WHEELOCK LITERACY AND COMMUNICATION EXAM (WLCE) INFORMATION FOR
STUDENTS
TABLE OF CONTENTS FROM THE WRITING PROGRAM..........................................................................................................2 WHEELOCK LITERACY AND COMMUNICATION EXAM (WLCE) OVERVIEW .......................3 WHO TAKES THE WLCE?............................................................................................................................3 WLCE DETAILS: WHAT DO WE TEST FOR?..................................................................................................3 PREPARING FOR THE WLCE .................................................................................................................6 WHAT HAPPENS IF I DON’T PASS? ..............................................................................................................6 HELPFUL WEBSITES AND USEFUL LINKS…………………………………………………………..8
TEST TAKING TIPS FOR THE WLCE..................................................................................................10 TEST ANXIETY .........................................................................................................................................11 WLCE PREPARATION HANDOUTS AND EXERCISES ....................................................................13 SPELLING RULE #1 ....................................................................................................................................14 SPELLING RULE #2 ....................................................................................................................................15 SPELLING RULE #3 ....................................................................................................................................16 SPELLING RULE #4 ....................................................................................................................................17 SPELLING RULE #5 ....................................................................................................................................19 SPELLING RULE #6 ....................................................................................................................................19 NOUNS ......................................................................................................................................................21 VERBS .......................................................................................................................................................22 ADJECTIVES ..............................................................................................................................................24 ADVERBS...................................................................................................................................................25 PRONOUNS ................................................................................................................................................26 DEFINING WORDS………… …………………………………………………………………………………… 28 SUBJECT ....................................................................................................................................................32 MAIN VERB ...............................................................................................................................................32 CONJUNCTIONS .........................................................................................................................................34 WHAT IS A SENTENCE? ..............................................................................................................................35 SENTENCE TYPES ......................................................................................................................................36 FRAGMENTS, SPLICES, AND RUN-ONS .......................................................................................................38 PREPOSITIONS ...........................................................................................................................................39 PARALLEL STRUCTURE .............................................................................................................................40
AGREEMENT ..............................................................................................................................................42 MODIFIERS ................................................................................................................................................46 APOSTROPHE .............................................................................................................................................49 PUNCTUATION ...........................................................................................................................................51 DICTION SHEET #1 ....................................................................................................................................54 DICTION SHEET #2 ....................................................................................................................................57 MECHANICS PRACTICE TEST A ....................................................................................................................60 MECHANICS PRACTICE TEST B ....................................................................................................................63 STANDARDS FOR THE WLCE SUMMARY ...................................................................................................67 SAMPLE PASSAGE FOR SUMMARY .............................................................................................................68 SAMPLE SUMMARY: PASSING ...................................................................................................................70 SAMPLE SUMMARY: FAILING ....................................................................................................................71 STANDARDS FOR THE WLCE ESSAY .........................................................................................................72 SAMPLE ESSAY PROMPTS ..........................................................................................................................73 FOR MORE INFORMATION .................................................................................................................74 1
FROM THE WRITING PROGRAM
Dear Students:
Welcome to Wheelock College! Everyone on campus wants to make sure that the years
you spend with us are successful.
At Wheelock, we place a high value on strong writing skills; we also recognize that
persuasive, well-informed writers have the ability to read, understand, and analyze
sophisticated texts. To speak with authority as a college-educated citizen and
professional, you need to acquire and demonstrate these reading and writing skills.
You will find that all courses here at Wheelock will continue to reinforce key reading and
writing skills throughout your degree program. And, as a way for the college to measure
your mastery of these skills, you will have to take and pass all sections of the Wheelock
Literacy and Communication Exam (WLCE) as a requirement both for graduation and for
entrance into many core professional courses.
We take pride in the quality of our students’ writing, and we have support systems in
place to help you become a strong writer. We believe that Wheelock College’s social
mission can be best realized through superior communication skills. Your confidence in
your skills will give you confidence to enable social change. Your choice of Wheelock
College as your academic institution demonstrates that you are similarly committed to
strengthening your writing skills.
If you have any questions about any aspect of the Writing Program and its requirements
here at Wheelock, please feel free to contact anyone listed on the last page of this
booklet. In the meantime, we hope your preparations for college go well. We look
forward to meeting you all in the coming academic year.
Sincerely,
Staff and Faculty Members
The Writing Program at Wheelock College
2
Wheelock Literacy and Communication Exam (WLCE)
Who takes the WLCE?
All undergraduate students at Wheelock are required to take the WLCE and pass all
sections before entering practicum and/or certain pre-practicum courses. The exam is
also a graduation requirement for students who do not have a professional concentration
and decide to obtain an arts and sciences bachelor’s degree instead. Graduate students
also take the WLCE upon entering their programs.
WLCE Details: What do we test for?
This exam has five parts. Each part is graded separately. If you pass one part, you will
never need to take it again. If you pass one or more section(s) but do not pass others, you
will retake only those sections on which you did not receive a passing score.
1. Spelling
Passing score is 11/15. You will see a list of 15 words. You must determine which
words are incorrect and rewrite them so they are spelled correctly. Most of the 15 words
will be incorrect, but there may be one or more words already spelled correctly.
2. Reading
Passing score is 11/15. You will read two prose passages. You will then answer
multiple-choice questions relating to the content of the passage. This is a test of reading
comprehension.
3. Grammar and Mechanics
Passing score is based on the total number of errors contained in the section. Students
must pass at a 75% rate. For example, if the total number of errors is 46, the minimum
passing score is 34/46.
3a. Sentence Construction
(subsection of Grammar and Mechanics)
You will be given 10 sentences. Almost every sentence is incorrect, though no sentence
will have more than two errors. In some sentences, you will need to add words. In
others, you will have to change words or rewrite the entire sentence. Do not simply
eliminate whole phrases or clauses to avoid the problem. You must fix the problems.
(REMEMBER that many sentences have two errors.) Here are the types of errors that
appear on the test:
WLCE sentence construction errors:
3
•
•
•
•
•
•
•
sentence fragment
comma splice
run-on (fused sentence)
misplaced or dangling modifier
subject-verb agreement problem
agreement problems with singular indefinite pronouns
faulty parallelism
For sample items, please see Practice Mechanics Tests A & B in this packet.
3b. Punctuation and Capitalization
(subsection of Grammar and Mechanics)
Each item has as many as two capitalization and punctuation problems (missing or
incorrect capitalization, missing or extra comma, correct quotation punctuation needed,
missing or misplaced question mark, missing or unnecessary apostrophes, underlining
needed). You must fix the problems.
3c. Diction
Vocabulary
(subsection
ofand
Grammar
and
For the diction portion, you will be asked to circle the correct homonym choice in five
sentences. Example:
This bad weather (affects/effects) my mood.
For the vocabulary portion, you will be asked to define words and terms. Some of the
these items will be vocabulary words; some will be grammatical terms, such as parts of
speech (noun, adverb, preposition, for example); some will be terms describing grammar
errors (comma splice, fused sentence, faulty parallelism, for example). Using the word or
term in a sentence is not a sufficient definition. Your definitions should clearly
demonstrate your understanding of the words’ meanings and, when applicable, part(s) of
speech.
4. Summary
Scored on a pass/fail basis.
You will read a brief prose passage and produce a written summary in your own words.
Your summary will be judged on its fidelity to the original passage, its conciseness, its
organization, and its grammatical and mechanical correctness. Most successful
summaries are roughly 1/2 to 2/3 the length of the original passage.
4
5. Essay
Scored on a pass/fail basis.
You will write an argument essay in which you take one side or another on an issue of
public debate. In general, successful compositions clearly state the writer’s position,
support that position with logical argument, include persuasive examples, and run five to
seven paragraphs in length.
5
PREPARING FOR THE WLCE
For some of you, preparing for the WLCE may involve reviewing the grammar and essay
skills you acquired in high school. For others, more thorough preparation may be
necessary. We recommend that you purchase a copy of the Little, Brown Compact
Handbook (LBCH), Fifth Edition, written by Jane E. Aaron (Longman, 2003). You may
purchase a copy of this text at the Harvard Coop Bookstore, 33 Longwood Avenue. This
text covers the material in the WLCE and is a requirement for all English courses at
Wheelock. In addition, the text is a handy reference guide for writing papers in any
course—from Human, Growth and Development to upper-level courses in your field.
Practice is always a necessary component for reading and writing. This is especially true
for the requirements of the WLCE. You may not only need to review spelling and
grammar rules, but you may also need to complete some exercises and practice writing
summaries and argument essays.
What Happens If I Don’t Pass?
Incoming, first-year students:
If you are an incoming first-year student without any college-level composition credits,
you will be given the opportunity to take the spelling, mechanics, and summary sections
of the WLCE at the end of your first semester. At the end of your second semester, you
will take essay and reading comprehensions sections. At that time you should retake
spelling, summary, or mechanics if you still need to pass those sections.
If you do not pass all sections of the WLCE by the end of your first year, you will take a
Reading and Writing Seminar (RWS 099) during your sophomore year. At the end of the
seminar, students retake sections of the WLCE as necessary. If you have only one or two
sections to pass, however, and your performance on the exam has been relatively strong
during your first year at the college, you will be enrolled in a tutorial section of RWS
099. In RWS 099 Tutorial, you will meet with a tutor once each week and retake
sections as you are ready. RWS 099 is a requirement for students who have not yet
completed all sections of the WLCE by the end of their first year at the college.
If you need to complete exam sections after taking RWS 099, you may enroll in RWS
100, which provides tutorial assistance to students building the skills needed to complete
the WLCE. RWS 099 and RWS 100 are free, no credit courses, graded on a pass/fail
basis. These courses offer intensive work on reading, writing, and mechanics and cover
material on the exam, giving students the opportunity to strengthen writing skills.
Less formal one-on-one assistance is available to students from peer writing tutors or in
thirty-minute meetings with Writing Center consultants.
Students requiring assistance after taking RWS 100 may also subscribe to a pay-fortutorial service offered through the college.
6
Transfer students…
During orientation, transfer students take the essay and mechanics sections of the WLCE.
At that time, transfer students may also take spelling, reading comprehension, and summary
sections, as well.
If you pass all sections attempted, you can keep taking exam sections during open exam
administration in October, or else make an appointment with the Literacy Assessment
Coordinator (x 2239) to schedule a test-taking appointment.
If you are enrolled in English 111, you need not take another writing course unless you would
like additional assistance building your reading and writing skills. In English 111, you will
continue to build the skills needed to pass all test sections and you will take or retake test
sections as necessary at the end of the semester, during the final exam period. Plan to attend
final exams.
If you have completed your composition requirement but need assistance building the skills
necessary to pass most or all sections of the WLCE, you will be placed in a required Reading and
Writing Seminar (RWS 099), a free, no-credit course that meets once each week.
If you have completed your composition requirement and have only one or two sections to pass,
you will be placed in RWS 099 Tutorial, in which a tutor will administer test sections to you as
soon as you are prepared to take them.
If, after taking RWS 099, you require more assistance, you may enroll in RWS 100, a free
tutorial designed to help you complete the WLCE. Students requiring assistance after taking
RWS 100 may subscribe to a pay-for-tutorial service offered through the college.
Less formal one-to-one assistance is available to students from peer writing tutors or in thirtyminute meetings with Writing Center consultants.
Our goal is to help you become an excellent writer.
7
HELPFUL WEBSITES AND USEFUL LINKS
Spelling
• Webster’s Dictionary
http://www.m-w.com
• Roget’s Thesaurus
http://www.thesaurus.com
• Oxford Dictionaries
http://www.askoxford.com
• Systematic Spelling of English Language
http://www.mother.com/~callaway/tarika/Spelling.html
• Online Spelling Test
http://www.sentex.net/~mmcadams/spelling.html
Grammar and Mechanics
• Wilton’s Word and Phrase Origins
http://www.wordorigins.org/home.htm
• Strunk’s Elements of Style
http://www.bartleby.com/141
• Exercise Central http://www.bedfordbooks.com/exercisecentral • Companion Site to Little Brown Handbook
http://www.awlonline.com/littlebrown/
• List of Interactive Quizzes
http://webster.commnet.edu/grammar/quiz_list.htm
• Webgrammar
http://www.webgrammar.com/
• Grammar Slammer
http://englishplus.com/grammar/contents.htm
• Purdue University Online Writing Lab
http://owl.english.purdue.edu
8
• Texas Tech University Writing Center http://english.ttu.edu/working/uwc • Hunter College Reading Writing Center http://rwc.hunter.cuny.edu • Common Errors in English http://www.wsu.edu/~brians/errors/ ESL Assistance
• Dave’s ESL Café http://www.eslcafe.com
• Interesting Things for ESL Students http://www.manythings.org/ Argument Essay
http://webster.commnet.edu/grammar/five_par.htm
http://www.geocities.com/jk102.geo/
http://www.kcmetro.cc.mo.us/maplewoods/writeplace/organization.html
9
TEST TAKING TIPS FOR THE WLCE Using a strategy is often helpful in answering multiple choice questions. Just having a
process to use when needed can reduce anxiety, help you focus, and improve your score.
The process below is suggested for use with the reading comprehension section of the
WLCE. (You will have 15 multiple choice questions to answer on the reading
comprehension portion of the WLCE.)
Try using these steps with the passage and question below. Try not to cheat by skipping
steps. Instead, get used to using the process with this type of question.
There are many people who, after experiencing severe
disappointments, lose every vestige of self-esteem.
They view themselves as failures in every respect;
there is no more to do or to attempt.
What response does the author emphasize as a reaction
to disappointment?
a)
b)
c)
d)
e)
rehabilitation
hopelessness
optimism
happiness
courage
1. Read the stem.
The stem is the beginning part of the statement, not including the lettered choices. If the
question refers to part of the reading passage, refer back to that part. Don’t try to
remember what you read without looking back!
2. Finish the statement in your mind.
Get an idea of the correct answer in your head, even if you are not completely sure.
3. Check to see if the answer is one of the options.
Read through every answer choice!! Sometimes more than one answer will be correct
but one will be better than the others.
4. Read the stem with each answer as a true-false statement.
If none of the answers seems to be what you were looking for, read each one with the
stem and decide if it makes a true sentence.
5. Eliminate the distractors.
Cross out the options that you know are incorrect.
6. Select from the remaining options.
Passage and question adapted from Praxis I: PPST 3rd Edition by Jerry Brobrow, Cliffs
Test Prep.
10 TEST ANXIETY
Test anxiety affects virtually everyone in some way. For you, it may cause both
physical (sweaty palms, headache) symptoms and emotional (irritability, “going blank”)
symptoms. Some tips are provided below to help manage this anxiety so it doesn’t affect
your performance. Think about the ten statements listed below to decide how stress
affects you when taking tests.
YES
NO
1. I can’t help but remember what happened on the
last test: I really blew it.
____ ____
2. My negative voice is quick to tell me what I can’t do.
____
3. I can feel a lot of tension in my shoulders, arms, or
face on the day of a test.
____ ____
4. My heart beats fast during a test.
____ ____
5. I feel hot, clammy, or downright sick during a test.
____ ____
6. I make careless mistakes on tests. Sometimes I can’t
believe the answers that I marked.
____ ____
7. As soon as I leave the classroom after taking a test,
I remember answers that I didn’t know during the test.
____
8. My mind goes blank, but I know that I know the answers.
____ ____
9. Without knowing why, I panic and start changing answers
right before I turn the test in.
____ ____
10. I get stuck on one question and become stubborn. I don’t
want to move on until I remember the answer.
____
11 ____
____
____
Here are some tips to help manage this anxiety so it doesn’t affect your
performance.
1. Identify the source of your test anxiety.
Common sources:
• Lack of preparation
• Past experiences
• Fear of failure
• Poor test-taking skills
2. Use anxiety-reducing strategies.
• Avoid self-fulfilling prophecies (“I know I’m going to fail this test.”)
• Focus your thoughts outward: - Circle or underline words - Mouth the questions. • Use your arm or a blank piece of paper to block the rest of the test.
• Use relaxation techniques (deep breaths, pleasant thoughts)
12
WLCE Preparation Handouts and Exercises 13 Spelling Rule #1
(LBCH pg. 279)
I comes before e, except after c, or when pronounced “ay” as in neighbor and weigh.
i before e
believe
grief
chief
bier
thief
fiend
hygiene
friend
relieve
ei after c
ceiling
receive
conceive
deceit
perceive
conceit
ei sounded as “ay” neighbor
sleigh
weight
freight
eight
vein
beige
heinous
skein
exceptions
either
height
neither
leisure
foreign
weird
forfeit
seize
Directions: Please circle the correct spelling of each word and identify which part of
Spelling Rule #1 applies.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
vein
sliegh
either
weird
priest
hieght
freight
decieve
neice
pateince
grief
foreign
sieze
neither
heinous
seive
relieve
biege
friend
ceiling
vien
sleigh
iether
wierd
preist
height
frieght
deceive
niece
patience
greif
foriegn
seize
niether
hienous
sieve
releive
beige
freind
cieling
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Spelling Rule #2
(LBCH pg. 279-280)
Many words end with an unpronounced or silent e : move, brave, late, rinse. Drop the
final e when adding an ending that begins with a vowel.
advise + able = advisable
surprise + ing = surprising
force + ible = forcible
guide + ance = guidance
Keep the final, silent e if the ending begins with a consonant.
battle + ment = battlement
care + ful = careful
accurate + ly = accurately
like + ness = likeness
Exceptions: The silent e is sometimes retained before an ending beginning with a vowel.
• It is kept when dye becomes dyeing to avoid confusion with dying.
• It is kept to prevent mispronunciation of words like shoeing (not shoing) and mileage
(not milage).
• And the final e is often retained after a soft c or g to keep the sound of the consonant
soft rather than hard.
courageous
outrageous
changeable
manageable
noticeable
embraceable
• The silent e is also sometimes dropped before an ending beginning with a consonant,
when the e is preceded by another vowel.
argue + ment = argument
due + ly = duly true + ly = truly
Directions: Combine the following words and endings, keeping or dropping final e’s
as necessary to make correctly spelled words.
1. malice + ious =
2. service + able =
3. retire + ment =
4. virtue + ous =
5. battle + ing =
6. dye + ing =
7. manage + able =
8. advance + ment =
9. lone + ly =
10. outrage + ous =
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
15
advise + able =
argue + ment =
sue + ing =
note + able =
suspense + ion =
true + ly =
battle + ment =
guide + ance =
surprise + ing =
like + ness =
Spelling Rule #3
(LBCH pg. 280)
Words ending in y often change their spelling when an ending is added to them. Change
the final y to an i when it follows a consonant.
beauty, beauties
folly, follies
worry, worried
merry, merrier
supply, supplies
deputy, deputize
But keep the y when it follows a vowel,
day, days
obey, obeyed
when the ending is –ing,
cry, crying
study, studying
or when it ends a proper name.
Minsky, Minskys
May, Mays
Directions: Combine the following words and endings, changing or keeping final y’s
as necessary to make correctly spelled words.
1.
imply + s =
2. delay + ing =
3. solidify + s =
4. defy + ance =
5. Murphy + s =
6. supply + ed =
7. marry + ed =
8. deputy + ize =
9. happy + ness =
10. spy + ed =
11. decay + ing =
12. lonely + ness =
16
Spelling Rule #4
(LBCH pg. 280)
Words ending in a consonant sometimes double the consonant when an ending is added.
Whether to double the final consonant depends first on the number of syllables in the
word.
In one-syllable words, double the final consonant when a single vowel precedes the
final consonant (CVC)
slap
slapping
flat
flatter
tip
tipped
However, don’t double the final consonant when two vowels precede the final consonant
(VVC)
pair paired
sleep sleeping
real
fuel
realize
fueling
eat
eating
or a vowel and another consonant precede the final consonant (VCC)
park
rent
parked
rented
Note: The double consonant preserves the short vowel sound as in
hop
hopped
hopping
rather than the long vowel sound in
hope
hoped
hoping
writing
written*
Compare the vowel sounds in
write
In words of more than one syllable, double the final consonant when a single vowel
precedes the final consonant and the stress falls on the last syllable of the stem once the
ending is added.
submit, submitted commit, committed omit, omitted
admit, admittance
control, controlling 17 refer, referring*
begin, beginning*
occur, occurred*
rebel, rebelled
However, don’t double the final consonant when it is preceded by two vowels
despair
despairing
or by a vowel and another consonant
relent
persist
relented persistence or when the stress falls on other than the stem’s last syllable once the ending is added
refer
prefer
transfer
differ
reference*
preference
transference
difference
accustom
frighten
beckon
accustomed
frightening
beckoning (but referred, referring)
(but preferred, preferring)
(but transferred, transferring)
differed, differing
The following words are commonly spelled both with and without a double consonant:
travel
benefit
parallel
traveling (standard) travelling (variant)
benefited (standard) benefitted (variant)
paralleled (standard) parallelled (variant)
Directions: Combine the following words and endings, doubling the consonants as
necessary to make correctly spelled words.
1. repair + ing
11. occur + ed
2. drip + ing
12. relent + ing
3. shop + ed
13. refer + ing
4. eat + en
14. control + ing
5. write + ing
15. beckon + ed
6. refer + ed
16. admit + ance
7. travel + ed
17. persist + ed
8. hop + ing
18. differ + ed
9. refer + ence
19. accustom + ed
10. write + en
20. rebel + ing
18
Spelling Rule #5
(LBCH pg.280)
Adding a prefix such as dis-, mis-, and un- does not change the spelling of a word. When
adding a prefix, do not drop a letter from or add a letter to the original.
uneasy
unnecessary
antifreeze
defuse
disappoint
dissatisfied
misstate
misspell
misinform
Prefixes are usually attached to word stems without hyphens; however, when the prefix
precedes a capitalized word or when a capital letter is combined with a word, a hyphen
usually separates the two: un-American, non-European, A-frame.
Some prefixes, such as self-, all-, and ex- (meaning “formerly”), usually require hyphens
no matter what follows: self-control, all-inclusive, ex-student.
A hyphen is sometimes necessary to prevent misreading, especially when a prefix and
stem place the same two vowel sounds together.
deemphasize
antiintellectual
de-emphasize
anti-intellectual
Spelling Rule #6
(LBCH pg. 280)
• Add –s to form the plural of most nouns; add –es to singular nouns ending in -s, -sh,
-ch, and –x.
table, tables
dishes
church, churches
paper, papers
dish,
• Ordinarily add –s to nouns ending in –o when the o is preceded by a vowel. Add –es
when it is preceded by a consonant.
radio, radios
tomatoes
hero, heroes
video, videos
tomato,
• Some nouns ending in f or fe form the plural by changing the ending to ve before
adding –s.
leaf, leaves
yourselves
life, lives
19 wife, wives
yourself,
• To form the plural of a hyphenated compound word, add the –s to the chief word
even if it does not appear at the end.
mother-in-law, mothers-in-law
city-state, city-states
• English words derived from other languages such as Latin or French sometimes form
the plural as they would in their original language.
medium, media datum, data criterion, criteria syllabus, syllabi analysis, analyses
basis, bases crisis, crises
piano, pianos* thesis, theses
phenomenon, phenomena index, indices (or indexes) curriculum, curricula (or curriculums) • Exceptions: Some very common nouns form irregular plurals.
Child, children
mouse, mice
man, men
woman, women
Directions: Make correct plurals of the following singular words.
1. pile
11. video
2. donkey
12. thief
3. beach
13. goose
4. summary
14. hiss
5. mile per hour
6. box
16. child
7. switch
8. sister-in-law
9. Bales
10. cupful
15. appendix
17. piano
18. tomato
19. leaf
20. syllabus
20
Nouns
(LBCH pgs. 154-155)
A noun is the name of a person, place, thing, or idea.
The dog chased the cat up a tree.
An astronaut must train for many years before going into space.
Nouns sometimes function as adjectives modifying other nouns.
You can’t make a silk purse out of a sow’s ear.
Nouns can be proper (Massachusetts, President Clinton, September), possessive (Mary’s
house), collective (jury, audience, crowd, class), singular (cat) or plural (cats).
Note: Nouns are often but not always signaled by an article.
Articles
There are only two types of articles: the definite article (the), and the indefinite article (a,
an).
A butterfly rested on an orchid and then flew into the air.
Directions: Circle the nouns in the following sentences.
1. The baby is climbing up the stairs.
2. The refund from my income tax was not too large.
3. My brother travels to New York University on the subway.
4. The hardware store made an adjustment on my bill.
5. The director of the project is Dr. Lena Smith.
6. The children heard the anger in her voice.
7. Our college must make a commitment to excellence.
8. The real estate agent receives a commission on every sale.
9. In the event of a fire, use the stairs.
10. Because of his gentleness and warmth, Father Howe is loved by all his parishioners.
21
Verbs
(LBCH pgs. 170-199)
The verb of a sentence usually expresses action (jump, think) or being (is, become). It is
composed of a main verb (MV) possibly preceded by one or more helping verbs (HV).
The best fish swim near the bottom.
A marriage is not built in a day.
Helping verbs include forms of have, do, and be, which may also function as main verbs.
(MV)
I have seven dogs.
(HV)
(HV)
(MV)
I have been looking for you all day.
Forms of have, do, and be:
have, has, had
do, does, did
be, am, is, are, was, were, being, been
Verbs known as modals function only as helping verbs.
can, could, may, might, must,
shall, should, will, would, ought to
The verb of a sentence changes form to show person, number, tense, voice, and mood.
• Person indicates who performed the action.
I write (first person)
she writes (third person)
• Number indicates how many people performed the action.
he sings (singular)
they sing (plural)
• Tense indicates when the action was performed.
she argues (present)
she argued (past)
• Voice indicates whether the verb’s grammatical subject acts or is acted upon.
She read the book. (active)
The book was read. (passive)
• Mood indicates the speaker’s attitude toward or reaction to the action.
I am a millionaire. (Indicative)
22 If I were a millionaire… (Subjunctive)
Verb forms: When both the past-tense and past participle forms end in –ed, the verb is
regular; otherwise, the verb is irregular.
Base form
Past tense
Past participle
Present participle
-s form
Regular Verb
walk
walked
walked
walking
walks
Irregular Verb
ride
rode
ridden
riding
rides
Directions: Circle all the verbs in the following sentences.
1. Marie will be cleaning the house all day.
2. The broken dishwasher is sitting in the garage.
3. The farmer feeds the chickens at dawn.
4. I have driven a standard shift car; I prefer an automatic.
5. Ken drives his car to the office.
6. Yvonne has been studying for several hours.
7. Rachel practices on the piano every night.
8. Paul is an excellent student.
9. Yesterday Maureen was angry at her boyfriend.
10. Sue feels bad about the accident.
11. The customer paid his bill promptly.
12. I am not a very good cook.
13. The two boys carried the wood into the house.
14. You must return the gift in its original box.
15. I did write the check; I must have lost it.
23
Adjectives
(LBCH pgs. 214-215)
An adjective is word used to modify, or describe, a noun or pronoun. An adjective
usually answers one of these questions: Which one? What kind of? How many?
the lame elephant (Which elephant?)
valuable old stamps (What kind of stamps?)
sixteen candles (How many candles?)
Adjectives usually precede the words they modify. However, they may also follow
linking verbs, in which case they describe the subject.
The candy tastes sweet.
She seems unhappy.
Love is blind.
Pronouns often act as adjectives.
She hasn’t decided which dog she will take.
She is going to buy her dog today.
She likes that dog very much, but every dog looks good to her.
Directions: Circle the adjectives in the following sentences. Underline the pronouns that
serve as adjectives.
1. The new mother held the tiny baby in her arms.
2. The black cat is beautiful.
3. A sports car can be expensive.
4. My old boyfriend was jealous.
5. Her orange Halloween costume was wonderful.
6. I don’t like to read scary mystery stories.
7. A famous author will speak to our church group.
8. Before the heart operation, the skillful doctor put on his disposable gloves.
24
Adverbs
(LBCH pgs. 215-216)
An adverb is a word used to modify a verb, an adjective, or another adverb. It usually
answers one of these questions: When? How? Why? Under what condition? To what
degree?
Speak softly to the infant. (Speak how?)
Read the best books first. (Read when?)
Adverbs modifying adjectives or other adverbs usually intensify or limit the intensity of
the word they modify.
Be extremely good, and you will be very well rewarded.
The negators not and never are classified as adverbs.
Directions: Circle the adverbs in the following sentences.
1. We stepped cautiously through the thick weeds.
2. We often come here when the weather is good.
3. Five posters hung there all week.
4. The avant-garde play was well received by the audience.
5. They hardly had time for dinner.
6. His judgment was made hastily.
7. The feathers are quite beautiful.
8. Writing well takes practice.
9. She sings very nicely.
10. Surprisingly, the band played for hours.
11. Revise your paper later.
12. The scouts are camping nearby.
25
Pronouns
(LBCH pgs. 200-212)
A pronoun is a word used in place of a noun. Usually the pronoun substitutes for a
specific noun, known as its antecedent.
When I saw the bus coming up the street, I waved to it.
Personal Pronouns refer to specific persons or things.
Singular:
Plural:
I, me, you, she, her, he, him, it
we, us, you, they, them
Possessive Pronouns indicate ownership.
Singular:
Plural:
my, mine, your, yours, her, hers, is, its
our, ours, your, yours, their, theirs
Reflexive Pronouns name a receiver of an action identical with the doer of the action.
(Paula cut herself)
Singular:
Plural:
myself, yourself, himself, herself, itself
ourselves, yourselves, themselves
Relative Pronouns introduce dependent clauses functioning as adjectives and point back
to the noun or pronoun that the clause modifies. (The man who robbed us was never
caught.)
who, whom, whose, which, that
Demonstrative Pronouns identify or point to nouns. Frequently they function as
adjectives (This chair is my favorite) but may also function as noun equivalents (This is
my favorite chair).
this, that, these, those
Indefinite Pronouns refer to nonspecific persons or things. (Everyone went to the
beach.)
all, another, any, anybody, anyone, anything,
both, each, either, everybody, everything, few,
many, neither, nobody, none, no one, nothing, one,
several, some, somebody, someone, something
26 Reciprocal Pronouns refer to an individual part of a compound subject. (Pedro and Jack
read each other’s essays.)
each other, one another
Interrogative Pronouns begin questions.
who(ever), whom(ever), which(ever), what(ever)
Directions: Circle all the pronouns in these sentences.
1. The girls lost their mittens.
2. Mrs. White needed my notes to help her write her report.
3. Many came to the party, but a few left early.
4. These are my favorite books.
5. He called his mother on her birthday.
6. Please take my contract, and make two copies of it.
7. You can visit our factory for a tour.
8. Some of the papers are missing; perhaps someone took them by mistake.
9. They will receive their paychecks in the mail.
10. Paula likes my car, but she prefers it in red.
11. When your test results arrive, she will give them to you.
12. Everyone is expected to work on the project.
13. He couldn’t help himself.
14. This is the best party I’ve ever been to.
15. The man who knocked at the door was selling vacuum cleaners in this neighborhood.
27
Defining Words
The WLCE asks you to define words and grammar terms (see Mechanics Practice Tests).
1) When defining a word, provide first the part of speech, and then a definition that
distinguishes the meaning of that word from other words that may be similar to it.
Example:
adequate definition: scavenge (verb) – to hunt for leftovers or remainders. inadequate definition: scavenge: hunting for something. What distinguishes the action of scavenging from the action of hunting? 2) When defining verbs, start your definition with “to”: Example:
correctly defined as a verb:
contaminate (verb) – to infect by introducing a foreign element or substance
defined incorrectly:
contaminate (verb) – when you infect something by introducing a foreign element or
substance.
3) When defining nouns, start your definition with “a,” “an,” or “the”
Example:
sanctum (n) – a sacred place, or a place where one is free from disturbance.
4) When defining adjectives, start your definition with “describes someone or something
who…” or “verb+ing” or other adjectives.
Examples:
conventional – (adj) describes someone or something that doesn’t deviate from the norm
and therefore lacks originality.
28 languid – (adj) lacking in energy, therefore droopy and sluggish
temperate (adj) - mild or moderate; not extreme or excessive
5. When defining adverbs, begin your definition with “in a ___________________ manner,” or
with other adverbs.
Example:
peremptorily – (adv) – in a manner that that squashes or negates the right to act or debate
Grammar Terms
Some of these items will appear on the next WLCE…
I.
Parts of speech
noun- a person, place, thing, or idea
adjective-modifies nouns or pronouns
verb – expresses an action (jump, change, ride), an occurrence (become, happen), or a state of
being (be, seem) adverb – modifies an adjective, a verb, or another adverb preposition – a word that connects words or groups of words to show relation in time, space, or other senses article (part a speech) – marks a noun (a, an, the) coordinating conjunction – a conjunction that joins grammatically equal elements (words or word groups of the same kind) -- (FANBOYS) subordinating conjunction – a conjunction that joins a dependent clause to a main clause. verbal- a verb form that functions as a noun or modifier indefinite pronoun – a pronoun that refers to non-specific persons or things (everybody, somebody, much, anything, etc)
29
subject pronoun – a pronoun that can serve as the subject in a sentence (I, you,
he/she/it, they, we)
object pronoun – a pronoun that serves as the object in a sentence (me, you, him/her/it,
them, us)
II. Grammar terms
comma splice – two complete sentences joined by a comma
fused sentence – two complete sentences that have no punctuation separating them.
sentence fragment – lacks a subject, a finite verb, or is a dependent clause standing
alone.
faulty parallelism – awkwardness in wording that results when nearby sentence structures that are unalike. misplaced modifier – a modifier whose placement creates a confusion in meaning. dangling modifier – a modifier that does not sensibly modifier anything in its sentence. Vocabulary Words
Some of these words will appear on WLCE exams taken by students entering the college
in the fall of 2004.
nostalgic
aesthetic
repercussion
appraise
candid
languid
sanctum
paraphrase (v)
rapturous
grotesque
principle
compound (v)
somber
temperate
hypothesis
rouse
ironic
hybrid (adj)
proximity
precipitate (v)
sarcastic
vociferous
zest
garnish (v)
dogmatic
circumspect
melodrama
mandate (v)
discerning
diminutive
insurgent (n)
galvanize (v)
nonsensical
chronological
knell (n)
infer (v)
30 oppressive
conventional
hallmark
skitter (v)
subsequent
fascist
sarcophagus
peremptorily
sacrilegious
subversive
chronicle (n)
boisterous
quotidian
calyx
31 Subject
(LBCH pg. 161)
The subject of a sentence or clause is the person or thing that acts, is described, or is
acted upon. Usually this is a noun or pronoun, but it can also be a verbal, a phrase, or a
clause that is used as a noun.
•
•
•
•
•
Noun:
Pronoun:
Verbal:
Phrase:
Clause:
Long shadows crept along the lawn.
He looked exactly like a cowboy.
Singing pleases Alan.
To work hard is our lot in life.
That Sue could dance amazed us all.
A compound subject includes two or more subjects linked by a coordinating conjunction
(and, but, or, nor, so, for, yet).
Books, records, and videotapes filled the room.
An implied subject is one that is not stated directly but is understood to be you.
Come to the meet to learn about the program.
Reverse Order: Although in most sentences, as we have seen, the subject comes
before the verb, there are certain times wen the subject may follow a helping verb or
come after the main verb.
Can you type this report by noon?
Was he the only applicant for the position?
On my desk is the finished report.
There are four men in the department.
Tip: The subject of a sentence or clause can never be the object of a preposition.
Main Verb
(LBCH pgs. 170-199)
A subject alone cannot give us meaning, so every sentence must have a verb. Every
sentence has a main verb that carries most of the meaning in the sentence or clause in
which it appears. The main verb is often accompanied by one or more helping verbs.
Kate has been looking for her lost dog.
If two or more verbs have the same subject the sentence is said to have a compound
verb.
At the beach we swam in the sea and walked on the sand.
32
Directions: Circle the subject and underline the main verb in the following
sentences.
1. The public relation department is designing a new brochure.
2. Samuel Levin bought the house on the corner.
3. There are two kittens in the basket.
4. Her idea is brilliant.
5. They will research your case thoroughly.
6. Will he have the experience necessary for the job?
7. The roof on our house is leaking.
8. Over the telephone came an urgent call.
9. The warehouse is guarded by the night watchman.
10. Many questions were asked by the students.
11. Write your name on the bottom line.
12. The distribution of the newspapers is handled by the circulation department.
13. Send me any information about that course.
14. On every desk is a clean piece of paper.
15. The number of nurses on the ward is seven.
33
Conjunctions
(LBCH pgs. 159-160, 243-245)
Conjunctions join words, phrases, or clauses, and they indicate the relation between the
elements joined.
Coordinating conjunctions connect grammatically equal elements.
and, but, or, nor, for, so, yet
Correlative conjunctions are pairs of conjunctions that connect grammatically equal
elements.
either…or, neither…nor, not only…but also, whether…or, both…and
Subordinating conjunctions introduce dependent (subordinating) clauses and indicate
their relation to the rest of the sentence.
after, although, as, as if, because, before, even though, if, in order that, rather than,
since, so that, than, that, though, unless, until, when, where, whether, while
Conjunctive adverbs are adverbs used to indicate the relation between independent
clauses.
accordingly, also, anyway, besides, certainly, consequently, conversely, finally,
furthermore, hence, however, incidentally, indeed, instead, likewise, meanwhile,
moreover, nevertheless, next, nonetheless, otherwise, similarly, specifically, still,
subsequently, then, therefore, thus
The ability to distinguish between conjunctive adverbs and coordinating conjunctions
will help you avoid run-on sentences and make punctuation decisions. The ability to
recognize subordinating conjunctions will help you avoid sentence fragments.
34 What is a sentence?
(LBCH pg. 115)
A sentence is a word or group of words based on one or more subject-verb, or clause,
patterns. A sentence always contains at least one independent (main) clause. The written
sentence begins with a capital letter and ends with terminal punctuation.
A clause is a group of words that includes a subject and main verb. Clauses can be either
independent or dependent
An independent (main) clause can stand alone as a complete thought. A sentence
always contains at least one independent clause
Bill won the game. (Complete thought)
He was given an award. (Complete thought)
A dependent (subordinate) clause cannot stand alone as a complete thought. A
dependent clause starts with a subordinating conjunction and always requires an
independent clause in order to form a complete thought
After Bill won the game (Incomplete thought)
After Bill won the game, he was given an award. (Complete thought)
A sentence fragment lacks a verb (the wind blowing) or a subject (And blows) or is a
dependent clause not attached to a complete sentence (Because the wind blows) LBH
266-73
Directions: Correct the following sentences. If it is a complete sentence, write
“correct.”
1. Researchers unwrapping the mummy containing the carefully preserved body of a
woman in an ancient tomb.
2. Which had been wound in twenty layers of silk.
3. Turned out to be a Chinese aristocrat named Lady Dai.
4. She was embalmed in a bath of mercury salts.
5. When she died around B.C. 168.
6. Bamboo matting and five tons of charcoal.
7. Absorbed excess water in the tomb and kept the body dry.
8. The body of another Chinese princess had been buried in a magnificent jade suit.
9. Because jade was also believed to preserve bodies.
10. Had decayed, unlike Lady Dai’s.
35
Sentence Types
Sentences are classified as simple, compound, complex, or compound-complex, depending on the
number and types of clauses they contain. Clauses can be either independent or dependent.
A simple sentence is one independent clause with no dependent clauses.
Bill won the game.
A compound sentence is composed of two or more independent clauses with no dependent
clauses. The independent clauses are usually joined with a comma and a coordinating conjunction
(and, but, or, nor, for, so, yet) or with a semicolon (;).
Bill won the game, and he was given an award.
Bill won the game; he was given an award.
A complex sentence is composed of one independent clause with one or more dependent
clauses.
After Bill won the game, he was given an award.
A compound-complex sentence contains at least two independent clauses and at least
one dependent clause.
After Bill won the game, he was given an award, and his parents were very
proud.
36 Directions: 1.Circle the subjects in the following sentences. 2.Underline the predicates in the following sentences. 3.Put all independent clauses in parentheses. 4.Put all dependent clauses in brackets. 5.Identify sentence type (simple, compound, complex, or compound-complex). 1. ______________ The dog ran into the street chasing the ball, and a car almost hit him.
2. ______________
Because she swerved to miss the dog, the driver crashed into a tree, but
she was not harmed.
3. ______________
The tree, however, was not okay; it fell over into the street.
4. ______________
A woman who saw the incident spoke to the policeman and told him that
the driver had no choice but to crash into the tree.
5. ______________ The driver was taken to a nearby hospital for an examination.
6. ______________
A short time after, the car was towed away, and the tree was pulled onto
the sidewalk.
7. ______________
Even though the witness told police that the driver had no choice but to
crash into the tree, the driver was given a citation.
8. ______________
The next day the tree was cut into pieces, the pieces were loaded onto a
truck, and the truck was driven to the wood mill
37 Fragments, Splices, and Run-ons
(LBCH pgs. 228-235)
A sentence fragment lacks a main verb or a subject or is a dependent clause not
attached to a complete sentence.
The iceberg breaking off from the glacier and drifting into the sea.
Broke off from the glacier and drifted into the sea.
When the iceberg broke off from the glacier and drifted into the sea.
A comma splice is an error that occurs when a comma by itself is used between two
independent clauses.
The iceberg broke off from the glacier, it drifted into the sea.
A run-on sentence (or fused sentence) is an error that occurs when two independent
clauses are not joined by a comma and a coordinating conjunction or a semicolon.
The iceberg broke off from the glacier it drifted into the sea.
Directions: Identify and correct the fragments, comma splices, and run-on
sentences. Circle the number of any sentence that is correct.
1. As he ran to catch the train.
2. The kids ate the food, the party ended.
3. Whether or not you like it.
4. I enjoyed the movie I saw it twice.
5. By the time I am through with her.
6. The WPE has three sections, you have to pass all three.
7. As long as we are all here and ready to begin.
8. In order to see the best of the famous New England foliage.
9. Maya Angelou will speak at Wheelock, she will attract a crowd.
10. We will leave when I am done.
11. It is worth studying for the WPE. It is a hard test.
12. Only ten people came to the tag sale, it was a financial failure.
38
Prepositions
(LBCH pgs. 140-141, 164)
A preposition is a word placed before a noun or pronoun to form a phrase modifying
another word in the sentence. The prepositional phrase nearly always functions as an
adjective or as an adverb.
The road to hell is paved with good intentions.
To hell functions as an adjective modifying the noun road; with good intentions functions as an adverb, modifying is paved.
The most common prepositions can be found in the LBCH on page 159. Some prepositions are more than a word long: along with, as well as, in addition to,
instead of, next to, up to, on top of.
Directions: Circle the prepositional phrases in the following sentences.
1. Milly went to the grocery store.
2. In the morning, I walk several miles.
3. The business meeting will be held after the dinner.
4. Someone broke into the office during the night.
5. At night my grandmother keeps her teeth in a glass by the bed.
6. Jane moved to Boston from San Francisco.
7. Before the storm, we closed several windows in the house.
8. Sal looked under the desk, behind the bookshelf, and even in the wastebasket for the
missing check.
9. Dan skis on the cross-country trails in Maine.
10. On the way to school, Joey always walks through the puddles.
39
Parallel Structure
(LBCH pgs. 123-126) Taken from the Purdue University OWL Page at http://owl.english.purdue.edu. Parallel structure means using the same pattern of words to show that two or more ideas
have the same level of importance. This can happen at the word, phrase, or clause level.
The usual way to join parallel structures is with the use of coordinating conjunctions such
as “and” or “or.”
With the –ing form of words:
Mary likes hiking, swimming, and cycling.
With infinitive phrases:
Mary likes to hike, to swim, and to ride a bicycle. OR
Mary likes to hike, swim, and ride a bicycle.
(Note: You can use “to” before all the verbs in a sentence or only before the first one.)
Do not mix forms.
Not parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle.
Not parallel: The production manager was asked to writer his report quickly,
accurately, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly and
accurately.
A parallel structure that begins with clauses must keep on with clauses. Changing to
another pattern or changing the voice of the verb (from active to passive or vice versa)
will break the parallelism.
Not parallel: The coach told the players that they should get a lot of sleep, that
they should not eat too much, and to do some warm-up exercises before the game.
Parallel: The coach told the players that they should get a lot of sleep, that they
should not eat too much, and that they should do some warm-up exercises before
the game.
Finally, notice the faulty parallel structure in the following example:
Not parallel: Gateway drugs lead to the desire and use of other drugs.
40
Many words are commonly used idiomatically in phrases with specific prepositions. If
you want to connect two such words with a coordinating conjunction, in order for the
construction to be parallel you must make sure that each word is completed by its
idiomatically preferred preposition.
Parallel: Gateway drugs lead to the desire for, and use of, other drugs.
Not parallel: Not just anyone off the street can be prepared or capable of
teaching kindergarten.
Parallel: Not just anyone off the street can be prepared for, or capable of,
teaching kindergarten.
Directions: Correct the faulty parallelism in each of the items below.
1. Abused children commonly exhibit one or more of the following symptoms:
withdrawal, rebelliousness, restlessness, and they are depressed.
2. Esperanza is responsible for stocking merchandise, writing orders for delivery, and
sales of computers.
3. At Lincoln High School, vandalism can result in suspension or even being expelled
from school.
4. Many states are reducing property taxes for homeowners and extend financial aid in
the form of tax credits to renters.
5. Leslie was both proud and happy with her new job.
6. It is easier to make generalizations than providing specific examples.
7. Mother could not persuade me that giving is as much a joy as to receive.
8. He liked to sunbathe, drink margaritas, and sleeping on the beach all day.
9. Our program is easy to install, easy to finance, and the learning required is minimal.
10. I am ready and scared of life after graduation.
41
Agreement
(LBCH pgs. 194-199)
Subject/Pronoun Agreement:
1. If the subject is singular, the corresponding pronouns must be singular.
One boy has his own room.
2. If the subject is plural, the corresponding pronouns must be plural.
Two boys have their own rooms.
Note: Pronouns can be subjects, objects, or possessives. It is important to identify what
function the pronoun serves in the sentence and choose the correct form.
Singular
1st person
2nd person
3rd person
its
Plural
1st person
2nd person
3rd person
Subjective
Objective
Possessive
I
you
she, he, it
me
you
her, him, it
my, mine
your, yours
her, hers, his,
we
you
they
us
you
them
our, ours
your, yours
their, theirs
3. Subjects joined by and take plural pronouns
Joe and Jane eat their lunches.
unless the subject is preceded by each or every.
Each girl and woman takes her seat.
4. With subjects connected by or or nor, the pronoun and verbs agree with the
nearer subject.
Neither the teacher nor the students have lunch.
5. Use singular pronouns and verbs when the subject is an indefinite pronoun.
Each of my sisters has her own game
Everyone buys his or her own car.
42 anybody
anyone
anything
either
everybody
everyone
neither
nobody
none
somebody
someone
each everything
no one
6. Group nouns like army, crowd, group, team, committee generally take singular
pronouns and verbs.
The audience claps its hands.
Subject/Verb Agreement:
1.
If the subject is singular, it takes a singular verb.
The carnival travels nine months a year.
The dog is outside on the porch.
2.
If the subject is plural, it takes a plural verb.
The circuses travel nine months of the year.
The dogs are in the backyard.
3.
The subject and verb agree even when other words come between.
The requirements for this course are in the catalog. A bag full of groceries is in the trunk. Every one of the students has to pass this test. 4.
The verb agrees with the subject even when normal word order is reversed.
Is voting a right or a privilege?
There are differences between them.
43 Directions: Choose the word(s) that agrees with the rest of the sentence.
1. Each of my sisters (has, have) (her, their) own apartment.
2. All of them (spend, spends) an evening with us every week.
3. Each of us (hope, hopes) someday to go there.
4. Therefore, there (is, are) usually a quite a few problems.
5. My sister and (I, me) will enjoy going.
6. We needed to know if there were reservations for (he and I, him and me).
7. Maybe (she, her) and (I, me) will get A’s.
8. Playing the game was great fun for David and (I, me).
9. It was a hard decision for (she and I, her and me) to make.
10. It was a great experience for my wife and (I, me).
11. One of the best courses I’m taking this year (are, is) typing.
12. Some of my friends (take, takes) the same course.
13. All of us (wish, wishes) we had learned to type earlier.
14. Most of my friends now (type, types) their papers.
15. One of my friends (has, have) even typed her brother’s papers.
16. It (doesn’t, don’t) take as much time to type as to write longhand.
17. Two of the men in our class (takes, take) computer programming.
18. Each of them (find, finds) (his, their) typing skills essential.
19. Typed papers usually (get, gets) better grades.
20. All the students who can’t type (wish, wishes) they could.
44
Directions: Revise the following sentences so that each part agrees.
1. Each of my sisters have their own cars.
2. Both of them likes the independence of living alone.
3. One of them live in the center of the city.
4. Neither of my sisters have their own television sets.
5. Both of my sisters was here last night.
6. Everybody have a bicycle of their own.
7. Nobody lost their license.
8. All the people has a right to choose.
9. Every one of the students have their personal favorites.
10. The difference between the twins are often surprising.
11. Both the drinks and the dessert was left off the bill.
12. Each of the puzzles require thirty minutes to solve.
13. Neither of us enjoys the outdoors.
14. There is only three original songs in the band’s repertoire.
15. The prices of every one of the houses in our neighborhood is high.
16. The cabinet for the stereo components are made of oak.
17. Among the crowd was three pickpockets.
18. Neither the ring nor the watch were stolen.
19. There are a little group of houses at the curve in the road.
20. The pieces of the clock was spread over the road.
45
Modifiers
(LBCH pgs. 213-227)
A modifier is misplaced if readers can’t easily connect it to the word it modifies.
Place modifiers where they will clearly modify the words intended.
He served steak to the men on paper plates. (Incorrect – Are the men on paper
plates?)
He served the men steak on paper plates. (Correct)
Limiting modifiers such as only, even, almost, nearly, not, and just should appear in
front of the word they modify.
Lasers only destroy the target, leaving the surrounding healthy tissue intact.
(Incorrect)
Lasers destroy only the target, leaving the surrounding healthy tissue intact.
(Correct)
The team didn’t even score once. (Incorrect)
The team didn’t score even once. (Correct)
All wicker is not antique. (Incorrect)
Not all wicker is antique. (Correct)
A dangling modifier does not sensibly modify anything in its sentence. Relate
dangling modifiers to their sentences.
Passing the building, the vandalism became visible. (Incorrect – Does vandalism
pass the building? Who was passing the building?)
As we passed the building, the vandalism became visible. (Correct)
After completing seminary training, women’s access to the pulpit has often been
denied. (Incorrect – Did women’s access complete seminary training?)
After completing seminary training, women have often been denied access to the
pulpit. (Correct)
To please the children, some fireworks were set off a day early. (Incorrect – Did
the fireworks want to please the children?)
To please the children, we set off some fireworks a day early. (Correct)
46
Directions: Edit the following sentences to eliminate dangling and misplaced
modifiers. If a sentence is correct, write “correct” after it.
1. Strapped for cash, his rich uncle loaned Dave the money.
2. She only saw a blur as the express train roared through the station.
3. To be renewed, the library requires that a book be brought in for restamping.
4. Wrapped, labeled, and addressed, the gifts were ready to be mailed.
5. Whenever affordable, parents in Charlton send their children to private school.
6. While trying to cope with the heat and humidity in Baltimore, my friends in San
Francisco phoned to complain about the foggy, overcast skies there.
7. The tremendous blast even surprised the demolition crew.
8. The law firm accepted Steven’s resignation, worrying that he was making the wrong
move.
9. Driving home from work in a daze, the police officer stopped me for running a red
light.
10. At the age of five, my father took a new job in Arizona.
11. Having been on a diet for months, my cabinets were bare.
12. Having added three cups of rice, I figured the stew would feed six.
13. To recover from surgery, the operation must be performed in less than an hour.
14. Being a nonconformist, the green wig is the one she chose.
15. We serve ice cream to customers in cones or dishes.
16. After buying a new pair of shoes, they should be polished.
17. Taking a careful look at all the gifts, the smallest box was the one the child selected.
18. Driving to home for the weekend, my dog barked at every passing car.
19. Faster than a speeding bullet, the citizens of Metropolis saw Superman flying over
head.
20. Dark and threatening, Wendy watched the storm.
47
21. Jane watched the boats roller-skating along the shore.
22. Rolling down the hill, she watched the car.
23. Venus de Milo is a statue created by a famous artist with no arms.
24. Using a pair of forceps, the skin of the rat’s abdomen was lifted, and a small cut was
made into the body with scissors.
25. Paid in three installments Brad’s financial situation seemed stable.
26. To make his paper accurate, all references were checked twice.
27. With fifty pages left to read, War and Peace was absorbing.
28. Though a high-pressure field, I find great personal satisfaction in nursing.
29. As I skied down the mountain, the restaurant seemed warm and inviting.
30. When exiting the train, the station will be on your right.
31. This diet program will limit the consumption of possible carcinogens, which will
benefit everyone.
32. The parents checked to see if the children were sleeping after they finished their wine.
33. He loaded the bottles and cans into his new Porsche, which he planned to leave at the
recycling center.
34. The manager explained the sales figures to the board members using a graph.
35. The Prince and the Pauper is a novel about an exchange of identities by Mark Twain.
36. Driving through the Mojave Desert, the landscape was oppressive.
48
Apostrophe
(LBCH pgs. 260-264)
With Nouns. Use an apostrophe to indicate that a noun is possessive. Possessive nouns
usually indicate ownership, as in Tim’s hat or the lawyer’s desk. Frequently, however,
ownership is only loosely implied: the tree’s roots, a day’s work. If you are not sure
whether a noun is possessive, try turning it into an of phrase: the roots of the tree, the
work of a day.
When to add –’s
1. If the noun does not end in –s, add –’s.
Roy managed to climb to the driver’s side.
Thank you for refunding the children’s money.
2. If the noun is singular and ends in –s, add –’s.
Lois’s sister spent last year in India.
Exception: If pronunciation would be awkward with the added –’s, some writers use only
the apostrophe. Either use is acceptable.
Sophocles’ plays are among my favorites.
When to add only an apostrophe
If the noun is plural and ends in –s, add only an apostrophe.
Both diplomats’ briefcases were stolen.
Joint Possession
To show joint possession, use –’s (or –s’) with the last noun only.
Have you seen Joyce and Greg’s new camper.
To show individual possession, make all nouns possessive.
John’s and Marie’s expectations of marriage couldn’t have been more different.
Compound nouns
If a noun is compound use –’s (or –s’) with the last element. Her father-in-law’s sculpture won first prize. Do not use apostrophes with nouns that are not possessive.
49
With Indefinite Pronouns. Use an apostrophe and –s to indicate that an indefinite pronoun is possessive. Indefinite pronouns are pronouns that refer to no specific person or thing: everyone, someone, no one, something. Someone’s raincoat has been left behind. This diet will improve almost anyone’s health. Do not use apostrophes in the possessive pronouns its, whose, his, hers, ours, yours,
theirs.
With Contractions. Use an apostrophe to mark contractions. In contractions the
apostrophe takes the place of missing letters. It’s stands for it is and can’t stands for
cannot.
It’s a shame that Frank can’t go on the tour.
Directions: Add apostrophes where they are needed and delete apostrophes used
incorrectly in the following sentences. If a sentence is correct, write “correct” after
it.
1. Ill sew the costumes if youll paint the sets.
2. My sister-in-laws house is more than 150 years old; it’s most interesting feature is a
hidden passageway in the library.
3. When we visited Ireland, we tried to locate the Murphy’s, who used to live next door
to us.
4. Their house is on the sunny side of the street; our’s is on the shady side.
5. Veronica has always had problem’s with her nieces’ daughter.
6. The childrens’ clothing was soaked from the unexpected downpour.
7. After sixteen years Silas’s gold was found.
8. I dont know how many times I had to call my doctors office before someone
answered.
9. Little Andrew insisted on pulling the gooses tail.
10. Their’s is the biggest pumpkin Ive ever seen.
50
Punctuation
Quotation punctuation: Direct quotations of a person’s words, whether spoken or
written, must be in quotation marks.
“Do not put your feet on the coffee table,” she said with a stern voice.
Note: Do not use quotation marks around indirect quotation. An indirect quotation reports
someone’s ideas without using that person’s exact words.
She sternly instructed us not to put our feet on the coffee table.
1. After an introductory verb, use a comma followed by a capital letter to introduce
a direct quote.
He screamed, “Let me out of here!”
2. At the end of a quotation, put periods and commas inside the quotation marks,
even if these punctuation marks do not appear in the original quotation.
“I don’t like overly violent movies,” the woman told the manager.
3. Put question marks and exclamation points inside quotation marks if they are part
of the original source. No additional end punctuation is needed.
She asked, “Where’s my mother?”
“Where’s my mother?” she asked.
“Mom!” she yelled.
4. Put question marks and exclamation points that belong to the whole sentence
outside the closing quotation marks.
When did she call me “a boring oaf”?
Is your favorite song really “Dancing Queen”?
5. When the speaker’s sentence is interrupted, set off the second part of the sentence
with a comma, then quotation marks. The second part of the sentence is not
capitalized.
“If you leave me now,” she said, “I will surely die of a broken heart.”
“Whatever happens,” he warned, “don’t let the bees out of the jar.”
6. When the speaker is identified and then begins a new sentence, use a period after
he said/she said/Sally commented/the president remarked, etc., then mark the
beginning of the new sentence with quotation marks.
51 “I don’t like you,” she said. “You’re mean to puppies and small children.”
“Please deadbolt the front door when you leave,” my roommate reminded me.
“You always forget.”
7. No quotation marks are needed for indirect quotations. An indirect quotation
reports someone’s ideas without using that person’s exact words.
He told me that the food in the cafeteria gave him food poisoning on two
occasions.
She sternly instructed us not to put our feet on the coffee table.
8. After a complete sentence, use a colon followed by a capital letter to introduce a
quotation.
No matter what the topic, my sister always expresses a negative opinion: “The
president has greatly helped the elderly, but he’s also raised our taxes.”
Commas in a series: Separate all items in a series – including the last two – with
commas.
Bubbles of air, leaves, ferns, bits of wood, and insects are often trapped in amber.
Don’t forget to call Ellie, Ted, and Lisa.
Question mark: A question mark is used at the end of a sentence to signal a direct
question.
What did you say?
Note: Do not use a question mark with an indirect question.
Nobody asked me if I was busy.
Directions: Correct the punctuation in each of the sentences. If the punctuation is
already correct, circle the number.
1. I ate pumpkin pie, blueberry pancakes and chewing gum.
2. Before school you should eat breakfast finish your homework walk the dog and take
the trash out.
3. Is that a mouse or a rat.
52
4. He asked whether that was a mouse or a rat.
5. The two boys asked me “can you help us fix our bicycle” ?
6. All the troops are accounted for, barked the captain.
7. I said, “You are all so intelligent”.
8. I went to the mall, the supermarket and the deli.
9. That’s enough he said. At least for now.
10. Could you bring me the wrench, screwdriver, and pliers.
11. I was impressed with the lakes the clean cities, and the forests.
12. They bought a house with eight rooms a two-car garage and a large garden.
13. Ants live in the Arctic, in tropical forests, in deserts, on mountains and along
seashores.
14. Could that be the right temperature.
53
Diction Sheet #1
Using the glossary of usage in The Little, Brown Compact Handbook on pages 277-271, 469-482 and a dictionary, define each of the following terms. accept: except: advise:
advice:
affect:
effect:
devise:
device:
then:
than:
54 to:
too:
two:
whose:
who’s:
its:
it’s:
there:
their:
they’re:
55
Directions: In the following sentences circle the correct word.
1. It is easier to forget ( then / than ) it is to forgive.
2. I don’t know ( whose / who’s ) idea that was.
3. No one knows how the school got ( it’s / its ) name.
4. I have ( excepted / accepted ) his offer of help.
5. I ( advice / advise ) against planning a ski trip in April.
6. Teachers directly ( effect / affect ) the community.
7. She has ( to / too ) much work.
8. She is faster ( than / then ) her brother.
9. I found out her name, but by ( than / then ) it was too late.
10. I was deeply ( effected / affected ) by their presentation.
11. It is hard to assess the presentation’s ( affect / effect ) on others.
12. The debate will have an interesting ( affect / effect ) on the vote.
13. If it does not ( affect / effect ) you, let me know.
14. I can’t tell you any more (then / than ) that.
15. I think you should ( accept / except ) all but one invitation.
16. The basic wheel and pulley is a simple ( device / devise ).
17. Don’t underestimate the ( affect / effect ) of your words.
18. There is nothing easier ( than / then ) telling the truth.
19. The children forgot ( their / there ) hats.
20. ( Its / It’s ) about time you got here.
56
Diction Sheet #2
could have
should have
would have
NOT
could of
should of
would of
supposed to
used to
NOT
suppose to
use to
a lot
NOT
alot
all right
NOT
alright
Using the glossary of usage in The Little, Brown Compact Handbook on pages 469-482 and a dictionary, define each of the following terms. moral: morale: principle:
principal:
precede:
proceed:
conscious:
conscience:
57 further:
farther:
lay:
lie:
set:
sit:
former:
latter:
all ready:
already:
choose:
chose:
loose:
lose:
58
Directions: In the following sentences circle the correct word.
1. The accident victim remained ( unconscious / unconscience ) for days.
2. Everyone ( should of / should have ) heard the news by now.
3. The committee spent all the interest and half of the ( principle / principal ) in the
emergency fund bank account.
4. She is ( suppose / supposed ) to arrive today.
5. We are ( already / all ready ) to pass this test.
6. The professor referred to the ( principle / principal ) of gravity.
7. You must ( choose / chose ) at least two items.
8. Unless you identify the ( principle / principal ) character, you will not solve the
mystery.
9. Haven’t we ( already / all ready ) reviewed this material?
10. Have you gotten ( use / used ) to the format of this test yet?
59
III. GRAMMAR AND MECHANICS: PRACTICE TEST A
1. Sentence Construction
• In this section, you will find errors in grammar and sentence structure.
• Make legible corrections for each error: You may add, delete, or
rearrange words, but do not revise a sentence in order to avoid
correcting an error.
• Most sentences contain two errors.
• One sentence is correct.
• Identify the correct sentence by writing “correct” or “C” beneath it.
• All corrections must follow the rules of edited American English.
1. While studying for our exams, my parents sent care packages to my sister and I.
2. Before running a race, everyone should make sure they stretch. To avoid becoming
injured.
3. If you want to be healthy, you have to eat right, gets lots of sleep, and exercising.
4. After arriving early at the airport, Chris and I were pleasantly surprised to find we’d
been upgraded to business class.
5. Jane and her always wrapped their gifts in their pajamas on the night before the
holiday.
6. In everyone’s life there is room for creativity and to have imagination, the important
thing is to avoid monotony.
7. Usually every one of the children take his or her nap without a fuss. Although Roy
hums to himself after the lights go out.
8. Examining every ring very carefully, the most expensive was the one she selected.
60
9.
10. When are you going to be finished with that magazine one of the articles are required
reading for my class tomorrow.
However tired you might be. Remember that each student must be ready for their test
tomorrow.
II. Punctuation and Capitalization
•
In this section, you will find errors in punctuation and capital letters.
•
Make legible corrections for each error.
•
One sentence is correct.
•
Identify the correct sentence by writing “correct” or “C” beneath it.
•
Do not revise a sentence to avoid correcting the error.
•
All corrections must follow the rules of edited American English.
1.
Do you ever wonder how french grocery stores differ from ours.
2.
Protocol dictates that her subjects must bow or curtsey when being introduced to
queen Elizabeth, our teacher explained.
3.
While I was on vacation, I managed to read all of Tolstoy’s novel War And peace.
4.
Our tour guide wailed I’ve had all I can take! and then she left our group stranded at
the airport.
5.
I was extremely appalled, at how over-priced this artists work is.
6.
Its nearly midnight so I suppose we ought to get our coats and head for home.
7.
If youre a member of the democratic party you might be interested in this
fundraising dinner tonight.
8.
Bob explained that we have to pick someone who’s going to be able to come in at
the crack of dawn.
61 9. Jane asked why can’t we all agree on what to have for dinner.
10. Even though I was still a little full from lunch I managed to put away steak, potatoes,
salad and cake.
Diction
Circle the correct work in each of the following five sentences.
1. Staying up all night negatively (affects/effects) her mood the next day.
2. My (principal/principle) aim in investing is to save enough money to buy a house.
3. Where (there’s/theirs) smoke, you can be sure to find fire.
4. Our guide (led/lead) us through the network of caves and tunnels.
5. I don’t know (whether/weather) to concentrate in social work or child life.
3b. Vocabulary
Define the following words precisely and accurately. Begin your definition with the part
of speech (word class) to which the word belongs. Using the word in a sentence does
not count as a definition.
1. nonsensical
a) part of speech:
b) definition:
2. galvanize
a) part of speech:
b) definition:
3. sarcastic
a) part of speech:
b) definition:
3c. Grammatical Terms
These terms are commonly used to describe sentence elements, word classes, or to mark
errors in sentence construction, grammar, punctuation, or mechanics. Write a definition
of the term that demonstrates your understanding of their meaning. Using the word in a
sentence does not count as a definition.
62
1. dangling modifier
2. article
3. comma splice
III. GRAMMAR AND MECHANICS: PRACTICE TEST B
1. Sentence Construction
• In this section, you will find errors in grammar and sentence structure.
• Make legible corrections for each error: You may add, delete, or
rearrange words, but do not revise a sentence in order to avoid
correcting an error.
• Most sentences contain two errors.
• One sentence is correct.
• Identify the correct sentence by writing “correct” or “C” beneath it.
• All corrections must follow the rules of edited American English.
1. Each of the voters makes their own decisions sometimes we are influenced by family
members when we vote.
2. Keiko, distracted by daydreams, are munching on Doritos, noshing on pickles, and
she licks her fingers.
3. The dangers of eating too many Big Macs does not worry he and Bob.
4. Skiing on a steep slope, my hat flew off, it was so ugly I left it behind.
5. During the concert, around midnight, everyone clapping with their hands in the air.
6. The clothes were full of holes that she and Stacey were giving away.
7. It’s true, even though I could sympathize with her, she had an attitude problem.
63
8. Exasperated by her students’ behavior, the teacher threw up her hands and left the
room.
9. The new math professor is a person. Who has great energy and with a keen interest in
students.
10. Climbing to a height of 4,000 feet, my ears began to hurt it was hard to breathe.
1.
II. Punctuation and Capitalization
•
In this section, you will find errors in punctuation and capital letters.
•
Make legible corrections for each error.
•
One sentence is correct.
•
Identify the correct sentence by writing “correct” or “C” beneath it.
•
Do not revise a sentence to avoid correcting the error.
1. After the childrens nap, were going to play show-and-tell.
2. The little girl displayed her soiled torn and beloved security blanket. She announced
this is my binkie.
3. How long have you had your binkie asked one of the other children.
4. Another child brought some african drums and played them for the other children
who were mesmerized by the performance.
5. Have you really memorized the declaration of independence.
6. Snow White who had majored in women’s studies at Yale university taught the seven
dwarves all about feminist philosophy.
7. The dwarves professed a passion for the theories of Karl Marx and Julia Kristeva
Snow Whites special favorites.
64 8. When the prince kissed Snow White she awoke and told him that she expected him to
share in domestic chores, parenting duties and financial decision-making.
9. She said that she wouldn’t let their children watch jousting tournaments.
10. “Its time you started raising your consciousness,” Snow White told the prince,
handing him a copy of the feminist book, Backlash.
Diction
Circle the correct word in each of the following five sentences.
1. (Who’s/Whose) going to clean up this mess?
2. (They’re/Their/There) reaction to the news was not what I had expected.
3. I know you have a lot of work to do. You’ll just have to find a way to (bear/bare) it
until the semester is over.
4. The boss’s decision really brought down the (morale/moral) of her employees.
5. If we cross five time zones, what (affect/effect) will that have on our sleep patterns?
3b. Vocabulary
Define the following words precisely and accurately. Begin your definition with the part
of speech (word class) to which the word belongs. Using the word in a sentence does
not count as a definition.
4. dogmatic
a) part of speech:
b) definition:
5. discerning
a) part of speech:
b) definition:
6. ironic
a) part of speech
b) definition
65 3c. Grammatical Terms
These terms are commonly used to describe sentence elements, word classes, or to mark
errors in sentence construction, grammar, punctuation, or mechanics. Write a definition
of the term that demonstrates your understanding of their meaning. Using the word in a
sentence does not count as a definition.
4. misplaced modifier
5. adverb
6. fused sentence (run-on)
66
Standards for the WLCE Summary
The goals are…
•
to show your understanding of what you have read and
•
to create a report that communicates the source’s main ideas.
Guidelines
•
Summary should be one-half to two-thirds the original length.
•
It should focus on the main ideas of the original (the author’s thesis and main
supporting arguments or facts)
•
Do not be distracted by examples, unless they are absolutely crucial to understanding
the argument.
•
Summary should capture connections in the source’s argument (not just what the
author thinks, but why he or she thinks so).
•
Do not include your response to the source.
•
Summary should follow structure of the original and maintain, roughly, the order of
points of the original (though you may condense ideas into fewer paragraphs).
•
Summary should be in your own words. Do not copy anything. Find a way to
express what the author has said the way you would report it to another (names for
key terms/concepts are the exception).
67 Sample Passage for Summary
Fish Safety Facts
The growing concern about the amount of fat and cholesterol in meats is the reason many
people are incorporating more fish in their diet. As a food, fish contains many beneficial
elements, including omega-3 fatty acids and a host of vitamins, minerals, and proteins
that may protect against heart disease. The American Heart Association and the
American Dietetic Association presently encourage a diet that includes two servings of
fish per week, and tout fish as an exceptional substitute for red meat.
But what of the warnings given by the Food and Drug Administration and the National
Centers for Disease Control and Prevention concerning the mercury and PCB levels in
fish? Mercury is an element that occurs naturally, produced as a by-product by coal-fired
power plants and industrial waste incinerators. These sources pump thousands of tons of
mercury into the environment each year. It comes to rest in waterways, chemically
converted into its highly toxic form, methyl mercury. Methyl mercury is a neurotoxin,
which means that in high doses it has the potential to cause neurological problems
including slurred speech, blurry or tunnel vision, lack of coordination, and paresthesia, a
tingling sensation in the limbs. There may also be a link between elevated mercury levels
and cardiovascular disease.
Mercury ascends the food chain by tightly binding to the muscle tissues of fish. The
levels of mercury found in most fish do not harm adults, but mercury can remain in the
human body for some time because the body has no efficient method of purging it. This
is a danger to fetuses of pregnant women with ample mercury in their systems, because
the element easily passes through the placenta. Prenatal absorption of the toxin can lead
to cerebral palsy, slowed development, blindness, or other birth defects.
Also found in high concentrations in fish are polychlorinated biphenyls, commonly
referred to as PCBs. PCBs were banned in 1979, but they remain in materials produced
before then and thus will continue to exist in the environment for decades. PCBs are
readily absorbed by animal fats such as eggs, meat, and milk, and particularly fish. Like
mercury, PCBs cross the placenta with the potential of causing reduced cognitive skills in
newborn children.
The levels of mercury and PCB toxins in fish increase as they climb the food chain:
larger fish have higher toxin levels, as do older fish. Also, certain types of fish, such as
shark, king mackerel, tuna, swordfish, marlin, sea bass, largemouth bass, walleye,
halibut, pike, and white croaker, have the potential of containing higher levels of toxins.
Pregnant women or women of childbearing age are advised to avoid these types of fish.
Other types of fish or fish products, such as shellfish, farm-bred fish, haddock, salmon,
and fish sticks, are safe to consume in moderation. They are, in fact, a healthy source of
68 fatty acids for a fetus and a healthy source of vitamins and minerals for an expectant
mother.
While it may seem that the threat of mercury and PCB toxins makes eating fish a risky
proposition, the myriad health benefits vastly outweigh the potential hazards for most
people. All adults, save for expectant or soon-to-be expectant mothers, can safely eat fish
several times per week. For optimal safety, purchase farm bred fish, which have a lower
level of contamination. When preparing, trim the fish’s skin and extra fat, thereby
removing the contaminants contained there, and grill or bake the fish instead of frying.
Choose your fish wisely, and reap the benefits of a superb source of protein, vitamins,
and minerals.
69 Sample Summary: Passing
Fish is a good alternative to red meat because it provides healthy fat, vitamins, minerals,
and protein. There are risks in consuming some fish, however, because they may contain
mercury or PCBs.
Mercury is found naturally and is produced by coal-burning sources. PCBs were banned
in 1979 but are still found in the environment. Both of these toxins have seeped into
waterways and accumulated in the tissue of fish. In high doses, the toxins detrimentally
affect the nervous system and can cause several disorders. Mercury and PCBs are able to
pass through the placenta of pregnant women, causing significant harm to the fetus. The
toxins progress up the food chain, with greater concentrations in larger fish. These
particular types of fish should not be eaten by pregnant women or women who may be
starting a family.
Fish has many benefits, and adults should make it part of their weekly diet. Everyone can
safely consume it, if care is taken in choosing the type of fish and the methods used to
cook it.
• Fidelity: Candidate accurately conveys the main idea using his or her own words.
o Main idea: Fish consumption is safe as long as precautionary measures are
taken.
• Conciseness: Response is of appropriate length, depth, and specificity.
• Organization: Writing is clear and arranged in a logical sequence.
• Sentence Structure: Structure of sentences is effective and free of errors.
• Usage: Writing displays care and precision in word choice.
• Mechanical Conventions: Words are correctly spelled and writing follows all
grammatical conventions.
70 Sample Summary: Failing
Eating fish is a risky business because their may be mercury or PCB toxin in the fish
tissue. Mercury is given off by burning coal and PCBs are in the envirement. Both of
them were dumped into the waterways and contaminated the fish. Large fish have the
highest levels.
Mercury and PCBs are dangerous because they can harm the nerves of adults and babies.
A pregnant woman who passes the toxins to their fetus should not eat fish.
Fish is good for you, though if you are not pregnant, because it contains good fat. But you
have to be careful which kinds of fish you eat and how you cook it.
• Fidelity: Candidate does not accurately convey main ideas using his or her own
words.
o Main idea: Fish consumption is safe as long as precautionary measures are
taken.
• Conciseness: Response is not of appropriate length, depth, and specificity.
• Organization: Writing is unclear and arranged in illogical sequence.
• Sentence Structure: Arrangement of sentences is ineffective and contains structural
errors.
• Usage: Writing displays a lack of care and precision in word choice.
• Mechanical Conventions: Words are spelled incorrectly and writing does not follow
several grammatical conventions.
71 Standards for the WLCE Essay
You should write a well-developed persuasive (argument) essay in which you agree or
disagree with the prompt provided.
Guidelines
•
Include a clear thesis statement (what you are going to argue and, briefly, why/what
your main points will be).
•
Support the thesis statement with evidence and logical reasoning in response to the
information provided in the prompt.
•
Avoid logical fallacies.
•
Although you may choose not to include the opposition’s view in your essay, show
that you have considered possible objections to your point of view and that you are
prepared to meet them with a logical rebuttal.
•
Follow conventional structure.
a) introductory paragraph with clearly stated thesis
b) body paragraphs featuring topic sentences
c) development of main points through example, definition, analysis, etc.
d) concluding paragraph
72 Sample Essay Prompts
Analytical Argument: Read the following prompt carefully and decide where you stand
in relation to the issue. Write a five to seven paragraph essay where you respond to the
prompt, providing analysis, reasons, and evidence to support your position.
Should a .2 percent increase in state sales taxes be levied to fund childcare and other
programs for unattended children? Opponents argue that parents prefer informal
arrangements and that providing state-funded daycare will encourage a lack of parental
responsibility. Proponents say that a disturbing number of children spend part of the day
unsupervised and that parents go through great hardship to pay for daycare.
Should counties be permitted to refuse the Ku Klux Klan participation in a program
which awards organizations a county road sign bearing their name in exchange for
cleaning up a mile of highway (Adopt-a-Highway)? Opponents argue that such a sign
would offend passersby and serve as an endorsement for white supremacy. Proponents
argue that barring the Klan from the program would violate their constitutional right to
free speech and open the door for discrimination of other groups.
Should Congress force auto makers to increase the gas efficiency of Sports Utility
Vehicles (SUVs)? Opponents argue that the requirement would harm the auto industry
and raise the price of vehicles. Proponents say that saving fuel will decrease U.S.
dependency on oil, and the new requirement would decrease pollution from fuel
emissions.
73 FOR MORE INFORMATION If you have questions regarding the WLCE in general, preparing for the WLCE, the
Reading and Writing Seminars, or the Writing Program, please contact the following:
Mary Grover, Coordinator of Writing Programs
Longwood 1
617-879-2387
mgrover@wheelock.edu
Paul Hastings, Coordinator of Disability Services
Office of Academic Advising and Assistance
Activities West Building, Third Floor
617-879-2304
PHastings@wheelock.edu
Megan Duffy, Assistant to the Vice-President of Student Affairs
Office of Academic Advising and Assistance
Activities West Building, Third Floor
617-879-2304
MDuffy@wheelock.edu
If you would like to look at an answer key for the exercises, obtain more exercises, or
work with a writing consultant to prepare for the exam, please visit the Writing Center,
Activities West Building, Third Floor.
74