in the center of town.)

1. Astronauts (present tense plural of living) on the International Space Station for weeks.

2. Scientists (present perfect plural of develop) systems to handle all their needs.

3. They (past tense singular of create) space food to be compact and always fresh.

4. Nutritionists (future tense plural of continue) to research new meal choices.

5. Each meal (present tense singular of contain) all the necessary vitamins and minerals.

6. For early missions, chefs (past perfect singular of mash) astronaut food and stored it in tubes like toothpaste.

E X E R C I S E 3

Using Verb Tenses Correctly in Your Writing

Imagine that you are one hundred years old and have just written a book about your life. As a final touch, the publishers have asked that you write a prologue, or brief introduction, for the book, summarizing your accomplishments and your hopes for the future of your name and your family. Write the prologue to your autobiography. Include at least four of the six verb tenses: present, past, future, present perfect, past perfect, and future perfect. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 19

Passive Voice and Active Voice

Did you know that verbs have voices? The voice of an action verb tells whether the subject of the sentence performs or receives the action. When the subject performs the action of the verb, the verb is usually in the active voice. When the subject receives the action of the verb, the verb is usually in the passive voice. The passive voice is formed from a form of be, used as a helping verb, and the past participle of the verb.

examplesactive voice Sharks consume many types of fish.passive voice Many types of fish are consumed by sharks.

The active voice is more common than the passive voice. Active verbs express your ideas more directly. The passive voice may be used when the receiver of the action is emphasized or the performer of the action is unknown or indefinite. In the following example sentence, the person or group responsible for demolishing the building is unknown.

exampleThe historic building was demolished last spring.

A sentence written in the passive voice can usually be revised to the active voice.

examplespassive voice The new barn was built by neighbors and friends.active voice Friends and neighbors built the new barn.

E X E R C I S E 1

Identifying Passive and Active Verbs

Identify the underlined verbs as either active or passive.

1. Mohandas Gandhi was called “Mahatma,” meaning Great Soul, by the people of India.

2. Gandhi is recognized as one of the great political and spiritual leaders of India.

3. Through nonviolent resistance, he helped free India from British rule.



4. Gandhi’s nonviolent resistance tactics had a big influence on other civil rights activists in other countries.

5. In India, he is honored as the Father of the Nation.

6. He led nationwide protests for women’s rights, India’s independence, and the struggle against poverty.

7. Gandhi was imprisoned for many years in South America and India.

8. He was known to fast as a means for self-purification and social protest.

9. It was decided by the British Empire that English would be the only language taught and used in Indian schools.

10. Annie Besant, an Englishwoman, believed this was wrong.

E X E R C I S E 2

Understanding Passive and Active Verbs

Revise each of the following sentences so the verb is in the active voice. If the passive voice makes better sense than active voice would in the sentence, write acceptable passive.

examplepassive verb Posters for World War II and calendars for the Boy Scouts

were painted by Norman Rockwell.active verb Norman Rockwell painted posters for World War II and

calendars for the Boy Scouts.

1. The pictures in the exhibit were painted by Norman Rockwell.

2. The paintings were shipped to the museum from all over the country.



3. A long and creative life, from 1894 to 1978, was enjoyed by Norman Rockwell.

4. Many American scenes were illustrated by Rockwell.

5. For over forty years, the covers for the Saturday Evening Post magazine had been drawn by Norman Rockwell.

6. People from ordinary life were chosen by Rockwell for his paintings.

7. Illustrations for other popular magazines were also drawn by the artist.

8. In all of his pictures, close attention to details was paid by Rockwell.

9. The nuances of Rockwell’s art are not always appreciated.

10. One Rockwell painting worth over $700,000 was stolen in 2007.

E X E R C I S E 3

Using Passive-Voice and Active-Voice Verbs in Your Writing

For a relative, write a short paragraph about your after-school activities. Use as many passive-voice verbs as you can. Then rewrite the same paragraph, changing the passive-voice verbs to active-voice ones wherever possible. Compare the two versions, decide which you like better, and be prepared to discuss your reasons. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 20

Irregular Verbs

Verb forms change to show when an action happens. The many forms of the verb are based on its three principal forms: the present, the past, and the past participle. For all regular verbs, –d or –ed is added to form the past and the past participle form.

examplespresent call elect past called elected past participle (has, have) called (has, have) elected

Some regular verbs change their spelling when –d or –ed is added.

examplespresent carry skip past carried skipped past participle (has, have) carried (has, have) skipped

Verbs that do not follow the regular pattern of adding –d or –ed are called irregular verbs. Some of these irregular verbs have the same spelling for their past and past participle forms. Some have the same spelling in all three principal parts. Other irregular verbs have three different forms.

examplespresent make hit beginpast made hit beganpast participle (has, have) made (has, have) hit (has, have) begun

When you’re not sure whether a verb is regular or irregular, look up the verb in a dictionary. Many of the common irregular verbs are listed in the following chart.

Pattern Present Past Past Participle

Three different forms

begin drink grow know ring shrink sing spring swim throw write

began drank grew knew rang shrank or shrunk sang sprang or sprung swam threw wrote

(has, have) begun (has, have) drunk (has, have) grown (has, have) known (has, have) rung (has, have) shrunk (has, have) sung (has, have) sprung (has, have) swum (has, have) thrown (has, have) written



Same past and past participle form

bring buy catch creep feel get keep lay lead leave lend lose make pay say seek sell sit sleep swing teach think win

brought bought caught crept felt got kept laid led left lent lost made paid said sought sold sat slept swung taught thought won

(has, have) brought (has, have) bought (has, have) caught (has, have) crept (has, have) felt (has, have) got/gotten (has, have) kept (has, have) laid (has, have) led (has, have) left (has, have) lent (has, have) lost (has, have) made (has, have) paid (has, have) said (has, have) sought (has, have) sold (has, have) sat (has, have) slept (has, have) swung (has, have) taught (has, have) thought (has, have) won

E X E R C I S E 1

Identifying Regular and Irregular Verbs in Literature

Identify each of the underlined verbs as either regular or irregular. Write your answers on the corresponding lines below.

In one rolling motion—the muscles 1seemed to move within the skin so fast that I couldn’t take half a breath—he 2turned and 3came for me. Close. I could smell his breath and see the red around the sides of his eyes. Close on me he 4stopped and raised on his back legs and 5hung over me, his forelegs and paws hanging down, weaving back and forth gently as he 6took his time and 7decided whether or not to 8tear my head off.

from “Woodsong,” page 351Gary Paulsen

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E X E R C I S E 2

Understanding Irregular Verbs

Write the correct past or past participle form of the irregular verb given in parentheses. You may need to use a dictionary to check your work.

exampleMany groups have (sing) that song.(Many groups have sung that song.)

1. Throughout the day of the tag sale, the telephone (ring) constantly.

2. On their posters, they (write) the address and phone number.

3. Not everyone (know) where their street was located, so they called for directions.

4. That day, several families in the neighborhood (bring) items to add to the sale.

5. Over the summer months, Jackie (throw) away her old toys.

6. Now she wished she (keep) them to sell for a few dollars.

7. All she could find to sell was an old sweater that (shrink) after many washings.

8. She (think) no one would have any interest in it, so she priced it at one dollar.

9. To her surprise, a woman said that for months she (seek) a sweater like this.

10. As she (pay) her dollar, she told Jackie that the sweater was for her pet monkey.



E X E R C I S E 3

Using Irregular Verbs in Your Writing

Imagine that you are a lucky survivor of a dramatic natural event, such as a hurricane, tornado, or flood. Write a newspaper article describing what occurred. Develop your details to answer who, what, when, where, why, and how questions. Use at least five past or past participle forms of irregular verbs in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 21

Verbals

A verbal is a form of a verb that is used as a noun, adjective, or adverb. There are three types of verbals: gerunds, participles, and infinitives.

Participles

A participle is a verb form that ends in –ing, –d, or –ed and that acts as an adjective, modifying a noun or a pronoun. A present participle describes a present condition. A past participle describes something that has happened.

examplespresent participleThe panting dog lapped up the water.Michelle noticed her cousin walking by the shore.

past participleThe angered man wanted to talk to the clerk’s supervisor.The bridge covered in ice was extremely slippery.

Gerunds

A gerund is a verb form, that ends in -ing, and that acts as a noun.

examplesMaking plans for the future is always a good idea.

Gerunds are frequently accompanied by other associated words, making up a gerund phrase (Making plans). See Verbal Phrases in Lesson 40, on page 132.

Because gerunds and gerund phrases are nouns, they can be used in any way that nouns can be used:

as subject Borrowing money can be a mistake.as object of the verb He doesn’t like borrowing money from his mother. as object of a preposition He paid for his new bicycle by borrowing money

from his sister.



Infinitives

An infinitive consists of the base form of the verb plus the word to, as in to walk. Infinitives may act as adjectives, adverbs, or nouns. A present infinitive describes a present condition. The perfect infinitive describes a time earlier than that of the verb.

examplesinfinitive To play basketball in the NBA is his fantasy.

present infinitiveI like to run around the track.

perfect infinitiveI would like to have studied a little harder for the test.

E X E R C I S E 1

Identifying Verbals

Circle the answer that correctly identifies the underlined part of speech in each sentence.

1. Working as a trapper, farmer, and soldier, helped teach Gary Paulsen how to be self-sufficient.

a. gerund b. participle c. infinitive

2. He enjoyed living off the land.


3. After having many odd jobs, Paulsen decided to devote himself to writing.


4. Drawing from his personal experiences, he creates a vivid description of the setting.


5. The wandering ravens eat the puppy’s food.


6. The bear, hibernating through the winter, will soon wake up and be very hungry.


7. It is common for the bear to scare the dog into the house and take his food.




8. He disposes of the trash by burning it in a screened enclosure.


9. The bear started to smell the burning food and came up to the house.


10. The bear’s tensed muscles eventually relaxed.


E X E R C I S E 2

Using Verbals in Your Writing

Have you ever invented something? Have you had an idea for a new invention? Write a paragraph about your invention or an idea you have for a new invention. Explain what it is or does and how it solves a problem. Use at least one gerund, one participle, and one infinitive in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 22

Subject and Verb Agreement

A singular noun represents or stands for one person, place, thing, or idea. A plural noun describes or stands for more than one person, place, thing, or idea.

examplessingular nouns myth peach woman goose oxplural nouns myths peaches women geese oxen

In a sentence, a verb must be singular if its subject is singular and plural if its subject is plural. In other words, a verb must agree in number with its subject.

examplessingular subject and verb The myth tells about powerful gods and

goddesses.plural subject and verb Myths tell about powerful gods and goddesses.singular subject and verb A peach tastes sweet and juicy.plural subject and verb Peaches taste sweet and juicy.singular subject and verb The ox pulls a large cart.plural subject and verb The oxen pull a large cart.

Usually, a verb directly follows the subject in a sentence. Sometimes, however, a prepositional phrase or clause separates the subject and verb. Even though the subject and verb may be separated, they must still agree in number.

examplesA peach spread with cottage cheese makes a healthy snack.The oxen on the farm pull a large cart.

E X E R C I S E 1

Identifying Subject-Verb Agreement in Literature

Identify the underlined subjects in the literature passage below as either singular or plural. Then identify each subject’s verb. Note how the verb agrees in number with its subject. Write your answers on the corresponding lines.

1Spring, when the bears come, is the worst. 2They have been in hibernation through the winter, and 3they are hungry beyond caution. The meat 4smell draws them like flies, and 5we frequently have two or three around the kennel at the same time. Typically 6they do not bother us much—although my 7wife had a bear chase her from the garden to the house one morning—but 8they do bother the dogs.

from “Woodsong,” page 351Gary Paulsen



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E X E R C I S E 2

Understanding Subject-Verb Agreement

Choose the correct verb form in parentheses that agrees in number with the subject of the sentence.

1. Tropical rainforests (produces, produce) valuable food and medicine.

2. Some of the foods (is, are) bananas, cocoa, peanuts, and coffee.

3. Chemicals from rainforest plants (has, have) been used to treat diseases.

4. Machines (turns, turn) plant fiber into rugs, ropes, and fabrics.

5. A more diverse variety of animals (lives, live) in the rainforest than anywhere else.

6. Temperatures (doesn’t, don’t) change much from one season to another.

7. The creatures (finds, find) enough water since it rains almost every day.

8. Many species of plants and animals (depends, depend) on each other for survival.

9. They also (spends, spend) every day in constant competition for food and water.

10. The rainforest (holds, hold) a vast living treasure that needs safeguarding.

E X E R C I S E 3

Correcting Subject-Verb Agreement Errors

Read each of the following sentences. If the subject and verb in a sentence agree in number, write correct. If the subject and verb do not agree in number, correct the sentence.

1. Grains of sand clings to the wet shells on the beach.

2. Our school orchestra perform lively music at the festival each spring.



3. Three pigeons was standing on the windowsill.

4. That carton of books is too heavy to carry down the hall.

5. Maria’s dog like her better than anyone else in the family.

6. Small snowflakes from the sky falls quietly on the pine trees.

7. The trees in the forest provide oxygen for people and animals to breathe.

8. Dan’s bowling score improve every week.

9. Three winter jackets was in the lost and found box.

10. Large stacks of firewood is all ready for the long winter.

E X E R C I S E 4

Using Subject-Verb Agreement in Your Writing

Imagine that it is your job to write the jacket copy for new books. Choose a book you have read recently or imagine one, and write a paragraph about it to interest potential readers. Be sure to include the book’s title and author, and give your audience an idea of what the book is about. Make sure that each of your verbs agrees with its subject.



Name: ____________________________________________________ Date: __________________

LESSON 23

Indefinite Pronoun and Verb Agreement

In Lesson 10 you learned about different types of pronouns, including indefinite pronouns. An indefinite pronoun does not refer to a specific person, place, or thing.

Some indefinite pronouns are always singular and take singular verbs: anybody, anyone, anything, each, either, everybody, everyone, everything, much, neither, nobody, no one, nothing, one, somebody, someone, something.

examplessingularEverybody tries out for the school play.Philip Larkin, a British poet, once said, “Nothing, like something, happens anywhere.”

Some indefinite pronouns are always plural and take plural verbs: both, few, many, others, several.

examplespluralMany of the deer eat azaleas in the garden.Few of the library books were on the shelf.

Some indefinite pronouns can be either singular or plural, depending on their use in a sentence: all, any, most, none, some. They are singular when they refer to a portion or to a single person, place, idea, or thing. They are plural when they refer to a number of individual persons, places, ideas, or things.

examplessingular None of the cake remains.plural None of the cakes remain.

E X E R C I S E 1

Identifying Correct Indefinite Pronoun-Verb Agreement

Complete each sentence by identifying the correct form of the verb in parentheses.

1. None of the information (has, have) been helpful.

2. (Do, Does) everyone see where India is on the globe?

3. Many of the apples (has, have) already been picked off the tree.

4. Anything (is, are) possible with a positive attitude.

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5. Someone (stands, stand) guard on the ship throughout the night.

6. Most of the people (likes, like) the sound of a waterfall.

7. All of the dogs (barks, bark) at the ice cream truck.

8. (Does, Do) anyone need a ride to the soccer game Saturday?

9. Few of the windows (was, were) left unbroken after the hurricane.

10. Some of the oranges (tastes, taste) sweeter than others.

E X E R C I S E 2

Correcting Indefinite Pronoun-Verb Agreement Errors

Rewrite each sentence to correct any errors in agreement of an indefinite pronoun and a verb. If a sentence contains no errors, write correct.

1. Everyone need to have a quiet place to relax and think.

2. Some of my friends finds it easy to stay in a good mood.

3. Many of them makes other people smile.

4. All of us is sad or frustrated from time to time.

5. Somebody who is upset and angry feel physical changes, such as a racing heart.

6. Many of the studies I read say that regular exercise helps reduce stress and tension.

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7. It helps to remember that others has their own points of view.

8. A few learns to count to ten before speaking when they’re angry.

9. Most finds they can get along with one another.

10. Anyone likes sharing a good laugh with a friend.

E X E R C I S E 3

Using Indefinite Pronoun-Verb Agreement in Your Writing

As a reporter for your school newspaper, you like to keep your schoolmates aware of style trends. Write a paragraph describing the way people in your school dress. You might write about what’s in and what’s out or any fashions that are unacceptable to teachers and administrators. Use at least five different indefinite pronouns in your paragraph. Check your paragraph to make sure that the verbs agree in number with the indefinite pronouns.



Name: ____________________________________________________ Date: __________________

LESSON 24

Direct Objects

A direct object receives the action in the sentence. It usually answers the question what? or whom? To find the direct object, find the action verb in the sentence. Then ask what? or whom? about the verb.

examplesKen threw the ball to home plate. (Threw is the action verb. What did Ken throw? The ball is the direct object.)The twins greeted their aunt. (Greeted is the action verb. Whom did the twins greet? Aunt is the direct object.)

Remember to use an object pronoun for a direct object.singular me, you, him, her, itplural us, you, them

examplesCarl invited them to the party.Call me tonight!

E X E R C I S E 1

Identifying Direct Objects in Literature

Underline the five direct objects you find in this passage.

In 1943 he moved to Chicago, where he … spent his nights playing at parties.

He started a band, and in 1948 made his first commercial record, “I Can’t Be

Satisfied.” The record company pressed three thousand copies to sell in Chicago

only and was amazed when all of them sold in twenty-four hours.

from “Muddy Waters,” page 405Julius Lester



E X E R C I S E 2

Identifying Direct Objects

Write the direct objects that appear in the following sentences. Remember that only an action verb can have a direct object. If a sentence does not contain a direct object, write none.

1. Julius Lester has published many books in New York City.

2. Not only does he write, but he has also recorded two albums and exhibited photography.

3. He has received numerous awards for his books, including the Newbery Honor Medal and the Lewis Carroll Shelf Award.

4. Lewis taught at the University of Massachusetts.

5. Lewis wrote the biography about Muddy Waters.

6. His grandmother noticed him playing in mud puddles, so she called him “Muddy Waters.”

7. As a young child, he would beat on the bottoms of tin cans or buckets.

8. Muddy received a harmonica, his first instrument, when he was seven.

9. He quit school at a young age and worked in the cotton fields.

10. At the age of fourteen, Muddy formed a band with two older men.



E X E R C I S E 3

Understanding Direct Objects

Supply a direct object to complete each of the following sentences. You may need to provide additional words so that the sentence makes sense.

1. The plot of the movie bored .

2. Many moves in chess take to learn and understand.

3. People often feed during the winter when the ground is frozen.

4. The committee debated the of the parking lots.

5. Workers prepared the for a new road.

6. A historian identified the as a Civil War rifle.

7. Archeologists found ,

, and even a

.

8. Our local library holds a for small children every Friday afternoon.

9. Many of the world’s people eat every day.

10. Some writers record in a diary or journal.

E X E R C I S E 4

Using Direct Objects in Your Writing

Write a paragraph about how music has influenced your life. Perhaps you play an instrument in a band or you really enjoy listening to a certain genre of music. In your paragraph, use at least five sentences that contain direct objects.



Name: ____________________________________________________ Date: __________________

LESSON 25

Indirect Objects

Sometimes someone or something receives the direct object. This receiver is called the indirect object. It usually comes before the direct object and tells to whom the action is directed or for whom the action is performed. Only verbs that have direct objects can have indirect objects.

exampleUmberto cooked us a Mexican dinner. (Cooked is the action verb. Dinner is the direct object because it tells what Umberto cooked. Us is an indirect object. It tells for whom Umberto cooked the Mexican dinner.)

There are two tests that you can use to identify the indirect object: (1) Look for a noun or a pronoun that comes before the direct object. (2) Determine whether the word you think is a direct object seems to be the understood object of the preposition to or for.

exampleMs. Banks offered us some advice. (The noun advice answers the question What did Mrs. Banks offer? so it is the direct object. The understood preposition to can be inserted into the sentence before the pronoun us: Mrs. Banks offered (to) us some advice. Therefore, us is the indirect object of the sentence.)

Do not confuse direct and indirect objects with objects of prepositions. For example, the words to and for are prepositions. If the word order of the above sentence was changed to include the preposition to, then the sentence would read this way: Mrs. Banks offered advice to us. In this new sentence, the word us is the object of the preposition to; it is not the indirect object.

Remember to use object pronouns for indirect objects.

singular me, you, him, her, itplural us, you, them

examplesLuanne sent me a book.Send them my love when you write.



E X E R C I S E 1

Identifying Indirect Objects

Write the indirect objects in the following sentences. If a sentence does not contain an indirect object, write none.

1. Mr. Thomas shows the class the different types of instruments.

2. He gives them a choice of five different instruments.

3. My mother said to me that she used to play the trumpet in school.

4. Mr. Thomas told us the new schedule for our music lessons.

5. My mother bought my sister a used instrument and she will do the same for me.

6. The school got our class new music stands.

7. The teacher called me over to help hand out the new music.

8. My mother sent Mr. Thomas an e-mail thanking him for all his hard work.

9. Because Allison has great musical potential, Mr. Thomas offered her individual saxophone lessons.

10. Allison handed the music to me.



E X E R C I S E 2

Understanding Direct and Indirect Objects

Supply a direct or indirect object to complete each of the sentences. Indicate whether the word or word group you supply is a direct or indirect object.

1. I gave David the .

2. Sasha sent a lovely thank-you note.

3. Mr. Warshinski sold Mother some strange .

4. The wallpaper gave the a completely different look.

5. The Kensleys loaned a long table and a stepladder.

6. My helper handed me the .

7. Acting superior, Ginny offered unsolicited

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8. Tim brought us for lunch.

E X E R C I S E 3

Using Indirect Objects in Your Writing

Assume that you keep a journal. Write a paragraph about something nice you did for someone or an act of kindness you would like to perform. In your paragraph, use verbs like sell, offer, give, hand, bring, make, and show and at least five indirect objects. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 26

Predicate Nouns, Pronouns, and Adjectives

A predicate noun is a noun that completes a sentence that uses a linking verb, such as a form of the verb to be. Similarly, a predicate pronoun is a pronoun that completes a sentence that uses a linking verb. In fact, the relationship between the subject and the predicate noun or pronoun is so close that the sentence usually suggests an equation. Such sentences can often be reordered without changing the meaning.

examplespredicate nounMarcia is the girl with the singing talent. (Marcia = girl)The girl with the singing talent is Marcia. (girl = Marcia)

predicate pronounNeil was someone whom people admired. (Neil = someone)Someone whom people admired was Neil. (Someone = Neil)

Other verbs, including appear, feel, grow, smell, taste, seem, sound, look, stay, remain, and become, can be linking verbs. They function in the sentence in the same way the verb to be does.

exampleHe became a mathematician. (He = mathematician)

To find a predicate noun or pronoun, ask the same question you would ask to find a direct object.

examplesMy sister is a gymnast. (My sister is a what? Gymnast is the predicate noun that renames or identifies sister, the subject of the sentence.)The best person for the job is he. (The best person for the job is who? He is the predicate pronoun that renames or identifies person, the subject of the sentence. Think: He is the best person for the job.)

Predicate Adjectives

A predicate adjective completes a sentence by modifying, or describing, the subject of a sentence. To find a predicate adjective, ask the same question you would ask to find a direct object.

exampleHer face was glowing. (Her face was what? Glowing is the predicate adjective that describes face, the subject of the sentence.)She seemed intelligent. (She seemed what? Intelligent is the predicate adjective that describes she, the subject of the sentence.)



E X E R C I S E 1

Identifying Predicate Nouns and Predicate Adjectives in Literature

Identify the underlined words in the following passage as predicate nouns or predicate adjectives. Write your answers on the corresponding lines below.

It started with a dark, soupy haze that hung in the sky during the week of October 25, 1948. When it left, 5,900 people were seriously 1ill. Twenty more were 2dead.…

Ground-level ozone is an odorless, colorless 3gas that is formed when sulfates react with sunlight. (Sulfates are 4chemicals released when coal is burned.) Ozone that occurs naturally in the upper atmosphere helps to protect Earth, but ground-level ozone, which is 5worse on hot days, makes it harder for people to breathe. If people inhale too much of it over time, it can damage their lungs. Children are more likely to be harmed by ozone than adults, because their lungs are growing at a faster rate. People with lung problems also are at high risk.

from “A Breath of Fresh Air?,” page 434Alexandra Hanson-Harding

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E X E R C I S E 2

Identifying Predicate Nouns, Predicate Pronouns, and Predicate Adjectives

Identify the predicate nouns, predicate pronouns, and predicate adjectives in the following sentences, and label them appropriately.

1. The furniture in the ad seemed just perfect for our family room.

2. The leader of the group was Tony.

3. The last photo in the scrapbook was the best one.

4. The room appeared unbearably crowded.



5. Philip Roth, the novelist, is a witty man.

6. Mountain climbers are usually cautious.

7. Your friend is charming and clever.

8. Rain, fog, and low temperatures are the forecaster’s predictions.

9. Playing the cymbals was more satisfying than playing football.

10. Can you believe the winning design was a copy?

E X E R C I S E 3

Understanding Completers for Linking Verbs: Predicate Nouns, Predicate Pronouns, and Predicate Adjectives

Complete each of the following sentences with a predicate noun, predicate pronoun, or predicate adjective. You may need to add a word or a word group to help the sentence make sense. Identify your addition to the sentence as a predicate noun, predicate pronoun, or a predicate adjective.

1. In time, a hobby may become a(n) .

2. The vegetable soup tastes .

3. The wind chimes sound .

4. Helen is an excellent .

5. Please stay .



6. The newest member of the class is .

7. The operation of the computer and new disc player remain

.

8. When wearing this hat, I feel particularly

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9. Winning the race made me appear .

10. Albert Einstein was a .

E X E R C I S E 4

Using Predicate Nouns, Predicate Pronouns, and Predicate Adjectives in Your Writing

For an advice column in the school newspaper, write a paragraph about a home remedy that your family uses to fight a minor ailment, such as a cold or stomachache. Be sure to include an evaluation of its effectiveness. Use at least three predicate nouns, predicate pronouns, and predicate adjectives in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 27

Adjectives and Adverbs: Choosing the Correct Modifier

Adjectives and adverbs—two kinds of modifiers—add meaning to nouns, pronouns, adjectives, verbs, and adverbs.

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

examplesadjective Uncle Sam, a symbol of the United States, is a white-bearded

man with a star-spangled top hat and vest. (White-bearded modifies the noun man; star-spangled modifies the nouns top hat and vest.)

adverb Thomas Nast, a political cartoonist, created the image soon after the Civil War. (Soon modifies the verb created.)

To determine whether a modifier is an adjective or an adverb, you can follow these steps. 1. Look at the word that is modified. 2. Ask yourself, “Is this modified word a noun or a pronoun?” If the answer is yes,

the modifier is an adjective. If the answer is no, the modifier is an adverb.

In the following example, the word daffodils is modified by the word yellow. The word daffodils is a noun, so the word yellow is an adjective.

exampleYellow daffodils opened in the sun.

In the next example, the word stood is modified by the word shakily. The word stood is a verb. Therefore, the word shakily is an adverb.

exampleThe fawn stood shakily on thin legs.

E X E R C I S E 1

Identifying Adjectives and Adverbs in Literature

Read the following literature passage and then identify each of the underlined words in the literature passage as either an adjective or adverb. Write your answers on the corresponding lines.



Ptolemy, a 1Greek astronomer who was born about 100 AD, led the attack on Aristarchus’s theories. “If the Earth 2actually rotated to the east,” reasoned Ptolemy, “wouldn’t winds always blow 3westward and clouds always move westward?” Ptolemy became the 4most 5famous spokesman for the 6false idea that the Earth stands still and is the center of the Universe, a theory that became known as the “Ptolemaic System.” Its followers, called “Ptolemaists,” developed 7numerous arguments to explain why the Earth couldn’t 8possibly spin. One was that a 9spinning Earth would make us feel 10constantly dizzy. They also argued that if the Earth 11really rotated, a rock or ball hurled into the sky would be left far 12behind rather than coming down near where it was thrown.

from “The Five ‘Wanderers’ of the Ancient Skies,” page 378Dennis Brindell Fradin

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E X E R C I S E 2

Using Adjectives and Adverbs in Your Writing

For a nature magazine read by students, write a short paragraph describing the appearance and activities of a mammal, bird, or insect. Use adjectives and adverbs in your paragraph to help your reader visualize what the creature looks like and how it acts.



Adjectives

Adjectives modify nouns by telling specific details about them.

examplesnoun a treea little more specific a gnarled treemore specific yet an old, gnarled treeeven more specific an old, gnarled apple tree

The articles a, an, and the are the most common adjectives. A and an refer to any person, place, idea, or thing in general. The refers to a specific person, place, idea, or thing.

examplesWould you like a peach or would you prefer a pear? (A refers to any peach or pear.)The vase on the table is new. (The refers to a specific vase on a specific table.)

Adjectives usually come before the words they modify, but they may also follow linking verbs.

examplespreceding noun The old, gnarled tree was struck by lightning.following linking verb The tree was old and gnarled.

Some adjectives tell how many or what kind about the nouns or pronouns they modify; nouns and pronouns tell us who or what.

examplesSome children wore colorful wool scarves.Sheila got fuzzy angora mittens for a present.

Other adjectives tell which one or which ones.

examplesTheir well has gone dry.Those insects can be very destructive.

Some possessive nouns act as adjectives.

exampleAngela’s shoes were red and white.



E X E R C I S E 3

Identifying Adjectives in Literature

First read the passage below, and then identify the fifteen adjectives it contains. Include articles. Tell which noun or pronoun each adjective modifies. Note that there might be more than one adjective modifying a noun. List these adjectives together.

Peanuts’ bright eyes peered at me through a latticework of vegetation as he began his strutting, swaggering approach. Suddenly he was at my side and sat down to watch my “feeding” techniques as if it were my turn to entertain him. When Peanuts seemed bored with the “feeding” routine, I scratched my head, and almost immediately, he began scratching his own.…

from “Gorillas in the Mist,” page 419Dian Fossey

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E X E R C I S E 4

Understanding Adjectives

Rewrite each of the sentences below, replacing general, overused adjectives with more colorful and precise choices or adding adjectives that enliven the sentences.

1. Nice flowers grew in the garden.

2. The pretty woman sang to the baby.

3. The big truck squealed to a stop.

4. The animal was large.



5. The young boy jumped for the ball.

6. The tall building stood at the edge of the property.

7. He baked a good cake.

8. Grandmother wore an old hat.

9. The sky turned a dark color.

10. Their idea sounds okay.

E X E R C I S E 5

Using Adjectives in Your Writing

For a school newspaper, write a paragraph about a visit to the doctor or dentist. You can present the experience either seriously or humorously, but be sure to use specific adjectives to help recreate for your readers what happened and how you felt about it.



Adverbs

Adverbs modify anything that isn’t a namer (noun or pronoun). Adverbs can modify verbs, adjectives, or other adverbs. Adverbs often tell how, when, where, or to what extent.

examplesadverbs modify verbs The cat nestled contentedly in my lap. (Contentedly tells how the cat nestled.)The flounder often lies flat on the bottom of the ocean. (Often tells when they lie on the bottom; flat tells how they lie.)

adverbs modify adjectives The raspberry iced tea tastes somewhat artificial. (Somewhat tells to what extent the iced tea tastes artificial.)The alligator has an extremely muscular tail. (Extremely tells to what extent the tail is muscular.)

adverbs modify adverbs The scene changes were made very quickly. (Very tells to what extent the scene changes were made quickly.)Vampire bats are most likely to avoid predators such as owls. (Most tells how likely vampire bats are to avoid predators.)

Many adverbs are formed by adding –ly to adjectives, such as rapidly, luckily, badly, and strangely. Note, though, that you cannot depend on –ly to identify adverbs, since some adjectives have the same ending, as in fatherly, lonely, cowardly, and silly. Also, many common adverbs do not have a consistent ending, such as always, forever, here, not, now, and far. The only sure way to distinguish between adjectives and adverbs is to determine how each individual word functions in its sentence.

E X E R C I S E 6

Identifying Adjectives and Adverbs in Literature

Identify each underlined word in the passage below as an adjective or adverb.

“Ooh, offshores—” writes Reno Abbellira, “where wind and wave 1most 2often form that 3terminal rendezvous of love—when the wave can reveal her 4deepest longings, her crest caressed, 5cannily covered to form those peeling concavities we know, perhaps a bit 6irreverently, as tubes. Here we strive to spend 7every second—enclosed, encased, sometimes 8fatefully entombed, and hopefully, gleefully ejected—Whoosh!”

from “A Sea Worry,” page 414Maxine Hong Kingston



1.

2.

3.

4.

5.

6.

7.

8.

E X E R C I S E 7

Identifying Adverbs

Identify each adverb in the following sentences, and tell whether it modifies a verb, an adjective, or another adverb.

1. Ancient Polynesians ingeniously invented surfing on the islands of Tahiti and Hawaii.

2. Since surfing is an activity done only in the water, it makes sense that the sport was created on islands.

3. Surfing almost completely disappeared when Americans and Europeans immigrated to the islands.

4. Surfing is a very challenging sport and it takes a lot of practice.

5. By the 1960s, a new surfing culture actually emerged in California and Hawaii.

6. If you are looking for some excitement, surfing is one of the most exhilarating sports.

7. It can also be very dangerous, so be careful.

8. Taking surfing lessons is probably a good idea if you want to learn.



9. Everyone almost always falls off the board the first time they try surfing.

10. There is no such thing as too much practice.

E X E R C I S E 8

Using Adverbs in Your Writing

Write your own short science fiction story. In the story, show how one or more characters work to solve a particular conflict. In your story, use adverbs to modify verbs, adjectives, and other adverbs.



Name: ____________________________________________________ Date: __________________

LESSON 28

Appositives

An appositive is a noun that is placed next to another noun to identify it or add information about it. In the following examples, the noun Allison identifies the noun student, and the noun blue gives more information about the noun color. Both Allison and blue are appositives.

examplesPlease welcome our newest student, Allison.I painted the walls my favorite color, blue.

An appositive phrase is a group of words that includes an appositive and other words that modify the appositive, such as adjectives and prepositional phrases. The appositive phrase adds information about the noun it renames or identifies. In the next example, the appositive phrase the blues singer identifies Muddy Waters.

exampleMuddy Waters, the blues singer, won many awards for his music.

An appositive or an appositive phrase that provides extra information about the noun is set off from the rest of the sentence with one or more commas. If, however, the appositive is needed to identify the noun, it is not set off with commas.

examplesThe Shakers, a religious group that believed in simplifying life, hung their chairs on the walls so that their rooms would be uncluttered. (The appositive a religious group that believed in simplifying life gives extra information about the Shakers.) The author Julius Lester wrote the biography The Blues Singers. (The appositives Julius Lester and The Blues Singers identify which author and which biography.)

E X E R C I S E 1

Identifying Appositives in Literature

Identify the appositives and appositive phrases in the passage below. Then write the noun or pronoun that each appositive or appositive phrase identifies or adds information about.

Drummer Peter Markiewicz took lessons at school. Later, he studied with some real pros—Dave Garibaldi from the premier west coast funk band, Tower of Power, and L.A. studio drummer Ralph Humphrey.



Bill Payne, renowned sessions player and keyboardist with Little Feat, took piano lessons for thirteen years. Rocker Willie Nile studied classical piano as a child. And Will Calhoun, the drummer with Living Colour, studied percussion at Boston’s Berklee College of Music.

from “Developing Your Chops,” page 398Fran Lantz

1.

2.

3.

4.

5.

6.

7.

E X E R C I S E 2

Understanding Appositives

Underline the appositive or appositive phrase in each sentence. Then insert a comma or commas where needed to show that information is not essential to the meaning of the sentence.

1. Painter Theresa Bernstein was one of the few women of the Ashcan School.

2. The “ashcan” label reflected the art of member John Sloan, who painted alleys and slums.

3. When the group, a collection of innovators, first exhibited in New York in 1908, they called themselves “The Eight.”

4. The Eight rebels against the beauties of impressionism wanted to show the gritty side of urban life.

5. Bernstein was a Realist one of a group of painters who favored informal composition and contemporary subject matter.

6. Her subjects streets, beaches, parks, theater lobbies, and hat factories were painted with forceful brushstrokes and bright color.

7. Two of her favorite subjects suffrage parades and the patriotic displays during World War I can be seen in exhibits at the Metropolitan Museum of Art and the Library of Congress.

8. The men of the Ashcan School Robert Henri, William Glackens, John Sloan, and Maurice Prendergast had been artist-reporters for large city newspapers.

9. Men who could illustrate the latest stories with a few quick strokes of the pen they thought of themselves as spectators of life.

10. Spontaneity the mark of a good painting is what these artists were after.



E X E R C I S E 3

Using Appositives and Appositive Phrases in Your Writing

Do you agree or disagree with the following statement?

“Family shows on television are unfair to the modern family because they show a world in which all problems are minor and can easily be resolved in thirty minutes.”

Write a paragraph in which you explain your agreement or disagreement to someone who takes the opposite view. Use examples from current television shows to support your point of view. Be sure to use at least three appositives and appositive phrases and punctuate them correctly.



Name: ____________________________________________________ Date: __________________

LESSON 29

Positives, Comparatives, and Superlatives

The form of an adjective or adverb often changes to show the extent or degree to which a certain quality is present.

examplesSpeaking to a group is hard. (The adjective hard shows that the quality is present.)

Speaking to a group was harder than anything she had done before. (The quality expressed by the adjective harder exists to a greater degree in one of the two or more activities being compared.)

Speaking to a group was the hardest thing she had ever done. (The quality expressed by the adjective hardest exists to the greatest degree in one of the two or more activities being compared.)

Most modifiers have a positive, comparative, and superlative form of comparison. Most one-syllable modifiers and some two syllable modifiers form their comparative and superlative degrees by adding –er or –est. Other two-syllable modifiers and most modifiers of more than two syllables use more and most.

Positive Comparative Superlative

Adjectives hungry hungrier hungriest

sharp sharper sharpest

dark darker darkest

daring more daring most daring

Adverbs late later latest

soon sooner soonest

near nearer nearest

fully more fully most fully

To show a decrease in a quality, form the comparative and superlative degrees by using less and least.

examplesdense less dense least denseskeptical less skeptical least skeptical



Some modifiers form the comparative and superlative degrees irregularly. Check the dictionary if you are unsure about the comparison of a modifier.

examplesgood better bestwell better bestbad worse worst

E X E R C I S E 1

Identifying Positives, Comparatives, and Superlatives

Identify the underlined words in the following sentences as positive, comparative, or superlative.

1. Gorillas are the largest primates, larger than both monkeys and humans.

2. Female gorillas can weigh 200 pounds, but males are huge, often weighing twice as much as the females.

3. Dian Fossey was happier working with gorillas than she was working with hospitalized children.

4. She was often asked about her most rewarding experience with gorillas.

5. One example was when she made eye contact for the first time with Peanuts, the youngest male of a group she was studying.

6. Her most memorable experience, however, was when Peanuts touched her hand.

7. She makes the point that one day of working with gorillas is no more ordinary than any other.



8. Dr. Leakey was as proud of Dian Fossey’s success with gorillas as he was of Jane Goodall’s success with chimpanzees.

9. The great apes, which include the gorilla, the chimpanzee, and the orangutan, must be better protected.

10. In West Africa, highly organized poaching gangs are hunting the gorilla almost to the brink of extinction.

Using Comparative and Superlative Forms Correctly

Avoid using double comparisons. A double comparison incorrectly uses both –er and more (less) or both –est and most (least).

examplesincorrect Sven is more funnier than Lara.correct Sven is funnier than Lara.

incorrect That is the most saddest story I have ever heard.correct That is the saddest story I have ever heard.

E X E R C I S E 2

Understanding Degrees of Comparisons

For each incorrectly used adjective or adverb in the following sentences, write the correct positive, comparative, or superlative form. Write correct if the adjective or adverb is used correctly.

1. The dog crept more closer to me.

2. Dr. Humphrey is most highly respected than Dr. Lavin is.

3. He is the most intelligent of the two men.



4. The Carrs saw a rug that was richer and luxuriouser than anything they had seen before.

5. Once, the easier way to wealth was buying real estate.

6. The set for the musical Mamma Mia! was much simpler than most people expected.

7. This style of architecture makes use of intricater wrought-iron trim than that one does.

8. When buying a television set, you may want to look for the one with the longest warranty.

9. The most beautifullest of the needlepoint pillows had dragonflies and poppies on it.

10. People with pollen allergies are more sensitive to weeds like goldenrod than to any other plant.

E X E R C I S E 3

Imagine that you work for a consumer watchdog group. Choose two different brands of the same item, and write a brief report that compares and contrasts their features. Be sure to develop at least three points of similarity or difference, and use at least three positive, comparative, and superlative modifiers. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 30

Contractions

Contractions combine two words by shortening them and joining them with an apostrophe. When you are trying to identify subjects and verbs in a sentence, write out contractions into the two words that they represent. After the contraction is written out, each word should be considered separately.

Remember that a negative is never part of a verb but is an adverb.

examplesMark isn’t feeling well. (is = verb; not = adverb)

He would’ve stayed home today if it hadn’t been for the math test. (would have = helping verbs; had = helping verb, not = adverb)

He’ll probably feel worse tomorrow. (he = subject; will = helping verb)

E X E R C I S E 1

Identifying Contractions

Identify the contraction in each of the following sentences. Write out each contraction as the two words it represents. Then write the verb or verb phrase.

1. I’ve always wanted a book about the stars and the sun.

2. Many stars are extremely bright, but others aren’t visible.

3. They’ve shown many colors, including red, orange, and yellow.

4. I would’ve gone to bed, but I wanted to watch the shooting stars first.

5. The constellations drawn by our ancestors are the same today, but they don’t remain in fixed positions.

6. The Greeks didn’t understand that the bright objects were planets.



7. Many Greek astronomers thought that the Earth couldn’t possibly spin.

8. It’s one of those theories that we think is ridiculous today.

9. Ptolemy’s the astronomer who believed that the Earth stood still.

10. We’re going to study the Earth’s rotation in science class.

E X E R C I S E 2

Understanding Contractions

Revise the following paragraph to make it more formal by spelling out all contractions.

Tintin’s asleep on the train when it comes to a screeching halt. Tintin and Snowy decide that they’re going to check out the situation. There’s a door open, and someone has jumped off the train. He’ll follow whoever has just pulled the emergency stop. The police don’t believe Tintin’s story, and they’re going to arrest him. Once the police are asleep, Snowy doesn’t hesitate and helps Tintin to escape.

E X E R C I S E 3

Using Contractions in Your Writing

Create an idea for your own comic strip. Explain who the main characters are, what the conflict is, and how your main character is going to solve it. Use at least five contractions in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 31

Commonly Confused Words

The modifiers good, well, bad, and badly can be confusing because the distinctions between good and well and between bad and badly are often not followed in conversation. Confusion can also occur because well can function as either an adjective or an adverb.

examplesMarlene felt bad about ruining the pie. (Bad is an adjective. It follows the linking verb felt.)

Ken is limping badly because of a sore ankle. (Badly is an adverb that modifies is limping.)

Wanda is a good cellist. (Good is an adjective that modifies the noun cellist.)

Wanda plays the cello well. (Well is an adverb meaning “skillfully.” It modifies the verb plays.)

Wanda was sick, but today she feels well enough to play the cello. (Well is an adjective meaning “healthy” or “in a state of satisfactory condition.” It follows the linking verb feels.)

E X E R C I S E 1

Identifying Commonly Confused Words

Choose the correct form of good, well, bad, and badly in the sentences below.

1. Marcus should feel (bad, badly) for breaking his little sister’s doll house.

2. My friend Diego has the (worse, worst) fashion of anyone I know.

3. Mr. Fletcher is sick and doesn’t feel (good, well) enough to come to school.

4. She has always treated her (good, well), so I don’t know why they aren’t friends anymore.



5. Tyler is a (good, well) soccer player and dreams of playing pro some day.

6. I’m starving, and that pasta looks really (good, well).

7. Grandma said that she will feel (better, best) after a little nap.

8. The little boy behaved (bad, badly) and was sent to time out.

9. Hannah can’t decide which she likes (better, best)—the red glossy shoes, the bright white tennis shoes, or the comfortable black flip-flops.

10. I’m going in the other room because that fish smells (bad, badly).

E X E R C I S E 2

Understanding Commonly Confused Words

Correct any misuse of good, well, bad, and badly in the following sentences. If no modifiers are misused in the sentence, write correct.

1. The patient is feeling weller than he did last night.

2. Calvin played his worst game of the season yesterday.

3. The mystery meat smelled and tasted badly.

4. The outcome of the trip was good.

5. That dogwood tree is really looking good this year.

6. Karen did her work good and finished quickly.



7. The tree house ladder wobbles worst now that more people are using it.

8. I have hay fever and rose fever, but my worst allergy is to cat and dog hair.

9. Denise isn’t a bad mechanic, but her sister Clarice is much gooder.

10. A roaring fire feels well on a night like tonight.

E X E R C I S E 3

Using Commonly Confused Words in Your Writing

Think about the best or worst you have performed—on a test, in a game, in a play or concert, or as a friend. Write a paragraph explaining the circumstances and how you felt about your positive or negative performance. Use the modifiers good, well, bad, and badly correctly at least four times in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 32

Prepositions and Conjunctions

Prepositions and conjunctions are the linkers of the English language. They are used to join words and phrases to the rest of a sentence. They also show relationships between ideas. Prepositions and conjunctions help writers vary sentences by connecting sentence parts in different ways.

A preposition is used to show how its object, a noun or a pronoun, is related to other words in the sentence. Some common prepositions include above, after, against, among, around, at, behind, beneath, beside, between, down, for, from, in, on, off, toward, through, to, until, upon, and with.

examplesThe chipmunks played tag between the trees.The fearless skier slid down the hill.

Some words can function as both adverbs and prepositions. A preposition always has an object, but an adverb does not. The object of a preposition is always a noun or a pronoun. In the examples below, table and us are objects of prepositions.

examplesadverb The airplane took off.preposition The pencil rolled off the table.adverb As we left the plane, we looked around.preposition Uncle Fred drove his new car around the block.

A conjunction is a word used to link related words, groups of words, or sentences. Like a preposition, a conjunction shows the relationship between the words it links. Some of the most commonly used conjunctions are and, but, for, nor, or, so, and yet. Some conjunctions are used in pairs, such as both/and, neither/nor, and not only/but also.

examplesDoctors and nurses surrounded the patient’s bed.Neither the picture frame nor the vase broke when the shelf collapsed.



E X E R C I S E 1

Identifying Prepositions and Conjunctions in Literature

Identify each of the underlined words in the literature passage as either a preposition or a conjunction. Write your answers on the corresponding lines below.

And the night would fall 1around us, almost without notice, as it does 2in the tropics. Then the first 3of the bats would appear. They lived 4above the porch, 5between the ceiling and the roof. We never saw 6or heard them 7during the day. 8But at nightfall their squeaks began, like an orchestra tuning its instruments 9before a concert, 10and it was as if the ceiling came alive.

from “The Bats,” page 468Alma Flor Ada

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2.

3.

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6.

7.

8.

9.

10.

E X E R C I S E 2

Using Prepositions and Conjunctions

Write a sentence for each preposition or conjunction below.

1. and (conjunction)

2. behind (preposition)

3. during (preposition)



4. yet (conjunction)

5. neither/nor (conjunction)

6. for (preposition)

7. for (conjunction)

8. through (preposition)

9. either/or (conjunction)

10. without (preposition)



Name: ____________________________________________________ Date: __________________

LESSON 33

Prepositions

A preposition shows the relationship between its object and some other word or group of words in a sentence. Notice in the following sentences the number of different relationships shown between the noun garden and the noun barn.

examplesThe garden near the barn is beautiful.The garden beside the barn is beautiful.The garden behind the barn is beautiful.The garden beyond the barn is beautiful.The garden past the barn is beautiful.

The noun or pronoun that follows the preposition is called the object of the preposition. Together, the preposition, the object of the preposition, and the modifiers of that object form a prepositional phrase. In the following sentence, at the ticket booth, for tickets, and to the concert are all prepositional phrases.

exampleKendall waited at the ticket booth for tickets to the concert.

To test a word group to see if it is a prepositional phrase, ask questions like “at what?”, “for what?,” and “to what?” The answers in the example above are “ticket booth,” “tickets,” and “concert.” All three are objects of prepositions. Therefore, there are three prepositional phrases in the sentence.

Below is a list of common prepositions. Remember, though, that any word on this list may not always be used as a preposition. When it is used as a preposition, it has an object.

Prepositions

aboard about above across after against along amid among around at before

behind below beside besides between beyond but (meaning “except”) by concerning down during

except for from in into like of off on over past since

through throughout to under underneath until up upon with within without



E X E R C I S E 1

Identifying Prepositional Phrases in Literature

Identify the eight prepositional phrases in the literature passage below.

“Oh, what beautiful children!” he would say to a mother in a park. “I should like

to make a likeness of them.”

And then he would be invited to visit.

That was how he got acquainted with the Liddell children. He had asked

permission to take a picture of the cathedral tower from their garden. But after his

successful picture of Alice’s big brother, Harry, he was frequently a welcome guest.

from “The Other Alice,” page 490Christina Björk

E X E R C I S E 2

Understanding Prepositional Phrases

Supply a preposition and an object of the preposition for each blank. Some objects of a preposition may be more than one word.

1. Whom did you ask about raising funds the

?

2. enough , the band

won’t be able to go to the competition.

3. There were two months left the

.

4. It had been only six months the

.

5. They needed other ideas calorie-filled

.

6. their brainstorming

, Megan suggested they have a public concert.



7. Their concerts had all been free this

.

8. Money was collected voluntary

.

9. At intermission, parents with baskets passed the

.

10. They had enough money for the journey

.

E X E R C I S E 3

Using Prepositional Phrases in Your Writing

Write instructions for completing a simple process, such as tying a shoe or making a sandwich. Be sure that your instructions are in the correct order and that you provide helpful hints. Underline the prepositional phrases you use in your instructions.



Name: ____________________________________________________ Date: __________________

LESSON 34

Coordinating Conjunctions

A coordinating conjunction is a word used to join words or groups of words of equal importance in a sentence. The most common coordinating conjunctions are and, or, nor, for, but, yet, and so.

Coordinating conjunctions can connect nouns, verbs, adjectives, adverbs, prepositional phrases, other sentence elements, and clauses. Each coordinating conjunction shows a different relationship between the words that it connects.

When a coordinating conjunction joins two or more independent clauses that could be independent sentences, a compound sentence is formed. A comma is placed before the coordinating conjunction that joins the two independent clauses.

examplesThe winning design for the building is enormous yet simple. (Yet shows the contrast between enormous and simple. The coordinating conjunction joins two adjectives.)

Come to visit in the morning or in the afternoon. (Or shows alternatives. The coordinating conjunction joins two prepositional phrases.)

Tom accepted the job, for he needed the money. (For shows a cause and effect relationship. The coordinating conjunction joins two independent clauses.)

E X E R C I S E 1

Identifying Coordinating Conjunctions in Literature

Underline the six coordinating conjunctions you locate in the literature passage below.

Occasionally, a little one would fall to the floor through a crack in the ceiling

either pushed by a thoughtless adult or as a result of its own carelessness.

Even though it was not ready to fly yet, by instinct the little bat would open its

membranous wings, glide down, and land alive, although perhaps somewhat

stunned. Sometimes an adult bat would come immediately to the rescue. Then

the little one would cling to the adult’s chest and enjoy a safe return home. But on



occasions when no adult came, we had to decide whether to fetch the tall ladder

and try to place the baby back in the nest, or keep it in a shoe box and feed it with

my doll’s bottle. Fortunately, this only happened once in a while.

from “The Bats,” page 468Alma Flor Ada

E X E R C I S E 2

Understanding Coordinating Conjunctions

Write the coordinating conjunction that best fits the blank in each item below.

1. Learning to play an instrument is worthwhile,

you can join the school orchestra.

2. At first it seems difficult, all it takes is

plenty of practice.

3. Reading music playing an instrument

can be accomplished with work.

4. It helps to have an instrument you really enjoy,

practicing is fun.

5. There are many instruments, they all

fall into four families.

6. The families are strings, woodwinds, brass,

percussion instruments.

7. Unlike the clarinet and oboe, the flute isn’t made of wood,

it’s still in the woodwind family.

E X E R C I S E 3

Using Coordinating Conjunctions in Your Writing

Write a short paragraph, to be shared with a classmate, about an animal that you have observed in the wild. Use each of the seven coordinating conjunctions in your paragraph at least once. Check to be sure that you use a comma and a coordinating conjunction between two independent clauses. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 35

Interrupters

An interrupter is a word or phrase that breaks, or interrupts, the flow of thought in a sentence. In your writing, you will sometimes use an interrupter to emphasize a point.

An interrupter is usually set off by commas or dashes from the rest of the sentence because it is not a basic part of the sentence or its meaning. The punctuation marks that set off an interrupter indicate a pause before and after the interruption.

examplesToday, of course, is my birthday. Gee, that’s an enormous squirrel nest.Her yellow shoes—you know the ones I mean—don’t go with those purple tights.

E X E R C I S E 1

Identifying Interrupters

Identify the five interrupters in the passage below.

William Stafford, an American poet and a writer, had an extraordinary ability to

reflect on human nature and the world around him. His ability to listen—to the

sounds of the natural world, to spoken words, and to the interplay of silence and

noise—was surpassed only by his ability to communicate his thoughts. His books,

including Down in My Heart, Even in Quiet Places, and Learning to Live in the

World: Earth Poems, have received many awards. Today, Stafford’s poetry is read

all over the world. “One Time” is written in free verse, poetry that does not follow

consistent rhymes or rhythms.



E X E R C I S E 2

Understanding Interrupters

Identify the interrupters in the following sentences. Then rewrite each sentence, correctly adding commas or dashes to set off each interrupter from the rest of the sentence.

1. Flocks of migrating birds such as Canada geese stopped at the pond.

2. My uncle a dedicated football fan was thrilled to win two tickets to the Orange Bowl.

3. Our washing machine which had been making strange sounds would not start.

4. If you come with us on the hike it won’t be too difficult we can have a picnic.

5. Pencils and pens indispensable tools for the cartoonist filled his desk drawers.

6. Most houseplants except mine of course thrive when placed near a window.

7. That rabbit which was not making a sound hid in the tall grass until the dog had left the field.



8. Marcy could swim I believe but she was not ready to dive into the deep end of the pool.

9. Small boats kayaks, canoes, and dinghies can move quietly through the marshlands without disturbing the wildlife.

10. Six buses every seat occupied took the cheering students to the basketball tournament.

E X E R C I S E 3

Using Interrupters in Your Writing

Write five sentences about the things you might see outside a classroom window. Use interrupters in the sentences. Remember to set off each interrupter with commas or dashes.



Name: ____________________________________________________ Date: __________________

LESSON 36

Interjections

An interjection is a part of speech that expresses feeling, such as surprise, joy, relief, urgency, pain, or anger. Common interjections include ah, aha, alas, bravo, dear me, goodness, great, ha, help, hey, hooray, hush, indeed, mercy, of course, oh, oops, ouch, phooey, really, say, see, ugh, and whew.

Interjections indicate different degrees of emotion. Some may express intense or sudden emotion, as in Wow! That was a surprise. Notice that the strong expression of emotion stands alone in the sentence and is followed by an exclamation point.

Interjections can also express mild emotion, as in Well, that was to be expected. In this sentence, the interjection is part of the sentence and is set off only with a comma. Even when interjections are part of a sentence, they do not perform a grammatical function in the sentence.

E X E R C I S E 1

Identifying Interjections

Identify the interjections in the following sentences.

1. “Oh dear! Perhaps I shouldn’t have put the frog in the king’s water goblet,” said the wizard.

2. Ahh, the wizard has lost both his memory and his spell book.

3. Well, the cobbler hardly seems interested in marrying the princess.

4. Ow! Don’t kick me in the shins just for expressing my opinion.

5. Oh my, the atmosphere in that story is quite chaotic.

6. “Good heavens! I’m glad you reminded me!” cried the king.

7. Alas, nothing good will come of this plan.

8. Ha! Some joke that was!

9. Why, at the end of the story, the queen is rescued and the princess finds a husband.

10. Hurray! This was the best story we’ve read all year.



E X E R C I S E 2

Understanding Interjections

For each emotion listed below, write a sentence that expresses the emotion. Include an appropriate interjection, and use either a comma or an exclamation point to set off the interjection from the sentence.

1. disappointment

2. disgust

3. annoyance

4. awe

5. fear

6. relief

7. mild pain

8. excitement

E X E R C I S E 3

Using Interjections in Your Writing

Write an imaginative dialogue that might occur between two animals, two fairy-tale characters, or two inanimate objects. Try to make your conversation realistic by using interjections to convey the emotion of the animals, characters, or objects involved. Use commas or exclamation points to punctuate your interjections correctly. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 37

Nouns of Direct Address

Nouns of direct address name the person or group spoken to. A noun of direct address is never the subject of the sentence. When the subject of a sentence is understood, or not stated, be careful not to confuse the understood subject with the noun of direct address.

examplesJason, why did you name your dog Argo? (Jason is the noun of direct address. You is the subject of the sentence.)

Bella, Mother needs your help in the kitchen. (Bella is the noun of direct address. Mother is the subject of the sentence.)

A noun of direct address can appear at any place in a sentence. Notice in the following examples where the nouns of direct address appear and how commas are used to set them off from the rest of the sentence.

examplesYour contract, Ms. Yong, is in the envelope. (Ms. Yong is the noun of direct address. Contract is the subject of the sentence.)

Pass your papers to the front of the room, students. (Students is the noun of direct address. You is the understood subject of the sentence.)

E X E R C I S E 1

Identifying Nouns of Direct Address

Underline the nouns of direct address that are used in the sentences below. Then double underline the subject of each sentence. If the subject is understood, write “You is the understood subject.”

1. Darnell, what are you doing here?

2. I didn’t understand, mom, that I had to clean my room first.

3. Please put away all your books and papers, boys and girls.

4. Rita, Abby will need your help today.

5. You, my friend, are too kind.

6. Dad, I am going over to Robert’s house.



7. Where did you park the car, Mallory?

8. We cannot help you at this office, sir.

9. Man your station, soldier, and don’t let anyone in here.

10. Morgan, your friends are here.

E X E R C I S E 2

Understanding Nouns of Direct Address

Insert commas where needed to set off the nouns of direct address from the rest of the sentence.

1. Class does anyone know what hibernation means?

2. You’re right Gary it’s the long winter sleep of some animals.

3. Beth what happens to the animal’s temperature during hibernation?

4. With this lower temperature Mark does the animal seem barely alive?

5. Students the animal is so still and cold that it uses very little energy.

6. What do you think it does for food Sara?

7. If it uses up its fat during the winter class how does it look in the spring?

8. Yes Jeffrey you’re right some animals wake up on warmer winter days and then go back to sleep.

9. Janet can you tell us the names of some animals that hibernate?

10. Woodchucks, toads, bats, bears, and skunks all get to sleep through the cold dark days, but sorry to say kids we don’t have that choice.

E X E R C I S E 3

Using Nouns of Direct Address in Your Writing

Write your own dramatic scene or play for an audience of your classmates. Begin by thinking of the conflict or problem that a group of characters must resolve during the course of the play. As you construct your dialogue, make sure that you use at least five nouns of direct address. Place them in different parts of sentences, and be sure to punctuate the sentences correctly. Use your own paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 38

Phrases and ClausesSometimes groups of words function as one part of speech. These groups of words are either phrases or clauses. Clauses have both subjects and verbs; phrases do not.

examplesphrase I want to go there later.phrase She will walk to the grocery store.clause When I get home from school, I will feed the dog.clause Tracy started cleaning the bathroom while I started on the kitchen.

E X E R C I S E 1

Identifying Phrases and Clauses in Literature

Identify the underlined groups of words in the literature passage as phrases or clauses. Write your answers on the corresponding lines below.

1It was five days before Christmas, and the 10-foot waves kicked up 2by an approaching low-pressure system made the 75-foot boat bob like a rubber duck in a bathtub. 3As the boat’s six-man crew raced to top off their catch, one 4of the dredges that scoop up the shellfish got hung up on the seafloor. 5Its cable tightened, and the vessel listed sharply to starboard. 6Water gushed over the rail, 7swamping the deck and 8flooding the engine room and crew compartments.

from “Danger of the Deep,” page 557Alex Markels

1.

2.

3.

4.

5.

6.

7.

8.



E X E R C I S E 2

Using Phrases and Clauses in Your Writing

Write a complete sentence incorporating each phrase or clause below.

1. when you open the door of the bakery

2. which really surprised his friends

3. at the local Italian restaurant

4. who the star of the show was

5. behind the old house

6. until she found her tennis shoes

7. because he was disruptive in the classroom

8. although Madison thought about joining the band

9. with an umbrella

10. over the bridge



Name: ____________________________________________________ Date: __________________

LESSON 39

Prepositional Phrases

A phrase is a group of words used as a single part of speech. A phrase lacks a subject, a verb, or both. Therefore, it cannot be a sentence. One common kind of phrase is the prepositional phrase.

A prepositional phrase consists of a preposition, its object, and any modifiers of that object. A prepositional phrase adds information to a sentence by modifying another word in the sentence. The phrase may function as an adjective or an adverb.

examplesadjectives The tree in the corner is dying. (The prepositional phrase in

the corner tells which tree is dying. The phrase is an adjective modifying the noun tree.)

The tree in the corner of the yard is dying. (The prepositional phrase of the yard tells in which corner the tree is dying. The phrase is an adjective modifying the object of the prepositional phrase in the corner.)

adverbs I hid behind the chair. (The prepositional phrase behind the chair tells where I hid. The phrase is an adverb modifying the verb hid.)

I was happy with the outcome. (The prepositional phrase with the outcome tells in what way I was happy. The phrase is an adverb modifying the adjective happy.)

Use prepositional phrases to create sentence variety. When every sentence in a paragraph starts with its subject, the rhythm of the sentences becomes boring. Revise your sentences by starting some with prepositional phrases when it is appropriate.

Notice that a prepositional phrase, especially a long one, that begins a sentence is often followed by a comma.

exampleDeVona grew orchids in her kitchen window.In her kitchen window, DeVona grew orchids.



E X E R C I S E 1

Identifying Prepositional Phrases

Identify the ten prepositional phrases in the following passage.

In the 800s, the Japanese priest Shingon invented a writing system called kana.

This led to the creation of huge collections of short poems called tanka. Most of

these poems had a sad tone. Even love poems centered on loss. Poets focused

their attention more on using language carefully than on creativity. Tanka, and later

haiku, continued to be the traditional forms of Japanese poetry throughout the

following centuries.

E X E R C I S E 2

Identifying Prepositional Phrases

Write the word that each underlined prepositional phrase modifies. Then label each prepositional phrase an adjective phrase or an adverb phrase.

1. Cats are masters of the art of body language.

2. By a series of well-defined postures, they convey their moods and intentions.

3. An unhappy cat squats into a defensive posture with wide eyes and flattened ears.

4. The typical tail-up greeting of a cat indicates pleasure and a desire for stroking.

5. A cat freezes under threat, and stares at the aggressor with wide eyes.

6. Its tail flicks slowly from side to side.



7. If threatened further, the cat pulls in its chin, lays back its ears, and runs sideways toward the enemy.

8. The hairs on its body and tail stand out, presenting the largest possible body area to the enemy.

9. The whiskers tense slightly forward on a nervous cat.

10. Tiny kittens purr as they nurse, but they will not purr in response to human handling until they are about six weeks old.

E X E R C I S E 3

Understanding Prepositional Phrases

Rewrite the following sentences so that each begins with one or more prepositional phrases.

1. I saw the sweater I wanted in the window of the store.

2. Their decision was in doubt until the final moment.

3. The man strolled down the beach in his sun hat and Hawaiian print shirt.

4. The road widens at the end of the lane.

5. We went to eat at Nata’s after the movie.

6. The Perrys saw Bill and Natalie at the game.

7. The tickets for the concert were sold out by the end of the first day.



8. The eagle hunted for prey throughout the forest.

9. Keith fished for barracuda during his vacation in Florida.

10. The airplane disappeared beyond the horizon.

E X E R C I S E 4

Using Prepositional Phrases in Your Writing

Write for classmates a description of a familiar place, such as a park, beach, or even your own room or backyard. In addition to using prepositional phrases to help your readers visualize what this place looks like, be sure to give specific details of size, shape, and color. Use at least five prepositional phrases in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 40

Verbal Phrases

Verbals are verb forms that act as namers (nouns or pronouns) or modifiers (adjectives or adverbs). There are three kinds of verbals: participles, gerunds, and infinitives.

Participial Phrases

A participle is a verb form that ends in –ing, –d, or –ed and that acts as an adjective, modifying a noun or a pronoun. A participial phrase is made up of a participle and all of the words related to the participle, which may include objects, modifiers, and prepositional phrases. The entire participial phrase acts as an adjective.

examplesWorking intently on her drawing, Marsha didn’t even notice her mom come in the room. (The participle working, the adverb intently, and the prepositional phrase on her drawing make up the participial phrase that modifies Marsha.)

The teacher cleaned up the glue spilled on the table. (The participle spilled and the prepositional phrase on the table make up the participial phrase that modifies glue.)

For variety, begin some of your sentences with participial phrases. However, be sure to place each participial phrase close to the word it modifies. Otherwise, you may say something you do not mean.

examplesmisplaced participial phrase I heard my favorite song about love

walking to school.revised sentence Walking to school, I heard my favorite

song about love.

E X E R C I S E 1

Identifying Participial Phrases

Identify the participial phrases in the sentences below. Then identify the noun or pronoun that each participial phrase modifies.

1. Reading the newspaper, Marshall nearly ran into a street sign.

2. Helping himself to another doughnut, Paul forgot all about his new diet.



3. The building, demolished by the construction workers, used to hold the town meetings.

4. She felt the wind blowing through her hair.

5. The little boy dangled his rod in the water and caught the fish swimming in the pond.

6. Bouncing on her grandfather’s knee, Lola giggled and shrieked with excitement.

7. My sister, angered by our mother’s comment, stormed off to her room.

8. Filled with screaming children, the bus finally arrived at the school.

9. Determined to get a good grade on the test, I studied all night long.

10. In the distance, I saw the eagles soaring above the treetops.

E X E R C I S E 2

Understanding Participial Phrases

For each of the following participial phrases, write a complete sentence. Vary your sentence structure, and be sure to place each participial phrase close to the word it modifies.

1. broken into many pieces

2. standing in the doorway

3. waving her hand in the air



4. installed in his car

5. floating near the rocks

6. wearing hiking boots and a sweater

7. visiting from San Francisco

8. exhausted after running

9. beaten by the rival team

10. shivering in the cold

E X E R C I S E 3

Using Participial Phrases in Your Writing

Imagine that you want to start a business in your neighborhood. To let your neighbors know what services you can perform for them, write a letter describing your skills. Use participial phrases in your letter to describe what you can do and how much you will charge for each task. Use your own sheet of paper for this exercise.

Gerund Phrases

A gerund phrase is a phrase made up of a gerund (a verb form ending in –ing) and all of its modifiers and complements. The entire phrase functions as a noun. This means that it may be the subject, predicate noun (or predicate nominative), direct object, indirect object, or object of a preposition in a sentence. Adjectives, adverbs, and prepositional phrases can all modify a gerund.

examplesBaking a chocolate cake is a tradition on my birthday. (The gerund phrase functions as the subject of the sentence.)

My favorite activity is baking a chocolate cake. (The gerund phrase functions as the predicate noun, or predicate nominative, of the sentence.)

I enjoy baking a chocolate cake with my sister. (The gerund phrase functions as the direct object of the sentence.)



Sometimes I relax by baking a chocolate cake. (The gerund phrase functions as the object of a preposition.)

E X E R C I S E 4

Identifying Gerund Phrases

Identify the three gerund phrases in the passage below. Then tell whether each gerund phrase is used as a subject, predicate nominative, direct object, indirect object, or object of a preposition.

Robert Frost was born in California. His family moved to New England when he was eleven. In high school, he enjoyed writing poetry. As an adult, while he was writing, he supported his family by farming on the land his grandfather bought. In his lifetime, Frost became one of the best-loved poets in the country. Receiving four Pulitzer Prizes for Poetry was Frost’s greatest achievement.

1.

2.

3.

E X E R C I S E 5

Understanding Gerund Phrases

Write a sentence for each of the following gerund phrases. Be sure to use each phrase as a subject, predicate nominative, direct object, indirect object, or object of a preposition.

1. winning the race

2. creating a mess in the kitchen

3. finishing his homework

4. planting flowers in the garden



5. jogging around the neighborhood

6. swimming in the lake

7. finding the lost dog

8. giving a speech

9. maneuvering through the small tunnels

10. following simple directions

E X E R C I S E 6

Using Gerund Phrases in Your Writing

For an instruction manual, write a short paragraph about fixing an object, putting something together, or setting something up. Potential topics for this exercise could include how to fix a bicycle tire, how to set up a gadget, how to put up a volleyball net, or how to build a model airplane. In your paragraph, use at least four gerund phrases.



Infinitive Phrases

An infinitive phrase is made up of an infinitive (a verb form preceded by the word to) and all its modifiers and complements. Infinitive phrases can function as nouns, adjectives, or adverbs.

examplesIt is fun to go to a movie with friends. (The infinitive phrase functions as an adverb.)She likes to play at the park with her nephew. (The infinitive phrase functions as a noun.)

Sometimes the to of an infinitive phrase is left out; it is understood.

examplesAdam helped [to] plant the tree.He’ll go [to] clean the dishes.

E X E R C I S E 7

Identifying Infinitive Phrases

Identify the four infinitive phrases in the passage below. Beside each phrase, tell whether it is used as a noun, adjective, or adverb.

Native Americans of the Ojibwe or Chippewa tribes first made dream catchers. One Ojibwe legend says that Spider Woman took care of her children. When the Ojibwe moved away to other areas, Spider Woman was not able to take care of all of them. Women wanted to protect their babies. Dream catchers are wooden hoops with red cord woven in the center to make them look like spider webs. Devices to catch bad dreams before they reach babies, dream catchers are hung near the sleeping children. A small hole in the center of the web lets good dreams come through.

1.

2.

3.

4.

E X E R C I S E 8

Understanding Infinitive Phrases

Complete each of the following sentences with an infinitive phrase.

1. was an intense experience.

2. I hate in front of a large crowd.



3. He never had the ability .

4. That trip will be an event .

5. Sasha looked in the bag .

6. It is good every day.

7. I have for the test on Wednesday.

8. would help me bond with him.

9. Martina promised not .

10. She forgot .

E X E R C I S E 9

Using Infinitive Phrases in Your Writing

Write a paragraph about a normal day at school. Describe whom you talk to, where you go, and what you do. Use at least five infinitive phrases in your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 41

Appositive Phrases

An appositive phrase is a group of words made up of an appositive and all its modifiers. The phrase renames or identifies a noun or pronoun.

examplesFantasia, my favorite animated film, is playing this week. (The appositive phrase renames the noun Fantasia.)The animated film Fantasia is my favorite. (The appositive identifies which animated film is my favorite.)

The first example above, my favorite animated film, is a nonessential appositive phrase. It is not necessary to the basic meaning of the sentence; therefore, it is set off with commas. The second example, Fantasia, is an essential appositive. It is necessary for identifying which particular film. This appositive is not set off with commas.

Appositive phrases add variety to your writing because they can be placed at the beginning, in the middle, or at the end of a sentence. Also, using appositive phrases to combine sentences eliminates unimportant words and creates more fact-filled sentences. When you join two ideas with an appositive phrase, place the noun or pronoun you wish to stress in the main clause, and make the less important idea the appositive.

examplesArlene was at the party. She is a friend from camp.Arlene, a friend from camp, was at the party.A friend from camp, Arlene, was at the party.

E X E R C I S E 1

Identifying Appositive Phrases

Underline the appositive phrases you find in the following sentences. Then double underline the noun or pronoun each appositive phrase identifies.

1. Langston Hughes, the poet and novelist, was born in Joplin, Missouri.

2. A prominent artist of the Harlem Renaissance, Hughes was one of the first authors to include street language and dialect in his poetry.

3. The Harlem Renaissance, a cultural explosion of art, literature, and music, began in the 1920s.

4. Many African-American writers, musicians, and artists lived and worked in Harlem, a neighborhood in New York City.



5. Hughes attended Lincoln University, a historically black university in Pennsylvania.

6. Other poets, Paul Lawrence Dunbar, Carl Sandburg, and Walt Whitman, had an influence on Hughes.

7. Hughes worked with the theme Black is Beautiful in efforts to uplift his people.

8. The Langston Hughes Medal, an award recognizing an African-American writer, is given out annually.

9. The poem “The Dream Keeper” is a lyric poem.

10. The speaker wants to protect the reader’s dreams, “heart melodies,” from the world.

E X E R C I S E 2

Understanding Appositive Phrases

Combine each pair of sentences with an appositive or an appositive phrase. Punctuate your sentences correctly. You may need to add or remove words so that your sentences make sense.

1. Lina and Tom are our best singers. They will be entered in the duet contest.

2. Marie is a lover of sunshine. She spent the winter in Palm Springs, California.

3. Mars is the red planet. It can be seen without a telescope.

4. Franklin Roosevelt’s economic philosophy was called “pump priming.” It called for government spending to stimulate the economy.

5. In agroforestry, trees are raised along with livestock or food. Agroforestry is a way of getting more from the land through multiple crops.



6. Cairo, Egypt, is a city of contrasts. It has modern skyscrapers alongside Roman antiquities.

7. Orion is one of the most prominent constellations. It contains the bright stars Betelgeuse and Rigel.

8. Edward Egan was the only man to win a gold medal at both summer and winter Olympics. He won the light-heavyweight boxing title in 1920 and was a member of the four-man bobsled team in 1932.

9. Flax is a plant that produces the fibers used to make linen. It was originally grown along the Nile River in Egypt.

10. Fauna is the term describing the animal life of a region. It comes from Faunus. He was a satyr-like god in Roman mythology.

E X E R C I S E 3

Using Appositives and Appositive Phrases in Your Writing

Imagine that your school has decided to bury a time capsule that will not be uncovered until the twenty-second century. Write a letter to future students, discussing some current events and personal interests of today’s teenagers. Use at least five appositives and appositive phrases in your letter, and try to vary their placement in your sentences. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 42

Clauses within a Sentence

A clause is a group of words that contains a subject and verb and that functions as one part of speech. There are two types of clauses—independent and subordinate.

An independent clause, sometimes called a main clause, has a subject and a verb and expresses a complete thought. Since it can stand alone as a sentence, it is called independent.

exampleTwo blue jays fought for space at the birdfeeder.

A subordinate clause has a subject and a verb, but it doesn’t express a complete thought. It can’t stand alone. It must be attached to or inserted into an independent clause. That’s why subordinate clauses are also called dependent clauses. When you combine subordinate clauses with independent clauses, you form complete sentences.

examplesWhen the sun’s glow disappeared, we returned to the cabin. (The subordinate clause When the sun’s glow disappeared is attached to an independent clause.)

Students who have the flu should stay at home. (The subordinate clause who have the flu is inserted into the independent clause Students should stay at home.)

Subordinate clauses may begin with words like these: after, although, as, as if, as long as, as soon as, because, before, if, since, so that, than, unless, until, when, whenever, where, wherever, whether, and while. Remember that many of the words in this list can be used as other parts of speech. For example, after, before, since, and until can be used as prepositions when they are followed by a noun or pronoun that serves as the object of the preposition.

examplessubordinate clause Before everyone arrives, let’s take some pictures of the

cake and decorations.prepositional phrase Before school, students congregate in the courtyard.

Subordinate clauses may also be introduced by the pronouns that, which, who, whom, and whose.

examplesThe camp that Liam attended last summer has closed.Caroline, who is my second cousin, will visit in August.



E X E R C I S E 1

Identifying Independent and Subordinate Clauses

Identify the clauses in the sentences below, and label them as independent or subordinate.

1. The moose regarded the canoers calmly.

2. Then he returned to chomping grass from the pond bottom as weeds and water streamed from his antlers.

3. Moose do not always flee at the approach of danger because they are bigger than most other things in their world.

4. They have few natural enemies, and even against predators like wolves, they frequently stand their ground.

5. They have become so comfortable with people that, like deer, they have started raiding gardens and farms.

6. In northern New England, moose and car accidents have become epidemic.

7. Besides being unafraid of vehicles, some moose are drawn to roads because they love the salt left over from snow-clearance methods.

8. Moose are so tall that their eyes do not shine in car lights.

9. At night, motorists often do not see them until it is too late.

10. Because a moose is so tall and heavy, its body can easily crush a car when its legs are knocked from under it.



E X E R C I S E 2

Understanding Independent and Subordinate Clauses

Label the following clauses as independent or subordinate. Then rewrite the subordinate clauses so that they are attached to or inserted into an independent clause. Be sure to punctuate your subordinate clauses correctly.

1. which had long been abandoned

2. Kim hates the color of her hair

3. whom I resemble

4. so that they could go to the opening

5. the two paintings were very different

6. that she was kissing everyone in sight

7. the Great Dane was obedient, playful, and very majestic

8. the candidates disclosed their finances in a special report

9. while I am riding on the bus

10. we couldn’t avoid the persistent salesperson



E X E R C I S E 3

Using Independent and Subordinate Clauses in Your Writing

Imagine your community newspaper is looking for local heroes to profile. Write a paragraph in which you nominate someone you know (or imagine) and describe what he or she has done. Remember, a hero doesn’t have to be someone who saves a life; a hero can be a person who conducts his or her life courageously or who makes life better for another person. Use both independent and subordinate clauses in your nomination.

Adjective Clauses

There are three types of subordinate clauses: adjective clauses, adverb clauses, and noun clauses.

An adjective clause is a subordinate clause that functions as an adjective. It modifies a noun or pronoun. Adjective clauses are introduced most frequently with words like the following: that, which, who, whom, whose, when, why, and where. An adjective clause usually follows the word it modifies.

examplesThe puppy, whose big brown eyes sparkled, begged for another treat.I’ll see you on the Monday when school starts.

When an adjective clause is essential to the meaning of a sentence, it is not set off from the rest of the sentence with commas. When an adjective clause is nonessential, it is set off with commas.

examplesessential The letter that arrived this morning is on the table near

the door. The city where I grew up has many little shops.

nonessential Cole, who is a lawyer, lives in Boston. Bananas, which contain potassium, are very good for you.



E X E R C I S E 4

Identifying Adjective Clauses

Identify the three adjective clauses in the following passage.

“The Wreck of the Hesperus” takes place at Norman’s Woe, which is off the coast

of Massachusetts. Many shipwrecks have occurred in this area. Longfellow based

his poem on the wreck of the Rebecca Ann, which took place during a snowstorm

in 1823 at Norman’s Woe. He added details from the wreck of the Favorite at

Norman’s Woe in 1839. In that shipwreck, a woman’s body that was tied to a

piece of the ship washed ashore.

E X E R C I S E 5

Correcting Adjective Clauses

Correct the punctuation of the adjective clauses in the following sentences. If a sentence has no punctuation errors, write correct.

1. The shoes that are near the door are mine.

2. The CD, that contains my favorite song, seems to be missing.

3. They met at the restaurant where they had their first date.

4. The card that she bought for her brother was perfect.

5. Is Natalie the girl who is from Germany?

6. The stunning artifact which is from Australia is only at the museum temporarily.



7. Chris whose life revolves around baseball just broke his arm.

8. The new scarf, which she bought at the garage sale, was a big hit with her friends.

9. I will drive to St. Louis where my aunt lives.

10. We need an employee who is extremely dedicated and reliable.

E X E R C I S E 6

Using Adjective Clauses in Your Writing

Imagine that you can save only one material item from your bedroom. Explain what that item is and why it is important to you. Use at least four adjective clauses in your paragraph.

Adverb Clauses

An adverb clause is a subordinate clause that functions as an adverb. It modifies a verb, an adjective, or another adverb.

examplesMatt ran around the track until he was out of breath. (Until he was out of breath modifies the verb ran.)Your car is better than mine is. (Than mine is modifies the adjective better.)He usually works faster than I do. (Than I do modifies the adverb faster.)



When you use an adverb clause at the beginning of a sentence, follow it with a comma. If you use an adverb clause at the end of a sentence, you usually do not need to use a comma before it.

examplesIf you have time, please help me with my homework.Please help me with my homework if you have time.

Adverb clauses often, but not always, start with a subordinating conjunction such as after, although, because, before, if, so that, unless, when, whether, or while.

E X E R C I S E 7

Identifying Adverb Clauses

Identify the adverb clauses in the following sentences.

1. You start packing those boxes while I wrap these plates in newspaper.

2. Although Carl studied for the test, he received a bad grade.

3. My brother is older than I am.

4. Because I am going on vacation, I am buying a new swimsuit.

5. If you come to the party, please bring an appetizer.

6. I am hungrier than I thought.

7. When you are ready to go home, I will take you.

8. She shouldn’t take those things off the table unless she has permission.

9. While I mop the floor, please start doing the dishes.

10. Call me if you need a ride home from basketball practice.

E X E R C I S E 8

Understanding Adverb Clauses

Write an independent clause to attach to each of the following adverb clauses. When you write out the complete sentences, be sure to punctuate the adverb clauses correctly.

1. so that the teacher won’t be mad

2. if you go to the grocery store

3. when the lights went out



4. whenever it is possible

5. because he couldn’t swim

6. that we were here

7. after she finished the main course

8. that we finished the project so quickly

9. if you want to make the team

10. unless you would like to go tomorrow

E X E R C I S E 9

Using Adverb Clauses in Your Writing

Write a paragraph about a goal you set for yourself. Explain what the goal was, how you worked to obtain it, and whether you actually did obtain it. In your paragraph, use at least three adverb clauses.



Noun Clauses

A noun clause is a subordinate clause that functions as a noun. It can function as a subject, predicate nominative, direct object, indirect object, object of a preposition, or appositive. Notice that noun clauses can have modifiers and complements. They can come at the beginning, middle, or end of a sentence.

Words like these often introduce noun clauses: how, if, that, what, whatever, when, where, whether, which, who, whoever, whom, whose, and why.

examplessubject That our plan did not work was obvious to all.predicate nominative That is what happened yesterday.direct object Can you tell me where my guinea pig is hiding?indirect object Tell whoever is singing to stop immediately.object of the preposition Katrina earned a trophy for what she

accomplished Saturday.appositive The topic of the lecture, that wolves can be

trained, grabbed people’s attention.

E X E R C I S E 10

Identifying Noun Clauses

Identify each noun clause in the sentences below. Then identify its function in the sentence.

1. I don’t know where I put my jacket.

2. What I did surprised my family.

3. Patricia can’t decide which type of flowers to buy.

4. My impression is that you are a kind and giving person.

5. Give whoever finds my lost dog the reward.

6. His idea that we should go to the movie was a good one.



7. I am excited about what is coming next.

8. Where we eat dinner doesn’t matter to me.

9. Bring whoever is next in line into the room.

10. I am not happy about what is going on.

E X E R C I S E 11

Understanding Noun Clauses

Write a sentence using each group of words below as a noun clause. Check your work to be sure that you have written a noun clause, not an adjective or adverb clause.

1. how I should ride a bicycle

2. what they did

3. whomever she met

4. why the tree fell

5. whether you like it or not

6. that you studied all night

7. whatever the boss decides

8. what I would like



9. who felt the need to draw on this wall

10. whoever finds the ring first

E X E R C I S E 12

Using Noun Clauses in Your Writing

For your journal, write a paragraph about an important decision you made recently. Discuss your motives and why you consider the decision important. Use at least five noun clauses in your paragraph, and underline each one.



Name: ____________________________________________________ Date: __________________

LESSON 43

The Clauses of a Sentence: Simple and Compound Sentences

Sentences are classified according to the number and kind of clauses they contain. Two types of sentence structures are simple and compound.

A simple sentence contains one independent clause and no subordinate clauses. It may have any number of phrases. It may also have a compound subject and a compound verb. A simple sentence is sometimes called an independent clause because it can stand by itself.

examplesThe plants need a good, soaking rain.Green bagels and corned beef and cabbage are popular for Saint Patrick’s Day.The cat hissed and spat at the feline intruder.

A compound sentence consists of two or more independent clauses joined together with a comma and a coordinating conjunction. Coordinating conjunctions include and, but, or, nor, for, yet, and so.

examplesDid you read the first Harry Potter book, or did you see the movie?There have been many medical advances, but the common cold still cannot be cured.The florist left the arrangement on the porch, for no one answered the doorbell.

E X E R C I S E 1

Identifying Sentence Structures

Identify the numbered sentences in the passage below as simple or compound. Write your answers on the corresponding lines.

1Emily Dickinson is considered one of the greatest American poets of the nineteenth century. 2She was born in Amherst, Massachusetts, and she lived there for her entire adult life. 3She wrote more than one thousand poems. 4Dickinson rarely left her home. 5She suffered from a mysterious illness, so she chose to spend time mainly with her family and with close friends. 6Her poetry was insightful and highly personal. 7Her style was a radical departure from the formal, romantic style of the time. 8Dickinson’s work is known for its bold use of unusual meter, random capitalization, dashes, vivid descriptions, and extended metaphor.



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E X E R C I S E 2

Understanding Compound Sentences

Expand each of the following simple sentences into a compound sentence by adding a comma, a coordinating conjunction, and another independent clause. Use each coordinating conjunction at least once.

1. A hurricane can be very damaging.

2. Nanette ordered a chocolate ice cream cone.

3. Europe is to the east of the United States.

4. You must call the Bambini twins.

5. With a sore foot, Sally cannot play tennis.

6. You can have leftovers for dinner.



7. Nick was up very late last night studying for midterm exams.

8. “My parents won’t be home tonight,” Carly explained.

9. The television commercial was silly.

10. My older brother is in law school.

E X E R C I S E 3

Using Simple and Compound Sentences in Your Writing

Imagine your school’s tennis, hockey, or soccer team has just come from behind to achieve a totally unexpected win. Narrate the last ten minutes of the game so that students who missed the victory can appreciate how amazing it was. Vary your sentence structure by using a combination of simple and compound sentences. Be sure to punctuate your compound sentences correctly. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 44

The Clauses of a Sentence: Complex Sentences

A complex sentence consists of one independent clause and one or more subordinate clauses. In the following examples, the independent clauses are italicized and the subordinate clauses are boldfaced.

examplesAfter the concert ended, we walked to the restaurant to eat some pizza.When Macy left for school, she wore her new white sneakers that she bought at the mall.

E X E R C I S E 1

Identifying Sentence Structures

Identify the sentences below as simple, compound, or complex. Write your answers on the corresponding lines below.

1The creator of the first limerick is unknown, but people in Limerick County, Ireland, were writing them by the 1700s. 2Limerick County is in the southwestern region of Ireland. 3Its name comes from the Irish word luimneach, which means “bare land.” 4The area has many farms, but there are also modern factories making products such as car parts, concrete pipes, and office equipment. 5Since the important port city of Limerick is located near the ocean, goods can be transported into and out of the county. 6Limerick City in Limerick County is known as the sporting capital of Ireland because of its devotion to the sport of rugby.

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E X E R C I S E 2

Understanding How to Use Clauses to Create Different Sentence Structures

Expand each of the following simple sentences into a compound or complex sentence by adding a subordinate clause and/or an independent clause. Label each sentence type that you create.

1. Peter left the party.



2. The cat purred and nuzzled my leg.

3. Angela tried to call her.

4. Hannah believed Drew’s story.

5. I love reading mystery novels.

6. My favorite television show is on.

7. The assignment is due tomorrow morning.

8. Vanessa will help you with that.

9. The eerie noise scared me.

10. The kids were playing hide-and-go-seek.

E X E R C I S E 3

Using Different Sentence Structures in Your Writing

Write a review of the last piece of literature you read. Briefly summarize the novel, play, short story, article, or poem and explain what you liked and disliked about the work. In your review, use a variety of simple, compound, and complex sentences. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 45

End Marks

An end mark tells the reader where a sentence ends. An end mark also shows the purpose of the sentence. The three end marks are the period, the question mark, and the exclamation point.

examplesdeclarative sentence Forsythia buds are beginning to open.imperative sentence Please get me a glass of water.interrogative sentence Is there anything I can do?exclamatory sentence Do something quickly!

A declarative sentence makes a statement and ends with a period.

exampleYour favorite movie is on television tonight.

An imperative sentence gives a command or makes a request. Often, the understood subject of an imperative sentence is you.

example(You) Keep off the grass.

An interrogative sentence asks a question. It ends with a question mark.

exampleWill two tablecloths be enough?

An exclamatory sentence expresses strong feeling and usually ends with an exclamation point.

exampleWhat an outrage!

E X E R C I S E 1

Identifying Sentence Purposes in Literature

Identify each numbered sentence in the following literature passage as declarative, imperative, interrogative, or exclamatory. Write your answers on the corresponding lines.



CLOCK. 1See that! Half a minute gone by. 2Seems like a long time when you’re waiting for something to happen, doesn’t it? 3Funny thing is, time can pass very slowly or very fast, and sometimes even both at once. The time now? 4Oh, a little after four, but what that means should depend on you. 5Too often, we do something simply because time tells us to. Time for school, time for bed, whoops, 12:00, time to be hungry. 6It can get a little silly, don’t you think? 7Time is important, but it’s what you do with it that makes it so. 8So my advice to you is to use it. 9Keep your eyes open and your ears perked. 10Otherwise it will pass before you know it, and you’ll certainly have missed something!

from “The Phantom Tollbooth,” Act 1, page 650Norton Juster, Dramatized by Susan Nanus

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E X E R C I S E 2

Understanding End Marks

Punctuate the end of each sentence with the correct mark of punctuation—a period, question mark, or exclamation point.

1. Whatever will we do without you

2. Deirdre asked where I had been

3. Always get directions before you leave the house

4. Oh, this is ridiculous

5. Do you know what time it is

6. Stay where you are

E X E R C I S E 3

Using End Marks in Your Writing

Write a letter to a friend about a frightening or humorous experience you had recently. Use the four types of sentences in your letter, and punctuate each sentence with the correct end mark. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 46

Commas

A comma separates words or groups of words within a sentence. Commas tell the reader to pause at certain spots. These pauses help keep the reader from running together certain words and phrases that should be kept apart.

Use commas to separate items in a series. Three or more items make a series.

examplesMen, women, and children enjoyed the company picnic.The groundhog stopped, looked, and then darted for cover.

Use commas when you use and, but, or, nor, yet, so, or for between independent clauses in a compound sentence. Place the comma before the conjunction.

examplesThey had been working hard all morning, but they didn’t seem tired.The twins will spend the night with friends, for their parents are going out.

Use a comma after an introductory word or phrase.

examplesNaturally, we expected to win.After the game, fans raced to the locker room.

Use a comma to set off words or phrases that interrupt sentences. Use two commas if the word or phrase occurs in the middle of the sentence. Use one comma if the word or phrase comes at the beginning or at the end of a sentence.

examplesThe students, who found the new piece difficult, practiced after school.Every Sunday I take the same walk, where I often see people I know.

Use a comma to set off names used in direct address.

examplesJosie, please don’t forget the map.Time is up, class.

Use commas to separate parts of a date. Do not use a comma between the month and the date or the month and the year.



examplesOn April 10, 1947, Jackie Robinson became the first African American to play major league baseball.

Henry Ford tried to start his first gasoline engine in his kitchen in December 1893.

Use commas to separate items in addresses. Do not use a comma between the state and the ZIP Code.

examplesMister Rogers’ Neighborhood, a popular children’s television show for thirty-five years, began in Pittsburgh, Pennsylvania.

The Kirwin’s beach house is located at 1 Lighthouse Lane, East Sandwich, Massachusetts 02563.

E X E R C I S E 1

Identifying Commas

Identify the use of commas in each sentence below as one of the following: series, compound sentence, interrupter, address, date, or introductory phrase.

1. Norton Juster was born on June 2, 1929.

2. While living in Brooklyn, New York, he wrote The Phantom Tollbooth.

3. Milo, a bored young man, has a talking clock and tollbooth appear in his room.

4. With nothing better to do, he decides to go on an adventure.

5. He jumps in the toy car, pays the toll, and drives into a fantasy world.

6. On his way to Dictionopolis, Milo runs into the Whether Man, who is a very strange character.

7. He tries to continue his journey, but he runs into the Lethargarians.



8. In the Doldrums, Milo meets Tock, a watchdog.

9. In Dictionopolis, Milo encounters more unusual characters, attends the king’s banquet, and contemplates another journey.

10. Dictionopolis is missing the princesses Rhyme and Reason, so Milo and his friends set out to return them.

E X E R C I S E 2

Correcting Comma Use

Rewrite the following sentences so that they are correctly punctuated with commas. If a sentence is punctuated correctly, write correct.

1. You can use a bird’s size and shape, its habitat, and its habits too to identify its flight pattern.

2. From a distance vultures have little heads and their tails are held tight and straight.

3. Hawks’ tails which spread wider than vultures’ are more visible from the ground.

4. The bird’s neck and head didn’t stick out in front so it wasn’t a goose swan or duck.

5. When soaring the turkey vultures fly in wide circles with their wings outstretched.



6. In flight the turkey vulture tilts its wingtips upward.

7. Hawks make tighter circles and hold their wings flatter.

8. Owls are head-heavy and clumsy looking but they fly gracefully.

9. Songbirds which stay low in the trees don’t want to get lost in the sun’s glare.

10. If you want to learn more about birds’ flight patterns, write to the Audubon Society at 2325 Burr Street Fairfield Rhode Island 50678.

E X E R C I S E 3

Using Commas in Your Writing

Write a Sunday newspaper column about some aspect of nature that you have observed. For example, you might point out the differences among different spider web patterns, how a particular type of bird goes about building a nest, how a pet of yours misbehaves, or the way squirrels manage to get food from most birdfeeders. Be sure to use commas correctly in your column. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 47

Semicolons

A semicolon joins two closely related independent clauses.

exampleHave a sip of orange juice; you’ll feel better.

Conjunctions such as and, but, so, or, nor, for, and yet can be used to combine two related independent clauses. A semicolon is a punctuation mark that also joins two closely related independent clauses. The semicolon can be used in place of a comma and conjunction. Using a semicolon instead of a comma and a coordinating conjunction emphasizes the second clause. The semicolon signals a pause that is longer than a comma’s pause but shorter than a period’s.

examplestwo separate sentences The koala lives in eucalyptus trees. Tender

eucalyptus shoots are its main food.

joined with semicolon The koala lives in eucalyptus trees; tender eucalyptus shoots are its main food.

E X E R C I S E 1

Understanding Semicolons

Combine each pair of independent clauses by correctly placing a semicolon between them.

1. Most hearing loss is gradual and becomes noticeable only as people age that is why it is widely believed that aging is the major cause of hearing loss.

2. The intensity, or loudness, of sound is measured in units called decibels a whisper registers about 20 decibels, while normal speech comes in at 60 decibels.

3. Sound begins to get uncomfortable at about 70 decibels it becomes potentially harmful when it reaches 85 or 90 decibels.

4. The damage done by noise depends on how loud it is and how long you’re exposed to it the cumulative effects of high levels of noise add up to alarming statistics.



5. To reduce the risks to workers, federal agencies have set limits on noise exposure in the workplace unfortunately, there are no regulations providing effective protection from everyday noise outside of work.

6. Car and home stereo equipment and headphones can harm hearing when the volume is cranked up too high some experts have called for mandatory warning labels to be placed on the equipment.

7. Many kinds of home and recreational equipment have the potential to damage your hearing power saws, leaf blowers, model airplanes, all-terrain vehicles, and firearms are cause for concern.

8. Experts tell people to beware of temporary changes in hearing, such as ringing or a stuffy feeling in the ears these are signs that the nerve endings have been traumatized.

9. Experts say to spend less time in noisy environments give your ears frequent breaks from periods of continuous noise exposure.

10. They don’t say that you have to avoid all noisy activities just be aware of noise levels and take sensible precautions.

E X E R C I S E 2

Using Semicolons

Each independent clause that follows is the first half of a sentence. Add a semicolon and a second independent clause. Make sure that your second thought is related to the first thought and can stand alone.

1. The thunder and lightning frightened the dogs.

2. It was a dark and gloomy day in the forest.

3. Bruce grew bored watching the seagulls.

4. Aunt Catherine usually filled the window boxes with begonias.

5. The inexperienced llama rancher lost money the first year.



6. The pastry chef had outdone herself for the Mother’s Day brunch.

7. My cousin has a strange housekeeping idea.

8. There was no explanation for Kelsey’s behavior.

9. Vera was very jealous.

10. Ned pointed to the equation on the board.

E X E R C I S E 3

Using Semicolons in Your Writing

Explain in writing the rules of a game—such as chess or another board game, football, basketball, or soccer—to someone who has never played it. In your explanation, make clear what the goal of the game is and what each player does. Just for practice, include as many semicolons in your explanation as you can. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 48

Colons

A colon introduces a list of items. Colons are also used between numbers that tell hours and minutes and after the greeting in a business letter. They are also used between clauses when the second clause explains or amplifies the first clause.

examplesYou will need these tools for your stained glass workshop: a cutter, running pliers, and a soldering iron.Classes begin at 8:00 a.m.Dear Sir:He was a religious person: that’s why he went to church daily.

E X E R C I S E 1

Understanding Colons

Insert colons where they are needed in the following sentences. If no colons are needed, write correct.

1. Until the 1950s people turned on their radios to listen to these shows sitcoms, plays, adventure serials, and children’s programs.

2. Milton Geiger wrote the following types of media radio scripts, screenplays for television, plays, and short stories.

3. Shakespeare’s Hamlet is playing next Friday at 700 p.m.

4. Our assignment was to write a letter to William Shakespeare. I began my letter, Dear Mr. Shakespeare I have read and loved many of your plays.



5. William Shakespeare is an admired playwright whose work is still read all over the world.

6. Shakespeare wrote many types of dramas tragedies, comedies, and plays about the history of England.

7. In William Butler Yeats’s time, a group interested in the spirit world and magic believed fairies were lighter than gas and therefore invisible.

8. A screenplay includes the following details stage directions, character dialogue, and scene descriptions.

9. Can we meet at 500 p.m. to discuss the play The Phantom Tollbooth?

10. Norton Juster had these jobs architect, professor, and author.

E X E R C I S E 2

Using Colons in Your Writing

Write a letter to a clothing company or a sports equipment manufacturer, requesting specific information about a product you are thinking of purchasing. Follow at least two of the three colon rules in your letter. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 49

Apostrophes

An apostrophe is used to form the possessive of nouns. To form the possessive of a singular noun, add an apostrophe and an s to the end of the word.

examplesa nickel’s worth Agnes’s haircutthe secretary’s computer the tax’s impact

The possessive of plural nouns is formed two different ways. If the plural noun does not end in –s, you add an apostrophe and an s to the end of the word. If the plural noun ends with an s, add only an apostrophe.

examplesmice’s tracks men’s hats oxen’s yokeshorses’ saddles two days’ delay brushes’ bristles

E X E R C I S E 1

Identifying Singular and Plural Possessive Nouns

In each item below, identify the following possessive nouns as singular or plural.

1. anybody’s guess

2. children’s games

3. the duchess’s estate

4. the churches’ steeples

5. individuals’ habits

6. one day’s pay

7. Charles Dickens’s novels

8. Mars’s warning

9. foxes’ tails

10. two months’ vacation



E X E R C I S E 2

Understanding Possessive Nouns

Rewrite each of the following phrases so that it contains a possessive noun.

examplethe success of the woman (the woman’s success)

1. food for the gerbil

2. the jobs of the men

3. the hats of the ladies

4. the office of the senator

5. the grades of the students

6. the duties of the attorney

7. the brooms of the witches

8. the licenses of the drivers

9. the car of Mr. Jones

10. a delay of four days



E X E R C I S E 3

Correcting the Use of Apostrophes

Complete each of the following sentences by inserting ’s or an apostrophe alone to form the possessive case of the underlined words.

1. At the edge of the Australian continental shelf rests the worlds largest living organism, the Great Barrier Reef.

2. A reefs structure grows very slowly.

3. Coral colonies shapes are determined partly by genetic factors and partly by depth and current.

4. The corals shapes are best described by their common names: brain coral, staghorn coral, table coral, and boulder coral.

5. Besides reproduction, coral species lives are devoted to consuming microscopic animals that drift in the current.

6. Hard corals secrete a protective coating, which screens them against the suns harmful ultraviolet rays and helps them survive in the air for several hours.

7. One of the Great Barrier Reefs most exciting sights is the giant clam, the largest bivalve in the world.

E X E R C I S E 4

Using Apostrophes in Your Writing

For an article in a school newspaper, choose two items that serve similar purposes but that have evolved over time, such as a typewriter and a computer. Compare and contrast the two items. Include details about their appearance, operation, and overall appeal. Be sure to use apostrophes correctly in your singular and plural possessive nouns. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 50

Quotation Marks

When you use a person’s exact words in your writing, you are using a direct quotation. Enclose the words of a direct quotation in quotation marks.

examples“Reality,” she sighed, “is highly overrated.”As he ran to answer the doorbell, Clyde begged, “Someone answer the phone. I can’t be in two places at once!”

A direct quotation begins with a capital letter. Separate a direct quotation from the rest of the sentence with a comma, question mark, or exclamation point. Do not separate the direct quotation from the rest of the sentence with a period. All punctuation marks that belong to the direct quotation itself should be placed inside the quotation marks.

examples“Please turn off all cell phones before the performance starts,” the master of ceremonies requested.Tara gushed, “Oh, it’s a wonderful present. Thank you so much.”“When was the last time you had the tires rotated?” Mr. Denning asked his wife.“I didn’t realize,” Lucy sobbed, “that I had hurt your feelings.”

Use quotation marks to enclose the titles of short works such as short stories, poems, songs, articles, essays, and parts of books.

examplesshort stories “The All-American Slurp,” “The Bracelet”poems “The Eagle: A Fragment,” “The Wreck of the

Hesperus”songs “God Bless America,” “Forever Young”articles, essays, and “Satchel Paige,” “The Five ‘Wanderers’ of the parts of books Ancient Skies”

E X E R C I S E 1

Identifying the Correct Use of Quotation Marks

The following sentences include direct quotations and the titles of short works. Add the appropriate quotation marks, commas, question marks, exclamation points, and periods to the sentences.



1. Either you guys come out, or I’m coming in after you warned the anteater.

2. I can’t imagine what Charlotte meant when she said My mother is a white picket fence.

3. Pearl Jam’s song Jeremy makes me sad.

4. Is it possible that the group Crash Test Dummies wrote the song Afternoons and Coffeespoons based on the T. S. Eliot poem The Love Song of J. Alfred Prufrock?

5. Tonight, the public television series Nova will feature Sir Ernest Henry Shackleton in a program called Shackleton’s Voyage of Endurance.

6. Her hair streaming behind her and her arms open wide, Nancy sang You can dance, you can jive / Having the time of your life / See that girl, watch that scene / Diggin’ the Dancing Queen.

7. Gary was amazed to learn from the newspaper article When Janie Came Marching Home that 250 women had fought in the Civil War.

8. Francie ended the debate with the conversation stopper, Whatever.



9. Never one to exaggerate, Muhammad Ali announced before his 1965 fight with Floyd Patterson I’ll beat him so bad he’ll need a shoehorn to put his hat on.

10. The contestant yelped Wait, don’t tell me!

E X E R C I S E 2

Using Quotation Marks

Respond to each direction below. Be sure to use quotation marks correctly.

1. Name your favorite song and what makes it special.

2. Name a short story you’ve read and your thoughts about it or its author.

3. Give the title of a poem you dislike and your reasons for disliking it.

4. Use a direct quotation (an actual quotation or a made-up one) at the beginning of a sentence.

5. Mention a newspaper article and the reason it caught your attention.



Name: ____________________________________________________ Date: __________________

LESSON 51

Hyphens and Dashes

Hyphens are used to make a compound word or compound expression.

examplessister-in-law self-confidentup-to-date conditions two-thirds majority

A dash is used to show a sudden break or change in thought. Note that a dash is longer than a hyphen. Dashes sometimes replace other marks of punctuation, such as periods, semicolons, or commas.

examples

DOCTOR. I want you to understand—I’m not afraid of your gun! I’ll go to your man all right. Naturally, I’m a doctor. But I demand to know who you are.

from “In the Fog,” page 623Milton Geiger

CLOCK. Wherever he is, he wants to be somewhere else—and when he gets there, so what. Everything is too much trouble or a waste of time. Books—he’s already read them. Games—boring. T.V.—dumb. So what’s left?

from “The Phantom Tollbooth,” Act I, page 650Norton Juster

E X E R C I S E 1

Identifying the Correct Use of Hyphens and Dashes

Rewrite the following sentences, adding hyphens and dashes where they are appropriate.

1. I’m waiting for oh, here they come now.

2. We bought ready made curtains and matching bedspreads at the mall.

3. Mom wouldn’t give up her old fashioned ice cream maker for the electric version.



4. Strawberries were once used as a toothpaste the juice whitened discolored teeth and as a salve for sunburn.

5. The exiled spy didn’t know where to go or whom to trust but that’s a whole other story.

6. The Weisses have a great photo of themselves on a double decker bus in London.

7. Henry’s great grandmother was a hard working woman who lived a fast paced life as a New York fashion photographer.

8. Would you please be careful with the syrup see, now that’s a mess.

9. The women Grace O’Malley, Mary Read, and Anne Bonny were all pirates scourges of the open sea..

10. Watching a trial is a real eye opener, particularly if you’ve never witnessed a cross examination.

E X E R C I S E 2

Using Hyphens and Dashes in Your Writing

Write a friend an informal letter in which you summarize the plot of a short story you’ve recently read or a movie or television show you’ve recently watched. Use at least two hyphenated words and two dashes in your letter. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 52

Editing for Capitalization Errors

To avoid capitalization errors, check your draft for proper nouns and proper adjectives; geographical names, directions, and historical names; and titles of artworks and literary works.

Proper nouns and proper adjectives are capitalized. A proper noun names a specific person, place, idea, or thing.

examplesSweden William Shakespeare Washington Monument

A proper adjective is an adjective formed from a proper noun or proper noun used as an adjective.

examplesSwedish meatballs Shakespearean sonnet American soldier

Geographical names of specific places are capitalized, including terms such as lake, mountain, river, or valley if they are used as part of a name. Do not capitalize general names for places.

examplescapitalized Snake River Sugarloaf Mountain Sun Valleynot capitalized a river the mountains a valley

Geographical directions are capitalized if they are part of a specific name of a commonly recognized region. Do not capitalize such words as east(ern), west(ern), north(ern), and south(ern) if they are used only to indicate direction.

examplescapitalized Pacific Northwest South Africa West Coastnot capitalized western regions southern Idaho the north shore

Historical events are capitalized, as are special events and recognized periods of time.

examplesVietnam War Stone Age Memorial Day Super Bowl

The first and last words and all major words in-between are capitalized in the titles of artworks and literary works. Articles and prepositions are not capitalized unless they follow colons in titles.

examplesAll Creatures Great and Small Sunflowers “Rhapsody in Blue”



E X E R C I S E 1

Identifying Capitalized Words in Literature

For each underlined word in the following passage, identify the capitalization rule it follows. Write your answers on the corresponding lines below.

…On the morning of July 3, there was a fight around a spot called 1Culp’s Hill. Then 2Lee ordered a division led by Major General 3George Pickett to attack the center of 4Meade’s battle line. That afternoon attack is remembered as 5Pickett’s Charge. Thousands of Confederates ran directly at Union cannons and rows of riflemen. A huge number of these Southerners were killed, wounded, or captured. This disaster forced Lee to accept defeat. He ordered his army to retreat south on July 4. His fight with Meade was the largest battle ever fought in 6North America.

from “Gettysburg,” page 635John Stanchak

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E X E R C I S E 2

Correcting Capitalization

Rewrite each sentence, correcting it for errors in capitalization.

1. Christopher reeve gained worldwide fame for his starring role in the superman movies of the 1970s and 1980s.

2. At age 13, Reeve went to the mcCarter theater in princeton, new jersey, asking for any acting role they would give him.

3. At 15, he won a role in the williamstown theater festival in massachusetts.

4. He graduated from cornell university in 1974.



5. He then went on to study acting at the julliard school for performing arts in new york.

6. While he was in college, he spent time studying theater in britain and france.

7. He was injured on memorial day weekend in 1995 while competing in an equestrian event in virginia.

8. After spending weeks in the hospital, he went to the kessler rehabilitation institute in west orange, new jersey.

9. The documentary hope in motion tells about reeve’s quest to find a cure for paralysis.

10. He was active in the christopher reeve paralysis foundation, which supports research to develop effective treatment for spinal cord injuries.

E X E R C I S E 3

Using Capitalization

Using one or more of the pieces of writing that your teacher has already corrected, list the kinds of capitalization errors you have made. Note problems with proper nouns and proper adjectives, geographical names and directions, historical names, and the titles of artworks and literary works. On your list, include the problem word, the correction, and the rule that governs the use of capitalization. You can turn your list into a checklist that you can use while editing other pieces of writing. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 53

Proper Nouns and Proper Adjectives

Proper Nouns

A proper noun names a specific person, place, or thing. The following kinds of proper nouns should be capitalized.

Names of people

examplesQueen Victoria Nancy G. Denburg Martin Luther King Jr.

Months, days, and holidays

examplesJune Wednesday Thanksgiving

Names of religions, languages, races, and nationalities

examplesIslam Christianity English Chinese African American AsianSlavic Scottish

Names of clubs, organizations, businesses, and institutions

examplesthe Elks Volunteers of AmericaTilburn Chemical Company Jessup County Hospital

Names of awards, prizes, and medals

examplesEmmy Award Pulitzer Prize Purple Heart

Proper Adjectives

A proper adjective is either an adjective formed from a proper noun or a proper noun used as an adjective. Some adjectives derived from names or nationalities are no longer capitalized because of common use: china pattern, bowie knife, cardigan sweater, french window, russian dressing. Check a dictionary if you have any questions about whether a proper adjective formed from a proper noun should be capitalized.



Proper adjectives formed from proper nouns

examplesIrish folk music Athenian democracyHispanic cooking Freudian psychology

Proper nouns used as adjectives

examplesUnited States foreign policy India ink Beethoven symphonies

A possessive proper noun functions as an adjective when it modifies a noun.

examplesHawaii’s coasts Mr. Rodney’s art San Francisco’s hills

E X E R C I S E 1

Identifying Proper Nouns and Proper Adjectives in Literature

Identify the proper nouns and proper adjectives in the following literature passage.

Gettysburg is a small town in south-central Pennsylvania, just a few miles north of

the Maryland state line. In the summer of 1863, Confederate General Robert E.

Lee marched 75,000 men north to invade Union territory. They wandered into the

Gettysburg area on July 1, looking for supplies. A small force of Union cavalry met

and fought them there until thousands of Union army reinforcements arrived later.

The commander of the federal forces, General George Meade, did not arrive until

after dark.

from “Gettysburg,” page 635John Stanchak

E X E R C I S E 2

Correcting Capitalization for Proper Nouns and Proper Adjectives

Correct any capitalization errors in the following sentences.

1. We had a choice of italian, chinese, or ethiopian restaurants for dinner.



2. Mother, having been born in massachusetts, has a real fondness for boston cream pie and parker house hotel rolls.

3. We drove east over the hudson river on the tappan zee bridge.

4. My faded levi jeans went well with my new zeus sneakers.

5. Calvin is not looking forward to easter break since he will have to study for his spanish exam.

6. Rachel Carson won the national book award for The Sea Around Us.

7. Benjamin Oliver Davis sr. was the first african-american general in the u.s. army.

8. Carla was thrilled to get an internship at the Smithsonian institution in washington, dc.

9. The browns brought everyone tulip and hyacinth bulbs from holland.

10. During the spring semester at colby college, my cousin dave is taking german.

E X E R C I S E 3

Using Capitalization of Proper Nouns and Proper Adjectives in Your Writing

Imagine that you are going to give a speech at the anniversary celebration of a historical event. Prepare your speech by describing important aspects of the occasion, where and when it took place, why it occurred, who was involved, and what impact it had on history. Be sure to capitalize proper nouns and proper adjectives correctly.



Name: ____________________________________________________ Date: __________________

LESSON 54

I and First WordsCapitalize the pronoun I.

exampleOliver asked if I knew whether the Bad Lands are in North or South Dakota.

Capitalize the first word of each sentence.

exampleEveryone attended the first game of the season.

Capitalize the first word of a direct quotation. Do not capitalize the first word that comes after an interruption in the quote or the identification of the speaker. Do not capitalize an indirect quotation.

examplesdirect quotation“The first Sheep to Shawl Festival will include spinning, dyeing, and weaving demonstrations,” announced the director of the Handcrafts Center.

direct quotation interrupted“We’ll even have sheep and llamas to pet,” she continued, “and yarns, books, and small hand looms to buy.”

indirect quotationThe director of the Handcrafts Center announced that the Sheep to Shawl Festival would benefit the scholarship fund.

When quoting poetry, follow the capitalization of the original poem. Though most poets capitalize the first word of each line in a poem, as is the case in the first set of lines below, some poets do not. The second example shows how a poet uses a combination of uppercase and lowercase letters at the beginning of lines.

Shadows on the wallNoises down the hallLife doesn’t frighten me at allBad dogs barking loudBig ghosts in a cloudLife doesn’t frighten me at all.

from “Life Doesn’t Frighten Me,” page 474Maya Angelou



Playing a grand piano now,I wonder what I skim from the seaDelicate enough to let airbetween the strings riseinto the room, let music bevisible as whale breathing.

from “Whale Breathing,” page 570Bill Holm

Capitalize the first word in a letter salutation and the name or title of the person addressed.

examplesMy dear Mrs. Oates Dear Sir Dear Leon

Capitalize only the first word in letter closings.

examplesVery truly yours Your friend Fondly Warm regards

E X E R C I S E 1

Correcting Capitalization for the Pronoun I and First Words

Correct any errors in capitalization you find in the following sentences. If there are no errors in the sentence, write correct.

1. At the buffet for the third time, Tim declared, “this lasagna is really terrific.”

2. Gwen asked him If he wanted more salad and garlic bread to go with the lasagna.

3. Olivia called from the other end of the table, “i don’t think there’s any more bread, but i’ll check.”



4. The letter began, “my dearest darling Jessica,” and ended with “your most devoted love, Trevor.”

5. “break, Break, Break,” a poem by Alfred, Lord Tennyson, begins with these lines: “Break, break, break, / On thy cold gray stones, O Sea! / And I would that my tongue could utter / the thoughts that arise in me.”

6. “to whom it may concern” has the wrong tone for a thank-you note.

7. “plenty of exercise,” advised the veterinarian, “And a nutritious diet are just what this puppy needs.”

8. Mother kept insisting that there were enough umbrellas for everyone.

9. “Herbs can be grown in containers or planted directly in the ground,” the gardening expert told us, “But either way, they need lots of water.”

10. Veronica signed all of her business correspondence “very truly yours, Veronica N. Gerber.”



E X E R C I S E 2

Using Capitalization of I and First Words

Write a sentence following each of the directions below. Be sure to capitalize any proper nouns and proper adjectives in addition to the pronoun I and first words in sentences, quotations, and lines of poetry.

1. Quote two sentences from a novel or a short story you have read recently. Be sure to include the title of the work and its author.

2. Write a piece of advice you might expect to hear from a parent or other relative. Present the advice as an indirect quotation.

3. Copy a stanza from your favorite poem. Include the title of the poem and the author.

4. Write at least two sentences about your family history, including information such as where your great-grandparents or your grandparents were born.

5. Write two or three sentences about a holiday you would proclaim if you were in charge. Explain how and when it would be celebrated.



Name: ____________________________________________________ Date: __________________

LESSON 55

Family Relationships and Titles of Persons

Capitalize the titles or abbreviations that come before the names of people.

examplesVice Chairman Diaz Dr. May WooProfessor Deering Mr. Peter Bass

Capitalize a person’s title when it is used as a proper noun, in place of a name.

examplesGeneral, are there enough muskets?Here is the prayer book, Rabbi.

Capitalize words showing family relationships when used as titles or as substitutes for a name.

examplesUncle Ebenezer Grandmother Cousin Maurice

E X E R C I S E 1

Understanding Capitalization of Titles and Family Relationships

Correct the capitalization in the following items. If the item is correct as written, write correct.

1. the present for granddad

2. senator Armstrong

3. aunt Stephanie

4. sir Arthur Conan Doyle

5. mayor Thomas Crowne



6. mrs. Anthony Connell sr.

7. The call is for you, doctor.

8. President Lincoln

9. a college professor

10. governor Long

E X E R C I S E 2

Using Titles and Family Relationships in Your Writing

Write ten sentences about family members and local and national leaders. Use a variety of capital and lowercase titles and words for family relationships in your sentences.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.



Name: ____________________________________________________ Date: __________________

LESSON 56

Titles of Artworks and Literary Works

Capitalize the first and last words and all important words in the titles of artworks and literary works, including titles of books, magazines, short stories, poems, songs, movies, plays, paintings, and sculpture. Unless it is the first word in a title, do not capitalize an article (a, an, or the), a conjunction, or a preposition that has fewer than five letters.

examplesPopular Mechanics (magazine)Shipwreck at the Bottom of the World (book)“All Summer in a Day” (short story)Luncheon on the Grass (painting)

Capitalize the titles of religious works.

examplesBible Koran Talmud

E X E R C I S E 1

Identifying and Correcting Errors in Capitalization of Titles of Artworks and Literary Works

Correct the capitalization errors in each sentence below.

1. The essay “pompeii,” by Robert Silverberg, comes from lost cities and vanished civilizations, a nonfiction book about archeology.

2. “tuesday of the other june” by Norma fox mazer is about a little girl getting bullied and standing up for herself.

3. The Mexican painter Javier Arevalo created los encuentros, which translates to “encounters” or “oppositions.”



4. During the 1990s, the fitness craze gave birth to such exercise videos as dance!, workout with barbie, dancing grannies, and sweatin’ to the oldies.

5. american gothic, a painting by Grant Wood that shows a farmer holding a pitchfork and standing next to his daughter, is one of the most widely recognized American paintings.

6. One theory about where the blues originated comes from an old popular song, “the birth of the blues.”

7. The magazine cooking light has many good ideas for everyday meals, and both gourmet and bon appetite magazines have wonderful recipes for parties and special occasions.

8. Our cultural tour of New York included the Rockettes at Radio City Music Hall and the opera aida.

E X E R C I S E 2

Using Correct Capitalization in Your Writing

Imagine that several sixth graders will be coming to your school as foreign exchange students. To help them prepare to meet their American classmates and to accustom them to an American lifestyle, make a list of book, movie, television show, magazine, short story, album, song, poem, and painting titles that present a portrait of young people your age. Be sure to capitalize your references correctly. Use your own sheet of paper for this exercise.



Name: ____________________________________________________ Date: __________________

LESSON 57

Incorrect Subject-Verb Agreement

A subject and its verb must agree in number. Use singular verb forms with singular subjects and plural verb forms with plural subjects.

Intervening Words

A prepositional phrase that comes between a subject and a verb usually does not determine whether the subject is singular or plural.

examplesThe book about reptiles was lost. (book was, singular)

A teacher, along with several chaperones, leads our field trips. (teacher leads, singular)

Copies of the play were distributed. (copies were, plural)

Scientists from every part of the world have gathered for the symposium. (scientists have gathered, plural)

Compound Subjects

Use a plural verb with most compound subjects connected by and.

examplesThe car’s windshield wipers and heater work well.Woodpeckers, blue jays, and cardinals hover around the birdfeeder during the winter.

Use a singular verb with a compound subject that refers to one person or thing or that generally conveys the idea of a unit.

examplesA matching hat, gloves, and scarf makes a good gift. (one outfit) Trial and error is one of the best ways to learn important lessons. (one process)



Use a singular verb with a compound subject made up of singular nouns or pronouns connected by or or nor. Use a plural verb with a compound subject formed from plural nouns or pronouns.

examplessingularNeither a chipmunk nor a squirrel destroys the garden the way a gopher does.Either a van or an SUV holds enough passengers for a car pool.

pluralEither loans or scholarships make it possible for more students to attend college.Neither the doctors nor the nurses were prepared for the catastrophe.

When a compound subject consists of a singular subject and a plural subject connected by or or nor, use a verb that agrees in number with the subject that is closer to it in the sentence.

examplesNeither the air conditioner nor the lights work. (lights work, plural)Neither the lights nor the air conditioner works. (conditioner works, singular)

Indefinite Pronouns as Subjects

Indefinite pronouns are pronouns that refer to people or things in general. Some indefinite pronouns are always singular and take singular verbs: anybody, anyone, anything, each, either, everybody, everyone, everything, much, neither, nobody, no one, nothing, one, other, somebody, someone, something.

examplesNo one understands a person who mumbles. (no one understands, singular)Each of the newcomers was introduced at the meeting. (each was, singular)

Some indefinite pronouns are always plural and take plural verbs: several, both, few, many.

examplesFew know how to write a good thank-you note. (few know, plural)Several were too large and heavy to carry. (several were, plural)

Some indefinite pronouns can be either singular or plural, depending on their use in a sentence: all, any, enough, more, most, none, plenty, some. They are singular when they refer to a portion or to a single person, place, or thing. They are plural when they refer to a number of individual persons, places, or things.

examplesSome of the trip was dedicated to business. (Some refers to a portion of the trip and is therefore singular.)

Some of the leaves have fallen off the trees. (Some refers to multiple leaves and is therefore plural.)



Inverted Word Order

In some questions and in sentences beginning with Here or There, the verb appears before the subject. In these and other sentences with inverted word order, you must identify the subject and then make the verb agree with it in number. Saying the sentence to yourself in normal order often helps.

examplesOn the closet shelf were two of the presents. (two were, plural) Here is my autograph book for you to sign. (book is, singular)From where do Aaron’s clever ideas come? (ideas do come, plural)There are two pieces of chicken and a bowl of leftover coleslaw for lunch. (pieces and bowl are, plural)

E X E R C I S E 1

Identifying Problems with Subject-Verb Agreement

Choose the correct verb form in parentheses that agrees in number with the subject of the sentence.

1. Both “Why Monkeys Live in Trees” and The Blues Singers (was, were) written by Julius Lester.

2. African folk tales often (explain, explains) the relationship between human beings and nature.

3. There (was, were) a rumor that King Gorilla was having a contest.

4. Whoever (eat, eats) the black dust in one day will receive a pot of gold.

5. The Lion, Leopard, and Hippopotamus (debate, debates) about who will eat the black dust the fastest.

6. Hippopotamus, who (has, have) a very big mouth, (take, takes) a big mouthful of the black dust and begins screaming and crying.

7. None of the animals understand what happened to the Hippopotamus, but everyone (is, are) happy they still (have, has) a chance to win.

8. The monkey, approaching King Gorilla, (make, makes) a deal to rest after each bite of the black dust.

9. There (is, are) many monkeys participating in the plan.

10. The animals (chase, chases) the monkeys, and the only way to escape (is, are) to climb into the trees.



E X E R C I S E 2

Correcting Subject-Verb Agreement Problems

Rewrite each sentence to correct any subject-verb agreement problems. If there are no subject-verb agreement problems in the sentence, write correct.

1. A roller-coaster ride going eighty miles per hour last only twenty seconds.

2. Everybody know the feeling of that first drop on a roller-coaster ride.

3. Rides and relaxation make a trip to a theme park enjoyable for the whole family.

4. There is amusement parks in every region of the United States.

5. Any of the rides can be frightening, but the inverted coasters turn upside down, adding an extra element of terror.

6. One of the roller coasters in Branson, Missouri, also have a water flume and splashdown finish.

7. The coasters, Dueling Dragons, at Florida’s Universal Studios is two inverted trains racing toward each other.

8. A ride on either the Manhattan Express or the High Roller in Las Vegas are exciting.

9. Nobody are able to survive a roller-coaster ride without screaming.

10. Here is one time when making plenty of noise is totally acceptable.



E X E R C I S E 3

Using Correct Subject-Verb Agreement

Some of the following phrases are singular, and some are plural. Write an interesting sentence using each of the phrases once. Then change each phrase from singular to plural or from plural to singular, and write five new sentences.

1. hermit crab lives

2. flamingo has

3. logger cuts

4. newspaper reports

5. floor creaks

E X E R C I S E 4

Using Correct Subject-Verb Agreement in Your Writing

Describe an experience you had riding a roller coaster or doing some other thrilling activity. Where were you, who were you with, and what sort of emotions did the event bring about? Reread your paragraph to make sure that all the subjects agree with their verbs.



Name: ____________________________________________________ Date: __________________

LESSON 58

Avoiding Double Negatives

Make sure that you use only one of the following negatives in each clause: not, nobody, none, nothing, hardly, scarcely, can’t, doesn’t, won’t, isn’t, aren’t. A double negative is the use of two negative words together when only one is needed. Correct double negatives by removing one of the negative words or by replacing one of the negative words with a positive word.

examplesdouble negative I didn’t do nothing.corrected sentence I did nothing. I didn’t do anything.

double negative We hardly had no rain this year.corrected sentence We hardly had any rain this year. We hardly had rain this year.

E X E R C I S E 1

Identifying Double Negatives

Choose the correct word in parentheses to complete each sentence.

1. There wasn’t (no, any) early warning system in ancient days for volcanic eruptions.

2. Hardly (nobody, anyone) in Pompeii survived the eruption of Mt. Vesuvius nearly 2,000 years ago.

3. Scientists (can’t, can) find no way to prevent a volcano from erupting again in the future.

4. Living under the shadow of Mt. Vesuvius, the millions of people in Naples, Italy, can’t do (anything, nothing) to stop it from someday coming back to life.

5. With modern sensing equipment, however, it doesn’t have to be (no, a) surprise.

6. People living in Sicily near Mt. Etna (can, can’t) hardly ignore that volcano.

7. Smoke comes out of the top and doesn’t show (no, any) signs of stopping.

8. Recently, Mt. Etna erupted, but nobody (wasn’t, was) injured.



9. There isn’t (anybody, nobody) foolish enough to ignore the warning to evacuate.

10. In the meantime, the people in the villages near Mt. Etna can’t do (anything, nothing) but wait.

E X E R C I S E 2

Correcting Double Negatives

Rewrite the following sentences to remove the double negative. Remember that you can either remove one of the negative words or replace it with a positive word. If a sentence does not contain a double negative, write correct.

1. I have not seen nobody from Elmer Middle School.

2. The play wasn’t hardly worth going to see.

3. He is not at the gym neither.

4. Scarcely anyone would choose to go out in the pouring rain for a walk.

5. It doesn’t do no good to complain when nothing can’t be changed.

6. There wasn’t hardly enough time to take a shower and change clothes.

7. Can’t anyone help me find the book I lost?

8. Nothing can’t bother me on a warm, sunny day in the spring.

9. Nobody who doesn’t take good care of pets should have them.

10. We aren’t going to have no snow days off this year.



E X E R C I S E 3

Using Negatives Correctly

Write a sentence using each of the following negative words. Avoid using any double negatives in your sentences.

1. no one

2. never

3. no

4. nobody

5. not

6. nothing

7. nowhere

8. barely

9. hardly

10. scarcely



Name: ____________________________________________________ Date: __________________

LESSON 59

Avoiding Dangling Modifiers

A dangling modifier has nothing to modify because the word it would logically modify is not present in the sentence. In the following sentence, the modifying phrase has no logical object.

The sentence says that Sherri’s phone returned home.

exampleOn returning home, Sherri’s phone rang.

You can eliminate dangling modifiers by rewriting the sentence so that an appropriate word is provided for the modifier to modify. You can also expand a dangling phrase into a full subordinate clause.

examplesOn returning home, Sherri heard the phone ring.As Sherri returned home, the phone rang.

E X E R C I S E 1

Correcting Dangling Modifiers

Rewrite each sentence to correct the dangling modifier.

1. While leaving the house, the dog ran into the neighbor’s yard.

2. Going to the store, the car broke down.

3. After eating the food, the cat’s bowl was empty.



4. Looking into the pond, the fish swam to the surface.

5. While digging a hole, a pink worm wriggled around.

6. Running a marathon, the sun beat down.

7. On arriving at the party, Cecile’s high heel broke.

8. The plates need to be washed after finishing breakfast.

9. Helping rake the yard, a tree branch broke and fell to the ground.

10. Exhausted after a long jog, the water was thirst-quenching.



Name: ____________________________________________________ Date: __________________

LESSON 60

Avoiding Misplaced Modifiers

A misplaced modifier is located too far from the word it should modify and appears to be modifying another word.

exampleHe saw the parking ticket getting into his car.

You can revise a misplaced modifier by moving it closer to the word it modifies.

exampleGetting into his car, he saw the parking ticket.

E X E R C I S E 1

Identifying Dangling and Misplaced Modifiers

Identify the dangling modifiers in the following sentences by writing DM. Identify the misplaced modifiers by writing MM.

_____ 1. Carla said that Mark fell on the telephone yesterday.

_____ 2. As a den mother, Mrs. Michaels’s van was always filled with Boy Scouts.

_____ 3. The Schulmans sent the mirror to their home packed in a large crate.

_____ 4. Walking briskly, one of her gloves disappeared.

_____ 5. Full from dinner, his large, comfortable armchair was an attractive place to Dominic.

_____ 6. The children saw a large bird eating popcorn and drinking sodas.

_____ 7. Overweight and listless, the vet says that our dog should be on a diet.

_____ 8. Denise bought a beautiful vase for her mother with a large, overhanging lip.

_____ 9. To crack an egg properly, the yolk is left intact.

_____ 10. While jogging across the bridge, a truck and car collided.



E X E R C I S E 2

Correcting Dangling and Misplaced Modifiers

Revise the sentences in Exercise 1 so that the modifiers have words to modify and so they are placed as close as possible to the words they modify.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

E X E R C I S E 3

Using Modifiers Correctly

Expand each of the following sentences by adding a phrase or clause that provides detail. Be sure to place your phrases and clauses as close as possible to the words they modify.

1. Pots and pans crashed to the floor.

2. A live rabbit is not a toy.

3. David’s tooth hurt.



4. Clothes and books spilled out of the box.

5. The ground was soggy.

6. Bill thought building a bookshelf would be easy.

7. Lauren got the lead in the show.

8. The boys were playing basketball.

9. Norman Rockwell always wanted to be an artist.

10. Our Chihuahua thinks that he is a big dog.



Name: ____________________________________________________ Date: __________________

LESSON 61

Maintaining Consistent Verb Tense

Verb tense indicates when (past, present, future) the action of the verb occurs. Changes in verb tense help readers understand the relationships among various events. However, unnecessary or inconsistent shifts in tense can cause confusion. Writing should not shift from one tense to another if the time frame for each action or state is the same. Avoid shifting verb tenses in your writing unless you want to show that actions occur at different times.

examplesinconsistent Gary stood up and drops his glass. (The past tense verb

stood is not consistent with the present tense verb drops.)

consistent Gary stood up and dropped his glass (Both verbs—stood and dropped—are in the past tense.)

E X E R C I S E 1

Correcting Inconsistent Verb Tense

Rewrite each sentence to correct the verb tense changes.

1. Arachne lived in a quaint little village, and her father is a wool dyer.

2. She spun the wool into thread and weaves the thread into cloth.

3. Her products were beautiful, and everyone loves them.

4. Arachne thought her skills are better than Athene’s skills.

5. One day the boasting Arachne turned around, and an old gray-haired woman appears before her.

6. Arachne said that she was better than a goddess, and the old woman wants Arachne to take back her boasts.



7. Arachne challenges Athene to a weaving contest, and both individuals sat down at a loom.

8. The crowd watches intently as Arachne wove images of gods and goddesses.

9. Arachne loses the contest and wished to die.

10. Athene curses her and forced Arachne’s descendents to live as spiders.

E X E R C I S E 2

Using Consistent Verb Tense

Write a short paragraph about an activity you enjoy doing. Perhaps you are on a sports team at school or you have an unusual hobby. Be sure that you use consistent verb tenses throughout your paragraph.



Name: ____________________________________________________ Date: __________________

LESSON 62

Sentence Fragments

A sentence contains a subject and a verb and expresses a complete thought. A sentence fragment is a word or word group that does not express a complete thought but that is punctuated as though it does.

examplescomplete sentence The tiny dog bounced impatiently by the back door.sentence fragment Bounced impatiently by the back door. (The subject is

missing.)sentence fragment The tiny dog. (The verb is missing.)sentence fragment By the back door. (The subject and verb are missing.)

As a rule, sentence fragments should be avoided. For stylistic reasons, however, authors sometimes include sentence fragments in their work.

E X E R C I S E 1

Identifying Sentence Fragments in Literature

Identify each of the following items as either a sentence or a sentence fragment.

1. A fine, strong-armed, sturdy-legged fellow like me?

2. Get on with you, Maibon, and stop borrowing trouble.

3. He squinted up at the sky.

4. My appetite’s faded, especially after meals.

5. But not me!

6. Not Doli!



7. Worse luck!

8. Doli snorted.

9. But greatly overrated.

10. And grandchildren, and great-grandchildren.

from “The Stone,” page 738

Lloyd Alexander

E X E R C I S E 2

Understanding Sentence Fragments

Tell what is missing in each of the following sentence fragments—subject, verb, or subject and verb. Then complete each sentence by furnishing the missing element.

1. until next week

2. after school, Marybeth

3. wildflowers on the hill

4. trumpet and trombone

5. traffic on the bridge

6. flew over the house

7. the dog and cat

8. leaving the auditorium, the students



9. dribbled the basketball

10. into the red velvet jewelry box

E X E R C I S E 3

Correcting Sentence Fragments

Correct each of the following sentence fragments. Make each fragment into a complete sentence by supplying the missing element(s).

1. recycling has become

2. glass bottles and aluminum cans

3. plastic bottles are

4. in order to save trees

5. wash and reuse

6. found many new uses

7. good for the planet

8. litter on the streets

9. all over the world

10. can help



Name: ____________________________________________________ Date: __________________

LESSON 63

Run-On Sentences

A run-on sentence is made up of two or more independent clauses that have been run together as if they were one complete thought. A run-on sentence can confuse the reader about where a thought starts or ends.

Take a look at the following examples of run-on sentences. In the first run-on, no punctuation mark is used between the independent clauses. In the second run-on, a comma is incorrectly used to join the clauses.

examplesTrash piles lined the street some were as high as twenty feet.The union called a strike, it had no choice.

You can correct a run-on by dividing it into two separate sentences. Mark the end of each idea with a period, question mark, or exclamation point. Capitalize the first word of each sentence.

exampleTrash piles lined the street. Some were as high as twenty feet.

You can also correct a run-on by using a semicolon. The part after the semicolon is not capitalized. Only use a semicolon to join two independent clauses if they are very closely related.

exampleThe union called a strike; it had no choice.

E X E R C I S E 1

Identifying Run-On Sentences

For each of the items below, identify whether it is a sentence or a run-on.

1. The poor younger brother asked his older brother for rice, he was refused.

2. As he walked home, an old man with a beard approached him and gave him a wheat cake.

3. The younger brother thanked the old man and set out into the woods he needed to find the shrine and the dwarfs.



4. Sure enough, the young man found the dwarfs, they wanted his wheat cake.

5. The dwarfs offered the man gold for the wheat cake, but, remembering what the old man had said, he could only accept the stone mortar.

6. Although the mortar was very special to the dwarfs, they exchanged it for the wheat cake.

7. With the mortar in hand, the young man headed home his spirits were lifted, and he whistled the entire journey.

8. He took the mortar home to his wife, the mortar produced rice, wine, and a bigger house.

9. The older brother came to the house of his younger brother for a celebration he then tried to steal the mortar for his own gain.

10. After the older brother had asked the mortar to make him salt, he didn’t know how to stop it, and his boat sank to the bottom of the ocean.

E X E R C I S E 2

Correcting Run-on Sentences

Correct each of the sentences in Exercise 1 that you identified as run-on. Use an end mark of punctuation to separate the two sentences or a semicolon to connect two closely related ideas. If you have already determined that the item is a sentence, write correct.

1.

2.

3.



4.

5.

6.

7.

8.

9.

10.

E X E R C I S E 3

Understanding Run-on Sentences

Correct each of the following run-on sentences. Either divide it into two separate sentences or use a semicolon to form one sentence.

1. There are mountains on the bottom of the sea, their peaks rise out of the water to form islands.

2. Deep canyons go down thousands of feet under water these form marine habitats for sea creatures.



3. Coral can be deposited around the peak of an underwater mountain as it continues to grow, it mixes with other organisms that help bind it together until eventually it makes a reef.

4. Reefs are made up of coral colonies that have grown so high that they form long ridges above the water ships have crashed into them and been wrecked.

5. The coral branches look like plants, but they are really the shells of tiny animals called polyps they grow on top of each other in a colony that forms one skeleton.

6. Most coral reefs are located in tropical waters near islands or along mainland coasts they attract tourists who enjoy scuba diving or snorkeling.

7. Some islands have small submarines that take people as deep as one thousand feet visitors can see underwater without getting wet or needing the special training necessary for scuba diving.

8. Near the reefs there may be shipwrecks tropical fish swarm around the lost ships that hit the reef in storms.



Name: ____________________________________________________ Date: __________________

LESSON 64

Wordy Sentences

A wordy sentence includes extra words and phrases that can be confusing, repetitive, or unnecessarily difficult to read. When you write, use only words necessary to make your meaning clear. Revise and edit your sentences so that they are not unnecessarily wordy or complicated. Review the following examples to learn about three different ways that you can correct wordy sentences.

Replace a group of words with one word.

exampleswordy In this day and age, two-income families are common.revised Today, two-income families are common.

Delete a group of unnecessary or repetitive words.

exampleswordy This essay is about the ways in which the climate and the migratory

patterns of animals have influenced the traditional Inuit way of life.revised The essay describes how climate and the migratory patterns of

animals have influenced the traditional Inuit way of life.wordy Candace is attractive in appearance, but she is a rather self-

centered individual.revised Candace is attractive but self-centered.

Do not confuse a wordy sentence with a lengthy sentence. Writers vary their sentence lengths to create rhythm and add variety and liveliness to their work. Note the lengthy sentence underlined in the following excerpt. Although the sentence is long, it does not contain extra words. Precise word choices make its meaning clear and create a vivid picture.

He came to Themiscyra, where the river Thermodon flowed into the sea, in a place of many cliffs and rocky hiding places. This was the land of the Amazons, woman-warriors, whose queen, Hippolyte, had a sword-belt made of bronze and iridescent glass, given to her by the god of war, Ares. Hercules was to take this belt from them. Expecting a battle, he was surprised when Hippolyte gave it to him freely, but outside their meeting place, the goddess Hera filled the minds of the Amazons with rumors of war, so that as Hercules left he was suddenly attacked by battalions of Amazons. Once more his poison arrows did their deadly work, and, with the belt, he made his escape.

from “The Twelve Labors of Hercules,” page 722Retold by Walker Brents



E X E R C I S E 1

Identifying Wordy Sentences

Read the following sentences. Underline any unnecessary words or wordy phrases in each of the sentences.

1. All of the mail was soaked for the reason that the mailbox was left open in the rain.

2. The team will play better if all the players learn to cooperate together.

3. Her new wool sweater was navy blue in color.

4. The airplane ticket purchased online was cheaper in cost.

5. At all times, be sure you have locked the door when you leave home.

6. Due to the fact that the storm had knocked down the lines, the phone wasn’t working.

7. It is not likely that we will ever completely eliminate all air pollution.

8. In order to train a puppy you must be kind and patient.

9. Uncle Bobby fixed the leak in the pipe by means of using a wrench.

10. At this point in time, we rely on computers for finding information.

E X E R C I S E 2

Correcting Wordy Sentences

The following paragraph contains some wordy sentences. Revise the paragraph by correcting the wordy sentences and making the meaning clear.

In the near future, people without access to a personal computer will be few in number. Due to the fact that computers are used for so many purposes, they’re changing our lives. At the present time, they have already changed the way we communicate with each other. Instantly, we can send a message to someone on the other side of the world by means of the Internet. At this point in time, computers are becoming smaller and easier to use, as well as cheaper in cost. Students use computers for the purpose of doing homework, and adults use them to manage financial matters, make reservations, and even maintain home security. It’s often essential to have an understanding of computer basics in order to have a job. Whether we like the computer or not, it’s here to stay.



E X E R C I S E 3

Using Only Necessary Words in Your Writing

Choose a song or a poem that you especially like, and write a paragraph about what it means to you. What is the singer or poet trying to say? What is he or she trying to make you feel? When writing your paragraph about the song or poem, use only necessary words and avoid writing wordy sentences. After writing, read your paragraph aloud to yourself, or ask a classmate to read it aloud while you listen. Revise any sentences that sound wordy.


216 © EMC Publishing, LLCExceeding the Standards: Grammar & StyleLEVEL I

ANSWER KEY

Lesson 1: The Sentence and Its Functions, page 1

EXERCISE 1 1. F 2. S 3. F 4. F 5. S 6. F 7. F 8. F 9. S 10. F

EXERCISE 2Responses will vary. Sample responses: 1. subject missing; An enormous glass table stood in

the center of the dining room. 2. subject and predicate missing; The cheetah is faster

than most other animals. 3. subject missing; Lions and tigers performed in the

center ring of the circus. 4. sentence 5. predicate missing; Twelve sparkling jewels tumbled

out of the velvet bag. 6. predicate missing; The cowhands and the herd of

cattle headed over the ridge. 7. sentence 8. predicate missing; Everyone except Phil and Kevin

applauded wildly.

EXERCISE 3Responses will vary. Each sentence in students’ letters should contain a subject and a predicate.

EXERCISE 4 1. declarative 2. declarative 3. exclamatory 4. declarative 5. exclamatory 6. exclamatory 7. declarative [within declarative] 8. declarative 9. interrogative [within declarative] 10. declarative

EXERCISE 5Responses will vary. Sample responses: 1. interrogative; imperative: Take a break. 2. declarative; exclamatory: I can’t wait until summer

vacation! 3. interrogative; declarative: I wonder how many

bagels are in a baker’s dozen. 4. imperative; interrogative: Will you stop it? 5. imperative; declarative: Tying your shoe before you

trip over the laces would be wise. 6. declarative; interrogative: Is the storm moving

closer? 7. declarative; interrogative: Are Foxhall’s school

colors purple and green? 8. declarative; imperative: Cheryl, send me a postcard

from Montana. 9. interrogative; declarative: We enjoyed our trip to

the zoo. 10. exclamatory; interrogative: Do crocodiles only look

slow?

EXERCISE 6Responses will vary. Students should use all four kinds of sentences in their monologues.

Lesson 2: Subjects and Predicates: The Basic Building Blocks in a Sentence, page 6

EXERCISE 1They |waited in the green-floored corridor outside Sandy’s room. The door | was half-shut. Bert and Jean |were inside. Everything | was terribly quiet. A nurse | came out. The white-coated man |asked her something and she | shook her head. She | had left the door ajar.… Sandy | lay there, very flat under the covers, very still. Her head | was turned away. All Lob’s attention | was riveted on the bed. He | strained toward it, but Granny Pearce | clasped his collar firmly.

EXERCISE 2Responses will vary. Sample responses: 1. An ugly billboard defaced the highway. 2. The most important reason was his dedication to

his duty. 3. The loose, baggy sweater hung from a hook. 4. Futuristic and dazzling, the glass and steel structure

soared into the sky. 5. The stream that ran along the side of the house was

stocked with goldfish and tiny frogs.

0216-0245_G6_Gram&Style_AK.indd 2160216-0245_G6_Gram&Style_AK.indd 216 6/26/09 5:25:23 PM6/26/09 5:25:23 PM

217© EMC Publishing, LLC Exceeding the Standards: Grammar & Style LEVEL I

6. The dust-covered car needed to be washed. 7. Her best friend was leaving the gift behind on the

table. 8. A small piece of printed fabric caught on the thorns

of a rosebush. 9. The candidates for mayor spoke only in

generalities. 10. Tiny, high windows provide filtered light in the

hallway.

EXERCISE 3Responses will vary. Each sentence should contain a subject and predicate; the overall article should create a clear impression about the outing.

Lesson 3: Simple and Complete Subjects and Predicates, page 9

EXERCISE 1It | was Monday, the first week of November. The grape season | was over and I |could now go to school. I | woke up early that morning and lay in bed, looking at the stars and savoring the thought of not going to work and of starting sixth grade for the first time that year. …I | decided to get up and join Papá and Roberto at breakfast. I | sat at the table across from Roberto, but I | kept my head down. I | did not want to look up and face him. I | knew he | was sad. He | was not going to school today. He | was not going tomorrow, or next week, or next month. He | would not go until the cotton season was over, and that | was sometime in February. I | rubbed my hands together and watched the dry, acid stained skin fall to the floor in little rolls.

EXERCISE 2Responses will vary. Sample responses: 1. The battered, worn-out tugboat | chugged slowly

up the river. 2. The orange salt truck | might have overturned on

the slippery highway. 3. The package from the toy store in New York | will

definitely arrive on time for her birthday. 4. The woods surrounding the town | have been

burning because of the drought. 5. The hungry and tired puppy | returned home after

several hours of exploring. 6. Students with armloads of books | are moving

slowly through the hallways. 7. The inexperienced soldier | correctly saluted his

commanding officer. 8. Plays about the early days of the United States |

entertain history buffs. 9. The small, icy pond in the backyard | always melts

during the January thaw. 10. The private plane from Milwaukee | should have

arrived by eight o’clock.

EXERCISE 3Responses will vary. Students’ myths or legends should demonstrate their understanding of how to build on simple subjects and predicates to create complete subjects and predicates that help readers picture the subject and action that is taking place.

Lesson 4: Compound Subjects, Predicates, and Sentences, page 12

EXERCISE 1 1. Baby gorillas are weak and thin at first, so their

mothers carry them under their chins. (compound sentence)

2. The baby can cling to its mother for safety and drink her milk. (compound predicate)

3. Young gorillas can forage, eat, and play for hours. (compound predicate)

4. Monkeys, chimpanzees, orangutans, gorillas, and humans make up a primate group. (compound subject)

5. Male gorillas will often wrestle and bite each other. (compound predicate)

6. Insects, slugs, snails, grubs, fruit, and leaves are part of the gorilla’s diet. (compound subject)

7. Playing, grooming, and other group activities strengthen family bonds. (compound subject)

8. A group whose members have strong connections is more likely to survive, for they will help each other. (compound sentence)

9. To make a nest, gorillas grab plants, bend them underneath them, and then rotate several times. (compound predicate)

10. Many people hunt gorillas and sell their body parts for money. (compound predicate)

EXERCISE 2Responses will vary. Sample responses: 1. Bluebirds and other thrushes eat mainly insects. 2. They hunt from a prominent perch and snatch

insects from the grass below. 3. Males and females switch to fruit in cold weather

and may be enticed by suet, nuts, or mealworms. 4. The female lays three to six eggs in a nest of grasses,

and she incubates the eggs thirteen to fourteen days.

5. You can provide them with a suitable nest box, but it must have a 1.5-inch opening so that it will exclude starlings.

6. Baby bluebirds may be tempting to raccoons and snakes, so mount the nesting box on a metal poll with a baffle.

7. Once the bluebirds start nesting, the box should be monitored regularly to check the birds’ condition; don’t be afraid to take a peek at the eggs or nestlings.



8. The adults and the babies will not be traumatized, but do not touch anything.

9. The bluebirds flapped their wings and harassed the smaller birds, but they were chased away by the little boy.

10. Bluebirds and other thrushes can have several broods in a season, and the young from the first brood will sometimes feed and care for the nestlings from later broods.

EXERCISE 3Responses will vary. Students’ reviews may include physical descriptions but should emphasize how well or how poorly the chosen product works. They should include five of the different combinations of compound elements listed in Exercise 2.

Lesson 5: Identifying the Parts of Speech, page 15

EXERCISE 1 1. noun 2. adjective 3. verb 4. adverb 5. noun 6. preposition 7. pronoun 8. verb 9. adjective 10. conjunction 11. pronoun 12. preposition 13. noun 14. adverb 15. verb 16. adjective 17. preposition 18. conjunction 19. pronoun 20. adverb

EXERCISE 2Responses will vary. Sample responses: 1. It took us ten minutes to solve the puzzle. 2. The gymnast almost lost his balance on the high

bar. 3. A good server can balance a plate on each arm. 4. The dog sniffed my hand and then began to howl. 5. Aunt Claudia hung sheer draperies around the bed. 6. The private detective got out of the car and looked

around. 7. Yes! We’ve won! 8. The stuffed mouse wore a pink-checked apron and

a tidy little cap.

9. A gift certificate is always an alternative, for the couple can decide what they want and buy it.

10. For Whom the Bell Tolls is the title of a novel by Ernest Hemingway.

EXERCISE 3Responses will vary. Students’ reviews should highlight the major events of a novel or movie without giving away the ending. Th ey should include at least three examples of each part of speech in their reviews.

Lesson 6: Common and Proper Nouns, page 19

EXERCISE 1 1. common, plural 2. common, singular 3. common, plural 4. proper, singular, compound 5. common, singular, compound 6. proper, singular, compound 7. common, plural 8. common, plural 9. common, singular 10. proper, plural, possessive

EXERCISE 2 1. proper 2. common 3. proper 4. common 5. common 6. common 7. common 8. proper 9. proper 10. proper 11. common 12. proper

EXERCISE 3Responses will vary. Sample responses: 1. English, Hebrew 2. Marie Curie, George Washington Carver 3. American Heritage Dictionary, A Wrinkle in Time 4. Canada, France 5. Denali, Mount Rainier 6. Earth City, West Orange 7. Moosehill Road, Constitution Avenue 8. March, July 9. Presidents’ Day, Thanksgiving 10. Atlantic Ocean, Pacific Ocean 11. Mildred (Babe) Didrikson Zaharias, Derek Jeter 12. President George W. Bush, Prime Minister

Anthony Blair 13. The Beatles, U2



3. babies 4. solos 5. photos 6. buzzes 7. rodeos 8. elves 9. heroes 10. annexes

EXERCISE 4Responses will vary. Students’ paragraphs should fully describe the scenario and should contain fi ve singular and fi ve plural nouns.

Lesson 8: Possessive Nouns, page 27

EXERCISE 1 1. singular 2. plural 3. singular 4. singular 5. singular 6. plural 7. singular 8. plural 9. singular 10. singular

EXERCISE 2 1. writers’ 2. book’s 3. librarian’s 4. Massachusetts’s 5. Thomas’s 6. women’s 7. tourists’ 8. drivers’ 9. fox’s 10. countries’

EXERCISE 3Responses will vary. Sample responses: 1. The pen’s ink supply ran out before I finished

writing the letter. 2. She accidentally spilled the box’s contents on the

floor. 3. The city’s lights lit up the night sky. 4. The tomatoes’ growth was limited by the short

season. 5. This year the governors’ meeting will be held in

Atlanta. 6. Many of the boys’ uniforms needed cleaning. 7. The monkeys’ antics were very amusing. 8. Cars’ prices have increased steadily over time. 9. Jess’s mom got a terrific promotion at work. 10. Tacoma’s weather can be rainy.

14. Alaska, Hawaii 15. Harrison Ford, Gwyneth Paltrow 16. Earth, Venus 17. Miata, Jeep 18. Smithsonian, Museum of Modern Art 19. Judy Blume, John Steinbeck 20. Teen, Scientific American

EXERCISE 4Responses will vary. Students’ descriptive paragraphs should correctly use at least fi ve common nouns and fi ve proper nouns.

Lesson 7: Singular and Plural Nouns, page 23

EXERCISE 1 1. thing—singular 2. evacuation—singular 3. Americans—plural 4. citizens—plural 5. parents—plural 6. Japan—singular 7. citizens—plural 8. law—singular 9. Asian—singular 10. citizen—singular 11. face—singular 12. camps—plural

EXERCISE 2 1. concertos 2. masses 3. travelers 4. donkeys 5. wishes 6. ideas 7. photos 8. marshes 9. alleys 10. buses 11. echoes 12. discoveries 13. miles 14. communities 15. tattoos 16. stations 17. foxes 18. strawberries 19. hoaxes 20. mice

EXERCISE 3 1. boxes 2. books



Lesson 9: Compound Nouns and Collective Nouns, page 30

EXERCISE 1 1. Basketball Hall of Fame 2. great-aunt; bell-bottoms; turtleneck 3. president-elect; belt-tightening 4. first aid 5. swayback; thoroughbred 6. Onlookers; passersby; skyscraper 7. tablecloth; dining room 8. Bird-watchers; backpacks; notebook 9. brother-in-law; attorney-at-law 10. bull’s-eye

EXERCISE 2 1. African Americans 2. Milk shakes 3. aides-de-camp 4. runners-up 5. sisters-in-law 6. breakthroughs 7. sons-in-law; walkie talkies 8. Women-of-the-Year 9. Chiefs-of-staff 10. Babysitters

EXERCISE 3Responses will vary. Students should correctly use each compound noun in a sentence. Sample responses for compound nouns: 1. armchair 2. spotlight 3. high school 4. boxing gloves 5. science fiction 6. cash register 7. tape recorder 8. stand-in 9. makeup 10. station wagon

EXERCISE 4 1. class; learns 2. army; plans 3. fleet; arrives 4. company; expands 5. troupe; practice 6. colony; lives 7. gaggle; flies 8. family; sit 9. pride; scatter 10. party; nominates

EXERCISE 5Responses will vary. Students’ paragraphs should contain at least two singular collective nouns and two plural collective nouns.

Lesson 10: Pronouns, page 34

EXERCISE 1In his twelve years, Aaron had seen all kinds of weather, but he had never experienced a snow like this one. It was so dense it shut out the light of the day. In a short time their path was completely covered. The wind became as cold as ice. The road to town was narrow and winding. Aaron no longer knew where he was. He could not see through the snow. The cold soon penetrated his quilted jacket.

EXERCISE 2Responses will vary. Sample responses: 1. Our homeroom teacher said we could have a class

pet. It had to be small and live in a cage. 2. Sarah said she had a friend with some baby gerbils.

She knew she could have one. 3. Jake’s cousin had an empty cage. She would be

happy to give it to the class. 4. The students were responsible for taking care of the

gerbil. They needed a plan to care for it. 5. Melanie suggested they make a schedule. She put a

student’s name by each week on the calendar. 6. Patricia went to the school library for information

about small animals. She brought back three books about them.

7. Jake brought in the cage. He also brought a water bottle, bedding, and a food dish.

8. All they needed was gerbil food. Jan offered to bring it.

9. Finally, Sarah brought in the little gerbil. She settled him in his new home.

10. The gerbil scampered around so fast! The class named him Speedy.

EXERCISE 3Responses will vary. Sample response:The first day of summer was better than I expected. I had planned to sleep late and just hang around the house. My best friend, Ben, and his family had moved away during the winter, and vacation wouldn’t be much fun without him. First thing in the morning, the doorbell rang, waking me up. I pulled open the front door, and there was Ben! My mother and his parents had arranged for him to visit us for three weeks, and they had all kept it a secret. That was the beginning of the best part of the whole summer.



Lesson 11: Pronouns and Antecedents, page 38

EXERCISE 1 1. his—Walt 2. his—Walt 3. he—Walt 4. they—Walt and his father 5. they—Walt and his father 6. its—the creek 7. them—Walt, his father, and several others 8. their—Walt, his father, and several others 9. their—Walt, his father, and several others 10. they—strange men

EXERCISE 2Responses will vary. Sample responses: 1. we 2. they 3. them 4. her 5. he 6. our 7. mine 8. they 9. her 10. us

EXERCISE 3Responses will vary. Sample responses: 1. Poets can describe how they feel about a subject by

using a few well-chosen words. 2. When people are in a hurry, their manners

sometimes suffer. 3. Queen Elizabeth has worn her crown for many

decades. 4. When he had a choice between the two puppies, he

couldn’t make it. 5. “You should have asked me first,” Victoria said. 6. I think this is your plaid scarf, not mine. 7. My first dog was named Buddy, and I’ll never

forget him. 8. You have the same rug in your house as we have in

ours. 9. Mr. Kendall, you know I didn’t forget my flute on

purpose. 10. Nature shows its beauty even on a cloudy day.

EXERCISE 4Responses will vary. Students should find that their revised journal entry is both shorter and easier to understand.

Lesson 12: Subject and Object Pronouns, page 41

EXERCISE 1 1. subject pronoun 2. object pronoun 3. subject pronoun 4. subject pronoun 5. object pronoun 6. subject pronoun

EXERCISE 2 1. I—subject 2. we—subject 3. them—object 4. me—object 5. I—subject 6. her and me—object 7. them—object 8. they—subject 9. they—subject 10. I—subject

EXERCISE 3Responses will vary. Students’ descriptions should focus on all people involved so that they have as many opportunities to use subject and object pronouns as possible.

Lesson 13: Possessive Pronouns, page 44

EXERCISE 1In those first few hours, only the quick-witted managed to escape. Vesonius Primnus, a wealthy wool merchant, called his family together and piled jewelry and money into a sack. Lighting a torch, Vesonius led his little band out into the nightmare of the streets. Overlooked in the confusion was Vesonius’s black watchdog, chained in the courtyard. The terrified dog barked wildly as lapilli struck and drifting white ash settled around him. The animal struggled with his chain, battling fiercely to get free; but the chain held, and no one heard the dog’s cries. The humans were too busy saving themselves.

Many hundreds of Pompeiians fled in those first few dark hours. Stumbling in the darkness, they made their way to the city gates, then out, down to the harbor. They boarded boats and got away, living to tell the tale of their city’s destruction.…



Lesson 15: Action Verbs and State of Being Verbs, page 50

EXERCISE 1 1. action verb 2. action verb 3. action verb 4. state of being verb 5. action verb 6. action verb 7. action verb 8. action verb

EXERCISE 2Responses will vary. Sample responses: 1. The mongoose was on the table. 2. A cobra can kill a mongoose easily. 3. The starlings are on the top branch. 4. Our school orchestra won first place in the

competition. 5. A flock of sheep nibbled grass in the field. 6. Her new shoes were under the bench. 7. Flower gardens attract hummingbirds and

butterflies. 8. The twelve muffins are for the bake sale. 9. Neighbors and friends arrived at the birthday party. 10. Ancient castles were for defense.

EXERCISE 3Responses will vary. You may want students to read their descriptions aloud to see if their classmates can identify the mystery person.

Lesson 16: Linking Verbs and Helping Verbs, page 53

EXERCISE 1 1. linking verb 2. linking verb 3. action verb 4. action verb 5. linking verb 6. linking verb 7. linking verb 8. linking verb 9. action verb 10. action verb

EXERCISE 2Responses will vary. Sample responses: 1. Their garden looks well tended and inviting. 2. It feels wonderful to do gardening in the warm

sunshine. 3. My aunt appears to be content to spend hours in

her garden.

EXERCISE 2 1. The players on the softball team and their families

had a picnic to celebrate the successful season. 2. The firefighters carrying all their equipment had a

difficult time climbing the ladder. 3. Our cat and her tiny kittens were snuggled in a

corner of the hall closet. OR . . . its kittens. . . . 4. If you let me wear your sweater, I’ll let you wear

mine. 5. Our school has more students than yours. 6. its 7. theirs 8. They’re 9. your 10. It’s

EXERCISE 3Responses will vary. Students’ letters should have a welcoming tone and specific details designed to interest the foreign exchange student. Students should use at least five different possessive pronouns in their letter.

Lesson 14: Indefinite Pronouns, page 47

EXERCISE 1 1. everybody 2. anyone

EXERCISE 2 1. Everything, is, singular 2. Neither, wants, singular 3. Several, were, plural 4. Nobody, knows, singular 5. Many, eat, plural 6. Others, know, plural 7. Each, plays, singular 8. Both, are, plural 9. Few, enjoy, plural 10. anybody, does like, singular

EXERCISE 3Responses will vary. Sample responses: 1. It was impossible to find any in the supermarket.

Any student may use the school library after class. 2. Either will be a good movie to see. Either jacket

would be warm enough for skating. 3. I’ll take one and you can have the other. Other

people have told her how well she plays the harp. 4. Each has to decide what he’s going to do over the

summer. Each painting shows a different view of the same ocean scene.

5. Few can escape catching a cold in the winter. There was enough orange paper to make a few more pumpkins.



4. When you talk to her, she sounds happiest describing her flowers.

5. On a hot day, she may grow so drowsy that she takes a nap in the hammock.

6. Under her care, the small seedlings soon become strong and sturdy.

7. At the edge of the garden, the roses smell sweeter than the finest perfume.

8. Vegetables from a home garden taste the freshest. 9. All the work is worthwhile once you see the results. 10. Gardeners always seem proud of their fresh

vegetables and bouquets of flowers.

EXERCISE 3Responses will vary. In their descriptive paragraphs, students should include each of the following linking verbs: appear, seem, become, look, and remain. Students should use one of these verbs twice, once as a linking verb and once as an action verb.

EXERCISE 4“I didn’t know that,” I admitted.“That’s why I’m telling you. You should always ask

about the rules when you go to a new place.”“I didn’t think there’d be a time limit on handball

paddles.”“That’s why you must ask.”“I can’t ask everything,” I complained.

EXERCISE 5Responses may vary slightly. Sample responses: 1. The paddles should only be signed out for fifteen

minutes. 2. When John asked for the paddle, Paul did not think

clearly and hit him. 3. John was angry and said that he would get even. 4. Paul was scared because he did not know how to

fight. 5. Nonno Frankie listened intently to Paul’s problem

and then gave him some advice that may have seemed a little odd.

6. Nonno Frankie must have seen the dumbfounded look on Paul’s face because he then tried to show Paul how to fight.

7. To help Paul, Jennifer had offered the help of her older brother.

8. Paul could have run away, but he decided not to. 9. Paul and John did try to fight, but both of them

were inexperienced fighters. 10. Paul saw a tall figure in the background and

realized his sister had come to save the day.

EXERCISE 6Responses will vary. Students’ paragraphs should use at least five different helping verbs.

Lesson 17: Transitive Verbs and Intransitive Verbs, page 59

EXERCISE 1 1. transitive—mound 2. transitive—ball 3. intransitive 4. transitive—it 5. transitive—words 6. intransitive 7. intransitive 8. transitive—pitch

EXERCISE 2Responses will vary. Sample responses: 1. The Bishop family grows apples in their orchards. 2. After only a few games, Chelsea could understand

chess. 3. The three ships sailed together to explore the new

world. 4. The heavy clouds were moving across the

darkening sky. 5. Every Memorial Day, the veterans have saluted the

flag. 6. Before boarding the airplane, we handed our

tickets to the attendant. 7. A nurse assisted the doctor when he put on

Marcie’s cast. 8. Lee prepared for the weekend guests. 9. Elizabeth spent her entire allowance on candy. 10. Since she lived in Mexico, Barbara knows many

Spanish songs.

EXERCISE 3Responses will vary. Sample response:

Dear Mr. Siegfried:

I am writing to apply for a position as an animal trainer with your circus. I have helped my uncle on his farm, so I know that animals like me. Last summer, I taught a goat to play ball. She would run over whenever I came into the barnyard and give me a shove to start the game. When I rolled the ball, she’d trot after it, and as it slowed, she’d butt it with her head. After we had spent a few minutes playing, I’d reward her with some chunks of apple I had brought. I know that I could do the same thing with bigger animals. I promise that if you hire me, I’ll learn quickly and work hard.

Sincerely,Roy Vegas



7. The artist also drew illustrations for other popular magazines.

8. In all of his pictures, Rockwell paid close attention to details.

9. acceptable passive 10. acceptable passive

EXERCISE 3Responses will vary. Students should be able to point out that the paragraph written in active voice is more vigorous and less confusing. Active voice is generally stronger, clearer, and more direct.

Lesson 20: Irregular Verbs, page 68

EXERCISE 1 1. regular 2. regular 3. irregular 4. regular 5. irregular 6. irregular 7. regular 8. irregular

EXERCISE 2 1. had rung (or rang) 2. had written (or wrote) 3. knew 4. brought 5. had thrown (or threw) 6. had kept 7. had shrunk 8. thought 9. had sought 10. paid

EXERCISE 3Responses will vary. Students’ paragraphs should be both active and reflective. They should use at least five past or past participle forms of irregular verbs.

Lesson 21: Verbals, page 72

EXERCISE 1 1. gerund 2. gerund 3. infinitive 4. participle 5. participle 6. participle 7. infinitive 8. gerund 9. infinitive 10. participle

Lesson 18: Verb Tenses, page 62

EXERCISE 1 1. past perfect 2. past tense 3. past perfect tense 4. past tense 5. present perfect 6. present tense 7. present tense 8. past tense 9. past tense 10. future tense

EXERCISE 2 1. live 2. have developed 3. created 4. will continue 5. contains 6. had mashed

EXERCISE 3Responses will vary. While their prologues may be filled with highly exaggerated details, students should use a minimum of four of the six tenses.

Lesson 19: Passive Voice and Active Voice, page 65

EXERCISE 1 1. passive 2. passive 3. active 4. active 5. passive 6. active 7. passive 8. passive 9. passive 10. active

EXERCISE 2Responses may vary slightly. Sample responses: 1. Norman Rockwell painted the pictures in the

exhibit. 2. acceptable passive 3. Norman Rockwell enjoyed a long and creative life,

from 1894 to 1978. 4. Rockwell illustrated many American scenes. 5. For over forty years, Norman Rockwell drew the

covers for the Saturday Evening Post magazine. 6. Rockwell chose people from ordinary life for his

paintings.



contagious virus spreads rapidly. A single pill cures the disease, but the terrified Gummits refuse to take it and have gone into hiding. Will Caitlin and Mike find them, win the trust of the tiny Gummits, and rescue them from the dreaded disease?

Lesson 23: Indefinite Pronoun and Verb Agreement, page 78

EXERCISE 1 1. has 2. Does 3. have 4. is 5. stands 6. like 7. bark 8. Does 9. were 10. taste

EXERCISE 2 1. Everyone needs to have a quiet place to relax and

think. 2. Some of my friends find it easy to stay in a good

mood. 3. Many of them make other people smile. 4. All of us are sad or frustrated from time to time. 5. Somebody who is upset and angry feels physical

changes, such as a racing heart. 6. correct 7. It helps to remember that others have their own

points of view. 8. A few learn to count to ten before speaking when

they’re angry. 9. Most find they can get along with one another. 10. correct

EXERCISE 3Responses will vary. Sample response:Here’s the news from the Fulton School Fashion Center. Everyone is interested in the latest accessories. For example, braided belts and skinny belts look great with jeans. Someone tells me that a new hot item is the Aztec ring, which costs $1 at the Silver Rose. See how many you can wear on one hand. Several of these rings, paired with the popular zodiac jewelry, make a stunning impression. Large sunglasses that cover most of the face are also a hit. Of course, anyone wearing sunglasses in school will be in trouble with Mr. Phipps, but they’re fun for outside. Just remember: one small accessory can make a big difference to your look. No one has to have it all.

EXERCISE 2Responses will vary. Students’ paragraphs should contain at least one gerund, one participle, and one infinitive.

Lesson 22: Subject and Verb Agreement, page 75

EXERCISE 1 1. singular—is 2. plural—have been 3. plural—are 4. singular—draws 5. plural—have 6. plural—do bother 7. singular—had 8. singular—do bother

EXERCISE 2 1. produce 2. are 3. have 4. turn 5. lives 6. don’t 7. find 8. depend 9. spend 10. holds

EXERCISE 3The correct verb form is underlined. 1. Grains of sand cling to the wet shells on the beach. 2. Our school orchestra performs lively music at the

festival each spring. 3. Three pigeons were standing on the windowsill. 4. correct 5. Maria’s dog likes her better than anyone else in the

family. 6. Small snowflakes from the sky fall quietly on the

pine trees. 7. correct 8. Dan’s bowling score improves every week. 9. Three winter jackets were in the lost and found

box. 10. Large stacks of firewood are all ready for the long

winter.

EXERCISE 4Responses will vary. Sample response:It’s the year 2121, and young Caitlin and Mike Troxell head for adventure in Space Colony Summer by Meredith Alexander. Their mother leads the team bringing emergency medical care from Earth to Colony Z3079. In the Old City, where the Gummits live, a highly



7. none 8. Mr. Thomas 9. her 10. none

EXERCISE 2Responses will vary. Sample responses: 1. records—direct object 2. Kim—indirect object 3. wallpaper—direct object 4. room—indirect object 5. us—indirect object 6. paper—direct object 7. us—indirect object; advice—direct object 8. sandwiches—direct object

EXERCISE 3Responses will vary. Students’ paragraphs should address the subject clearly and logically. They should use as many of the suggested verbs as possible and include at least five indirect objects.

Lesson 26: Predicate Nouns, Predicate Pronouns, and Predicate Adjectives, page 87

EXERCISE 1 1. predicate adjective 2. predicate adjective 3. predicate noun 4. predicate noun 5. predicate adjective

EXERCISE 2 1. perfect—predicate adjective 2. Tony—predicate noun 3. one—predicate pronoun 4. crowded—predicate adjective 5. man—predicate noun 6. cautious—predicate adjective 7. charming, clever—predicate adjectives 8. predictions—predicate noun 9. satisfying—predicate adjective 10. copy—predicate noun

EXERCISE 3Responses will vary. Sample responses: 1. occupation—predicate noun 2. peppery—predicate adjective 3. melodious—predicate adjective 4. swimmer—predicate noun 5. calm—predicate adjective 6. he—predicate pronoun 7. mysterious—predicate adjective 8. silly—predicate adjective

Lesson 24: Direct Objects, page 81

EXERCISE 1In 1943 he moved to Chicago, where he got a job driving a truck during the day and spent his nights playing at parties. He started a band, and in 1948 made his first commercial record, “I Can’t Be Satisfied.” The record company pressed three thousand copies to sell in Chicago only and was amazed when all of them sold in twenty-four hours.

EXERCISE 2 1. books 2. albums; photography 3. awards 4. none 5. biography 6. him; him 7. none 8. harmonica 9. school 10. band

EXERCISE 3Responses will vary. Sample responses: 1. The plot of the movie bored me. 2. Many moves in chess take time to learn and

understand. 3. People often feed wildlife during the winter when

the ground is frozen. 4. The committee debated the issue of the parking

lots. 5. Workers prepared the ground for a new road. 6. A historian identified the artifact as a Civil War

rifle. 7. Archeologists found tools, eating utensils, and even

a harmonica. 8. Our local library holds a story hour for small

children every Friday afternoon. 9. Many of the world’s people eat rice every day. 10. Some writers record family stories in a diary or

journal.

EXERCISE 4Responses will vary. Students’ paragraphs should tell how music has influenced their lives. Students should use at least five direct objects in their sentences.

Lesson 25: Indirect Objects, p 84

EXERCISE 1 1. class 2. them 3. none 4. us 5. sister 6. class



8. the, “feeding” —routine 9. my—head 10. his—own

EXERCISE 4Responses will vary. Sample responses: 1. Yellow and purple spring flowers grew in the

cottage garden. 2. The delicate young woman sang to the fussy baby. 3. The garbage truck squealed to a sudden stop. 4. The big-eared elephant was colossal. 5. The athletic boy jumped for the fly ball. 6. The rickety building stood at the edge of the

condemned property. 7. He baked a marvelous chocolate cake. 8. Grandmother wore a ridiculous orange hat. 9. The morning sky turned a dusty red color. 10. Jim and Stella’s idea sounds clever and exciting.

EXERCISE 5Responses will vary. Students’ paragraphs should show effective adjective use and placement.

EXERCISE 6 1. adverb 2. adverb 3. adjective 4. adjective 5. adverb 6. adverb 7. adjective 8. adverb

EXERCISE 7 1. ingeniously—verb 2. only—verb 3. almost—adverb; completely—verb 4. very—adjective 5. actually—verb 6. most—adjective 7. also—verb; very—adjective 8. probably—verb 9. almost—adverb; always—verb 10. no—verb; too—adjective

EXERCISE 8Responses will vary. Students’ stories should contain the specified elements of fiction but should concentrate equally on the correct and effective use of adverbs.

Lesson 28: Appositives, page 99

EXERCISE 1 1. Peter Markiewicz—Drummer 2. Dave Garibaldi—pros 3. Tower of Power—band 4. Ralph Humphrey—pros; L.A. studio drummer

9. athletic—predicate adjective 10. genius—predicate noun

EXERCISE 4Responses will vary. Sample response:A real cure for the common cold is a long way from happening, but my mother has a series of remedies she believes in. If honey and tea taste too sweet for you, she’ll offer a bowl of chicken soup. Both appear useful in opening clogged nasal passages. Mom’s methods go beyond food, though. At the first sign of sniffles, she’ll also administer zinc, vitamin C, and echinacea. These stop the sneezes, dry the sniffles, and generally enlarge the head to balloon size. I remain convinced that these methods don’t do much to cure the cold. Instead, they keep me busy and out of it until the worst symptoms are gone.

Lesson 27: Adjectives and Adverbs: Choosing the Correct Modifier, page 91

EXERCISE 1 1. adjective 2. adverb 3. adverb 4. adverb 5. adjective 6. adjective 7. adjective 8. adverb 9. adjective 10. adverb 11. adverb 12. adverb

EXERCISE 2Responses will vary. Sample response:The tiny ruby-throated hummingbird looks like a jewel flashing brilliantly in the sun. It gets its name from the male’s fiery throat plumage. Only four inches long and weighing only 1/10th of an ounce, this bird is so little that it has been caught by dragonflies and praying mantises, trapped by sticky spider webs, and snatched by frogs. It is one of the few birds that can fly backwards and upside down. Possessing an incredible agility in the air, it can flit from flower to flower like an insect, sucking out the sweet nectar with its long, fine bill. It needs to eat twice its body weight in food every day.

EXERCISE 3 1. Peanuts’, bright—eyes 2. a—latticework 3. his, strutting, swaggering—approach 4. my—side 5. my, “feeding” —techniques 6. my—turn 7. bored—Peanuts



EXERCISE 2 1. The dog crept closer to me. 2. Dr. Humphrey is more highly respected than Dr.

Lavin is. 3. He is the more intelligent of the two men. 4. The Carrs saw a rug that was richer and more

luxurious than anything they had seen before. 5. Once, the easiest way to wealth was buying real

estate. 6. correct 7. This style of architecture makes use of more

intricate wrought-iron trim than that one does. 8. correct 9. The most beautiful of the needlepoint pillows had

dragonflies and poppies on it. 10. correct

EXERCISE 3Responses will vary. Students’ comparison-contrast reports should show three points of similarity or difference, and they should use the positive, comparative, and superlative forms of adjectives and adverbs correctly.

Lesson 30: Contractions, p 106

EXERCISE 1 1. I’ve—I have—have wanted 2. aren’t—are not—are 3. They’ve—they have—have shown 4. would’ve—would have—would have gone 5. don’t—do not—do remain 6. didn’t—did not—did understand 7. couldn’t—could not—could spin 8. It’s—it is—is 9. Ptolemy’s—Ptolemy is—is 10. we’re—we are—are going

EXERCISE 2Tintin is asleep on the train when it comes to a screeching halt. Tintin and Snowy decide that they are going to check out the situation. There is a door open and someone has jumped off the train. He will follow whoever has just pulled the emergency stop. The police do not believe Tintin’s story and they are going to arrest him. Once the police are asleep, Snowy does not hesitate and helps Tintin to escape.

EXERCISE 3Responses will vary. Students’ paragraphs should use at least five contractions correctly.

5. renowned sessions player and keyboardist with Little Feat—Bill Payne

6. Willie Nile—Rocker 7. the drummer with Living Colour—Will Calhoun

EXERCISE 2 1. Painter Theresa Bernstein was one of the few

women of the Ashcan School. 2. The “ashcan” label reflected the art of member John

Sloan, who painted alleys and slums. 3. When the group, a collection of innovators,

first exhibited in New York in 1908, they called themselves “The Eight.”

4. The Eight, rebels against the beauties of impressionism, wanted to show the gritty side of urban life.

5. Bernstein was a Realist, one of a group of painters who favored informal composition and contemporary subject matter.

6. Her subjects, streets, beaches, parks, theater lobbies, and hat factories, were painted with forceful brushstrokes and bright color.

7. Two of her favorite subjects, suffrage parades and patriotic displays during World War I, can be seen in exhibits at the Metropolitan Museum of Art and the Library of Congress.

8. The men of the Ashcan School, Robert Henri, William Glackens, John Sloan, and Maurice Prendergast, had been artist-reporters for large city newspapers.

9. Men who could illustrate the latest stories with a few quick strokes of the pen, they thought of themselves as spectators of life.

10. Spontaneity, the mark of a good painting, is what these artists were after.

EXERCISE 3Responses will vary. Students’ paragraphs should be well organized and clearly supported in addition to exhibiting the correct use and punctuation of appositives and appositive phrases.

Lesson 29: Positives, Comparatives, and Superlatives, page 102

EXERCISE 1 1. superlative 2. positive 3. comparative 4. superlative 5. superlative 6. superlative 7. comparative 8. positive 9. comparative 10. positive



EXERCISE 2Responses will vary. Sample responses: 1. Chattering squirrels and fluttering pigeons

competed for the scattered popcorn. 2. A little boy played hide and seek behind the Civil

War statue. 3. Office workers came to the park during their lunch

hours. 4. The park was peaceful, yet it was in the heart of the

busy city. 5. Neither the ice cream truck nor the sandwich

wagon had arrived yet. 6. The children asked their parents for ice cream. 7. They were disappointed, for the ice cream truck

was very late. 8. Through the traffic sounds, they heard bells

ringing. 9. It was either their favorite ice cream truck or

another one just as good. 10. They wouldn’t have to go home without their cold,

sweet treats after all.

Lesson 33: Prepositions, page 114

EXERCISE 1“Oh, what beautiful children!” he would say to a

mother in a park. “I should like to make a likeness of them.”

And then he would be invited to visit.That was how he got acquainted with the Liddell

children. He had asked permission to take a picture of the cathedral tower from their garden. But after his successful picture of Alice’s big brother, Harry, he was frequently a welcome guest.

EXERCISE 2Responses will vary. Sample responses: 1. Whom did you ask about raising funds for the

band trip? 2. Without enough money, the band won’t be able to

go to the competition. 3. There were two months left before the deadline. 4. It had been only six months since the concert. 5. They needed other ideas beyond calorie-filled

candy. 6. During their brainstorming session, Megan

suggested they have a public concert. 7. Their concerts had all been free until this evening. 8. Money was collected by voluntary donations. 9. At intermission, parents with baskets passed

among the concertgoers. 10. They had enough money for the journey within

minutes.

Lesson 31: Commonly Confused Words, page 108

EXERCISE 1 1. bad 2. worst 3. well 4. well 5. good 6. good 7. better 8. badly 9. best 10. bad

EXERCISE 2 1. The patient is feeling better than he did last night. 2. correct 3. The mystery meat smelled and tasted bad. 4. correct 5. correct 6. Karen did her work well and finished quickly. 7. The tree house ladder wobbles worse now that

more people are using it. 8. correct 9. Denise isn’t a bad mechanic, but her sister Clarice

is much better. 10. A roaring fire feels good on a night like tonight.

EXERCISE 3Responses will vary. Students’ personal narratives should give them the chance to use at least four forms of good/better/best, well/better/best, bad/worse/worst, and badly/more badly/most badly.

Lesson 32: Prepositions and Conjunctions, page 111

EXERCISE 1 1. preposition 2. preposition 3. preposition 4. preposition 5. preposition 6. conjunction 7. preposition 8. conjunction 9. preposition 10. conjunction



Lesson 35: Interrupters, page 119

EXERCISE 1William Stafford, an American poet and a writer, had an extraordinary ability to reflect on human nature and the world around him. His ability to listen—to the sounds of the natural world, to spoken words, and to the interplay of silence and noise—was surpassed only by his ability to communicate his thoughts. His books, including Down in My Heart, Even in Quiet Places, and Learning to Live in the World: Earth Poems, have received many awards. Today, Stafford’s poetry is read all over the world. “One Time” is written in free verse, poetry that does not follow consistent rhymes or rhythms.

EXERCISE 2 1. Flocks of migrating birds, such as Canada geese,

stopped at the pond. 2. My uncle, a dedicated football fan, was thrilled to

win two tickets to the Orange Bowl. 3. Our washing machine, which had been making

strange sounds, would not start. 4. If you come with us on the hike—it won’t be too

difficult—we can have a picnic. 5. Pencils and pens, indispensable tools for the

cartoonist, filled his desk drawers. 6. Most houseplants, except mine, of course, thrive

when placed near a window. 7. That rabbit, which was not making a sound, hid in

the tall grass until the dog had left the field. 8. Marcy could swim, I believe, but she was not ready

to dive into the deep end of the pool. 9. Small boats—kayaks, canoes, and dinghies—can

move quietly through the marshlands without disturbing the wildlife.

10. Six buses, every seat occupied, took the cheering students to the basketball tournament.

EXERCISE 3Responses will vary. Sample responses: 1. Snow is starting to fall—big fluffy flakes—and the

trees are turning white. 2. Trucks deliver boxes of groceries, sometimes in

cartons and sometimes in crates, to the market on the corner.

3. Kindergartners, those who go home at noon, are lining up to get on the bus.

4. Two fire trucks, sirens wailing, just went up the street.

5. A flock of pigeons, each bumping into the other, is eagerly pecking at breadcrumbs on the sidewalk.

EXERCISE 3Responses will vary. Sample response:There is nothing difficult about making a gerbil habitat. You will need a 12” x 24” aquarium with a mesh cover. Into the bottom of the aquarium, place a layer of wood shavings as bedding material. Provide a special water bottle with a spout and hang it on the side of the cage. Make sure it is above the bedding. Put the gerbil’s food into a heavy dish like a ceramic bowl. Give the gerbil a small wood or ceramic house in which he can hide. Some cardboard tubes to chew and wooden steps on which to climb will make him happy.

Lesson 34: Coordinating Conjunctions, page 117

EXERCISE 1Occasionally, a little one would fall to the floor through a crack in the ceiling either pushed by a thoughtless adult or as a result of its own carelessness. Even though it was not ready to fly yet, by instinct the little bat would open its membranous wings, glide down, and land alive, although perhaps somewhat stunned. Sometimes an adult bat would come immediately to the rescue. Then the little one would cling to the adult’s chest and enjoy a safe return home. But on occasions when no adult came, we had to decide whether to fetch the tall ladder and try to place the baby back in the nest, or keep it in a shoe box and feed it with my doll’s bottle. Fortunately, this only happened once in a while.

EXERCISE 2 1. Learning to play an instrument is worthwhile, for

you can join the school orchestra. 2. At first it seems difficult, but all it takes is plenty of

practice. 3. Reading music and playing an instrument can be

accomplished with work. 4. It helps to have an instrument you really enjoy, so

practicing is fun. 5. There are many instruments, yet they all fall into

four families. 6. The families are strings, woodwinds, brass, and

percussion instruments. 7. Unlike the clarinet and oboe, the flute isn’t made of

wood, but it’s still in the woodwind family.

EXERCISE 3Responses will vary. Students’ paragraphs should correctly use each of the seven coordinating conjunctions at least once. Make sure there is a comma and a coordinating conjunction between two independent clauses.



After a few minutes, the master appeared, rubbing sleep from his eyes and said, “Aha, what have we here? You were going to eat that poor little rabbit, weren’t you? Whew, it’s a good thing you got your paw stuck! Alas, and all this time I thought you and Fuzz Ball were friends.”

Lesson 37: Nouns of Direct Address, page 124

EXERCISE 1 1. Darnell, what are you doing here? 2. I didn’t understand, Mom, that I had to clean my

room first. 3. Please put away all your books and papers, boys

and girls. (You is the understood subject.) 4. Rita, Abby will need your help today. 5. You, my friend, are too kind. 6. Dad, I am going over to Robert’s house. 7. Where did you park the car, Mallory? 8. We cannot help you at this office, sir. 9. Man your station, soldier, and don’t let anyone in

here. (You is the understood subject.) 10. Morgan, your friends are here.

EXERCISE 2 1. Class, does anyone know what hibernation means? 2. You’re right, Gary, it’s the long winter sleep of some

animals. 3. Beth, what happens to the animal’s temperature

during hibernation? 4. With this lower temperature, Mark, does the

animal seem barely alive? 5. Students, the animal is so still and cold that it uses

very little energy. 6. What do you think it does for food, Sara? 7. If it uses up its fat during the winter, class, how

does it look in the spring? 8. Yes, Jeffrey, you’re right, some animals wake up on

warmer winter days, then go back to sleep. 9. Janet, can you tell us the names of some animals

that hibernate? 10. Woodchucks, toads, bats, bears, and skunks all get

to sleep through the cold dark days, but, sorry to say, kids, we don’t have that choice.

EXERCISE 3Responses will vary. Students’ scenes or plays should include a conflict, resolution, character development, and setting as well as five examples of nouns of direct address.

Lesson 36: Interjections, page 122

EXERCISE 1 1. “Oh dear! Perhaps I shouldn’t have put the frog in

the king’s water goblet,” said the wizard. 2. Ahh, the wizard has lost both his memory and his

spell book. 3. Well, the cobbler hardly seems interested in

marrying the princess. 4. Ow! Don’t kick me in the shins just for expressing

my opinion. 5. Oh my, the atmosphere in that story is quite

chaotic. 6. “Good heavens! I’m glad you reminded me!” cried

the king. 7. Alas, nothing good will come of this plan. 8. Ha! Some joke that was! 9. Why, at the end of the story, the queen is rescued

and the princess finds a husband. 10. Hurray! This was the best story we’ve read all year.

EXERCISE 2Responses will vary. Sample responses: 1. Phooey! It started to rain before I had a turn at bat. 2. Ugh! The casserole my sister made for dinner was

gray and slimy. 3. Hey, you have to wait in line like the rest of us! 4. Wow! I can’t believe how well you played at the

orchestra audition. 5. Help! The water’s deep, and I can’t swim! 6. Whew, this experiment finally worked, and our

project is ready for the science fair. 7. Ouch, I hit my chin on the drinking fountain. 8. Hooray! There are only three days left until the

campout up at the lake.

EXERCISE 3Responses will vary. Sample response:Peanut, a clever brown Chihuahua, whispered to his friend Fuzz Ball, the rabbit, “Hey, I think they’ve all gone to sleep!” Indeed, the house was quiet, except for the gentle snores of the parakeet.

Fuzz Ball stood on his hind legs and said, “Dear me, I don’t know that I have the courage to do this.”

Peanut smacked himself on the forehead with his paw—ouch—and growled, “Oh, this is a fine time to change your mind. Phooey, if you don’t really want to find out what’s upstairs in this house, I’ll go alone.”

“Hush,” said Fuzz Ball. “I’ll do it; just give me a minute to compose myself.”

Moments passed; Peanut’s lip began to curl. “Say, do you think you might be adequately composed now and we can get your cage door open?” asked Peanut, as he reached for the metal latch. “Oops, I caught my nail in the hook! Ouch! That hurts! I can’t get it out! Dear me, I’m going to have to howl and bark for help,” complained the little dog.



4. of a cat—greeting, adjective; for stroking—desire, adjective

5. under threat—freezes, adverb; at the aggressor—stares, adverb; with wide eyes—stares, adverb

6. from side to side—flicks, adverb 7. toward the enemy—runs, adverb 8. on its body and tail—hairs, adjective; to the

enemy—presenting, adverb 9. on a nervous cat—tense, adverb 10. in response—will purr, adverb; to human handling—

response, adjective

EXERCISE 3Responses will vary. Sample responses: 1. In the window of the store, I saw the sweater I

wanted. 2. Until the final moment, their decision was in doubt. 3. In his sun hat and Hawaiian print shirt, the man

strolled down the beach. 4. At the end of the lane, the road widens. 5. After the movie, we went to eat at Nata’s. 6. At the game, the Perrys saw Bill and Natalie. 7. By the end of the first day, the tickets for the

concert were sold out. 8. Throughout the forest, the eagle hunted for prey. 9. During his vacation in Florida, Keith fished for

barracuda. 10. Beyond the horizon, the airplane disappeared.

EXERCISE 4Responses will vary. Sample response: Huge boulders of granite surround our yard. Mountain laurels, rhododendrons, and azaleas cling to their sides or nestle between them. The swamp oaks, maples, and pines of the woods lie beyond the rocks. In the spring, skunk cabbage and wild ginger will emerge from the earth. The laurel and rhododendron leaves will uncurl, and the rooftops of nearby houses will be hidden by greenery. Now, though, tree trunks and branches are harsh outlines against the sky.

Lesson 40: Verbal Phrases, page 132

EXERCISE 1 1. Reading the newspaper—Marshall 2. Helping himself to another doughnut—Paul 3. demolished by the construction workers—building 4. blowing through her hair—wind 5. swimming in the pond—fish 6. Bouncing on her grandfather’s knee—Lola 7. angered by our mother’s comment—sister 8. Filled with screaming children—bus 9. Determined to get a good grade on the test—I 10. soaring above the treetops—eagles

Lesson 38: Phrases and Clauses, page 126

EXERCISE 1 1. clause 2. phrase 3. clause 4. phrase 5. clause 6. clause 7. phrase 8. phrase

EXERCISE 2Responses will vary. Sample responses: 1. When you open the door of the bakery, the

heavenly smell of doughnuts engulfs you. 2. Nathan went skydiving, which really surprised his

friends. 3. She was meeting her friends at the local Italian

restaurant. 4. I was sure who the star of the show was. 5. There was a field of sunflowers behind the old

house. 6. Rachel couldn’t go to gym until she found her

tennis shoes. 7. He was sent to detention because he was disruptive

in the classroom. 8. Although Madison thought about joining the band,

she never actually auditioned. 9. I left the house with an umbrella because it was

going to rain. 10. My little brother held his breath when we drove

over the bridge.

Lesson 39: Prepositional Phrases, page 128

EXERCISE 1In the 800s, the Japanese priest Shingon invented a writing system called kana. This led to the creation of huge collections of short poems called tanka. Most of these poems had a sad tone. Even love poems centered on loss. Poets focused their attention more on using language carefully than on creativity. Tanka, and later haiku, continued to be the traditional forms of Japanese poetry throughout the following centuries.

EXERCISE 2 1. of the art—masters, adjective; of body language—

art, adjective 2. by a series—convey, adverb; of well-defined

postures—series, adjective 3. into a defensive posture—squats, adverb; with wide

eyes and flattened ears—posture, adjective



EXERCISE 7 1. to take care of all of them—adverb 2. to protect their babies—noun 3. to make them look like spider webs—adverb 4. to catch bad dreams—adjective

EXERCISE 8Responses will vary. Sample responses: 1. To jump out of the plane was an intense experience. 2. I hate to dance in front of a large crowd. 3. He never had the ability to sing very well. 4. That trip will be an event to remember forever. 5. Sasha looked in the bag to find her notebook. 6. It is good to exercise every day. 7. I have to prepare for the test on Wednesday. 8. To join the club would help me bond with him. 9. Martina promised not to be late for the meeting

again. 10. She forgot to do her homework for this class.

EXERCISE 9Responses will vary. Students’ paragraphs should contain at least five infinitive phrases.

Lesson 41: Appositive Phrases, page 139

EXERCISE 1 1. the poet and novelist—Langston Hughes 2. A prominent artist of the Harlem Renaissance—

Hughes 3. a cultural explosion of art, literature, and music—

The Harlem Renaissance 4. a neighborhood in New York City—Harlem 5. a historically black university in Pennsylvania—

Lincoln University 6. Paul Lawrence Dunbar, Carl Sandburg, and Walt

Whitman—poets 7. Black is Beautiful—theme 8. an award recognizing an African-American

writer—Langston Hughes Medal 9. “The Dream Keeper”—poem 10. “heart melodies”—dreams

EXERCISE 2Responses may vary slightly. Sample responses: 1. Lina and Tom, our best singers, will be entered in

the duet contest. 2. Marie, a lover of sunshine, spent the winter in Palm

Springs, California. 3. Mars, the red planet, can be seen without a

telescope. 4. “Pump priming,” Franklin Roosevelt’s economic

philosophy, called for government spending to stimulate the economy.

5. Agroforestry, a way of getting more from the land through multiple crops, combines raising trees and livestock or food.

EXERCISE 2Responses will vary. Sample responses: 1. Broken into many pieces, the red vase was scattered

on the floor. 2. The officer standing in the doorway wants to talk

with my father. 3. Look for my friend Kelly waving her hand in the air. 4. The radio installed in his car was defective, and he

had to get it repaired. 5. Floating near the rocks, a small boat was in grave

danger. 6. Ricky, wearing hiking boots and a sweater, was

ready for our trip up the big mountain. 7. My cousins, visiting from San Francisco, wanted to

see the Statue of Liberty. 8. Exhausted after running, I collapsed on my couch

and drank a large glass of water. 9. The Hawks, beaten by the rival team, hung their

heads and dragged themselves to the locker room. 10. Shivering in the cold, the tiny dog whined.

EXERCISE 3Responses will vary. Students should correctly use participial phrases in their letters. Check paragraphs for any misplaced participial phrases.

EXERCISE 4 1. writing poetry—direct object 2. farming on the land his grandfather bought—object

of the preposition 3. Receiving four Pulitzer Prizes for Poetry—subject

EXERCISE 5Responses will vary. Sample responses: 1. Winning the race was the highlight of the evening. 2. I wish she would quit creating a mess in the

kitchen. 3. Michael went to the concert instead of finishing his

homework. 4. My hobby is planting flowers in the garden. 5. Jogging around the neighborhood is a great way to

lose weight. 6. I dislike swimming in the lake and prefer a pool

instead. 7. I was given a cash reward after finding the lost dog. 8. My cousin was extremely nervous about giving a

speech in front of a large crowd. 9. The difficult part will be maneuvering through the

small tunnels. 10. Following simple directions is what the teacher

asks of her students.

EXERCISE 6Responses will vary. Students’ paragraphs should contain at least four gerund phrases.



EXERCISE 2Responses may vary. Sample responses: 1. subordinate; The old mansion, which had long

been abandoned, was recently sold. 2. independent 3. subordinate; Grandfather, whom I resemble, had

red hair and gray eyes. 4. subordinate; Ginny and Russ did their homework

immediately after school so that they could go to the opening.

5. independent 6. subordinate; Aunt Kitty was so thrilled with her

cat’s blue ribbon that she was kissing everyone in sight.

7. independent 8. independent 9. subordinate; I get some of my best ideas while I am

riding on the bus. 10. independent

EXERCISE 3Responses will vary. Students should use both independent and subordinate clauses to describe the person they are nominating and to explain their reasons for the nomination.

EXERCISE 4“The Wreck of the Hesperus” takes place at Norman’s Woe, which is off the coast of Massachusetts. Many shipwrecks have occurred in this area. Longfellow based his poem on the wreck of the Rebecca Ann, which took place during a snowstorm in 1823 at Norman’s Woe. He added details from the wreck of the Favorite at Norman’s Woe in 1839. In that shipwreck, a woman’s body that was tied to a piece of the ship washed ashore.

EXERCISE 5 1. correct 2. The CD that contains my favorite song seems to be

missing. 3. They met at the restaurant, where they had their

first date. 4. correct 5. correct 6. The stunning artifact, which is from Australia, is at

the museum temporarily. 7. Chris, whose life revolves around baseball, just

broke his arm. 8. correct 9. I will drive to St. Louis, where my aunt lives. 10. correct

EXERCISE 6Responses will vary. Students’ paragraphs should correctly use at least four adjective clauses.

6. Cairo, Egypt, a city of contrasts, has modern skyscrapers alongside Roman antiquities.

7. Orion, one of the most prominent constellations, contains the bright stars Betelgeuse and Rigel.

8. The only man to win a gold medal at both summer and winter Olympics, Edward Egan won the light-heavyweight boxing title in 1920 and four-man bobsled team medal in 1932.

9. Flax, a plant that produces the fibers used to make linen, was originally grown along the Nile River in Egypt.

10. Fauna, the term describing the animal life a region, comes from Faunus, a satyr-like god in Roman mythology.

EXERCISE 3Responses will vary. Students’ letters should reflect some of the highlights of life today and should use appositives and appositive phrases correctly and effectively.

Lesson 42: Types of Clauses within a Sentence, page 142

EXERCISE 1 1. The moose regarded the canoers calmly—

independent clause 2. Then he returned to chomping grass from the pond

bottom—independent clause; as weeds and water streamed from his antlers—subordinate clause

3. Moose do not always flee at the approach of danger—independent clause; because they are bigger than most other things in their world—subordinate clause

4. They have few natural enemies—independent clause; even against predators like wolves, they frequently stand their ground—independent clause

5. They have become so comfortable with people—independent clause; that, like deer, they have started raiding gardens and farms—subordinate clause

6. In northern New England, moose and car accidents have become epidemic—independent clause

7. Besides being unafraid of vehicles, some moose are drawn to roads—independent clause; because they love the salt left over from snow-clearance methods—subordinate clause

8. Moose are so tall—independent clause; that their eyes do not shine in car lights—subordinate clause

9. At night, motorists often do not see them—independent clause; until it is too late—subordinate clause

10. Because a moose is so tall and heavy—subordinate clause; its body can easily crush a car—independent clause; when the legs are knocked from under it—subordinate clause



2. What they did for the neighborhood will never be forgotten.

3. She asked whomever she met if they had seen her purse.

4. John still doesn’t know why the tree fell. 5. Whether you like it or not is not the issue. 6. That you studied all night does not guarantee that

you will pass the test. 7. Whatever the boss decides is going to fall upon

your shoulders. 8. What I would like is three hours of peace and quiet. 9. I wish I knew who felt the need to draw on this wall. 10. Whoever finds the ring first will wield great and

terrible power.

EXERCISE 12Responses will vary. Students’ paragraphs should contain at least five underlined noun clauses.

Lesson 43: The Clauses of a Sentence: Simple and Compound Sentences, page 153

EXERCISE 1 1. simple 2. compound 3. simple 4. simple 5. compound 6. simple 7. simple 8. simple

EXERCISE 2Responses will vary. Sample responses: 1. A hurricane can be very damaging, for it brings

torrential rains and extremely strong winds. 2. Nanette ordered a chocolate ice cream cone, and

her mother ordered frozen yogurt in a cup. 3. Europe is to the east of the United States, and Asia

is to the west. 4. You must call the Bambini twins, or they will forget

to come. 5. With a sore foot, Sally cannot play tennis, nor can

she go on the garden tour. 6. You can have leftovers for dinner, or you can make

yourself a sandwich. 7. Nick was up very late last night studying for

midterm exams, yet he isn’t tired today. 8. “My parents won’t be home tonight, so I can’t have

friends over,” Carly explained. 9. The television commercial was silly, but everyone

who saw it remembered it. 10. My older brother is in law school, and my sister is

an artist.

EXERCISE 7 1. You start packing those boxes while I wrap these

plates in newspaper. 2. Although Carl studied for the test, he received a

bad grade. 3. My brother is older than I am. 4. Because I am going on vacation, I am buying a new

swimsuit. 5. If you come to the party, bring an appetizer. 6. I am hungrier than I thought. 7. When you are ready to go home, I will take you. 8. She shouldn’t take those things off the table unless

she has permission. 9. While I mop the floor, please start doing the dishes. 10. Call me if you need a ride home from basketball

practice.

EXERCISE 8Responses will vary. Sample responses: 1. Put the comic book away so that the teacher won’t

be mad. 2. If you go to the grocery store, I want to come along. 3. I was scared when the lights went out. 4. I think you should study whenever it is possible. 5. Because he couldn’t swim, Brandon stayed on the

shore. 6. I am having more fun than the last time that we

were here. 7. After she finished the main course, Sarah began

eating the chocolate cake. 8. I was surprised that we finished the project so

quickly. 9. If you want to make the team, you must practice. 10. Let’s go to the mall now unless you would like to go

tomorrow.

EXERCISE 9Responses will vary. Students’ paragraphs should contain at least three adverb clauses.

EXERCISE 10 1. where I put my jacket—direct object 2. What I did—subject 3. which type of flowers to buy—direct object 4. that you are a kind and giving person—predicate

nominative 5. whoever finds my lost dog—indirect object 6. that we should go to the movie—appositive 7. what is coming next—object of the preposition 8. Where we eat dinner—subject 9. whoever is next in line—direct object 10. what is going on—object of the preposition

EXERCISE 11Responses will vary. Sample responses: 1. Mom showed me how I should ride a bicycle.



7. declarative 8. declarative 9. imperative 10. exclamatory

EXERCISE 2 1. Whatever will we do without you? 2. Deirdre asked where I had been. 3. Always get directions before you leave the house. 4. Oh, this is ridiculous! OR … ridiculous. 5. Do you know what time it is? 6. Stay where you are. OR … are!

EXERCISE 3Responses will vary. Students should use declarative, interrogative, imperative, and exclamatory sentences in their letters, punctuating correctly with periods, question marks, and exclamation points.

Lesson 46: Commas, page 160

EXERCISE 1 1. date 2. address; introductory phrase 3. interrupter 4. introductory phrase 5. series 6. introductory phrase; interrupter 7. compound sentence 8. introductory phrase, interrupter 9. introductory phrase, series 10. compound sentence

EXERCISE 2 1. You can use a bird’s size and shape, its habitat, and

its habits, too, to identify its flight pattern. 2. From a distance, vultures have little heads, and

their tails are held tight and straight. 3. Hawks’ tails, which spread wider than vultures’, are

more visible from the ground. 4. The bird’s neck and head didn’t stick out in front,

so it wasn’t a goose, swan, or duck. 5. When soaring, the turkey vultures fly in wide

circles with their wings outstretched. 6. In flight, the turkey vulture tilts its wingtips

upward. 7. correct 8. Owls are head-heavy and clumsy looking, but they

fly gracefully. 9. Songbirds, which stay low in the trees, don’t want

to get lost in the sun’s glare. 10. If you want to learn more about birds’ flight

patterns, write to the Audubon Society at 2325 Burr Street, Fairfield, Rhode Island 50678.

EXERCISE 3Responses will vary. Students’ paragraphs should give play-by-play narration, communicate a sense of excitement, and use coordinating conjunctions and commas correctly.

Lesson 44: The Clauses of a Sentence: Complex Sentences, page 156

EXERCISE 1 1. compound 2. simple 3. complex 4. compound 5. complex 6. simple

EXERCISE 2Responses will vary. Sample responses: 1. Peter left the party because he spilled punch on his

shirt.—complex 2. The cat purred and nuzzled my leg until I picked

her up.—complex 3. Angela tried to call her, but nobody answered.—

compound 4. Hannah believed Drew’s story, so she confronted

Brendan about it.—compound 5. After I get home from work, I love reading mystery

novels.—complex 6. My favorite television show is on, so please be

quiet.—compound 7. The assignment is due tomorrow morning, yet I

haven’t started it.—compound 8. If you give her a minute, Vanessa will help you with

that.—complex 9. The eerie noise that came from the basement

scared me.—complex 10. Although it was their bedtime, the kids were

playing hide-and-go-seek.—complex

EXERCISE 3Responses will vary. Students should use a variety of simple, compound, and complex sentences in their reviews.

Lesson 45: End Marks, page 158

EXERCISE 1 1. imperative or exclamatory 2. interrogative 3. declarative 4. declarative 5. declarative 6. interrogative



3. Bruce grew bored watching the seagulls; he decided to take a walk on the beach.

4. Aunt Catherine usually filled the window boxes with begonias; this year, however, she decided to try impatients.

5. The inexperienced llama rancher lost money the first year; he had hoped to sell more wool.

6. The pastry chef had outdone herself for the Mother’s Day brunch; her centerpiece was a giant cake basket filled with chocolate eggs.

7. My cousin has a strange housekeeping idea; he sweeps everything under the bed or into the closet.

8. There was no explanation for Kelsey’s behavior; she was rude and uncivil.

9. Vera was very jealous; she, too, wanted to go to Argentina.

10. Ned pointed to the equation on the board; he wore a look of confusion.

EXERCISE 3Responses will vary. Students should illustrate their understanding of semicolon use by connecting independent clauses with this mark of punctuation.

Lesson 48: Colons, page 167

EXERCISE 1 1. Until the 1950s people turned on their radios to

listen to these shows: sitcoms, plays, adventure serials, and children’s programs.

2. Milton Geiger wrote the following types of media: radio scripts, screenplays for television, plays, and short stories.

3. Shakespeare’s Hamlet is playing next Friday at 7:00 p.m.

4. Our assignment was to write a letter to William Shakespeare. I began my letter, Dear Mr. Shakespeare: I have read and loved many of your plays.

5. correct 6. Shakespeare wrote many types of dramas:

tragedies, comedies, and plays about the history of England.

7. correct 8. A screenplay includes the following details:

stage directions, character dialogue, and scene descriptions.

9. Can we meet at 5:00 p.m. to discuss the play The Phantom Tollbooth?

10. Norton Juster had these jobs: architect, professor, and author.

EXERCISE 3Responses will vary. Students’ newspaper columns should give them the opportunity to use two or three of the comma rules.

Lesson 47: Semicolons, page 164

EXERCISE 1 1. Most hearing loss is gradual and becomes

noticeable only as people age; that is why it is widely believed that aging is the major cause of hearing loss.

2. The intensity, or loudness, of sound is measured in units called decibels; a whisper registers about 20 decibels, while normal speech comes in at 60 decibels.

3. Sound begins to get uncomfortable at about 70 decibels; it becomes potentially harmful when it reaches 85 or 90 decibels.

4. The damage done by noise depends on how loud it is and how long you’re exposed to it; the cumulative effects of high levels of noise add up to alarming statistics.

5. To reduce the risks to workers, federal agencies have set limits on noise exposure in the workplace; unfortunately, there are no regulations providing effective protection from everyday noise outside of work.

6. Car and home stereo equipment and headphones can harm hearing when the volume is cranked up too high; some experts have called for mandatory warning labels to be placed on the equipment.

7. Many kinds of home and recreational equipment have the potential to damage your hearing; power saws, leaf blowers, model airplanes, all-terrain vehicles, and firearms are cause for concern.

8. Experts tell people to beware of temporary changes in hearing, such as ringing or a stuffy feeling in the ears; these are signs that the nerve endings have been traumatized.

9. Experts say to spend less time in noisy environments; give your ears frequent breaks from periods of continuous noise exposure.

10. They don’t say that you have to avoid all noisy activities; just be aware of noise levels and take sensible precautions.

EXERCISE 2Responses will vary. Sample responses: 1. The thunder and lightning frightened the dogs;

they crowded together under the dining room table.

2. It was a dark and gloomy day in the forest; Little Red Riding Hood had a hard time staying awake as she walked toward her grandmother’s house.



EXERCISE 3 1. world’s 2. reef ’s 3. colonies’ 4. corals’ 5. species’ 6. sun’s 7. Reef ’s

EXERCISE 4Responses will vary. In addition to comparing or contrasting two items, students’ paragraphs should illustrate their understanding of singular and plural possessive nouns and the use of the apostrophe.

Lesson 50: Quotation Marks, page 172

EXERCISE 1 1. “Either you guys come out, or I’m coming in after

you,” warned the anteater. 2. I can’t imagine what Charlotte meant when she

said, “My mother is a white picket fence.” 3. Pearl Jam’s song “Jeremy” makes me sad. 4. Is it possible that the group Crash Test Dummies

wrote the song “Afternoons and Coffeespoons” based on the T. S. Eliot poem “The Love Song of J. Alfred Prufrock”?

5. Tonight, the public television series Nova will feature Sir Ernest Henry Shackleton in a program called “Shackleton’s Voyage of Endurance.”

6. Her hair streaming behind her and her arms open wide, Nancy sang, “You can dance, you can jive / Having the time of your life / See that girl, watch that scene / Diggin’ the Dancing Queen.”

7. Gary was amazed to learn from the newspaper article “When Janie Came Marching Home” that 250 women had fought in the Civil War.

8. Francie ended the debate with the conversation stopper, “Whatever.”

9. Never one to exaggerate, Muhammad Ali announced before his 1965 fight with Floyd Patterson, “I’ll beat him so bad he’ll need a shoehorn to put his hat on.”

10. The contestant yelped, “Wait, don’t tell me!”

EXERCISE 2Responses will vary. Sample responses: 1. One of my favorite songs is “Hakuna Matata” from

The Lion King. The melody, rhythm, and words all work together to communicate a “problem-free philosophy,” which is upbeat and optimistic.

2. I love stories about the relationship between pets and their owners. “Lob’s Girl” by Joan Aiken is particularly good because it has a surprise ending that challenges people’s definition of reality.

EXERCISE 2Responses will vary. Sample response:

Dear Reality Sneaker People:

For the past five years, I have worn at least ten pairs of your well-constructed, long-lasting cross trainer sneakers. I have purchased them from a variety of stores: the Sneaker Factory in Livingston, New Jersey; On the Run in East Haddam, Connecticut; and Street Shoes in Boston, Massachusetts. In the last two weeks, I have searched everywhere for a new pair but with no success.

I am looking for a pair of sneakers with these features: high tops, cushioned soles, stretch tongue, and reinforced arch. Since I tend to walk or run outdoors before 6:00 a.m., I would also like reflective material on the back of the sneakers. I wear a size 12 in a medium or wide width.

If you have a shoe similar to what I need, please contact me at the following address: 321 Moosehill Road, Killingworth, CT 06412.

Sincerely yours,Michael Hanna

Lesson 49: Apostrophes, page 169

EXERCISE 1 1. singular 2. plural 3. singular 4. plural 5. plural 6. singular 7. singular 8. singular 9. plural 10. plural

EXERCISE 2 1. the gerbil’s food 2. the men’s jobs 3. the ladies’ hats 4. the senator’s office 5. the students’ grades 6. the attorney’s duties 7. the witches’ brooms 8. the drivers’ licenses 9. Mr. Jones’s car 10. four days’ delay



5. historical event 6. geographical directions

EXERCISE 2 1. Christopher Reeve gained worldwide fame for his

starring role in the Superman movies of the 1970s and 1980s.

2. At age 13, Reeve went to the McCarter Theater in Princeton, New Jersey, asking for any acting role they would give him.

3. At 15, he won a role in the Williamstown Theater Festival in Massachusetts.

4. He graduated from Cornell University in 1974. 5. He then went on to study acting at the Julliard

School for Performing Arts in New York. 6. While he was in college, he spent time studying

theater in Britain and France. 7. He was injured on Memorial Day weekend in 1995

while competing in an equestrian event in Virginia. 8. After spending weeks in the hospital, he went to

the Kessler Rehabilitation Institute in West Orange, New Jersey.

9. The documentary Hope in Motion tells about Reeve’s quest to find a cure for paralysis.

10. He was active in the Christopher Reeve Paralysis Foundation, which supports research to develop effective treatment for spinal cord injuries.

EXERCISE 3Responses will vary. Students should update their capitalization checklists periodically. You may want to work with them to develop a class checklist that can be displayed on poster board.

Lesson 53: Proper Nouns and Proper Adjectives, page 180

EXERCISE 1Gettysburg is a small town in south-central Pennsylvania, just a few miles north of the Maryland state line. In the summer of 1863, Confederate General Robert E. Lee marched 75,000 men north to invade Union territory. They wandered into the Gettysburg area on July 1, looking for supplies. A small force of Union cavalry met and fought them there until thousands of Union army reinforcements arrived later. The commander of the federal forces, General George Meade, did not arrive until after dark.

EXERCISE 2 1. We had a choice of Italian, Chinese, or Ethiopian

restaurants for dinner. 2. Mother, having been born in Massachusetts, has

a real fondness for Boston cream pie and Parker House Hotel rolls.

3. I have nothing against Richard Peck’s “The Geese” except its rhyme scheme. I’ve always hated the abab pattern because it almost encourages a monotonous, singsong reading.

4. “The quickest way to stop gossip is for everybody to shut up,” announced Pam.

5. I wanted to read “For the National Pastime, a Clank Instead of a Crack” as soon as I saw it because there is always a lot of discussion about wooden bats versus metal bats. I wanted to see if the writer offered anything that would change my mind, but he confirmed my opinion that manufacturers need to build a metal bat that works like a wooden one.

Lesson 51: Hyphens and Dashes, page 175

EXERCISE 1 1. I’m waiting for—oh, here they come now. 2. We bought ready-made curtains and matching

bedspreads at the mall. 3. Mom wouldn’t give up her old-fashioned ice-cream

maker for the electric version. 4. Strawberries were once used as a toothpaste—the

juice whitened discolored teeth—and as a salve for sunburn.

5. The exiled spy didn’t know where to go or whom to trust—but that’s a whole other story.

6. The Weisses have a great photo of themselves on a double-decker bus in London.

7. Henry’s great-grandmother was a hard-working woman who lived a fast-paced life as a New York fashion photographer.

8. Would you please be careful with the syrup—see, now that’s a mess.

9. The women Grace O’Malley, Mary Read, and Anne Bonny were all pirates—scourges of the open sea.

10. Watching a trial is a real eye-opener, particularly if you’ve never witnessed a cross-examination.

EXERCISE 2Responses will vary. Students’ letters should highlight the conflict and the major events in the story, movie, or television show in addition to demonstrating an understanding of hyphens and dashes.

Lesson 52: Editing for Capitalization Errors, p 177

EXERCISE 1 1. geographical location 2. proper noun, person 3. proper noun, person 4. proper noun, person



a drop to the chill of autumn, but the first week of August is motionless, and hot.” from Tuck Everlasting by Natalie Babbitt

2. Grandpa always says that emotion makes the world go round, but common sense keeps it from going too fast.

3. The sun Is a leaping fire Too hot To go near. “The Sun” by Valerie Worth 4. My ancestors have always lived in this country, in

New Mexico. My mother’s people are from the San Ildefonso Pueblo, while my father’s people are from the Santa Clara Pueblo.

5. Native Americans often come together to enjoy the traditions of their heritage and to renew their sense of identity. I would like to see everyone enjoy a Native American Renewal Festival led by a shaman who would bind the group together and ensure its well-being and survival. Traditionally, my people conduct these celebrations in the spring or the fall, before planting or harvesting, but the ideal time will differ according to each group.

Lesson 55: Family Relationships and Titles of Persons, page 187

EXERCISE 1 1. the present for Granddad 2. Senator Armstrong 3. Aunt Stephanie 4. Sir Arthur Conan Doyle 5. Mayor Thomas Crowne 6. Mrs. Anthony Connell Sr. 7. The call is for you, Doctor. 8. President Lincoln 9. correct 10. Governor Long

EXERCISE 2Responses will vary. Students’ sentences should illustrate their understanding of when capitalization is used for titles and family relationships.

Lesson 56: Titles of Artworks and Literary Works, p 189

EXERCISE 1 1. The essay “Pompeii,” by Robert Silverberg, comes

from Lost Cities and Vanished Civilizations, a nonfiction book about archeology.

2. “Tuesday of the Other June” by Norma Fox Mazer is about a little girl getting bullied and standing up for herself.

3. We drove east over the Hudson River on the Tappan Zee Bridge.

4. My faded Levi jeans went well with my new Zeus sneakers.

5. Calvin is not looking forward to Easter break since he will have to study for his Spanish exam.

6. Rachel Carson won the National Book Award for The Sea Around Us.

7. Benjamin Oliver Davis Sr. was the first African-American general in the U.S. Army.

8. Carla was thrilled to get an internship at the Smithsonian Institution in Washington, DC.

9. The Browns brought everyone tulip and hyacinth bulbs from Holland.

10. During the spring semester at Colby College, my cousin Dave is taking German.

EXERCISE 3Responses will vary. Students’ speeches should answer who, what, where, when, why, and how questions about the historical event, and proper nouns and proper adjectives should be correctly capitalized.

Lesson 54: I and First Words, page 183

EXERCISE 1 1. At the buffet for the third time, Tim declared, “This

lasagna is really terrific.” 2. Gwen asked him if he wanted more salad and garlic

bread to go with the lasagna. 3. Olivia called from the other end of the table, “I

don’t think there’s any more bread, but I’ll check.” 4. The letter began, “My dearest darling Jessica” and

ended with “Your most devoted love, Trevor.” 5. “Break, Break, Break,” a poem by Alfred, Lord

Tennyson, begins with these lines: “Break, break, break, / On thy cold gray stones, O Sea! / And I would that my tongue could utter / The thoughts that arise in me.”

6. “To whom it may concern” has the wrong tone for a thank-you note.

7. “Plenty of exercise,” advised the veterinarian, “and a nutritious diet are just what this puppy needs.”

8. correct 9. “Herbs can be grown in containers or planted

directly in the ground,” the gardening expert told us, “but either way, they need lots of water.”

10. Veronica signed all of her business correspondence “Very truly yours, Veronica N. Gerber.”

EXERCISE 2Responses will vary. Sample responses: 1. “The first week of August hangs at the very top

of summer, the top of the livelong year, like the highest seat of a Ferris wheel when it pauses in its turning. The weeks that come before are only a climb from balmy spring, and those that follow



8. A ride on either the Manhattan Express or the High Roller in Las Vegas is exciting.

9. Nobody is able to survive a roller coaster ride without screaming.

10. correct

EXERCISE 3Responses will vary. Sample responses: 1. The hermit crab lives in another animal’s discarded

shell. Jimmy’s hermit crabs live in a fish tank in his room.

2. The pink flamingo in the Dentay’s yard has tail feathers that spin in the breeze. Flamingos have long necks and skinny legs.

3. The logger cuts all the branches off the tree before loading it on the truck. Loggers cut the towering pines to clear the hillside.

4. The local newspaper reports the scores for the weekend baseball games. Newspapers report stories that are important to their readers.

5. The bedroom floor creaks when Sally steps in one spot. In scary movies, all the floors creak.

EXERCISE 4Responses will vary. Students should use correct subject-verb agreement, paying close attention to indefinite pronouns as subjects and to inverted word order.

Lesson 58: Avoiding Double Negatives, page 196

EXERCISE 1 1. any 2. anyone 3. can 4. anything 5. a 6. can 7. any 8. was 9. anybody 10. anything

EXERCISE 2Responses will vary. Sample responses: 1. I have seen nobody from Elmer Middle School.

(OR I haven’t seen anybody from Elmer Middle School.)

2. The play was hardly worth going to see. (OR The play wasn’t worth going to see.)

3. He is not at the gym either. 4. correct

3. The Mexican painter Javier Arevalo created Los Ecuentros, which translates to “Encounters” or “Oppositions.”

4. During the 1990s, the fitness craze gave birth to such exercise videos as Dance!, Workout with Barbie, Dancing Grannies, and Sweatin’ to the Oldies.

5. American Gothic, a painting by Grant Wood that shows a farmer holding a pitchfork and standing next to his daughter, is one of the most widely recognized American paintings.

6. One theory about where the blues originated comes from an old popular song, “The Birth of the Blues.”

7. The magazine Cooking Light has many good ideas for everyday meals, and both Gourmet and Bon Appetit magazines have wonderful recipes for parties and special occasions.

8. Our cultural tour of New York included the Rockettes at Radio City Music Hall and the opera Aida.

EXERCISE 2Responses will vary. Students should capitalize titles of art and literary works correctly as well as any other proper nouns they include in the assignment.

Lesson 57: Incorrect Subject-Verb Agreement, page 191

EXERCISE 1 1. were 2. explain 3. was 4. eats 5. debate 6. has, takes 7. is, have 8. makes 9. are 10. chase, is

EXERCISE 2 1. A roller coaster ride going eighty miles per hour

lasts only twenty seconds. 2. Everybody knows the feeling of that first drop on a

roller coaster ride. 3. correct 4. There are amusement parks in every region of the

United States. 5. correct 6. One of the roller coasters in Branson, Missouri,

also has a water flume and splashdown finish. 7. The coasters, Dueling Dragons, at Florida’s

Universal studios are two inverted trains racing toward each other.



Lesson 60: Avoiding Misplaced Modifiers, page 201

EXERCISE 1 1. MM 2. DM 3. MM 4. DM 5. MM 6. MM 7. MM 8. MM 9. DM 10. DM

EXERCISE 2Responses will vary. Sample responses: 1. On the telephone yesterday, Carla said that Mark

fell. 2. As a den mother, Mrs. Michaels always has a van

filled with Boy Scouts. 3. The Schulmans sent the mirror packed in a large

crate to their home. 4. As she was walking briskly, one of her gloves

disappeared. 5. Full from dinner, Dominic found his large,

comfortable armchair an attractive place. 6. While eating popcorn and drinking sodas, the

children saw a large bird. 7. The vet says that our dog, who is overweight and

listless, should be on a diet. 8. For her mother, Denise bought a beautiful vase

with a large, overhanging lip. 9. To crack an egg properly, you should leave the yolk

intact. 10. While jogging across the bridge, I saw a truck and

car collide.

EXERCISE 3Responses will vary. Sample responses: 1. When the shelf collapsed, pots and pans crashed to

the floor. 2. Because it has a ten-year life span, a live rabbit is

not a toy; it’s a commitment. 3. After he ate all his Halloween candy, David’s tooth

hurt. 4. In the lost and found area, clothes and books

spilled out of the box. 5. After the hurricane, the ground was soggy. 6. By using his uncle’s tools, Bill thought building a

bookshelf would be easy. 7. With her singing and dancing skills, Lauren got the

lead in the show.

5. It doesn’t do any good to complain when nothing can be changed. (OR It does no good to complain when nothing can be changed.)

6. There was hardly enough time to take a shower and change clothes.

7. correct 8. Nothing can bother me on a warm, sunny day in

the spring. 9. Anybody who doesn’t take good care of pets should

not have them. 10. We aren’t going to have any snow days off this year.

EXERCISE 3Responses will vary. Sample responses: 1. No one was waiting at the train station to meet her. 2. Until today, he had never seen a rainbow. 3. The library windows have no shades or curtains. 4. Nobody wants any pie after that turkey dinner. 5. Renee is not going to any more meetings of the

Buddy Club. 6. Nothing could stop the team from doing its best to

win. 7. There is nowhere that has a nicer village green than

our town. 8. Barely a scrap of food was left on the platter. 9. There was hardly any room left for more papers. 10. Josh had scarcely any paint on the wall, but he had

plenty on his jeans.

Lesson 59: Avoiding Dangling Modifiers, page 199

EXERCISE 1Responses will vary. Sample responses: 1. While Evan was leaving the house, the dog ran into

the neighbor’s yard. 2. As she was going to the store, the car broke down. 3. After the cat ate the food, the bowl was empty. 4. When I looked into the pond, the fish swam to the

surface. 5. As I was digging a hole, a pink worm wriggled

around. 6. While Oscar ran a marathon, the sun beat down on

him. 7. As Cecile arrived at the party, her high heel broke. 8. The plates need to be washed after you have

finished breakfast. 9. While I was helping rake the yard, a tree branch

broke and fell to the ground. 10. I was exhausted after a long jog, and the water was

thirst-quenching.



2. Verb is missing. After school, Marybeth likes to call her friends to talk about the day.

3. Verb is missing. The wildflowers on the hill blew in the wind.

4. Verb is missing. Trumpet and trombone are both considered brass instruments.

5. Verb is missing. Traffic on the bridge was tied up for two hours after the accident.

6. Subject is missing. Engines roaring, the jet flew over the house.

7. Verb is missing. Because they were raised together, the dog and cat were friends.

8. Verb is missing. Leaving the auditorium, the students were making too much noise.

9. Subject is missing. Phil dribbled the basketball as he raced to the end of the court.

10. Subject and verb are missing. Joanne carefully put her new watch into the red velvet jewelry box.

EXERCISE 3Responses will vary. Each sentence should include a subject and a verb and express a complete thought. Sample responses: 1. Recycling has become an easy way to protect the

environment. 2. Glass bottles and aluminum cans should be rinsed

and sorted for the recycle bin. 3. Plastic bottles are shredded and made into brand-

new products. 4. In order to save trees, recycle newspapers and

paper bags. 5. Instead of throwing them out, you can wash and

reuse jars and bottles. 6. Companies have found many new uses for recycled

materials. 7. Anything that conserves resources and energy is

good for the planet. 8. With the return deposit on cans and bottles, there

is less litter on the streets. 9. All over the world people are becoming more aware

of environmental protection. 10. Everyone can help by doing a few simple things.

Lesson 63: Run-on Sentences, page 209

EXERCISE 1 1. run-on sentence 2. sentence 3. run-on sentence 4. run-on sentence 5. sentence 6. sentence 7. run-on sentence 8. run-on sentence 9. run-on sentence 10. sentence

8. In the lot across the street, the boys were playing basketball.

9. From early childhood, Norman Rockwell always wanted to be an artist.

10. Because he can’t see himself in the mirror, our Chihuahua thinks that he is a big dog.

Lesson 61: Maintaining Consistent Verb Tense, page 204

EXERCISE 1 1. Arachne lives in a quaint little village, and her

father is a wool dyer. 2. She spun the wool into thread and wove the thread

into cloth. 3. Her products are beautiful, and everyone loves

them. 4. Arachne thought her skills were better than

Athene’s skills. 5. One day the boasting Arachne turns around, and

an old gray-haired woman appears before her. 6. Arachne said that she was better than a goddess,

and the old woman wanted Arachne to take back her boasts.

7. Arachne challenges Athene to a weaving contest, and both individuals sit down at a loom.

8. The crowd watched intently as Arachne wove images of gods and goddesses.

9. Arachne loses the contest and wishes to die. 10. Athene curses her and forces Arachne’s

descendents to live as spiders.

EXERCISE 2Responses will vary. Students should be sure to use consistent verb tenses throughout their paragraphs.

Lesson 62: Sentence Fragments, page 206

EXERCISE 1 1. sentence fragment 2. sentence 3. sentence 4. sentence 5. sentence fragment 6. sentence fragment 7. sentence fragment 8. sentence 9. sentence fragment 10. sentence fragment

EXERCISE 2Responses will vary. Sample responses: 1. Subject and verb are missing. Spring vacation

doesn’t begin until next week.



Lesson 64: Wordy Sentences, page 213

EXERCISE 1 1. All of the mail was soaked for the reason that

[because] the mailbox was left open in the rain. 2. The team will play better if all the players learn to

cooperate together. 3. Her new wool sweater was navy blue in color. 4. The airplane ticket purchased online was cheaper

in cost. 5. At all times, be sure you have locked the door when

you leave home. 6. Due to the fact that [because] the storm had

knocked down the lines, the phone wasn’t working. 7. It is not likely that we will ever completely

eliminate all air pollution. 8. In order to train a puppy you must be kind and

have patience. 9. Uncle Bobby fixed the leak in the pipe by means of

using a wrench. 10. At this point in time, we rely on computers for

finding information.

EXERCISE 2Responses will vary. Sample response: Soon there will be few people without access to a personal computer. Because they’re used for so many purposes, computers are changing our lives. Already they have changed the way we communicate with each other. Instantly, we can send a message to someone on the other side of the world via the Internet. Now, computers are becoming smaller and easier to use, as well as cheaper. Students use computers to do homework, and adults use them to manage finances, make reservations, and even maintain home security. It’s often essential to understand computer basics to have a job. Whether we like it or not, the computer is here to stay.

EXERCISE 3Responses will vary. Students’ paragraphs should illustrate their understanding and feelings about a song or poem. Their sentences should be free of wordiness.

EXERCISE 2Responses will vary. Sample responses: 1. The poor younger brother asked his older brother

for rice; he was refused. 2. correct 3. The younger brother thanked the old man and set

out into the woods. He needed to find the shrine and the dwarfs.

4. Sure enough, the young man found the dwarfs; they wanted his wheat cake.

5. correct 6. correct 7. With the mortar in hand, the young man headed

home. His spirits were lifted, and he whistled the entire journey.

8. He took the mortar home to his wife. The mortar produced rice, wine, and a bigger house.

9. The older brother came to the house of his younger brother for a celebration. He then tried to steal the mortar for his own gain.

10. correct

EXERCISE 3Responses will vary. Sample responses: 1. There are mountains on the bottom of the sea; their

peaks rise out of the water to form islands. 2. Deep canyons go down thousands of feet under

water; these form marine habitats for sea creatures. 3. Coral can be deposited all around the peak of an

underwater mountain. As it continues to grow, mixing with other organisms that help bind it together, eventually it makes a reef.

4. Reefs are made up of coral colonies that have grown so high that they form long ridges above the water; ships have crashed into them and been wrecked.

5. The coral branches look like plants, but they are really the shells of tiny animals called polyps. They grow on top of each other in a colony that forms one skeleton.

6. Most coral reefs are located in tropical waters near islands or along mainland coasts. They attract tourists who enjoy scuba diving or snorkeling.

7. Some islands have small submarines that take people as deep as one thousand feet. Visitors can see underwater without getting wet or needing the special training necessary for scuba diving.

8. Near the reefs there may be shipwrecks; tropical fish swarm around the lost ships that hit the reef in storms.


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Mirrors & Windows - Grammar & Style Level I