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Book 5: GrammarGrade 9

iiiStandards Lesson File

CONTENTS

Sentence Problems 1 Avoiding Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 Avoiding Run-Ons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Subject-Verb Agreement 3 Agreement in Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4 Verb Agreement with Compound Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 5 Verb Agreement with Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 6 Verb Agreement with Collective Nouns and Other Tricky Subjects . . . . . . . . . . . . . . . . . 49 7 Inverted Sentences and Intervening Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Pronoun-Antecedent Agreement 8 Pronoun-Antecedent Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 9 Antecedent Agreement with Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Pronoun Reference Problems 10 Confusing Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Pronoun Case 11 Pronoun Case Following a Linking Verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 12 Pronoun Case with Compound Objects and Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 13 Pronouns in Comparisons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 14 Pronoun-Noun Appositives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 15 Who, Whom, Whose, and Who’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Verb Forms and Tenses 16 Basic Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 17 Mixing Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 18 Common Errors in Verb Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Miscellaneous 19 Confusing Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 20 Misplaced and Dangling Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 21 Missing or Misplaced Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

LESSON

1TEACHER’S GUIDE

Avoiding Sentence Fragments

STUDENT OBJECTIVES

• Identify and correct sentencefragments

RESOURCES AND PREPARATION

You will need photocopies for students of:

• Student Lesson Summary, p. 5

• Practice Worksheets, Levels A and B, pp. 6–8.

• Reteaching Worksheet, p. 9

Teach1. Sentence Fragments: Distribute the Lesson Summary. Preview the “Academic

Vocabulary,” stressing that a sentence fragment is an incomplete sentence. How is itincomplete? A fragment can be any part, or fragment, of a sentence. Authors sometimesuse fragments for effect. The fragment “Spicy chili!” —for example, might express acomplete thought, but it is not a complete sentence. People often speak in fragments,but the use of fragments in most writing is confusing.

2. Teaching Sentence Fragments: Use the Lesson Summary to review the four stepsstudents can take to correct sentence fragments in their writing, as follows:

• Missing Subject: Call on volunteers to define the subject of a sentence. (Thesubject is the part of the sentence that tells whom or what the sentence is about.)Read aloud the example in “Step 1.” Ask: “How is the idea confusing?” (It doesnot tell who were migrants from Asia.) A sentence without a subject fails tocommunicate clearly. Call on a volunteer to read the corrected sentence. Ask:What is the subject? (The first Americans)

• Missing Predicate: Ask students to define the predicate of a sentence. (Thepredicate tells what the subject does or is.) Read the example in “Step 2” and ask:Why is the fragment confusing? (It does not tell what these travelers did or whothey were.) Point out the predicate: crossed a land bridge from Siberia to Alaska.

• Missing Subject and Predicate: After a student reads the example in “Step 3,”askvolunteers to suggest both a subject and a predicate to flesh out the sentence. Thenhave them identify the subject and predicate in the example. (these new arrivals;peopled the continents of North and South America)

• Dependent Clauses: Point out that, a dependent clause contains a subject and apredicate. However, unlike a sentence, a dependent clause does not express acomplete thought. Dependent clauses are some of the most common sentencefragments. Have a volunteer read the two options in “Step 4” for making adependent clause into a sentence. Ask students for other words or phrases thatcan begin a dependent clause. (although, as, because, before, since, so, so that,whereas, in order to, etc.)

QUICK CHECK. Read aloud each sentence. Then ask a volunteer to explain what iswrong and how to correct it.

• Can be classified by tribe, language, or cultural area.(The fragment lacks a subject.Sample: Native American peoples can be classified by tribe, language, or cultural area.)

Standards Lesson Files Book 5: Grammar 1Grade 9

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AVOIDING SENTENCE FRAGMENTS, CONTINUED

• By fishing; hunting game; collecting berries, nuts, seeds, and roots; and cultivatingvegetables.(The fragment lacks both a subject and a predicate. Sample: NativeAmericans obtained food by fishing; hunting game; collecting berries, nuts, seeds, androots; and cultivating vegetables.)

• Because the Iroquois valued the lives of family members highly.(This is a dependentclause fragment that does not express a complete thought. Sample: The Iroquois valuedthe lives of family members highly.)

Practice and Apply

Practice activities for correcting sentence fragments appear on pp. 6–8.

• Assign Practice Worksheet A to students who need more structured activities.

• Assign Practice Worksheet B to grade-level and above-level students.

Sample Answers: Practice Worksheet A

1. The Iroquois tribes were the most powerful peoples of the Northeast.

2. They formed a federation, or alliance, called the “Five Nations.”

3. The alliance included the Mohawk, Oneida, Onondaga, Cayuga, and Seneca nations.

4. S

5. The Iroquois lived in a thickly wooded region of what is now New York State.

6. S

7. The Iroquois were an agricultural people, who grew crops such as corn, beans, andsquash.

8. S

9. They built longhouses, which were inhabited by several families.

10. These buildings were twenty feet wide and up to four hundred feet long.

11. The Cherokee were an important Native American people who lived in the southeasternpart of what is now the United States.

12. They had migrated there from the Great Lakes region, after they were defeated by theIroquois.

13. The Cherokee nation consisted of a confederacy of red (war) towns, as well as white(peace) towns.

14. In fact, during the American Revolution, they supported the crown.

Sample Answers: Practice Worksheet B

1. S

2. Sequoyah, a Cherokee, invented the most famous Native American writing system.

3. S

4. After he became convinced that white people’s power came from their written language,he began to experiment with a writing system. or He became convinced that whitepeople’s power came from their written language.

2 Book 5: Grammar Standards Lesson FilesGrade 9

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AVOIDING SENTENCE FRAGMENTS, CONTINUED

5. By 1821, he had invented a system of 86 symbols, representing all the syllables of theCherokee language.

6–10. Sequoyah soon taught his daughter and other young Cherokee people to write.Because his writing system was relatively simple and easy to use, the Cherokee people rapidlybegan to learn it. Soon they were publishing books and newspapers in their own language.After his death in 1843, Sequoyah achieved another type of fame. His name, spelled Sequoia,was given to the giant redwood trees of the Pacific Coast.

Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.

• Practice Level A: Students should get at least 8 correct answers for items 1–10 andthree correct answers for items 11–14.

• Practice Level B: Students should answer all of items 1–5 correctly, and answer atleast three of items 6–10 correctly.

For students who need reteaching, review the Student Lesson Summary. Focus on thedefinitions and relate them to the definitions in the Academic Vocabulary. Brainstorm one ortwo new examples with students. Then, have them complete the Reteaching Worksheet, p. 9.

Sample Answers: Reteaching Worksheet

1. These bubbles cause the batter or dough to expand.2. Because of its chemical properties, baking soda has many other uses apart from baking.3. It neutralizes acids, including stomach acids that can cause acid indigestion.4. You have probably seen people using baking soda to absorb odors in refrigerators,

closets, and litter boxes.5. Baking soda can even be used to deodorize a locker filled with sneakers and gym clothes!


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LESSON

1STUDENT LESSON SUMMARY COPYMASTER


ACADEMIC VOCABULARY

sentence fragment: part of a sentence that is written as if it were a completesentence; does not have a subject, a predicate, or both; does not express a completethought

subject of a sentence: tells whom or what the sentence is about

predicate: states what the subject does or is

dependent clause: has both a subject and a verb but does not express a completethought

HERE’S HOW

Step 1: Look for the subject of the sentence. If you cannot find it, add a subject.

EXAMPLE Fragment: Were probably migrants from Asia.Sentence: The first Americans were probably migrants from Asia.

Step 2: Look for the predicate of the sentence. If you cannot find it, add apredicate.

EXAMPLE Fragment: Many thousands of years ago, these travelers, possibly becauseof hunger, climate changes, or enemy attacks.Sentence: Many thousands of years ago, these travelers, possibly becauseof hunger, climate changes, or enemy attacks. crossed a land bridge fromSiberia to Alaska.

Step 3: Rewrite the idea as a sentence. If both subject and predicate are missing,rewrite the idea so that it contains both a subject and an action or verb.

EXAMPLE Fragment: Spreading out in all directions. Sentence: Spreading outin all directions, these new arrivals | peopled the continents of North andSouth America.

Step 4: Check punctuation of dependent clauses. If a dependent clause istreated as a sentence, you have two options for correcting it:

EXAMPLE Dependent Clause: When Christopher Columbus first landed in 1492.Option #1—combine the dependent clause with an independent clause.Sentence: When Christopher Columbus first landed in 1492, there may havebeen a many as 75 million people living in the Americas.Option #2—delete, or omitthe opening conjunction, article, adverb, orpreposition. Sentence: (When) Christopher Columbus first landed in 1492.


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Name Date

LESSON

1PRACTICE WORKSHEET A COPYMASTER


Directions: Some of the following items are fragments. If an item is a complete sentence,write S on the line. If not, correct the fragment by rewriting it as a sentence.

1. The Iroquois tribes, the most powerful people of the Northeast.

2. Formed a federation, or alliance, called the “Five Nations.”

3. The Mohawk, Oneida, Onondaga, Cayuga, and Seneca nations.

4. This alliance took shape sometime in the fifteenth or sixteenth centuries.

5. Lived in a thickly wooded region of what is now New York State.

6. Among the Iroquois, women, as well as men, participated in tribal decisions.

7. Were an agricultural people, who grew crops such as corn, beans, and squash.

8. The Iroquois lived in densely settled communities.

9. Built longhouses, which were inhabited by several families.

10. Twenty feet wide and up to four hundred feet long.

Directions: There are four sentence fragments in the following paragraph. Read theparagraph. Rewrite the fragments as complete sentences.


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PRACTICE WORKSHEET A, CONTINUED

(HINT: You can combine the fragments with other sentences.)

The Cherokee were an important Native American people. Who lived inthe southeastern part of what is now the United States. Had migrated therefrom the Great Lakes region, after they were defeated by the Iroquois. TheCherokee had an interesting and distinctive social structure. The Cherokee nationconsisted of a confederacy of red (war) towns. As well as white (peace) towns.Each group of towns had a supreme chief. During colonial times, the Cherokeewere generally friendly to the British.In fact, during the American Revolutionsupported the crown.

11.

12.

13.

14.


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LESSON

1PRACTICE WORKSHEET B COPYMASTER


Directions: Some of the following items are fragments. Identify each fragment. Then correctit in the space provided. If an item is a complete sentence, write S.

1. With few exceptions, Native American languages were spoken not written.

2. Sequoyah, a Cherokee, the most famous Native American writing system.

3. Sequoyah was a talented warrior, painter, and silversmith.

4. After he became convinced that white people’s power came from their written language.

5. By 1821, a system of 86 symbols, representing all the syllables of the Cherokeelanguage.

Directions: In the space provided, use the sentence fragments about Sequoyah to writea paragraph in which all sentences contain a subject and a predicate, and all express acomplete thought.

6. Taught his daughter and other young Cherokee people to write.

7. Because his writing system was relatively simple and easy to use.

8. Soon were publishing books and newspapers in their own language.

9. After his death in 1843, Sequoyah another type of fame.

10. His name, spelled Sequoia, given to the giant Redwood trees of the Pacific Coast.


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LESSON

1RETEACHING WORKSHEET COPYMASTER


Review A sentence fragment is a part of a sentence that is written as if it were a completesentence. To make a complete sentence, add a subject, a predicate, or both. Sometimes afragment already has a subject and a predicate but does not express a complete thought.Correct this type of fragment by combining it with another sentence or by rewriting thesentence.

Directions: Read the passage below. Then, in the space provided, rewrite the numberedfragments as complete sentences. You may have to add words to the fragments or combinethem with sentences.

Baking soda is used as an ingredient in batter and dough. The soda reactswith acids in various other ingredients, such as milk or lemon juice, and producescarbon dioxide bubbles. (1) Cause the batter or dough to expand. Because of itschemical properties, baking soda has many other uses. (2) Apart from baking. Itneutralizes acids, including stomach acids. (3) That can cause acid indigestion.Because many odors can be traced to acids, baking soda can often be used toneutralize the acids and eliminate the odors. (4) Have probably seen people usingbaking soda to absorb odors in refrigerators, closets, and litter boxes. (5) Todeodorize a locker filled with sneakers and gym clothes!

1.

2.

3.

4.

5.


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LESSON

2TEACHER’S GUIDE

Avoiding Run-Ons

STUDENT OBJECTIVES

• Identify and correct run-onsentences

• Write with completesentences that do not runtogether

RESOURCES AND PREPARATION

You will need photocopies for students of:

• Student Lesson Summary, p. 15

• Practice Worksheets, Levels A and B, pp. 16–18

• Reteaching Worksheet, p. 19

Teach1. Avoiding Run-On Sentences: If you have discussed sentence fragments with students,

point out that run-on sentences are, in a way, just the opposite.

• Write the following examples, and explain that, while a sentence fragment containstoo little information to form a complete sentence, a run-on sentence containstoo much information—two or more complete thoughts, without pause or closerelation.

EXAMPLES

A many-colored quilt, made by the group. (fragment)They made a quilt, then they displayed it, after that they had a party. (run on)

• Explain that a run-on sentence is appropriately named, because it runs on and onwithout coming to a full stop. A run-on sentence does not show where one ideaends and another begins.

• Have students suggest a third sentence that is one complete thought, containing asubject, verb, and any related words or phrases.

2. Teaching Avoiding Run-On Sentences: Distribute the Lesson Summary and go overthe Academic Vocabulary box.

• Make sure students understand that all run-on sentences string together two ormore sentences that need to be separated but that there are two kinds of run-onsentences: (a) those that are missing punctuation marks altogether, and (b) thosethat need a stronger mark of punctuation than a comma.

• Review Steps 1 and 2 by first asking volunteers to define a complete sentence.(A complete sentence is a group of words containing a subject and a verb andexpressing a complete thought.)

• Call on a volunteer to read aloud the example of a run-on sentence, while otherstudents listen for the reader’s pause. Students should recognize that, although theentire group of words concerns geography, it contains two quite different ideas: thefact that much of world geography was mysterious in the 1700s and the fact thatmaps of the period were inaccurate and incomplete.

• On their copies, have each student correct the run-on sentence by placing a periodafter mysterious and beginning the new sentence with a capital letter. Then havestudents check their work in Step 2.


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AVOIDING RUN-ONS, CONTINUED

• Review Steps 3 and 4. Point out to students that they will be ahead of many of theirpeers if they master the skill of avoiding run-ons. Explain that run-on sentences arethe sixth most common error in the writing of American students generally.

3. Guided Practice: Direct students’ attention to Step 4 on the Lesson Summary. Goover withstudents these four possible ways to correct run-ons. Stress that the choice ofmethod depends on how closely related the two ideas are in meaning. Point out that twomethods—using a coordinating conjunction and making one sentence a dependent clauseby adding a subordinating conjunction—can help clarify the relationship between ideas.

• Have volunteers read the four revisions aloud.

• Invite the class to choose the revision that is most appropriate. (All answers areacceptable. The revisions that most clearly link related ideas are a and b.)

• Lead a discussion in which students explain why they chose the method they did.

• Finally have student pairs work together, writing run-ons with missing punctuation,then trading and correcting each other’s problem sentences.

QUICK CHECK. Write each numbered sentence on the board and ask students to explainwhat is wrong and then correct it.

1. Many explorers still sailed the ocean in the eighteenth century none was greater thanCaptain James Cook.(Two complete sentences expressing different ideas are run togetherand should be separated by an end mark. Revision: Many explorers still sailed theocean in the eighteenth century. None was greater than Captain James Cook.)

2. Cook was born and raised on a farm in Yorkshire, England, he went to sea as ayouth.(Two sentences expressing related ideas are separated only by a comma.Revision: Cook was born and raised on a farm in Yorkshire, England; he went to seaas a youth. OR Cook was born and raised on a farm in Yorkshire, England, but wentto sea as a youth. OR Although Cook was born and raised on a farm in Yorkshire,England, he went to sea as a youth.)

Practice and Apply

Activities involving correcting run-on sentences appear on pp. 16–18.

• Assign Practice Worksheet A to students who need more structured activities.

• Assign Practice Worksheet B to grade-level or above-level students.

Sample Answers: Practice Worksheet A

1. Captain James Cook served in the Royal Navy during the Seven Years’ War, and hiscontributions in the Quebec campaign won him distinction.

2. After this war ended in 1763, Cook took command of the schooner Grenville and spentfour years surveying the northeastern coast of Canada.

3. C

4. When his charts of the Canadian coast were published, the Royal Navy promoted himto the rank of lieutenant.


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5. Cook returned to England in 1767. The following year would mark a milestone inhis career.

6. The most important British scientific organization of the day was the Royal Society, andin 1768 this group requested the Admiralty’s help.

7. Cook was assigned to lead an expedition to Tahiti in the Pacific for astronomicalobservations, but historical records show that he received secret instructions to explorea land mass called “the unknown southern land.”

8. C

9. The ship’s crew on Cook’s historic voyage included Sir Joseph Banks, a young botanist.In addition to seamen, artists and astronomers were also aboard.

10. In August, 1768, the Endeavour set sail from Plymouth, England; the ship reachedTahiti in April of the following year.

Sample Answers: Practice Worksheet B

1. C

2. Sailing westward, Cook arrived in New Zealand; the Dutch explorer Abel Tasmanhad preceded him there in 1642.

3. New Zealand consists of two large islands, but people in Cook’s day thought it was acontinent.

4. Cook charted the islands accurately. He then moved on to explore the eastern coast ofAustralia, becoming the first European to do so.

5. When the Endeavour was grounded on the Great Barrier Reef off what is nowQueensland, Cook managed to save the ship.

6–10. Heading west, Cook reached England in July 1771. His historic voyage had lastedalmost three years. Remarkably, not one of his crew was lost to scurvy. This was a diseasethat claimed the lives of many seamen in Cook’s day. Because Cook believed (correctly, as itturned out) that scurvy was due to a dietary deficiency, he insured an appropriate diet for thelong voyage, including cress, sauerkraut, and orange extract. Scurvy is caused by lack ofvitamin C; an easy way to prevent it is by consuming citrus fruits. Cook’s insight broughtabout major changes in naval procedures, and his men regarded him as a hero.

Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.

• Practice Worksheet A: Students should correctly answer at least eight of the ten items.• Practice Worksheet B: Students should correctly answer at least four of items 1–5 and

correct the four run-on sentences in items 6–10.

For students who need reteaching, review the Student Lesson Summary. Focus on theexamples, and relate them to the definitions. Brainstorm one or two new examples withstudents—both of run-on errors and their revisions. Then have them complete the ReteachingWorksheet, p. 19.


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Sample Answer: Reteaching Worksheet

Fannie Farmer occupies a special place in the history of food writing. In the late1800s she invented the modern cookbook. Farmer created a recipe format that gave exactmeasurements. Before her time, cooks used recipes that advised them to add a “pinch” or a“handful” of an ingredient. Farmer’s method ensured that a recipe produced the same resultseach time, since it did not matter who did the cooking. Her approach was an immediatesuccess with the American public; the Boston Cooking School Cook Book, her first publishedwork, became a best seller in the United States and was soon translated into French, Spanish,and Japanese. Think of Fannie Farmer the next time you measure out a teaspoon of this or acup of that while making your favorite recipe!


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LESSON

2STUDENT LESSON SUMMARY COPYMASTER

Avoiding Run-Ons

ACADEMIC VOCABULARY

run-on sentence: two or more sentences written as if they were one; words that failto show where one idea ends and another begins

end mark: punctuation that separates one sentence from another, by ending acomplete thought

comma: shows a slight pause but does not signal the end to a thought

HERE’S HOW

Step 1: Read your writing aloud to find natural pauses. A pause to end asentence comes at the end of one thought, before another thought begins. If there is no endmark where you made the pause, you may have written a run-on sentence.

Run-On: In the 1700s much of world geography remained mysterious maps wereinaccurate and incomplete.

Step 2: To correct a run-on sentence, add the missing end mark and starta new sentence. In the example group of words, readers naturally pause after the wordmysterious and before the word maps. There are two distinct ideas before and after the pause.

Revision: In the 1700s much of world geography remained mysterious. Maps wereinaccurate and incomplete.

Step 3: Look for two complete sentences separated only by a comma.

Run-On: Explorers had sailed for centuries, Europeans still sought a northwest passage.

Step 4: Choose corrections that either link related ideas, or separatedifferent ideas.

• To link closely related thoughts, add a coordinating conjunction (and, but, for, or,so) after the comma.

• To connect related thoughts, add a subordinating conjunction (when , although, after,because, while, etc.) after the comma.

• To connect related thoughts, replace the comma with a semicolon (;).

• To separate distinct ideas, replace the comma with an end mark.

EXAMPLE REVISIONS:

Explorers had sailed for centuries, but Europeans still sought a northwest passage.Although explorers had sailed for centuries, Europeans still sought a northwest passage.Explorers had sailed for centuries; Europeans still sought a northwest passage.Explorers had sailed for centuries. Europeans still sought a northwest passage.

Step 5: In rare circumstances, you may link sentences with a comma inorder to achieve a special effect. Special effects include creating an emphatic,punchy rhythm; suggesting fast-paced action; or highlighting parallel elements.


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Name Date

LESSON

2PRACTICE WORKSHEET A COPYMASTER

Avoiding Run-Ons

Directions: Some of the following groups of words are run-on sentences. Identify eachrun-on and then correct it in the space provided. If an item is correct as it stands, write C.

1. Captain JamesCook served in the Royal Navy during the Seven Years’ War, hiscontributions in the Quebec campaign won him distinction.

2. This war ended in 1763 Cook took command of the schooner Grenville and spent fouryears surveying the northeastern coast of Canada.

3. Cook was not only a master mariner, but he also studied mathematics to improve hisknowledge of navigation.

4. His charts of the Canadian coast were published, the Royal Navy promoted him to therank of lieutenant.

5. Cook returned to England in 1767, the following year would mark a milestone in hiscareer.

6. The most important British scientific organization of the day was the Royal Society, in1768 this group requested the Admiralty’s help.

7. Cook was assigned to lead an expedition to Tahiti in the Pacific for astronomicalobservations, historical records show that he received secret instructions to explore aland mass called “the unknown southern land.”


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PRACTICE WORKSHEET A, CONTINUED

8. Cook’s ship was a coal hauler from northern England; its name was the Endeavour.

9. The ship’s crew on Cook’s historic voyage included Sir Joseph Banks, a young botanist,in addition to seamen, artists and astronomers were also aboard.

10. In August, 1768, the Endeavour set sail from Plymouth, England the ship reached Tahitiin April of the following year.


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LESSON

2PRACTICE WORKSHEET B COPYMASTER

Avoiding Run-Ons

A. Directions: Some of the following groups of words are run-on sentences. Identify eachrun-on and then correct it in the space provided. If an item is correct as it stands, write C.

1. After the astronomers accompanying Captain Cook had observed a transit of the planetVenus across the sun, Cook proceeded with the second part of his assignment.

2. Sailing westward, Cook arrived in New Zealand, the Dutch explorer Abel Tasman hadpreceded him there in 1642.

3. New Zealand consists of two large islands people in Cook’s day thought it was acontinent.

4. Cook charted the islands accurately, he then moved on to explore the eastern coast ofAustralia, becoming the first European to do so.

5. The Endeavour was grounded on the Great Barrier Reef off what is now Queensland,Cook managed to save the ship.

B. Directions: Read the paragraph. On a separate sheet, rewrite the run-ons as clear, correctsentences. (HINT: There may be several ways to correct the run-on sentences.)

(6.) Heading west, Cook reached England in July 1771, his historic voyage hadlasted almost three years. (7.) Remarkably, not one of his crew was lost to scurvy,this was a disease that claimed the lives of many seamen in Cook’s day. (8.) Cookbelieved (correctly, as it turned out) that scurvy was due to a dietary deficiency,he therefore insured an appropriate diet for the long voyage, including cress,sauerkraut, and orange extract. (9.) Scurvy is caused by lack of vitamin C, an easyway to prevent it is by consuming citrus fruits. (10.) Cook’s insight brought aboutmajor changes in naval procedures, his men regarded him as a hero.


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LESSON

2RETEACHING WORKSHEET COPYMASTER

Avoiding Run-Ons

Review A run-on sentence consists of two or more sentences written as if they were onesentence. A fused sentence is a word group containing two or more sentences that are runtogether without any punctuation. A comma splice contains two or more sentences separatedby a comma instead of by a period or a semicolon. Correct run-ons by adding an end markafter the first idea, by replacing a comma with a semicolon, by adding a coordinatingconjunction (and, but, or, nor, or so) after the comma, or by making one of the independentclauses into a subordinate clause.

Directions: In the space provided, rewrite the following passage, eliminating the run-onsentences.

Fannie Farmer occupies a special place in the history of food writing, in thelate 1800s she invented the modern cookbook. Farmer created a recipe format thatgave exact measurements before her time cooks used recipes that advised themto add a “pinch” or a “handful” of an ingredient. Farmer’s method ensured that arecipe produced the same results each time, it did not matter who did the cooking.Her approach was an immediate success with the American public, the BostonCooking School Cook Book, her first published work, became a best seller in theUnited States and was soon translated into French, Spanish, and Japanese. Thinkof Fannie Farmer the next time you measure out a teaspoon of this or a cup ofthat while making your favorite recipe!

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