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GRADE
11
Grammar,
Language, and
Composition Guide:
Student Edition
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Grammar, Language,
and Composition Guide:
Student Edition
TABLE OF CONTENTS
Grammar and Language Workbook
Grammar and Composition Handbook
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Grammar
and Language
Workbook
G RADE 11
Grade 11 Grammar and Language Workbook_TP.indd A1
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Contents
Handbook of Definitions and Rules .........................1
Troubleshooter ........................................................21
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Part 1 Grammar ......................................................45
Unit 1 Parts of Speech
1.1
Nouns: Singular, Plural, Possessive,
Concrete and Abstract.................................47
1.2
Nouns: Proper, Common,
and Collective..............................................49
1.3
Pronouns: Personal, Possessive, Reflexive,
and Intensive ...............................................51
1.4
Pronouns: Demonstrative, Interrogative,
Relative, and Indefinite...............................53
1.5
Verbs: Action...............................................55
Verbs: Linking .............................................57
1.6
Verb Phrases ................................................59
1.7
1.8
Adjectives ....................................................61
1.9
Adverbs........................................................63
Prepositions.................................................65
1.10
1.11
Conjunctions: Coordinating, Correlative,
and Subordinating.......................................67
1.12
Conjunctive Adverbs and Interjections......69
Unit 1 Review ..........................................................71
Cumulative Review Unit 1 ......................................72
Unit 2 Parts of the Sentence
Subjects and Predicates ..............................73
2.13
2.14
Compound Subjects and Predicates ...........75
Order of Subject and Predicate...................77
2.15
Direct and Indirect Objects .........................79
2.16
2.17
Object and Subject Complements...............81
Unit 2 Review ..........................................................83
Cumulative Review: Units 1–2................................84
Unit 3 Phrases
3.18
Prepositional Phrases..................................85
3.19
Participles, Participial Phrases,
and Absolute Phrases..................................87
3.20
Gerunds and Gerund Phrases; Appositives
and Appositive Phrases ..............................89
3.21
Infinitives and Infinitive Phrases ...............91
3.22
Distinguishing Participial, Gerund, and
Infinitive Phrases ........................................93
Unit 3 Review ..........................................................95
Cumulative Review: Units 1–3................................96
Unit 4 Clauses and Sentence Structure
4.23
Main and Subordinate Clauses...................97
4.24
Simple and Compound Sentences .............99
4.25
Complex and Compound-Complex
Sentences...................................................101
4.26
Adjective Clauses ......................................103
Adverb Clauses..........................................105
4.27
4.28
Noun Clauses.............................................107
4.29
Kinds of Sentences....................................109
Sentence Fragments ..................................111
4.30
Run-on Sentences......................................113
4.31
Unit 4 Review ........................................................115
Cumulative Review: Units 1– 4 .............................116
Unit 5 Diagraming Sentences
5.32
Diagraming Simple Sentences ..................119
5.33
Diagraming Simple Sentences
with Phrases ..............................................121
5.34
Diagraming Sentences with Clauses.........123
Unit 5 Review ........................................................127
Cumulative Review: Units 1–5..............................128
Unit 6 Verb Tenses, Voice, and Mood
6.35
Regular Verbs: Principal Parts ..................131
6.36
Irregular Verbs: Principal Parts ................133
6.37
Tense of Verbs: Present, Past,
and Future .................................................135
6.38
Perfect Tenses: Present, Past,
and Future .................................................137
Tense of Verbs ..........................................139
6.39
6.40
Verbs: Progressive
and Emphatic Forms .................................141
6.41
Verbs: Compatibility of Tenses.................143
Voice of Verbs ...........................................145
6.42
Mood of Verbs ...........................................147
6.43
Unit 6 Review ........................................................149
Cumulative Review: Units 1– 6 .............................150
Unit 7 Subject-Verb Agreement
7.44
Subject-Verb Agreement ...........................153
7.45
Intervening Prepositional Phrases............155
7.46
Agreement with Linking Verbs.................157
7.47
Agreement in Inverted Sentences.............159
Agreement with Special Subjects.............161
7.48
Agreement with Compound Subjects.......163
7.49
Intervening Expressions............................165
7.50
Indefinite Pronouns as Subjects ...............167
7.51
Agreement in Adjective Clauses...............169
7.52
Unit 7 Review ........................................................171
Cumulative Review: Units 1–7..............................172
Unit 8 Using Pronouns Correctly
8.53
Case of Personal Pronouns .......................175
8.54
Pronouns with and as Appositives;
After Than and As.....................................177
Reflexive and Intensive Pronouns............179
8.55
8.56
Who and Whom in Questions and
Subordinate Clauses..................................181
8.57
Agreement in Number and Gender
and with Collective Nouns .......................183
8.58
Agreement in Person.................................185
8.59
Agreement with Indefinite Pronoun
Antecedents...............................................187
Clear Pronoun Reference ..........................189
8.60
Unit 8 Review ........................................................191
Cumulative Review: Units 1–8..............................192
Unit 9 Using Modifiers Correctly
9.61
Modifiers: Three Degrees of
Comparison ...............................................195
9.62
Modifiers: Irregular Comparisons.............197
Table of Contents
iii
9.63
Modifiers: Double and Incomplete
Comparisons..............................................199
Using Good or Well; Bad or Badly............201
9.64
Double Negatives.......................................203
9.65
9.66
Misplaced and Dangling Modifiers ..........207
Unit 9 Review ........................................................211
Cumulative Review: Units 1–9..............................212
Part 2 Usage ...........................................................215
Unit 10 Usage Glossary
10.67 Usage: a to altogether................................217
10.68 Usage: allusion to would of.......................219
10.69 Usage: different from to regardless...........221
10.70 Usage: this kind to reason is because.......223
10.71 Usage: respectfully to whom .....................225
Unit 10 Review ......................................................227
Cumulative Review: Units 1–10 ...........................228
Part 3 Mechanics ...................................................231
Unit 11 Capitalization
11.72 Capitalization of Sentences
and the Pronoun I......................................233
11.73 Capitalization of Proper Nouns ................235
11.74 Capitalization of Proper Adjectives..........237
Unit 11 Review ......................................................239
Cumulative Review: Units 1–11 ...........................240
Part 4 Vocabulary and Spelling ...........................289
Unit 13 Vocabulary and Spelling
13.96 Building Vocabulary: Learning
from Context..............................................291
13.97 Building Vocabulary: Word Roots............293
13.98 Building Vocabulary:
Prefixes and Suffixes.................................295
13.99 Basic Spelling Rules: I ..............................297
13.100 Basic Spelling Rules: II ............................299
Review: Building Vocabulary ...............................301
Review: Basic Spelling Rules ...............................303
Part 5 Composition................................................305
Unit 14 Composition
14.101 The Writing Process: Prewriting ..............307
14.102 The Writing Process: Drafting ..................311
14.103 The Writing Process: Revising .................315
14.104 The Writing Process: Editing ...................317
14.105 The Writing Process: Presenting ..............319
14.106 Outlining ...................................................321
14.107 Writing Effective Sentences .....................323
14.108 Building Paragraphs .................................327
14.109 Paragraph Ordering ..................................331
14.110 Personal Letters .........................................333
14.111 Business Letters: Letters of Request
or Complaint..............................................337
14.112 Business Letters: Résumés
and Cover Letters .....................................339
Index ...................................................................343
TAE Tests
Unit 1: Parts of Speech........................................349
Unit 2: Parts of the Sentence...............................351
Unit 3: Phrases.....................................................353
Unit 4: Clauses and Sentence Structure .............357
Unit 5: Diagraming Sentences.............................361
Unit 6: Verb Tenses, Voice, and Mood...............363
Unit 7: Subject-Verb Agreement .........................367
Unit 8: Using Pronouns Correctly.......................369
Unit 9: Using Modifiers Correctly ......................371
Unit 10: Usage .......................................................373
Unit 11: Capitalization ..........................................375
Unit 12: Punctuation, Abbreviations,
and Numbers ...........................................377
Unit 13: Vocabulary and Spelling ........................381
Unit 14: Composition ............................................383
Answer Key............................................................387
iv Grammar and Language Workbook, Grade 11, Table of Contents
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Unit 12 Punctuation, Abbreviations, and Numbers
12.75 End Punctuation: Period, Exclamation Point,
and Question Mark....................................243
12.76 Colons ........................................................245
12.77 Semicolons ................................................247
12.78 Commas and Compound Sentences .........249
12.79 Commas in a Series and between
Coordinate Adjectives...............................251
12.80 Commas and Nonessential Elements with
Interjections, Parenthetical Expressions,
and Conjunctive Adverbs .........................253
12.81 Commas and Introductory Phrases...........255
12.82 Commas and Adverb Clauses and
Antithetical Phrases ..................................257
12.83 Commas with Titles, Addresses, and
Numbers ....................................................259
12.84 Commas and Direct Address and in Tag
Questions and Letter Writing ...................261
12.85 Misused Commas ......................................263
12.86 Commas in Review....................................265
12.87 Dashes to Signal Change
and to Emphasize ......................................267
12.88 Parentheses, Brackets,
and Ellipsis Points ....................................269
12.89 Quotation Marks for Direct
Quotations .................................................271
12.90 Quotation Marks with Titles of Short Works,
Unusual Expressions, Definitions, and with
Other Marks of Punctuation .....................273
12.91 Italics .........................................................275
12.92 The Apostrophe.........................................277
12.93 The Hyphen...............................................279
12.94 Abbreviations ............................................281
12.95 Numbers and Numerals ............................283
Unit 12 Review ......................................................285
Cumulative Review: Units 1–12 ...........................286
Handbook of
Definitions
and Rules
Handbook
1
Handbook
PARTS OF SPEECH
Nouns
1. A singular noun is a word that names one person, place, thing, or idea: brother, classroom,
piglet, and joy. A plural noun names more than one person, place, thing, or idea: brothers,
classrooms, piglets, and joys.
2. To help you determine whether a word in a sentence is a noun, try adding it to the following
sentences. Nouns will fit in at least one of these sentences:
I know something about ________.
I know something about a(n) ________.
I know something about brothers.
I know something about a classroom.
3. A collective noun names a group. When the collective noun refers to the group as a whole, it is
singular. When it refers to the individual group members, the collective noun is plural.
The class meets two days a week. (singular)
The board of trustees come from all walks of life. (plural)
4. A common noun names a general class of people, places, things, or ideas: soldier, country,
month, or theory. A proper noun specifies a particular person, place, thing, event, or idea.
Proper nouns are always capitalized: General Schwartzkopf, America, July, or Big Bang.
5. A concrete noun names an object that occupies space or that can be recognized by any of the
senses: tuba, music, potato, and aroma. An abstract noun names an idea, a quality, or a
characteristic: courage, sanity, power, and memory.
6. A possessive noun shows possession, ownership, or the relationship between two nouns:
Raul’s house, the cat’s fur, and the girls’ soccer ball.
1. A pronoun takes the place of a noun, a group of words acting as a noun, or another pronoun.
2. A personal pronoun refers to a specific person or thing. First person personal pronouns refer
to the speaker, second person pronouns refer to the one spoken to, and third person pronouns
refer to the one spoken about.
First Person, Singular
First Person, Plural
Second Person, Singular
Second Person, Plural
Third Person, Singular
Third Person, Plural
Nominative Case
I
we
you
you
he, she, it
they
Possessive Case
my, mine
our, ours
your, yours
your, yours
his, her, hers, its
their, theirs
Objective Case
me
us
you
you
him, her, it
them
3. A reflexive pronoun refers to the subject of the sentence. An intensive pronoun adds emphasis
to a noun or another pronoun. A demonstrative pronoun points out specific persons, places,
things, or ideas.
Reflexive:
They psyched themselves up for the football game.
Intensive:
Freddie himself asked Julie out.
Demonstrative: That is a good idea! Those are my friends.
4. An interrogative pronoun is used to form questions. A relative pronoun is used to introduce a
subordinate clause. An indefinite pronoun refers to persons, places, or things in a more general
way than a noun does.
Interrogative:
Which is your choice?
With whom were you playing video games?
2 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Pronouns
Handbook
Relative:
Indefinite:
The cake that we baked was delicious.
Everyone has already voted.
No one should enter without knocking.
5. The antecedent of a pronoun is the word or group of words referred to by the pronoun.
Ben rode his bike to school. (Ben is the antecedent of his.)
Verbs
1. A verb is a word that expresses action or a state of being and is necessary to make a statement.
Most verbs will fit one or more of these sentences:
We _________.
We _________ loyal. We ________ it.
It ________ .
We sleep.
We remain loyal.
We love it!
It snowed.
2. An action verb tells what someone or something does. The two types of action verbs are
transitive and intransitive. A transitive verb is followed by a word or words that answer the
question what? or whom? An intransitive verb is not followed by a word that answers what? or
whom?
Transitive: Children trust their parents.
The puppy carried the bone away.
Intransitive: The team played poorly.
The light burned brightly.
3. A linking verb links, or joins, the subject of a sentence with an adjective, a noun, or a pronoun.
The concert was loud. (adjective)
I am a good card player. (noun)
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4. A verb phrase consists of a main verb and all its auxiliary, or helping, verbs.
My stomach has been growling all morning.
I am waiting for a letter.
5. Verbs have four principal parts or forms: base, past, present participle, and past participle.
Base: I eat.
Present Participle: I am eating.
Past:
I ate.
Past Participle:
I have eaten.
6. The principal parts are used to form six verb tenses. The tense of a verb expresses time.
Simple Tenses
Present Tense:
She eats. (present or habitual action)
Past Tense:
She ate. (action completed in the past)
Future Tense:
She will eat. (action to be done in the future)
Perfect Tenses
Present Perfect Tense: She has eaten. (action done at some indefinate time or still in effect)
Past Perfect Tense:
She had eaten. (action completed before some other past action)
Future Perfect Tense: She will have eaten. (action to be completed before some future time)
7. Irregular verbs form their past and past participle without adding -ed to the base form.
PRINCIPAL PARTS OF IRREGULAR VERBS
Base
be
beat
become
begin
bite
blow
break
bring
Past
was, were
beat
became
began
bit
blew
broke
brought
Past Participle
been
beaten
become
begun
bitten or bit
blown
broken
brought
Base
catch
choose
come
do
draw
drink
drive
eat
Past
caught
chose
came
did
drew
drank
drove
ate
Past Participle
caught
chosen
come
done
drawn
drunk
driven
eaten
Handbook
3
Handbook
Base Form
fall
feel
find
fly
freeze
get
give
go
grow
hang
have
know
lay
lead
lend
lie
lose
put
ride
ring
rise
Past Form
fell
felt
found
flew
froze
got
gave
went
grew
hung or
hanged
had
knew
laid
led
lent
lay
lost
put
rode
rang
rose
Past Participle
fallen
felt
found
flown
frozen
got or gotten
given
gone
grown
hung or
hanged
had
known
laid
led
lent
lain
lost
put
ridden
rung
risen
Base Form
run
say
see
set
shrink
sing
sit
speak
spring
steal
swim
take
tear
tell
think
throw
wear
win
write
Past Form
ran
said
saw
set
shrank or
shrunk
sang
sat
spoke
sprang or
sprung
stole
swam
took
tore
told
thought
threw
wore
won
wrote
Past Participle
run
said
seen
set
shrunk or
shrunken
sung
sat
spoken
sprung
stolen
swum
taken
torn
told
thought
thrown
worn
won
written
9. The voice of a verb shows whether the subject performs the action or receives the action of the
verb. The active voice occurs when the subject performs the action. The passive voice occurs
when the action of the verb is performed on the subject.
The owl swooped upon its prey. (active) The ice cream was scooped by the cashier. (passive)
10. A verb can express one of three moods. The indicative mood makes a statement or asks a
question. The imperative mood expresses a command or request. The subjunctive mood
indirectly expresses a demand, recommendation, suggestion, statement of necessity, or a
condition contrary to fact.
I am overjoyed. (indicative)
Stop the car. (imperative)
If I were angry, I would not have let you in. (subjunctive)
Adjectives
1. An adjective modifies a noun or pronoun by giving a descriptive or specific detail. Adjectives
can usually show comparisons. (See Using Modifiers Correctly on pages 9 and 10.)
cold winter
colder winter
coldest winter
2. Most adjectives will fit this sentence:
The _________ one looks very _________.
The dusty one looks very old.
3. Articles are the adjectives a, an, and the. Articles do not meet the above test for adjectives.
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8. Progressive forms of verbs, combined with a form of be, express a continuing action. Emphatic
forms, combined with a form of do, add emphasis or form questions.
Kari is scratching the cat.
Loni has been washing the walls.
We do support our hometown heroes. (present)
He did want that dinner. (past)
Handbook
4. A proper adjective is formed from a proper noun and begins with a capital letter.
Marijka wore a Ukrainian costume.
He was a Danish prince.
5. An adjective used as an object complement follows and describes a direct object.
My aunt considers me funny.
Adverbs
1. An adverb modifies a verb, an adjective, or another adverb. Most adverbs can show
comparisons. (See Using Modifiers Correctly on pages 9 and 10.)
a. Adverbs that tell how, where, when, or to what degree modify verbs or verbals.
The band stepped lively. (how)
Maria writes frequently. (when)
Put the piano here. (where)
We were thoroughly entertained. (to what degree)
b. Adverbs of degree strengthen or weaken the adjectives or other adverbs that they modify.
A very happy fan cheered. (modifies adjective)
She spoke too fast. (modifies adverb)
2. Many adverbs fit these sentences:
She thinks ______.
She thinks ______ fast.
She thinks quickly.
She thinks unusually fast.
She ______ thinks fast.
She seldom thinks fast.
Prepositions, Conjunctions, and Interjections
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1. A preposition shows the relationship of a noun or a pronoun to some other word. A compound
preposition is made up of more than one word.
The first group of students arrived.
They skated in spite of the cold weather.
2. Some common prepositions include these: about, above, across, after, against, along, among,
around, at, before, behind, below, beneath, beside, besides, between, beyond, but, by,
concerning, down, during, except, for, from, into, like, near, of, off, on, out, outside, over, past,
round, since, through, till, to, toward, under, underneath, until, up, upon, with, within, without.
3. A conjunction is a word that joins single words or groups of words. A coordinating conjunction
joins words or groups of words that have equal grammatical weight. Correlative conjunctions
work in pairs to join words and groups of words of equal weight. A subordinating conjunction
joins two clauses in such a way as to make one grammatically dependent on the other.
Coordinating conjunction: He and I talked for hours.
Correlative conjunctions:
Russ wants either a cat or a dog.
Subordinating conjunction: We ate lunch when it was ready.
4. A conjunctive adverb clarifies a relationship.
He did not like cold weather; nevertheless, he shoveled the snow.
5. An interjection is an unrelated word or phrase that expresses emotion or exclamation.
Wow, that was cool!
Aha! You fell right into my trap!
PARTS OF THE SENTENCE
Subjects and Predicates
1. The simple subject is the key noun or pronoun that tells what the sentence is about. A
compound subject is made up of two or more simple subjects that are joined by a conjunction
and have the same verb.
My father snores.
My mother and I can’t sleep.
Handbook
5
Handbook
2. The simple predicate is the verb or verb phrase that expresses the essential thought about the
subject of the sentence. A compound predicate is made up of two or more verbs or verb phrases
that are joined by a conjunction and have the same subject.
The night was cold.
The elves sang and danced in the flower garden.
3. The complete subject consists of the simple subject and all the words that modify it.
The bright lights of the city burned intensely. The warm, soothing fire kept us warm.
4. The complete predicate consists of the simple predicate and all the words that modify it or
complete its meaning.
Dinosaurs died out 65 million years ago.
The sun provides heat for the earth.
5. Usually the subject comes before the predicate in a sentence. In inverted sentences, all or part of
the predicate precedes the subject.
There are two muffins on the plate
Over the field soared the glider.
Complements
1. A complement is a word or a group of words that complete the meaning of the verb. There are
four kinds of complements: direct objects, indirect objects, object complements, and subject
complements.
2. A direct object answers what? or whom? after an action verb.
Sammi ate the turkey. (Sammi ate what?)
Carlos watched his sister in the school play. (Carlos watched whom?)
3. An indirect object receives what the direct object names.
Marie wrote June a letter.
George Washington gave his troops orders.
5. An object complement describes or renames a direct object.
Object Complement:
Ami found the man handsome.
Object Complement:
Carlos thought the woman a genius.
PHRASES
1. A phrase is a group of words that acts in a sentence as a single part of speech.
2. A prepositional phrase is a group of words that begins with a preposition and usually ends with
a noun or pronoun called the object of the preposition. Aprepositional phrase can modify a
noun or a pronoun, a verb, an adjective, or an adverb.
One of my favorite meals is pigs in a blanket. (modifies the noun pigs)
The supersonic jet soared into the sky. (modifies the verb soared)
The love of a household pet can be valuable for a family. (modifies the adjective valuable)
The child reads well for a six-year-old. (modifies the adverb well)
3. An appositive is a noun or a pronoun that is placed next to another noun or pronoun to
identify it or give more information about it. An appositive phrase is an appositive plus its
modifiers.
My grandfather Géza takes me fishing.
C.S. Lewis, my favorite author, lived in England.
6 Grammar and Language Workbook, Grade 11
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4. A subject complement follows a subject and a linking verb and identifies or describes the subject.
A predicate nominative is a noun or pronoun that follows a linking verb and further identifies
the subject. A predicate adjective follows a linking verb and further describes the subject.
Predicate Nominative:
The best football player is Jacob.
Predicate Adjective:
The people have been very patient.
Handbook
4. A verbal is a verb form that functions in a sentence as a noun, an adjective, or an adverb. A
verbal phrase is a verbal plus any complements and modifiers.
a. A participle is a verbal that functions as an adjective: Gary comforted the crying baby.
b. A participial phrase contains a participle plus any complements or modifiers: Thanking
everyone, my uncle began to carve the turkey.
c. A gerund is a verbal that ends with -ing. It is used in the same way a noun is used: Skiing
is a popular sport.
d. A gerund phrase is a gerund plus any complements or modifiers: Singing the national
anthem is traditional at many sports events.
e. An infinitive is a verbal that is usually preceded by the word to. It is used as a noun, an
adjective, or an adverb: I never learned to dance. (noun) She has an errand to
run. (adjective) I will be happy to help. (adverb)
f. An infinitive phrase contains an infinitive plus any complements or modifiers: My father
woke up to watch the news on television.
5. An absolute phrase consists of a noun or a pronoun that is modified by a participle or a
participial phrase but has no grammatical relation to the sentence.
His legs terribly tired, Honori sat down.
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CLAUSES AND SENTENCE STRUCTURE
1. A clause is a group of words that has a subject and a predicate and is used as a sentence or part
of a sentence. There are two types of clauses: main and subordinate. A main clause has a subject
and a predicate and can stand alone as a sentence. A subordinate clause has a subject and a
predicate, but it cannot stand alone as a sentence.
main
sub.
The book bored me until I read Chapter 5.
2. There are three types of subordinate clauses: adjective, adverb, and noun.
a. An adjective clause is a subordinate clause that modifies a noun or a pronoun.
The students who stayed after school for help did well on the test.
b. An adverb clause is a subordinate clause that modifies a verb, an adjective, or an adverb. It
tells when, where, how, why, to what extent, or under what conditions.
When the sun set, everyone watched from the window. (modifies a verb)
Today is warmer than yesterday was. (modifies an adjective)
c. A noun clause is a subordinate clause used as a noun.
Who will become president has been declared.
I now remember what I need to buy.
3. Main and subordinate clauses can form four types of sentences. A simple sentence has only one
main clause and no subordinate clauses. A compound sentence has two or more main clauses.
A complex sentence has one main clause and one or more subordinate clauses. A compoundcomplex sentence has more than one main clause and at least one subordinate clause.
main
Simple:
The stars fill the sky.
main
main
Compound:
The plane landed, and the passengers left.
sub.
main
Complex:
Although the children found the letter, they couldn’t read it.
main
main
sub.
Compound-Complex: The earth is bountiful; we may destroy it if we abuse it.
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4. A sentence that makes a statement is classified as a declarative sentence: The Cleveland
Browns are my favorite team. An imperative sentence gives a command or makes a request:
Please go to the dance with me. An interrogative sentence asks a question: Who would
abandon a family pet? An exclamatory sentence expresses strong emotion: Look out!
SUBJECT-VERB AGREEMENT
1. A verb must agree with its subject in person and number.
Doli runs. (singular)
Doli and Abay run. (plural)
He is singing. (singular) They are singing. (plural)
2. In inverted sentences the subject follows the verb. The sentence may begin with a
prepositional phrase, the words there or here, or the verb form of do.
Out of the bushes sprang the leopard.
There is never enough time.
Do those pigs eat leftover food?
3. Do not mistake a word in a prepositional phrase for the subject.
The boss of the employees works very hard. (The verb works tells the action of the boss.)
4. Make the verb in a sentence agree with the subject, not with the predicate nominative.
Her problem was the twins.
The twins were her problem.
5. A title is always singular, even if nouns in the title are plural.
The War of the Worlds was a radio broadcast that caused widespread panic.
7. Use a singular verb if the compound subject is preceded by the words many a, every, or each.
Every dog and cat needs to be cared for.
Many a young man has stood here.
8. A subject remains singular or plural regardless of any intervening expressions.
Gloria, as well as the rest of her family, was late.
The players, accompanied by the coach, enter the field.
9. A verb must agree in number with an indefinite pronoun subject.
Always singular: each, either, neither, one, everyone, everybody, everything, no one, nobody,
nothing, anyone, anybody, anything, someone, somebody, and something.
Always plural: several, few, both, and many.
Either singular or plural: some, all, any, most, and none.
Is any of the lemonade left?
Are any of the biscuits burnt?
10. When the subject of an adjective clause is a relative pronoun, the verb in the clause must agree
with the antecedent of the relative pronoun.
He is one of the singers who dance. (The antecedent of who is singers, plural: singers dance.)
USING PRONOUNS CORRECTLY
1. Use the nominative case when the pronoun is a subject or a predicate nominative.
She eats cake.
Is he here?
That is I. (predicate nominative)
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
6. Subjects combined with and or both use plural verbs unless the parts are of a whole unit.
When compound subjects are joined with or or nor, the verb agrees with the subject listed last.
Chocolate, strawberry, and vanilla are common ice cream flavors.
Peanut butter and jelly is a good snack.
Neither books nor a briefcase is needed.
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2. Use the objective case when the pronoun is an object.
Clarence invited us. (direct object)
Chapa gave me a gift. (indirect object)
Spot! Don’t run around me! (object of preposition)
3. Use the possessive case to replace possessive nouns and precede gerunds. Never use an
apostrophe in a possessive pronoun.
That new car is hers.
They were thrilled at his playing the violin.
4. Use the nominative case when the pronoun is a subject or a predicate nominative.
We three—Marijian, his sister, and I—went to camp.
5. Use the objective case to rename an object.
The teacher acknowledged us, Burny and me.
6. When a pronoun is followed by an appositive, choose the case of the pronoun that would be
correct if the appositive were omitted.
We the jury find the defendant guilty. That building was erected by us workers.
7. In elliptical adverb clauses using than and as, choose the case of the pronoun that you would
use if the missing words were fully expressed.
Kareem is a better sprinter than I. (I am)
It helped you more than me. (it helped me)
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
8. Use a reflexive pronoun when it refers to the person who is the subject of the sentence. Avoid
using hisself or theirselves.
Jerry found himself in a mess. The candidates questioned themselves about their tactics.
9. In questions, use who for subjects and whom for objects. Use who and whoever for subjects and
predicate nominatives in subordinate clauses. Use the objective pronouns whom and
whomever for objects of subordinate clauses.
Who roasted these marshmallows?
Whom will you hire next?
This medal is for whoever finishes first.
The newspaper will interview whomever the editor chooses.
10. An antecedent is the word or group of words to which a pronoun refers or that a pronoun
replaces. All pronouns must agree with their antecedents in number, gender, and person.
Colleen’s friends gave up their free time to help. The Senate passed its first bill of the year.
11. Make sure that the antecedent of a pronoun is clearly stated.
VAGUE: The people who lost their dogs stayed in their yards, hoping they would return.
CLEAR: The people who lost their dogs stayed in their yards, hoping the dogs would
return.
INDEFINITE: If you park the car under the sign it will be towed away.
CLEAR:
If you park the car under the sign the car will be towed away.
USING MODIFIERS CORRECTLY
1. Most adjectives and adverbs have three degrees of form. The positive form of a modifier
cannot be used to make a comparison. The comparative form of a modifier shows two things
being compared. The superlative form of a modifier shows three or more things being
compared.
The year went by fast. This year went by faster than last year.
I expect next year to go by the fastest of all.
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2. One- and two-syllable adjectives add -er to form comparative and -est to form superlative.
POSITIVE:
bold
happy
strong
COMPARATIVE: bolder
happier
stronger
SUPERLATIVE: boldest happiest
strongest
3. For adverbs ending in -ly and modifiers with three or more syllables, use more and most or less
and least to form the comparative and superlative degrees.
He was the least exhausted of the group.
She spoke more caringly than some others.
4. Some modifiers have irregular forms.
POSITIVE:
good, well
badly, ill
COMPARATIVE: better
worse
SUPERLATIVE: best
worst
far
farther
farthest
many, much
more
most
little
less
least
5. Do not make a double comparison using both -er or -est and more or most.
INCORRECT: That musical was the most funniest I have ever seen.
CORRECT:
That musical was the funniest I have ever seen.
6. Do not make an incomplete or unclear comparison by omitting other or else when you
compare one member of a group with another.
UNCLEAR: Joey has missed more school than any kid in the ninth grade.
CLEAR:
Joey has missed more school than any other kid in the ninth grade.
7. Avoid double negatives, which are two negative words in the same clause.
INCORRECT: I have not seen no stray cats.
CORRECT:
I have not seen any stray cats.
8. For clarity, place modifiers as close as possible to the words they modify.
CLEAR: The fire that we accidentally started was snuffed out by the storm.
DANGLING: To avoid the long walk, a friend drove us.
CLEAR: To avoid the long walk, we were driven by a friend.
9. Place the adverb only immediately before the word or group of words it modifies.
Only Afi wants choir rehearsal next week. (No one but Afi wants rehearsal.)
Afi wants only choir rehearsal next week. (She wants no other rehearsal.)
Afi wants choir rehearsal only next week. (She does not want rehearsal any other week.)
USAGE GLOSSARY
a, an Use the article a when the following word begins with a consonant sound. Use an when the
following word begins with a vowel sound.
a house
an understudy
an hour
a united front
a lot, alot Always write this expression, meaning “a large amount,” as two words.
With his help, we will learn a lot about photography.
a while, awhile In or for often precedes a while, forming a prepositional phrase. Awhile is used
only as an adverb.
Let us listen to the forest for a while.
The students listened awhile.
10 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
MISPLACED: The fire was snuffed out by the storm that we accidentally started.
adapt, adopt Adapt means “to adjust.” Adopt means “to take something for one’s own.”
Species survive because they adapt to new situations. My church will adopt a needy family.
advice, advise Advice, a noun, means “helpful opinion.” Advise, a verb, means “to give advice.”
I must advise you to never take Jakel’s advice.
affect, effect Affect, a verb, means “to cause a change in, to influence.” Effect may be a noun or a
verb. As a noun it means “result.” As a verb it means “to bring about.”
Is it true that the observer can affect the results? (verb)
I have no idea what effect that may have. (noun)
How can the president effect a good approval rating? (verb)
ain’t Ain’t is unacceptable in speaking and writing. Use only in exact quotations.
all ready, already All ready means “completely ready.” Already means “before or by this time.”
We had already purchased our plane tickets, and we were all ready to board.
all right, alright Always write this expression as two words. Alright is unacceptable.
Because she is your friend, she is all right with me.
all together, altogether The two words all together mean “in a group.” The single word altogether
is an adverb meaning “completely” or “on the whole.”
The hikers gathered all together for lunch, and they were altogether exhausted.
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allusion, illusion Allusion means “an indirect reference.” Illusion refers to something false.
Mr. Lee made an allusion to The Grapes of Wrath.
The magician performed illusions.
anyways, anywheres, everywheres, somewheres Write these words and others like them without a
final -s: anyway, anywhere, everywhere, somewhere.
bad, badly Use bad as an adjective and badly as an adverb.
We watched a bad movie.
He sang the national anthem quite badly.
being as, being that Use these only informally. In formal writing and speech, use because or since.
beside, besides Beside means “next to.” Besides means “moreover” or “in addition to.”
Who, besides Antonio, will offer to sit beside the window?
between, among Use between to refer to or to compare two separate nouns. Use among to show a
relationship in a group.
I could not choose between Harvard and Princeton.
Who among the class knows me?
borrow, lend, loan Borrow is a verb meaning “to take something that must be returned.” Lend is a
verb meaning “to give something that must be returned.” Loan is a noun.
People borrow money from banks.
Banks will lend money to approved customers.
People always must apply for a loan.
bring, take Use bring to show movement from a distant place to a closer one. Use take to show
movement from a nearby place to a more distant one.
Bring in the paper, and take out the trash.
can, may Can indicates the ability to do something. May indicates permission to do something.
Anyone can use a credit card, but only the cardholder may authorize it.
can’t hardly, can’t scarcely These terms are considered double negatives. Do not use them. Use
can hardly and can scarcely.
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accept, except Accept, a verb, means “to receive” or “to agree to.” Except may be a preposition or a
verb. As a preposition it means “but.” As a verb it means “to leave out.”
I will accept all of your terms except the last one.
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continual, continuous Continual describes repetitive action with pauses between occurrences.
Continuous describes an action that continues with no interruption in space or time.
We make continual trips to the grocery.
Continuous energy from our sun lights the sky.
could of, might of, must of, should of, would of Do not use of after could, might, must, should, or
would. Instead, use the helping verb have.
That must have been the longest play ever!
different from, different than The expression different from is preferred to different than.
Baseball is different from the English sport of cricket.
doesn’t, don’t Doesn’t is the contraction of does not and should be used with all singular nouns.
Don’t is the contraction of do not and should be used with I, you, and all plural nouns.
My dog doesn’t like the mail carrier.
Bobsled riders don’t take their job lightly.
emigrate, immigrate Use emigrate to mean “to move from one country to another.” Use immigrate
to mean “to enter a country to settle there.” Use from with emigrate and to with immigrate.
Refugees emigrate from war-torn countries.
My great-grandfather immigrated to America.
farther, further Farther refers to physical distance. Further refers to time or degree.
Traveling farther from your home may further your understanding of different places.
fewer, less Use fewer to refer to nouns that can be counted. Use less to refer to nouns that cannot
be counted. Also use less to refer to figures used as a single amount or quantity.
If fewer crimes were committed, there would be less misery in the world.
The box measured less than 100 cm2.
good, well Good is an adjective, and well is an adverb.
That spot is a good place for a picnic.
We dined well that day.
hanged, hung Use hanged to mean “put to death by hanging.” Use hung in all other cases.
In the Old West, many were convicted and hanged.
I hung my coat on the hook.
in, into, in to Use in to mean “inside” or “within” and into to indicate movement or direction from
outside to a point within. In to is made up of an adverb (in) followed by a preposition (to).
The fish swim in the sea.
We moved into a new house last year.
The student walked in to see the principal for a meeting.
irregardless, regardless Always use regardless. Irregardless is a double negative.
Root beer tastes great regardless of the brand.
this kind, these kinds Because kind is singular, it is modified by the singular form this or that.
Because kinds is plural, it is modified by the plural form these or those.
I love these kinds of desserts!
I do not feel comfortable with this kind of situation.
lay, lie Lay means “to put” or “to place,” and it takes a direct object. Lie means “to recline” or “to
be positioned,” and it never takes an object.
I taught my dog to lay the paper at my feet and then lie on the ground.
learn, teach Learn means “to receive knowledge.” Teach means “to impart knowledge.”
I want to learn a new language and later teach it to others.
leave, let Leave means “to go away.” Let means “to allow” or “to permit.”
My guest had to leave because his parents do not let him stay up too late.
like, as Like is a preposition and introduces a prepositional phrase. As and as if are subordinating
12 Grammar and Language Workbook, Grade 11
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had of Do not use of between had and a past participle.
I wish I had eaten my sundae when I had the chance.
loose, lose Use loose to mean “not firmly attached” and lose to mean “to misplace,” or “to fail to win.”
You don’t want to lose your nice pair of loose jeans.
passed, past Passed is the past tense and the past participle of the verb to pass. Past can be an
adjective, a preposition, an adverb, or a noun.
He passed the exit ramp because he could not see the sign past the bushes.
precede, proceed Precede means “to go or come before.” Proceed means “to continue.”
We can proceed with the plans.
From a distance, lightning appears to precede thunder.
raise, rise Raise means “to cause to move upward,” and it always takes an object. Rise means “to
get up”; it is intransitive and never takes an object.
Raise the drawbridge!
For some, it is difficult to rise in the morning.
reason is because Use either reason is that or because.
The reason he left is that he was bored. He left because he was bored.
respectfully, respectively Respectfully means “with respect.” Respectively means “in the order
named.”
We respectfully bowed to the audience.
Abla, Héctor, and Shelly, respectively, play first, second, and third base.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
says, said Says is the third-person singular of say. Said is the past tense of say.
Listen carefully to what she says.
I love what the keynote speaker said.
sit, set Sit means “to place oneself in a sitting position.” It rarely takes an object. Set means “to
place” or “to put” and usually takes an object. Set can also refer to the sun’s going down.
Sit anywhere you would like.
Set the nozzle back in its slot before paying for the gas.
Today the sun will set at seven o’clock.
than, then Than is a conjunction that is used to introduce the second element in a comparison; it
also shows exception. Then is an adverb.
Julio hit more home runs than Jacob this year. Call for help first, and then start CPR.
this here, that there Avoid using here and there after this and that.
This bunk is yours.
who, whom Who is a subject, and whom is an object.
Who first sang the song “Memories”? To whom should I throw the ball now?
CAPITALIZATION
1. Capitalize the first word in a sentence, including direct quotes and sentences in parentheses
unless they are contained within another sentence.
Shakespeare asked, “What’s in a name?” (This is from Romeo and Juliet.)
2. Always capitalize the pronoun I no matter where it appears in a sentence.
Because I woke up late, I had to race to school.
3. Capitalize the following proper nouns.
a. Names of individuals, titles used in direct address or preceding a name, and titles describing
a family relationship used with a name or in place of a name.
President Nixon
George Burns
Sir Anthony Hopkins
Uncle Jay
Sis
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conjunctions and introduce subordinate clauses. Never use like before a clause.
I felt like a stuffed crab after the feast. The pigeons flew away, as they always do when scared.
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b. Names of ethnic groups, national groups, political parties and their members, and languages
African Americans
Mexicans
Republican party
Hebrew
c. Names of organizations, institutions, firms, monuments, bridges, buildings, and other
structures
National Honor Society
Vietnam War Memorial
Brooklyn Bridge
Parliament
d. Trade names and names of documents, awards, and laws
Kleenex tissues
Declaration of Independence
Academy Award
e. Geographical terms and regions or localities
North Carolina Arctic Ocean
Nile River
f. Names of planets and other heavenly bodies
Jupiter
Horsehead Nebula
g. Names of ships, planes, trains, and spacecraft
Challenger
USS George Washington
West Street
Bill of Rights
the South
Central Park
the Milky Way
Spirit of St. Louis
h. Names of most historical events, eras, calendar items, and religious terms
Fourth of July
Jurassic
Gulf War
Friday
Yom Kippur
Protestant
i. Titles of literary works, works of art, and musical compositions
“The Road Less Traveled” (poem)
The Old Man and the Sea (book)
Venus de Milo (statue)
The Magic Flute (opera)
4. Capitalize proper adjectives (adjectives formed from proper nouns).
Socratic method Jungian theory
Chinese food
Georgia clay
Colombian coffee
PUNCTUATION, ABBREVIATIONS, AND NUMBERS
2. Use an exclamation point to show strong feeling or to give a forceful command.
What a surprise that is!
Watch out!
That’s just what I need!
3. Use a question mark to indicate a direct question. Use a period to indicate an indirect question.
DIRECT:
Who ruled France in 1821?
INDIRECT: Gamal wanted to know how much time was left before lunch.
4. Use a colon to introduce a list or to illustrate or restate previous material.
For my team, I choose the following people: Zina, Ming, and Sue.
In light of the data, the conclusion was not hard to obtain: Earth is not flat.
5. Use a colon for precise time measurements, biblical chapter and verse references, and business
letter salutations.
10:02 A.M.
John 3:16
Dear Ms. Delgado:
6. Use a semicolon in the following situations:
a. To separate main clauses not joined by a coordinating conjunction
My computer isn’t working; perhaps I need to call a technician.
b. To separate main clauses joined by a conjunctive adverb or by for example or that is
Cancer is a serious disease; however, heart disease kills more people.
c. To separate items in a series when those items contain commas
I have done oral reports on Maya Angelou, a poet; Billy Joel, a singer; and Mario van
Peebles, a director and actor.
14 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
1. Use a period at the end of a declarative sentence and at the end of a polite command.
Robin Hood was a medieval hero.
Pass the papers to the front.
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d. To separate two main clauses joined by a coordinating conjunction when such clauses
already contain several commas
According to Bruce, he spent his vacation in Naples, Florida; but he said it was a
business, not a pleasure, trip.
7. Use a comma in the following situations:
a. To separate the main clauses of compound sentences
She was a slow eater, but she always finished her meal first.
b. To separate three or more words, phrases, or clauses in a series
Apples, oranges, grapefruit, and cherries are delicious.
c. To separate coordinate modifiers
The prom was a happy, exciting occasion.
d. To set off parenthetical expressions
He will, of course, stay for dinner.
Mary, on the other hand, is very pleasant.
e. To set off nonessential clauses and phrases; to set off introductory adverbial clauses,
participial phrases, and long prepositional phrases.
Adjective clause:
The bride, who is a chemist, looked lovely.
Appositive phrase:
The parade, the longest I’ve ever seen, featured twelve bands.
Adverbial clause:
After we had eaten, I realized my wallet was still in the car.
Participial phrase:
Laughing heartily, Milan quickly left the room.
Prepositional phrase: At the sound of the final buzzer, the ball slid through the hoop.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
f. To separate parts of an address, a geographical term, or a date
1640 Chartwell Avenue, Edina, Minnesota
September 11, 1982
g. To set off parts of a reference
Read Slaughterhouse-Five, pages 15–20.
Perform a scene from Hamlet, Act II.
h. To set off words or phrases of direct address and tag questions
Sherri, please pass the butter. How are you, my friend? We try hard, don’t we?
i. After the salutation and close of a friendly letter and after the close of a business letter
Dear Richard,
Sincerely,
Yours,
Dear Mother,
8. Use dashes to signal a change in thought or to emphasize parenthetical matter.
“Remember to turn off the alarm—oh, don’t touch that!”
9. Use parentheses to set off supplemental material. Punctuate within the parentheses only if the
punctuation is part of the parenthetical expression.
I saw Bill Cosby (he is my favorite comedian) last night.
10. Use brackets to enclose information inserted by someone besides the original writer.
The paper continues, “The company knows he [Watson] is impressed.”
11. Ellipsis points, a series of three spaced points, indicate an omission of material.
The film critic said, “The show was great . . . a must see!”
12. Use quotation marks to enclose a direct quotation. When a quotation is interrupted, use two
sets of quotation marks. Use single quotation marks for a quotation within a quotation.
“This day,” the general said, “will live on in infamy.”
“Yes,” the commander replied. “The headlines today read, ‘Allies Retreat.’”
13. Use quotation marks to indicate titles of short works, unusual expressions, and definitions.
“The Gift of the Magi” (short story)
“Ave Maria” (song)
Large speakers are called “woofers,” and small speakers are called “tweeters.”
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14. Always place commas and periods inside closing quotations mark. Place colons and
semicolons outside closing quotation marks. Place question marks and exclamation points
inside closing quotation marks only when those marks are part of the quotation.
“Rafi told me,” John said, “that he could not go.”
Let me tell you about “Piano Man”: it is a narrative song.
He yelled, “Who are you?”
Did she say “Wait for me”?
15. Italicize (underline) titles of books, lengthy poems, plays, films, television series, paintings and
sculptures, long musical compositions, court cases, names of newspapers and magazines,
ships, trains, airplanes, and spacecraft.
The Last Supper (painting) Bang the Drum Slowly (film)
Roe v. Wade (court case)
Titanic (ship)
Time (magazine)
Boston Globe (newspaper)
16. Italicize (underline) foreign words and expressions that are not used frequently in English and
words, letters, and numerals used to represent themselves.
Please discuss the phrase caveat emptor.
Today, Sesame Street was sponsored by the letters t and m and the number 6.
17. Add an apostrophe and -s to all singular indefinite pronouns, singular nouns, plural nouns not
ending in -s, and compound nouns to make them possessive. Add only an apostrophe to plural
nouns ending in -s to make them possessive.
anyone’s guess
the dog’s leash
the women’s club
students’ teacher
singers’ microphones
runners’ shoes
19. Use a possessive form to express amounts of money or time that modify a noun.
a day’s pay
fifty dollars’ worth
a block’s walk
20. Use an apostrophe in place of omitted letters or numerals. Use an apostrophe and -s to form
the plural of letters, numerals, and symbols.
cannot is can’t
do not is don’t
1978 is ’78
Mind your p’s and q’s.
21. Use a hyphen after any prefix joined to a proper noun or a proper adjective. Use a hyphen after
the prefixes all-, ex-, and self- joined to a noun or adjective, the prefix anti- joined to a word
beginning with i-, the prefix vice- (except in vice president), and the prefix re- to avoid
confusion between words that are spelled the same but have different meanings.
all-inclusive
ex-wife
self-reliance
anti-immigrant
vice-principal
re-call instead of recall
22. Use a hyphen in a compound adjective that precedes a noun. Use a hyphen in compound
numbers and in fractions used as adjectives.
a green-yellow jersey
a red-hot poker
jet-black hair
ninety-nine
one-fifth cup of sugar
23. Use a hyphen to divide words at the end of a line.
daz-zle
terri-tory
Mediter-ranean
24. Use one period at the end of an abbreviation. If punctuation other than a period ends the
sentence, use both the period and the other punctuation.
Bring me the books, papers, pencils, etc.
Could you be ready at 2:00 P.M.?
16 Grammar and Language Workbook, Grade 11
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18. If two or more people possess something jointly, use the possessive form for the last person’s
name. If they possess things individually, use the possessive form for both names.
mom and dad’s checkbook
Carmen’s and Sumil’s projects
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25. Capitalize the abbreviations of proper nouns and some personal titles.
U.K.
C.E.O.
R. F. Kennedy
B. C.
A.D.
Ph.D.
26. Abbreviate numerical measurements in scientific writing, but not in ordinary prose.
Measure 89 g into the crucible.
Jim ran ten yards when he heard that dog barking!
27. Spell out cardinal and ordinal numbers that can be written in one and two words and those
that appear at the beginning of a sentence.
Five hundred people attended. I look forward to my eighteenth birthday.
28. Use numerals for dates; for decimals; for house, apartment, and room numbers; for street and
avenue numbers greater than ten; for sums of money involving both dollars and cents; and to
emphasize the exact time of day and with A.M. and P.M.
April 1, 1996
Room 251
$2.51
2:51 P.M.
29. Express all related numbers in a sentence as numerals if any one should be a numeral.
The subscriptions gradually rose from 10 to 116.
30. Spell out numbers that express decades, amounts of money that can be written in one or two
words, streets and avenues less than ten, and the approximate time of day.
the seventies
fifty cents
Fifth Avenue
half past five
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VOCABULARY AND SPELLING
1. Clues to the meaning of an unfamiliar word can be found in its context. Context clues include
definition, the meaning stated; example, the meaning explained through one familiar case;
comparison, similarity to a familiar word; contrast, opposite of a familiar word; and cause and
effect, a cause described by its effects.
2. Clues to the meaning of a word can be obtained from its base word, its prefix, or its suffix.
telegram gram = writing
psychology psych = soul, mind
antibacterial anti = against
biology -logy = study
3. The i comes before the e, except when both letters follow a c or when both letters are
-- sound. However, many exceptions exist to this rule.
pronounced together as an a
-- sound)
field (i before e)
deceive (ei after c)
reign (a
weird (exception)
-- are spelled -cede. In one word, supersede, the ending is
4. Most word endings pronounced sed
spelled -sede. In proceed, exceed, and succeed, the ending is spelled -ceed.
precede
recede
concede
5. An unstressed vowel sound is not emphasized when a word is pronounced. Determine the
spelling of this sound by comparing it to a known word.
hesitant (Compare to hesitate.)
fantasy (Compare to fantastic.)
6. When adding a suffix that begins with a consonant to a word that ends in silent e, generally
keep the e. If the suffix begins with a vowel or y, generally drop the e. If the suffix begins with
a or o and the word ends in ce or ge, keep the e. If the suffix begins with a vowel and the word
ends in ee, or oe, keep the e.
encouragement
scary
changeable fleeing
7. When adding a suffix to a word ending in a consonant +y, change the y to i unless the suffix
begins with i. If the word ends in a vowel +y, keep the y.
heartiness
readiness
spying
straying
Handbook
17
Handbook
8. Double the final consonant before adding a suffix that begins with a vowel to a word that ends
in a single consonant preceded by a single vowel if the accent is on the root’s last syllable.
planned
finned
misfitted
9. When adding -ly to a word that ends in a single l, keep the l. If it ends in a double l, drop one l.
If it ends in a consonant +le, drop the le.
real becomes really
dull becomes dully
inexplicable becomes inexplicably
10. When adding -ness to a word that ends in n, keep the n.
leanness
meanness
greenness
11. When joining a word or prefix that ends in a consonant to a suffix or word that begins with a
consonant, keep both consonants.
quietness
greatly
redness
12. Most nouns form their plurals by adding -s. However, nouns that end in -ch, -s, -sh, -x, or -z
form plurals by adding -es. If the noun ends in a consonant +y, change y to i and add -es. If the
noun ends in -lf, change f to v and add -es. If the noun ends in -fe, change f to v and add -s.
cans
churches
faxes
spies
halves
loaves
13. To form the plural of proper names and one-word compound nouns, follow the general rules
for plurals. To form the plural of hyphenated compound nouns or compound nouns of more
than one word, make the most important word plural.
Shatners
Stockholders
brothers-in-law
Master Sergeants
14. Some nouns have the same singular and plural forms.
sheep
species
Writing Themes and Paragraphs
1. Use prewriting to find ideas to write about. One form of prewriting, freewriting, starts with a
subject or topic and branches off into related ideas. Another way to find a topic is to ask and
answer questions about your starting subject, helping you to gain a deeper understanding of
your chosen topic. Also part of the prewriting stage is determining who your readers or
audience will be and deciding your purpose for writing. Your purpose—as varied as writing to
persuade, to explain, to describe something, or to narrate—is partially shaped by who your
audience will be, and vice versa.
2. To complete your first draft, organize your prewriting into an introduction, body, and
conclusion. Concentrate on unity and coherence of the overall piece. Experiment with different
paragraph orders: chronological order places events in the order in which they happened;
spatial order places objects in the order in which they appear; and compare/contrast order
shows similarities and differences in objects or events.
3. Revise your composition if necessary. Read through your draft, looking for places to improve
content and structure. Remember that varying your sentence patterns and lengths will make
your writing easier and more enjoyable to read.
4. In the editing stage, check your grammar, spelling, and punctuation. Focus on expressing your
ideas clearly and concisely.
5. Finally, prepare your writing for presentation. Sharing your composition, or ideas, with others
may take many forms: printed, oral, or graphic.
18 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
COMPOSITION
1. The two common forms of outlines are sentence outlines and topic outlines. Choose one type of
outline and keep it uniform throughout.
2. A period follows the number or letter of each division. Each point in a sentence outline ends
with a period; the points in a topic outline do not.
3. Each point begins with a capital letter.
4. A point may have no fewer than two subpoints.
SENTENCE OUTLINE
I. This is the main point.
A. This is a subpoint of I.
1. This is a detail of A.
a. This is a detail of 1.
b. This is a detail of 1.
2. This is a detail of A.
B. This is a subpoint of I.
II. This is another main point.
TOPIC OUTLINE
I. Main point
A. Subpoint of I
1. Detail of A
a. Detail of 1
b. Detail of 1
2. Detail of A
B. Subpoint of I
II. Main point
Writing letters
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
1. Personal letters are usually handwritten in indented form (the first lines of paragraphs, each
line of the heading, the complimentary close, and the signature are indented). Business letters
are usually typewritten in block or semiblock form. Block form contains no indents; semiblock
form indents the heading, the complimentary close, and the signature.
2. The five parts of a personal letter are the heading (the writer’s address and the date), the
salutation (greeting), the body (message), the complimentary close (such as “Yours truly”), and
the signature (the writer’s name). The business letter has the same parts and also includes an
inside address (the recipient’s address).
PERSONAL LETTER
Heading
____________
____________
____________
____________ Salutation
_________________________
__________________________
__________________________
__________________________
__________________________
Body
_________________________
__________________________
__________________________
__________________________
_________________________
__________________________
__________________________
__________________________
Complimentary Close
_______
Signature ___________
BUSINESS LETTER
Heading
____________
____________
____________
_______
Inside Address
________
__________
____________
Salutation
__________________________
__________________________
__________________________
________________ Body
__________________________
__________________________
__________________________
________________
__________________________
__________________________
________________
Complimentary Close
_______
Signature ___________
Handbook
19
Handbook
Outlining
Handbook
3. Reveal your personality and imagination in colorful personal letters. Keep business letters brief,
clear, and courteous.
4. Personal letters include letters to friends and family members. Thank-you notes and invitations
are personal letters that may be either formal or informal in style.
5. Use a letter of complaint to convey a concern. Begin the letter by telling what happened. Then
use supporting details as evidence. Complete the letter by explaining what you want done.
Avoid insults and threats, and make reasonable requests. Use a letter of request to ask for
information or to place an order of purchase. Be concise, yet give all the details necessary for
your request to be fulfilled. Keep the tone of your letter courteous and be generous in allotting
time for a response.
6. Use an opinion letter to take a firm stand on an issue. Make the letter clear, firm, rational, and
purposeful. Be aware of your audience, their attitude, how informed they are, and their possible
reactions to your opinion. Support your statements of opinion with facts.
7. Use a résumé to summarize your work experience, school experience, talents, and interests. Be
clear, concise, and expressive. Use a consistent form. You do not need to write in complete
sentences, but use as many action verbs as possible.
8. Use a cover letter as a brief introduction accompanying your résumé.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
20 Grammar and Language Workbook, Grade 11
Troubleshooter
frag
Sentence Fragments
22
run-on
Run-on Sentences
24
agr
Lack of Subject-Verb Agreement
26
ant
Lack of Agreement Between Pronoun and Antecedent
30
ref
Unclear Pronoun References
32
pro
Shifts in Pronouns
34
shift t
Shift in Verb Tenses
35
tense
Incorrect Verb Tenses or Forms
36
mod
Misplaced or Dangling Modifiers
38
poss
Misplaced or Missing Possessive Apostrophes
40
com
Missing Commas with Nonessential Elements
42
s com
Missing Commas in a Series
44
Troubleshooter
21
Sentence Fragments
Troubleshooter
PROBLEM 1
Fragment that lacks a subject
frag
Ali baked a chocolate cake. Took it to the party.
frag
Maria thought the comedian was funny. Laughed at his jokes.
SOLUTION
Ali baked a chocolate cake. He took it to the party.
Maria thought the comedian was funny. She laughed at his jokes.
Make a complete sentence by adding a subject to the fragment.
PROBLEM 2
frag
Helen is a photographer. She becoming well-known for her work.
frag
Alicia has a new computer. It very powerful.
SOLUTION A
Helen is a photographer. She is becoming well-known for her work.
Alicia has a new computer. It is very powerful.
Make a complete sentence by adding a complete verb or a helping verb.
SOLUTION B
Helen is a photographer and is becoming well-known for her work.
Alicia has a new computer, which is very powerful.
Combine the fragment with another sentence.
22 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Fragment that lacks a complete verb
PROBLEM 3
Fragment that is a subordinate clause
Akira repaired the old boat. Because it was beautiful.
frag
Jennifer has two race car magazines. Which she bought at the store.
Troubleshooter
frag
SOLUTION A
Akira repaired the old boat because it was beautiful.
Jennifer has two race car magazines, which she bought at the store.
Combine the fragment with another sentence.
SOLUTION B
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Akira repaired the old boat. It was beautiful.
Jennifer has two race car magazines. She bought them at the store.
Make the fragment a complete sentence by removing the subordinating
conjunction or the relative pronoun and adding a subject or other words
necessary to make a complete thought.
PROBLEM 4
Fragment that lacks both subject and verb
frag
The soft rustle of the trees makes me sleepy. In the afternoon.
frag
The next morning. We talked about our adventure.
SOLUTION
The soft rustle of the trees makes me sleepy in the afternoon.
The next morning, we talked about our adventure.
Make the fragment part of a sentence.
Need
More
Help?
More help in avoiding sentence
fragments is available in Lesson 30.
Troubleshooter
23
Troubleshooter
Run-on Sentences
PROBLEM 1
Comma splice—two main clauses separated only by a comma
run-on I don’t know where the oil paints are, they were over by the easel.
SOLUTION A
I don’t know where the oil paints are. They were over by the easel.
Make two sentences by separating the first clause from the second with
end punctuation, such as a period or a question mark, and start the
second sentence with a capital letter.
SOLUTION B
I don’t know where the oil paints are; they were over by the easel.
Place a semicolon between the main clauses of the sentence.
I don’t know where the oil paints are, but they were over by the
easel.
Add a coordinating conjunction after the comma.
PROBLEM 2
No punctuation between two main clauses
run-on Deelra ran the hurdles in record time Shawna placed second.
SOLUTION A
Deelra ran the hurdles in record time. Shawna placed second.
Make two sentences out of the run-on sentence.
24 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SOLUTION C
SOLUTION B
Deelra ran the hurdles in record time; Shawna placed second.
Troubleshooter
Separate the main clauses with a semicolon.
SOLUTION C
Deelra ran the hurdles in record time, but Shawna placed second.
Add a comma and a coordinating conjunction between the main
clauses.
PROBLEM 3
Two main clauses without a comma before the coordinating
conjunction
run-on The robins usually arrive in the spring and they start building
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
nests at once.
run-on Emily won the scholarship last year but she decided not to
accept it.
SOLUTION
The robins usually arrive in the spring, and they start building nests
at once.
Emily won the scholarship last year, but she decided not to accept it.
Separate the main clauses by adding a comma before the coordinating
conjunction.
Need
More
Help?
More help in avoiding run-on
sentences is available in Lesson 31.
Troubleshooter
25
Lack of Subject-Verb Agreement
Troubleshooter
PROBLEM 1
A prepositional phrase between a subject and its verb
agr
The arrangement of those colorful pictures make a vivid, exciting
combination.
agr
One of those big, gray seagulls have perched on the roof.
SOLUTION
The arrangement of those colorful pictures makes a vivid, exciting
combination.
One of those big, gray seagulls has perched on the roof.
Make the verb agree with the subject, not with the object of the
preposition.
A predicate nominative differing in number from the subject
Fast-paced adventure movies was always Jenny’s choice.
agr
SOLUTION
Fast-paced adventure movies were always Jenny’s choice.
Make the verb agree with the subject, not with the predicate nominative.
PROBLEM 3
A subject following the verb
agr
On the sun deck there was several chairs and a table.
agr
Here comes the rain clouds and the heavy, slanting rain.
26 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PROBLEM 2
SOLUTION
On the sun deck there were several chairs and a table.
Here come the rain clouds and the heavy, slanting rain.
Troubleshooter
Look for the subject after the verb in an inverted sentence. Make sure
that the verb agrees with the subject.
PROBLEM 4
Collective nouns as subjects
agr
The crowd really like the music, doesn’t it?
agr
Margaret’s company arrives tomorrow by bus and by train.
SOLUTION A
The crowd really likes the music, doesn’t it?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Use a singular verb if the collective noun refers to a group as a whole.
SOLUTION B
Margaret’s company arrive tomorrow by bus and by train.
Use a plural verb if the collective noun refers to each member of a group
individually.
PROBLEM 5
A noun of amount as the subject
agr
The past two days seems like a week.
agr
One thousand millimeters equal a meter.
SOLUTION
The past two days seem like a week.
One thousand millimeters equals a meter.
A noun of amount that refers to one unit is singular. A noun of amount
that refers to a number of individual units is plural.
Troubleshooter
27
PROBLEM 6
Troubleshooter
Compound subject joined by and
agr
A clear day and a light breeze brightens a summer afternoon.
agr
Pop and pizza are a common meal.
SOLUTION A
A clear day and a light breeze brighten a summer afternoon.
Use a plural verb if the parts of the compound subject do not belong to
one unit or if they refer to different people or things.
SOLUTION B
Pop and pizza is a common meal.
Use a singular verb if the parts of the compound subject belong to one
unit or if they refer to the same person or thing.
Compound subject joined by or or nor
Neither Yuri nor Sarah like the menu.
agr
SOLUTION
Neither Yuri nor Sarah likes the menu.
Make your verb agree with the subject closer to it.
PROBLEM 8
Compound subject preceded by many a, every, or each
agr
Many a brush and tube of paint were scattered around the studio.
28 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PROBLEM 7
SOLUTION
Many a brush and tube of paint was scattered across the studio.
Troubleshooter
The subject is considered singular when many a, each, or every
precedes a compound subject.
PROBLEM 9
Subjects separated from the verb by an intervening expression
Jamal’s new sculpture, in addition to his other recent works, reflect
his abiding love of nature.
agr
SOLUTION
Jamal’s new sculpture, in addition to his other recent works, reflects
his abiding love of nature.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Expressions that begin with as well as, in addition to, and together with,
do not change the number of the subject. Make the verb agree with its
subject, not with the intervening expression.
PROBLEM 10
Indefinite pronouns as subjects
agr
Each of the trees along the old canal have different colors in the fall.
SOLUTION
Each of the trees along the old canal has different colors in the fall.
Some indefinite pronouns are singular, some are plural, and some can
be either singular or plural depending on the noun they refer to.
(A list of indefinite pronouns is on page 54.)
Need
More
Help?
More help with subject-verb
agreement is available in
Lessons 44– 51.
Troubleshooter
29
Lack of Agreement Between Pronoun and Antecedent
Troubleshooter
PROBLEM 1
A singular antecedent that can be either male or female
A great coach inspires his athletes to be their best on or off the field.
ant
Traditionally, masculine pronouns referred to antecedents that
might have been either male or female.
SOLUTION A
A great coach inspires his or her athletes to be their best on or off the
field.
Use he or she, him or her, and so on, to reword the sentence.
SOLUTION B
Make both the antecedent and the pronoun plural.
SOLUTION C
Great coaches inspire athletes to be their best on or off the field.
Eliminate the pronoun.
PROBLEM 2
A second-person pronoun that refers to a third-person antecedent
ant
Mary and Jodi prefer the new bridle trail because you get long
stretches for galloping.
30 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Great coaches inspire their athletes to be their best on or off the field.
Do not use the second-person pronoun you to refer to an antecedent
in the third person.
SOLUTION A
Troubleshooter
Mary and Jodi prefer the new bridle trail because they get long
stretches for galloping.
Replace you with the appropriate third-person pronoun.
SOLUTION B
Mary and Jodi prefer the new bridle trail because the horses have
long stretches for galloping.
Replace you with an appropriate noun.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PROBLEM 3
Singular indefinite pronouns as antecedents
ant
Each of the women in the boat received a rowing medal for their
victory.
SOLUTION
Each of the women in the boat received a rowing medal for her
victory.
Determine whether the antecedent is singular or plural, and make the
personal pronoun agree with it.
Need
More
Help?
More help with pronoun-antecedent
agreement is available in Lessons 57–59.
Troubleshooter
31
Unclear Pronoun References
Troubleshooter
PROBLEM 1
Unclear antecedent
ref
The wind was fair and the water calm, and that made sailing across
the bay an absolute pleasure.
ref
The traffic was snarled, which was caused by an accident.
SOLUTION A
The wind was fair and the water calm, and those conditions made
sailing across the bay an absolute pleasure.
Substitute a noun for the pronoun.
The traffic was snarled in a massive tie-up, which was caused by an
accident.
Rewrite the sentence, adding a clear antecedent for the pronoun.
PROBLEM 2
A pronoun that refers to more than one antecedent
ref
The team captain told Karen to take her guard position.
ref
The buses came early for the students, but they were not ready.
SOLUTION A
The team captain told Karen to take the captain’s guard position.
Substitute a noun for the pronoun.
32 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SOLUTION B
SOLUTION B
Because the buses came early, the students were not ready.
Troubleshooter
Rewrite the sentence, eliminating the pronoun.
PROBLEM 3
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Indefinite uses of you or they
ref
In those hills you rarely see mountain lions.
ref
In some movies they have too much violence.
SOLUTION A
In those hills hikers rarely see mountain lions.
Substitute a noun for the pronoun.
SOLUTION B
Some movies have too much violence.
Eliminate the pronoun entirely.
Need
More
Help?
More help in making clear
pronoun references is available
in Lesson 60.
Troubleshooter
33
Troubleshooter
Shifts in Pronouns
PROBLEM 1
Incorrect shift in person between two pronouns
pro
They went to the stadium for the game, but you could not find a
place to park.
pro
One needs to remember to always keep their study time free from
other commitments.
pro
We were on the hill at dawn, and you could see the most wondrous
sunrise.
Incorrect pronoun shifts occur when a writer or speaker uses a
pronoun in one person and then illogically shifts to a pronoun in another
person.
They went to the stadium for the game, but they could not find a
place to park.
One needs to remember to always keep one’s study time free from
other commitments.
Replace the incorrect pronoun with a pronoun that agrees with its
antecedent.
SOLUTION B
We were on the hill at dawn, and Mary and I could see the most
wondrous sunrise.
Replace the incorrect pronoun with an appropriate noun.
Need
More
Help?
More help with shifts in
pronouns is available in
Lessons 57–60.
34 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SOLUTION A
Shift in Verb Tenses
PROBLEM 1
Troubleshooter
Unnecessary shifts in tense
shift t Akira waits for the bus and worked on the computer.
shift t Jenny hit the home run and runs around the bases.
Two or more events occurring at the same time must have the same
verb tense.
SOLUTION
Akira waits for the bus and works on the computer.
Jenny hit the home run and ran around the bases.
Use the same tense for both verbs.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PROBLEM 2
Tenses do not indicate that one event precedes or succeeds another
shift t By the time the movie finally started, we waited impatiently
through ten minutes of commercials.
If events being described occurred at different times, shift tenses to
show that one event precedes or follows another.
SOLUTION
By the time the movie finally started, we had waited impatiently
through ten minutes of commercials.
Use the past perfect tense for the earlier of two actions to indicate that
one action began and ended before another action began.
Need
More
Help?
More help with shifts in
verb tenses is available in
Lessons 37– 39 and 41.
Troubleshooter
35
Incorrect Verb Tenses or Forms
Troubleshooter
PROBLEM 1
Incorrect or missing verb endings
tense
Ricardo said it snow last night.
tense
Karen and her family travel to Costa Rica last year.
SOLUTION
Ricardo said it snowed last night.
Karen and her family traveled to Costa Rica last year.
Regular verbs form the past tense and the past participle by adding -ed.
PROBLEM 2
tense
The sun rised out of scarlet clouds into a clear, blue sky.
SOLUTION
The sun rose out of scarlet clouds into a clear, blue sky.
An irregular verb forms its past tense and past participle in some way
other than by adding -ed.
PROBLEM 3
Confusion between the past form of the verb and the past participle
tense
The horses have ate their feed already.
tense
The coach has wore the old team jacket to every graduation.
36 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Improper formation of irregular verbs
SOLUTION
The horses have eaten their feed already.
The coach has worn the old team jacket to every graduation.
Troubleshooter
When you use the auxiliary verb have, use the past participle form of an
irregular verb, not its simple past form.
PROBLEM 4
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Improper use of the past participle
tense
Deemee drawn the winning ticket for the door prize at the dance.
tense
The old rowboat sunk just below the surface of the lake.
Past participles of irregular verbs cannot stand alone as verbs. They
must be used in conjunction with a form of the auxiliary verb have.
SOLUTION A
Deemee had drawn the winning ticket for the door prize at the dance.
The old rowboat had sunk just below the surface of the lake.
Form a complete verb by adding a form of the auxiliary verb have to the
past participle.
SOLUTION B
Deemee drew the winning ticket for the door prize at the dance.
The old rowboat sank just below the surface of the lake.
Use the simple past form of the verb instead of the past participle.
Need
More
Help?
More help with correct verb
forms is available in Lessons 35,
36, and 40.
Troubleshooter
37
Misplaced or Dangling Modifiers
Troubleshooter
PROBLEM 1
Misplaced modifier
mod
Untended and overgrown since last summer, Marlene helped
Keshia in her garden.
mod
Sarah won the jumping contest with her mother’s horse,
wearing western riding gear.
A misplaced modifier appears to modify the wrong word or group
of words.
SOLUTION
Place the modifying phrase as close as possible to the word or words it
modifies.
PROBLEM 2
Misplacing the adverb only
mod
Akiko only runs hurdles in track.
SOLUTION
Only Akiko runs hurdles in track.
Akiko runs only hurdles in track.
Akiko runs hurdles only in track.
Each time only is moved in the sentence, the meaning of the sentence
changes. Place the adverb immediately before the word or group of
words it is to modify.
38 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Marlene helped Keshia in her garden, untended and overgrown since
last summer.
Wearing western riding gear, Sarah won the jumping contest with
her mother’s horse.
PROBLEM 3
Dangling modifiers
Branches swaying in the breeze, we rested in the shade.
mod
Trying out the new exercise equipment, the new gym is a great
improvement over the old one.
Troubleshooter
mod
A dangling modifier does not modify any word in the sentence.
SOLUTION
Branches swaying in the breeze, the tree provided us with shade.
Trying out the new exercise equipment, Mary said the new gym is a
great improvement over the old one.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Add a noun to which the dangling phrase clearly refers. You might have
to add or change other words, as well.
Need
More
Help?
More help with misplaced or
dangling modifiers is available
in Lesson 66.
Troubleshooter
39
Misplaced or Missing Possessive Apostrophes
Troubleshooter
PROBLEM 1
Singular nouns
Charles car is the white one, but Jamals is the red convertible.
poss
SOLUTION
Charles’s car is the white one, but Jamal’s is the red convertible.
To form the possessive of a singular noun, even one that ends in -s, use
an apostrophe and an -s at the end of the word.
PROBLEM 2
Plural nouns that end in -s
The seven maple trees cool, delicious shade is the best in the park.
poss
The seven maple trees’ cool, delicious shade is the best in the park.
To form the possessive of a plural noun that ends in -s, use an
apostrophe by itself after the final -s.
PROBLEM 3
Plural nouns that do not end in -s
poss
The childrens movies are on that rack next to the nature films.
SOLUTION
The children’s movies are on that rack next to the nature films.
Form the possessive of a plural noun that does not end in -s by using an
apostrophe and -s at the end of the word.
40 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SOLUTION
PROBLEM 4
Pronouns
That painting cannot be just anybodys work.
poss
Their’s is the trophy in the center of the display case.
Troubleshooter
poss
SOLUTION A
That painting cannot be just anybody’s work.
Form the possessive of a singular indefinite pronoun by adding an
apostrophe and -s to it.
SOLUTION B
Theirs is the trophy in the center of the display case.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
With any of the possessive personal pronouns, do not use an
apostrophe.
PROBLEM 5
Confusing its with it’s
poss
The computer is booting up; I see it’s power light blinking.
poss
Its going to be a great victory party.
SOLUTION
The computer is booting up; I see its power light blinking.
It’s going to be a great victory party.
It’s is the contraction of it is, not the possessive of it.
Need
More
Help?
More help with apostrophes
and possessives is available in
Lessons 3 and 92.
Troubleshooter
41
Missing Commas with Nonessential Elements
Troubleshooter
PROBLEM 1
Missing commas with nonessential participles, infinitives,
and their phrases
com
Lois scowling fiercely turned her back on Clark.
com
The detective mystified by the fresh clue scratched his head in
bewilderment.
com
Television to tell the truth just doesn’t interest me.
SOLUTION
If the participle, infinitive, or phrase is not essential to the meaning of
the sentence, set off the phrase with commas.
PROBLEM 2
Missing commas with nonessential adjective clauses
com
The sailboat which looked like a toy in the storm rounded the point
into the breakwater.
SOLUTION
The sailboat, which looked like a toy in the storm, rounded the point
into the breakwater.
If the clause is not essential to the meaning of the sentence, set it off
with commas.
42 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Lois, scowling fiercely, turned her back on Clark.
The detective, mystified by the fresh clue, scratched his head in
bewilderment.
Television, to tell the truth, just doesn’t interest me.
PROBLEM 3
Missing commas with nonessential appositives
Troubleshooter
The palomino a beautiful horse with almost golden hair is often
seen in parades.
com
SOLUTION
The palomino, a beautiful horse with almost golden hair, is often
seen in parades.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
If the appositive is not essential to the meaning of the sentence, set it off
with commas.
PROBLEM 4
Missing commas with interjections and parenthetical expressions
com
Wow did you see that falling star?
com
I would have told you by the way but you weren’t home.
SOLUTION
Wow, did you see that falling star?
I would have told you, by the way, but you weren’t home.
Set off the interjection or parenthetical expression with commas.
Need
More
Help?
More help with commas and
nonessential elements is
available in Lesson 80.
Troubleshooter
43
Missing Commas in a Series
Troubleshooter
PROBLEM 1
Commas missing in a series of words, phrases, or clauses
s com
Mona said that Amy Tan James Baldwin and Charles Dickens were
her favorite authors.
s com
Sailing on the Great Lakes can be as challenging adventurous and
rewarding as sailing on the ocean.
s com
Our forensic team practiced hard did their research and used all
their wit and intelligence to win the championship.
s com
The wind shifted the clouds parted and the sunlight streamed
down.
Mona said that Amy Tan, James Baldwin, and Charles Dickens were
her favorite authors.
Sailing on the Great Lakes can be as challenging, adventurous, and
rewarding as sailing on the ocean.
Our forensics team practiced hard, did their research, and used all
their wit and intelligence to win the championship.
The wind shifted, the clouds parted, and the sunlight streamed
down.
Use a comma between each item in a series except the last.
Need
More
Help?
More help with commas is
available in Lessons 78–85.
44 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SOLUTION
Grammar
Grammar
45
Name ___________________________________________________ Class _________ Date ____________________
Unit 1: Parts of the Speech
Lesson 1
Nouns: Singular, Plural, Possessive, Concrete, and
Abstract
A noun is a word that names a person, place, thing, or idea. A singular noun names one
person, place, thing, or idea, and a plural noun names more than one.
SINGULAR
visitor
valley
hammer
belief
PLURAL
visitors
valleys
hammers
beliefs
Grammar
Person:
Place:
Thing:
Idea:
The possessive form of a noun shows possession, ownership, or the relationship between
two nouns.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Possession:
Ownership:
Relationship:
SINGULAR POSSESSIVE
teacher’s desk
student’s term paper
country’s beauty
PLURAL POSSESSIVE
teachers’ desks
students’ term papers
countries’ beauty
Exercise 1 Write S above each singular noun, P above each plural noun, and poss. above each
possessive noun.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
S
P
poss.
S
The announcer told the fans the game’s score.
S
poss.
P
Beautiful white snow covered the mountain’s flanks.
S
poss.
P
S
The audience enjoyed the speaker’s anecdotes about the hike.
poss.
P
P
Kentucky’s pastures produce many fine thoroughbreds.
S
P
S
Alaina received three scholarships after her audition.
S
poss.
S
Did your puppy run under Mrs. Swenson’s porch?
S
S
The parakeet squawks while the canary sings.
S
S
P
S
Our excursion to the park was shortened by warnings of an approaching tornado.
S
S
P
Driving hurriedly through the countryside, Jaleel seemed careless about avoiding potholes.
poss.
S
P
S
S
S
The committee’s decision to suspend the rules gave Adam more freedom to present his proposal.
S
S
P
S
The figurine on the trophy cracked when the cheering teammates broke the shelf.
S
poss. P
S
S
Su-Lin scrubbed the car’s tires while Tom polished the chrome.
Unit 1, Parts of Speech
47
Grammar
Name ___________________________________________________ Class _________ Date ____________________
poss.
S
S
S
S
12. Jamal’s understanding of the technology involved in storing information on a disk seems correct.
P
S
S
S
13. Many persons in our hectic society have forgotten the beautiful art of sewing.
S
poss.
S
P
14. Geraldo insisted on playing devil’s advocate whenever discussions arose.
S
P
poss.
S
15. Running around the house, the children could not find their father’s hat.
P
S
S
poss.
S
S
16. Having scored twenty-three points in the game, Dowana received the lion’s share of praise
S
on the nightly broadcast.
poss.
S
P
17. Beethoven’s fifth symphony is one of his most popular works.
poss.
S
S
P
18. Paul’s personal library is becoming so large there is no place to add any more shelves.
A concrete noun names an object that occupies space or can be recognized by any of the
senses. An abstract noun names an idea, a quality, or a characteristic.
music (concrete)
value (abstract)
scent (concrete)
loyalty (abstract)
Exercise 2 Write con. (concrete) or abst. (abstract) above each italicized noun.
48 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
con.
John ardently studies heraldry.
abst.
1. Kwang showed his affection for his sister Annette by writing her three poems.
con.
2. The sound of singing birds makes one’s spirits rise.
abst.
3. Olaf had not yet reached the peak of his abilities.
abst.
4. Hate is a dangerous emotion.
con.
5. Are you a member of the Republican or Democratic party?
abst.
6. One of Americans’ most prized possessions is freedom.
abst.
7. Sherri’s urgency caused Kim to make more mistakes than she normally would have.
con.
8. His cold feet were soothed by the warmth from the evening campfire.
con.
9. Kevin was mesmerized by the aroma of the bread baking in the kitchen.
abst.
10. Muriel’s two cats and her dog brought her much enjoyment.
con.
11. I was not impressed with his singing during the student choir concert.
con.
12. There are several theories as to what caused the rings around Saturn.
con.
13. Throughout the entire kingdom, none was as brave as Sir Lancelot, the famous knight.
abst.
14. Making the team and passing English were two of Ping’s goals for this semester.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 2
Nouns: Proper, Common, and Collective
A proper noun names a specific person, place or thing. Capitalize proper nouns. A
common noun refers to people, places or things in general.
Person:
Place:
Thing:
Idea:
PROPER NOUNS
Robert Walls
Africa
Iguanodon
Renaissance
COMMON NOUNS
superintendent
continent
dinosaur
thought
Grammar
A collective noun names a group. A collective noun is singular when it refers to the
group as a whole. A collective noun is plural when it refers to the individual members of
a group.
The committee studies the issue. (singular)
The committee have gone to lunch. (plural)
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Exercise 1 Label each italicized noun as prop. for proper, com. for common, or col. for collective.
Assume the collective nouns are also common nouns.
col.
com.
The Air Force squadron flew over the Olympic field.
com.
prop.
prop.
1. The international sports festival known as the Olympic Games began in ancient Greece.
com.
com.
com.
com.
2. These games, which started in the eighth century B.C., were held every four years for centuries.
prop.
com.
com. prop.
com.
3. The ancient Greeks used the games to salute their god Zeus and to honor their cities.
com.
com.
com.
4. They included competition in music, oratory, and theater as well as sport.
com.
col.
5. Abandoned for several centuries, the games were revived in 1894 by an international committee.
col.
prop.
6. Today that commission, the International Olympic Committee, bases itself in Lausanne,
prop.
Switzerland.
col.
com.
7. The original governing board consisted of fourteen members.
com.
prop.
col.
8. Each participating country must have a National Olympics Committee to sponsor the team
9.
10.
11.
12.
and physically manage it.
com.
com.
prop.
Participants held the first modern games in the year 1896 in Athens, Greece.
com.
col.
com.
The games were revived to salute the collective athletic talents of the family of nations.
prop.
com.
com.
Today’s Olympics concentrate on sport only and have a much expanded venue.
com.
com.
com.
com.
They foster the ideal of a “sound mind in a sound body” and promote friendship among nations.
Unit 1, Parts of Speech
49
Grammar
Name ___________________________________________________ Class _________ Date ____________________
com.
com.
13. Participation is open to all, regardless of political affiliation or creed.
com.
com.
14. Thirteen countries competed in that first revival.
com.
com.
15. Nine sports made up the entire agenda.
com.
com.
com.
16. These events generated sufficient interest to justify continuing the games.
prop.
col.
com.
17. The United States entered a squad of fourteen men who dominated the track and field events.
prop.
com.
com.
18. By the fourth modern Olympiad (1908), the number of competitors had grown from 311 to 2,082.
col.
prop.
19. The Olympic governing council added the Winter Games in 1924.
prop.
com.
20. Chamonix, France, hosted the first winter extravaganza.
com.
col.
21. By 1988, 167 nations had Olympic chapters.
com.
com.
com.
22. The summer festivities that year in Seoul, Korea, drew athletes from a record 160 countries.
com.
com.
prop.
23. The largest assembly of competitors gathered in Munich, Germany, which showcased ten
24.
25.
27.
28.
and field.
com.
com.
col.
29. Several instances of boycotts have shocked the global audience and lessened universal
com.
participation.
com.
col.
prop.
30. Even terrorism has plagued the games, as in the murder of a group of Israelis in 1972.
com.
col.
31. Almost all Olympians stress the camaraderie of the great assembly.
com.
com.
com.
32. While there is much pride in competing for one’s country, the feeling of international unity is
33.
34.
35.
36.
even more important.
com.
com.
com.
Prizes for the events are purposely kept to token awards.
com.
com.
com.
com.
Medals of gold, bronze, and silver reward the top three finishers in each event.
com.
com.
com.
This is one way of keeping the emphasis on the sport rather than the reward.
prop.
com.
In this way the modern Olympiads remain true to the ideals of their founders, the citizens of
prop.
classical Greece.
50 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
26.
com.
thousand athletes in 1972.
col.
com.
The international committee currently has more than seventy members.
prop.
com.
com.
By 1992, the Winter Olympics alone boasted 2,174 athletic colleagues from sixty-three countries.
prop.
com.
com.
The Olympiads have not always been successful in keeping politics and prejudices outside
com.
their events.
prop.
com.
Hitler tried to use the 1936 games in Berlin to propagandize the Nazi racist cause.
prop.
com.
com.
African American Jesse Owens upset those plans by winning four gold medals in track
Name ___________________________________________________ Class _________ Date ____________________
Lesson 3
Pronouns: Personal, Possessive, Reflexive, and Intensive
A pronoun takes the place of a noun, a group of words acting as a noun, or another
pronoun. We call the word or group of words that a pronoun refers to its antecedent.
A personal pronoun refers to a specific person or thing by indicating the person speaking
(the first person), the person being addressed (the second person), or any other person or
thing being discussed (the third person).
PLURAL
we, us
you
they, them
Grammar
First Person:
Second Person:
Third Person:
SINGULAR
I, me
you
he, him, she, her, it
A possessive pronoun shows possession or control. It takes the place of a possessive noun.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
First person
Second person
Third person
SINGULAR
my, mine
your, yours
his, her, hers, its
PLURAL
our, ours
your, yours
their, theirs
Exercise 1 Draw one line under each personal pronoun and two lines under each
possessive pronoun.
She makes her own clothes.
1. Does she have the stamina to climb to the top of the cathedral tower?
2. You are the best friend anyone could ask for.
3. Ms. Kowalski signed her autograph on this theater program.
4. Franklin, does that incident have anything to do with your shyness?
5. If Stella asks, just say that I quit for today but will be back tomorrow to finish the job.
6. Did you say this blue and gold notebook was hers?
7. The dog shook its wet fur and splattered water over the entire room.
8. Manny and John have their own version of what happened yesterday at the game.
9. Our substitute teacher, Mr. Pennyworth, told us about his archaeological experiences.
10. Will you give him a helping hand if he asks you for your help?
11. Dad, how long will it take us to reach the first rest area?
12. Mr. Ramirez showed us how to fix a flat tire on a motorcycle.
Unit 1, Parts of Speech
51
Name ___________________________________________________ Class _________ Date ____________________
13. None of the trash scattered all over their yard is ours.
14. My time is very limited today; could I see you tomorrow?
15. How much did the handyman charge them to fix the cracked cement on their porch?
16. Maria said that her mother would help us with the arrangements tomorrow.
17. We try always to be dependable when she asks us to assist her.
18. No matter how many times they try, the Livingston twins just don’t show much progress in
painting their house.
Grammar
19. Did you see how many pancakes he ate this morning for breakfast?
20. Debbie and I practiced our instruments for an hour; how long did Russ and Dejuana
practice theirs?
A reflexive pronoun refers to a noun or another pronoun and indicates that the same
person or thing is involved. An intensive pronoun adds emphasis to a noun or another
pronoun. Reflexive and intensive pronouns look alike. Their usage reveals the difference.
Pedro presented himself the award. (reflexive)
Pedro himself presented the award. (intensive)
First person
Second person
Third person
myself
yourself
himself, herself, itself
PLURAL
ourselves
yourselves
themselves
Exercise 2 Write ref. above each reflexive pronoun and int. above each intensive pronoun.
ref.
Roberto bought himself a new jacket.
int.
1. The chimpanzee itself opened the lock on the laboratory door.
ref.
2. Did you ever find yourselves wondering why we keep doing this?
ref.
3. Marvin, why don’t you attend the meeting and see for yourself?
ref.
4. Kellie and Mika arranged a meeting between Garth Brooks and themselves.
ref.
5. I continually surprise myself at my own genius.
int.
6. Akira and Bob, did you do this whole project yourselves?
ref.
7. I rented myself a three-wheeler for the weekend.
int.
8. Arthur gave her the book himself.
52 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SINGULAR
Name ___________________________________________________ Class _________ Date ____________________
Lesson 4
Pronouns: Demonstrative, Interrogative, Relative, and
Indefinite
Use an interrogative pronoun to form questions. Interrogative pronouns are who, whom,
whose, what, and which. The intensive forms of the interrogative pronouns are whoever,
whomever, whatever, and whichever.
Whoever heard of such a silly request?
Grammar
Use a relative pronoun to begin a special subject-verb word group called a subordinate
clause (see Lesson 23).
The lady who came late was my sister. (Who begins the subordinate clause who
came late.)
RELATIVE PRONOUNS
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
who
whoever
whom
whomever
what
whatever
which
whichever
that
whose
Exercise 1 Draw one line under each interrogative pronoun and two lines under each
relative pronoun.
Who is coming to my party?
1. Is Pat the person who parked in the principal’s reserved space?
2. I never thought that you would say such a thing.
3. Bill is a friend on whom you can always depend.
4. Whom did the sheriff want to see?
5. For her birthday Jenny got a calculator that prints out its results.
6. Aunt Carey, who is my mother’s sister, will visit us next week.
7. What do you mean?
8. May I take whichever I choose?
9. A long nap is what I need right now.
10. The accident that had happened three years ago left her with a severe limp.
11. Whoever heard of such an outrageously funny thing?
12. It was Kalina’s vote that broke the tie in the student election yesterday.
13. Tara or Rico, whoever arrives first, will adjust the thermostat.
14. After that long study session, which sounds better, ice cream or pizza?
Unit 1, Parts of Speech
53
Name ___________________________________________________ Class _________ Date ____________________
15. Our neighbors, whose tree blew over, borrowed our chain saw.
16. I gave it to Fred and Ping, who are my best friends.
A demonstrative pronoun points out specific persons, places, things, or ideas.
These are the days that try men’s souls.
DEMONSTRATIVE PRONOUNS
Grammar
Singular:
Plural:
this
these
that
those
An indefinite pronoun refers to persons, places, or things in a more general way than
does a personal pronoun.
Do you really believe that everyone is going?
INDEFINITE PRONOUNS
all
another
any
anybody
anyone
anything
both
each
either
enough
everybody
everyone
everything
few
many
most
neither
nobody
none
nothing
one
other
others
several
some
somebody
someone
something
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
dem.
ind.
These are the times that everyone enjoys so much.
ind.
Waking suddenly, I heard something in the hallway.
dem.
How expensive are those?
ind.
Please save some for Mandy.
ind.
As far as problems are concerned, we have few with your son because he is so well behaved,
Mrs. Windsor.
dem.
Place that on the end table, please.
ind.
I know how disappointed he felt, but I liked neither of the movies he rented.
ind.
When the meeting adjourned, everybody headed for the soda shop across the street.
dem.
These are the types of problems that make me want to scream.
ind.
Some days it seems that everything goes wrong.
ind.
dem.
Take several of these so that you won’t run short on your trip tomorrow.
54 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Exercise 2 Write ind. above each indefinite pronoun and dem. above each demonstrative pronoun.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 5
Verbs: Action
A verb expresses action or a state of being and is necessary to make a statement. An
action verb tells what someone or something does. Action verbs can express either
physical or mental action. A transitive verb is an action verb that is followed by a word
or words that answer the question what? or whom? An intransitive verb is an action verb
that is not followed by a word that answers the question what? or whom?
Ellie ate the cake. (transitive)
Myron jumped over the fence. (intransitive)
Grammar
Some verbs can be either transitive or intransitive, depending on their usage.
He fought for recognition. (intransitive)
He fought the bad guys. (transitive)
Exercise 1 Draw two lines under each action verb. Write trans. in the blank if the verb is
transitive and int. if it is intransitive.
int.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
int.
int., trans.
John Wesley Powell explored far and wide.
1. John Wesley Powell came from Mount Morris, New York.
2. His family soon moved to frontier Illinois, where the beauties of nature
impressed the young boy.
trans.
3. Spending much time by himself on rivers in canoes, young John taught himself
many things about nature.
trans.,int.
4. He landed a job as a teacher, a post at which he prospered.
trans.
5. He accepted the post of superintendent of the county schools at age twenty-seven.
int.,int.
6. While he served in that position, the American Civil War erupted.
int.
trans.
int.
trans.
int.
7. An early volunteer, John rushed to his country’s service.
8. At the Battle of Shiloh, he lost his right arm to an enemy rifle ball.
9. After the war, John returned to Illinois.
10. The many empty spaces on American maps of the time intrigued Powell.
11. With the help of old army friends (including U.S. Grant), he succeeded in getting
government approval and finance for an expedition to the Green and Colorado
River canyons.
trans.
12. Major Powell and eight assorted adventurers began the mapping expedition on
May 24, 1869.
Unit 1, Parts of Speech
55
Name ___________________________________________________ Class _________ Date ____________________
trans.
13. Powell intended to map the entire country.
int.
14. In his explorations, Powell grew wise to the ways of the arid regions of the West.
trans.
15. Powell also desired the development of the beautiful western lands of America.
trans., int.
16. He developed irrigation techniques and argued for rights of the individual
landowner.
trans., trans.
17. Water rights caused great problems in the growth of the West because local
Grammar
monopolies manipulated water use.
trans.
18. Powell also conceived a love for the Native Americans.
trans.
19. By 1879, the government appointed him director of both the United States
Geological Survey and the United States Bureau of Ethnology.
int., trans.
20. Under his leadership, topographical maps became the standard by which the
rest of the world made maps.
trans., trans.
21. He angered a few senators when he funneled some of the Survey’s federal
monies into investigating the chemical possibilities of petroleum.
trans.
22. Most people at that time saw no possible use for crude oil except as lighting
trans., int.
int.
23. Congress slashed the Survey’s funds, and Powell resigned.
24. In the administration of the Bureau of Ethnology, however, Powell’s
enthusiasm soared.
trans.
25. As part of his work in the bureau, Powell classified Native American languages.
trans.
26. His Introduction to the Study of Indian Languages established Powell as an
important anthropologist.
trans.
27. The former superintendent of county schools achieved lasting fame and
respect for his work with Native Americans.
trans.
28. Under his tutelage, the bureau brought the new field of anthropology into
adulthood.
trans., trans.
29. Powell wrote other works as well; his books concern his explorations and his
work in anthropology.
trans.
30. Meanwhile, his ideas on irrigation improved crop production in the West.
56 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
fuel or as a lubricant.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 6
Verbs: Linking
A linking verb links, or joins, the subject of a sentence with a word or expression that
identifies or describes the subject. The most common linking verbs are the forms of be.
Some examples are am, is, are, was, were, will be, has been, and was being.
Gerald is handsome.
Marta was the president.
OTHER LINKING VERBS
feel
grow
look
remain
seem
sound
smell
taste
Grammar
appear
become
Exercise 1 Draw a line under the verb, and write LV in the blank if the verb is a linking verb
and AV if the verb is an action verb.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
LV
Frieda is a lucky person.
AV
1. Connie walks to the grocery store with Miki.
AV
2. Helen and Gary revealed the secret of their amazing discovery.
AV
3. After the morning session, many of the delegates went to a mall.
AV
4. My neighbors appear regularly on local television.
LV
5. Matching the pattern of that material will be difficult.
LV
6. Your speech sounds great.
AV
7. Tuani’s dog obviously met a skunk last night.
LV
8. All of the evidence seems clear.
LV
9. Regardless of the weather, I am usually the first at practice.
AV
10. Inside twenty minutes, the forest rangers readied the campsite for the children.
AV
11. A jury member fell asleep after many hours in the courtroom.
AV
12. Karl evaded the tackler on the last play for the touchdown.
LV
13. How long has Akira been the team captain?
LV
14. Many of the members feel bad about the election.
AV
15. My playful collie requires a lot of my energy and time.
AV
16. Albert missed the best game of the year because of a flat tire.
AV
17. Ms. Toshio retains three attorneys for her corporation.
AV
18. I regretted my decision about the science fair.
Unit 1, Parts of Speech
57
Grammar
Name ___________________________________________________ Class _________ Date ____________________
19. The four girls remained in the cellar until the all-clear signal.
AV
20. A 70 percent majority elected Heather president of the chess club.
LV
21. My dislike of liver has grown stronger over the years.
AV
22. Yana trains for the wrestling tournament next month in the state capital.
AV
23. Kosey really liked his new school.
AV
24. The Franklins hope for good weather for their trip this weekend.
AV
25. The veterinarian gave my cat a shot last week.
LV
26. The hamburger tasted absolutely delicious.
AV
27. The neighbors loud music kept me awake until two in the morning.
AV
28. Ernesto saw nothing funny about the practical joke.
AV
29. Hundreds of visitors tour our local museum each month.
LV
30. These footprints look fresh.
AV
31. The computer at the library saves me a lot of research time.
LV
32. The weather turned colder after those few sunny, warm days.
LV
33. This turkey tastes good with the tart cranberry sauce.
LV
34. Akira and Ramon are two of the nicest people in the world.
LV
35. Ricardo and Minal became closer after the tragedy.
AV
36. Mark plays cards often.
AV
37. The wonderful old oak tree grew on the wide hillside to the north of the farm.
AV
38. Two term papers and three book reports try the best of us.
AV
39. Marilyn and Anna take trigonometry in summer school.
AV
40. With no further business, the meeting adjourned fifteen minutes early.
Writing Link Write a paragraph comparing the personalities of two television characters.
Use linking verbs whenever possible.
58 Grammar and Language Workbook, Grade 11
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AV
Name ___________________________________________________ Class _________ Date ____________________
Lesson 7
Verb Phrases
The verb in a sentence may consist of more than one word. We call the words that
accompany the main verb auxiliary, or helping, verbs. A verb phrase consists of a main
verb and all its auxiliary verbs.
Jill will have finished by then. (Will and have help the main verb finished.)
AUXILIARY VERBS
Grammar
Forms of be : am, is, are, was, were, being, been
Forms of have: has, have, had, having
Others: can, could, do, does, did, may, might, must, shall, should, will, would
Exercise 1 Draw one line under each verb phrase and two lines under each auxiliary verb.
The rain has been falling steady all night.
1. Mr. Ho has been keeping bees on the hill behind his house for more than forty years.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
2. The limbs of the elm tree were being shaken by the wind.
3. The babies are crying from hunger.
4. Melanie never did say the answer to the word puzzle correctly.
5. A mistake of that magnitude could wreck all of our financial hopes.
6. Many of us should be ready for a change of pace after that fast dance.
7. The young lieutenant can muster his troops in only fifteen minutes.
8. Have you ever been in Hawaii?
9. Jenny might have mentioned the party to Roger.
10. Grandad will be seventy-two next month on the thirteenth.
11. Marsha is not getting a new sweater today.
12. How can this confusion about the experiment be explained to Mr. Hawkfeather’s satisfaction?
13. Michi might have been finished before Nui.
14. Our family will be having guests this Monday evening for dinner.
15. After school, will you be going straight home?
16. The innkeepers are concerned about the new tax laws for motels.
17. The rooster was crowing that fateful morning.
18. Before the last session with your new tutor, your fears of math may well disappear.
Unit 1, Parts of Speech
59
Name ___________________________________________________ Class _________ Date ____________________
19. Irene could only hope for her friends’ understanding.
20. The occasion might have ended in disaster for the Sprank twins.
21. The accident might have done more damage to the car.
22. We shall never regret our decision.
23. Because of the snowstorm, the dance has been postponed until next week.
24. We must have lost the game.
25. The younger children will be frightened by certain scenes in the movie, Mom.
Grammar
26. We could probably switch the gathering to Friday.
27. Will had eaten seven hot dogs by the end of the show.
28. Kajala has always been stronger than Osvaldo in cross-country skiing.
29. Miriam and Terra have seldom studied together before last night.
30. Without the wire top on the cage, the rabbit could jump out of it and into the reach of our dog.
31. Ollie may have deposited the money earlier than usual.
32. Because of the fog, Margaret’s plane will be arriving two hours late tomorrow night.
33. The rust has certainly damaged the rocker panels on your brother’s old car.
35. Red and green have been the traditional Christmas colors for many years.
36. In eight competitions this year, our school jazz band has received seven awards.
37. Hadi really does know the answers to the trick questions.
38. With a tight score, that game must have thrilled everyone there.
39. By combining all the clues, we can name a suspect in the baron’s murder.
40. With her memory, she should seldom forget anything as important as my birthday.
Writing Link Write a short description of a typical day for one of your parents. Demonstrate
the use of main verbs with auxiliary verbs.
60 Grammar and Language Workbook, Grade 11
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34. Billy Ray cannot remember his last visit to the doctor.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 8
Adjectives
An adjective modifies a noun or a pronoun by limiting its meaning. Adjectives include
the articles a, an, and the. A and an are indefinite articles; the is a definite article. Because
they modify nouns, possessive nouns and pronouns are considered adjectives as well.
Bill has large feet.
Give me the ball.
She takes swimming lessons.
A proper adjective is formed from a proper noun and begins with a capital letter. Proper
adjectives are often created by using the following suffixes: -an, -ian, -n, -ese, and -ish.
Grammar
We ate Chinese food and listened to African music at the international festival.
Many adjectives have different forms to indicate their degree of comparison.
POSITIVE
large
good
COMPARATIVE SUPERLATIVE
larger
largest (regular formation of degree)
better
best
(irregular formation of degree)
Exercise 1 Underline each adjective in the following sentences.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Some villages developed into huge urban areas.
1. Cities did not become possible until ancient societies produced more food than they consumed
and had found ways of storing the surplus.
2. Storing and preserving food was necessary to sustain large numbers of non-farming people.
3. Civil officials and religious priests inhabited the earliest cities.
4. Around them lived the lower classes of craft persons, artisans, and common laborers.
5. The labor of outside farmers supported the permanent inhabitants of the city.
6. The city officials collected the surplus food and distributed it among the workers.
7. Another reason for the development of the city was that it provided the best defense against
outside aggressors.
8. Since it depended on the outlying areas for supplies, each city had to dominate and defend its
entire region against enemies.
9. The city rulers sent out professional soldiers to keep order in the hinterland and to defend it
from roving marauders and from attacks by other cities.
10. Large municipalities sprang up wherever commerce flourished, such as the intersections of
trade routes, at sea harbors, and at the mouths of rivers.
Unit 1, Parts of Speech
61
Name ___________________________________________________ Class _________ Date ____________________
11. The trading function has been an important source of employment and sustenance for cities
throughout history.
12. All the major urban areas of the United States, including the cities of the Great Lakes and the
Gulf of Mexico, began as small trade centers.
Grammar
Exercise 2 Write in the blank the degree of comparison (pos. for positive, comp. for
comparative, or sup. for superlative) for the italicized adjective.
sup.
Ancient Athens might have been the most beautiful city ever built.
comp.
1. As cities grow larger, they develop many problems, some of which seem
difficult to solve.
pos.
2. Depending on the state of the economy, good jobs become scarce or nonexistent.
sup.
comp.
3. One of the most frustrating problems remains adequate housing.
4. Urban leaders consider providing proper utility and sanitation services an
even more difficult task.
pos.
5. Many clear thinkers have dedicated themselves to solving and preventing such
sup.
6. The first step is to clearly define the needs, addressing the worst problems
directly.
sup.
7. Planners organize these needs into specific goals that will give the most
complete solutions.
sup.
8. The next step, the hardest one, focuses on producing the means with which to
achieve the goals.
comp.
9. One of the more difficult obstacles is financing development projects.
sup.
10. Taxes provide most of the money.
sup.
11. The most influential pioneer in city planning was Ebenezer Howard.
sup.
12. Howard’s ideas for social and ecomonic balance provided a basis for the most
significant advancement in cities in centuries.
62 Grammar and Language Workbook, Grade 11
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problems through urban planning.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 9
Adverbs
An adverb modifies a verb, an adjective, or another adverb by making its meaning more
specific. Adverbs answer the questions how? when? where? and to what degree? When
modifying a verb, an adverb may appear in various positions in a sentence. If modifying
an adjective or another adverb, an adverb appears directly before the modified word.
Grammar
The boy had run quickly home. (Quickly modifies the verb had run.)
Kate is very nervous about her performance. (Very modifies the adjective nervous.)
Dr. Delacorte removed the bandages quite carefully. (Quite modifies the adverb
carefully; carefully modifies the verb removed.)
The negatives no and not and the contraction -n’t are adverbs. Other negative words,
such as nowhere, hardly, and never, can function as adverbs of time, place, and degree.
I couldn’t remember where I left it.
The rain never begins until softball practice starts.
Exercise 1 Draw an arrow from each adverb to the word it modifies.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The dejected boy moved slowly.
1. Uncle Kwan laughed heartily.
2. The teacher had an unusually quiet classroom.
3. The driver turned the steering wheel very sharply.
4. The children eagerly awaited the clowns’ entrance.
5. Myra suddenly saw the spider.
6. All single-spaced manuscripts will be summarily rejected.
7. Juana crept very slowly to the railing on the high balcony of the duke’s palace.
8. Tillie’s face turned really red because of her spoonerism.
9. This is an extremely slow copier.
10. My sister was sleeping comfortably on the couch.
11. Alexis couldn’t believe Cheryl’s words.
12. Rosa’s aunt had become quite captivated with the tale.
Unit 1, Parts of Speech
63
Name ___________________________________________________ Class _________ Date ____________________
13. The rest of the play proceeded smoothly.
14. Mitch handles his tape player carelessly.
15. Esther rounded the building and nearly collided with an elderly man.
16. The instructions were given clearly and concisely.
17. The little girl carefully drew a picture of a very skinny dog.
Grammar
18. The seriously injured player was carried to an ambulance.
19. “I wish I had kept my mouth shut,” Ted said remorsefully.
20. The debate team had a rather mediocre record.
Exercise 2 Underline each adverb. Write in the blank the type of word it modifies: V (verb),
adj. (adjective), or adv. (adverb). Some sentences may have more than one adverb.
V
Kim gazed lovingly at her little sister.
1. The coach shouted hoarsely at the defensive back.
V
2. The melody floated gracefully throughout the building.
V
3. “I want tuba music at my wedding,” said Rico jokingly.
adj.
adv., V
V
adj.
V
4. That extremely clean car belongs to Ms. Salvatore.
5. Masu spoke rather shyly.
6. After his reprieve, Soto skipped merrily down the hallway.
7. Mr. Atkinson attributes his very green lawn to proper fertilizing and watering.
8. Will you ever succeed in learning this procedure?
adj., adj.
9. Does such a hastily prepared assignment deserve a top grade?
V, V
10. Betsy has never readily accepted responsibility for the accident.
adj.
11. A rather large dog met the salesman at the front door.
adj.
12. Winona is really intelligent.
adj., adj.
V
adj., V
13. The suspiciously nervous boys were quite anxious.
14. Every morning Mr. Chin greets his class cheerily.
15. Lady Louisa’s heavily powdered face significantly detracted from her beautiful
gown.
V
16. I think that Melody purposely lost her assignment.
64 Grammar and Language Workbook, Grade 11
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V
Name ___________________________________________________ Class _________ Date ____________________
Lesson 10
Prepositions
A preposition shows the relationship of a noun or a pronoun to some other word in
the sentence.
The bus stopped by the school.
COMMON PREPOSITIONS
as
at
before
behind
below
beneath
beside
besides
between
beyond
but
by
concerning
despite
down
during
except
excepting
for
from
in
inside
into
like
near
of
off
on
onto
opposite
out
outside
over
past
pending
regarding
since
through
throughout
to
toward
under
underneath
until
unto
up
upon
with
within
without
Grammar
aboard
about
above
across
after
against
along
amid
among
around
A compound preposition is a preposition that is made up of more than one word.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Use something red in front of that black background.
COMMON COMPOUND PREPOSITIONS
according to
ahead of
along with
apart from
aside from
as to
because of
by means of
in addition to
in front of
in spite of
instead of
next to
on account of
on top of
out of
owing to
Phrases that begin with a preposition usually end with a noun or pronoun called the
object of the preposition.
Elaine left without her sweater. (Sweater is the object of the preposition without.)
Exercise 1 Draw one line under each prepositional phrase and circle its object.
Early in the morning, Sam acts grumpy.
1. The crowd leaped to their feet when Montana dropped back for a pass.
2. Without hesitation, Abdul volunteered to run for secretary.
3. Judy parked her car in front of Margie’s house.
4. The boats were tied downstream below the dam.
5. Eluding the police, the burglar made his escape by means of the transom.
6. Terrence hugged Marlene amid the throng of cheering fans.
Unit 1, Parts of Speech
65
Name ___________________________________________________ Class _________ Date ____________________
7. According to Ellie, there will be no meeting this afternoon in the cafeteria.
8. “He isn’t there,” Bill said, pointing toward the closet door.
9. I can’t wait until spring.
10. Jerilynn was thrilled beyond her wildest dreams at the beautiful sound.
11. On top of the hill, you will find a grassy plot with a wonderful apple tree.
12. They spend a lot of time out west at a dude ranch.
Grammar
13. All members have paid their dues except Jeremy.
14. We served the Jeffersons mashed potatoes and succotash along with the barbecued ribs.
15. The dry weather ruined the crop despite our desperate irrigation attempts.
16. The doctors had a consultation concerning Ms. Devereaux’s illness.
17. Aboard the train, the family settled down for the long ride from Paris to Marseilles.
18. Planting marigolds around the garden will keep the rabbits away from the vegetables.
19. Inside the card we found a twenty-dollar bill beneath a photo of Aunt Helen and Uncle Joe.
20. Three pieces of candy fell onto the floor and rolled along the wall.
21. We found the missing socks underneath the bed and on top of a comic book.
23. Ms. Sarmiento will be our advisor during Mr. Voss’s sabbatical.
24. Taki waited near the telephone for an hour, but Kurt didn’t call despite his promise.
25. Dean came to the Halloween party as an aardvark and Ed came as a green Martian.
26. His reputation among the athletes spread throughout the city after his winning touchdown.
27. We completed the project three weeks ahead of schedule.
28. Gasoline prices rose on account of the dramatic increase in demand.
29. We have a renewed enthusiasm since the retreat.
30. Upon his arrival, the contest began.
31. Because of Cal’s shrewdness, we managed to get terrific bargains.
32. Will I see you at the concert?
33. Upon receipt of the letter, Daisy disappeared into her room.
34. The smoke rose lazily up the chimney by means of the draft through the flue.
35. Is Hector the man leaning against the wall?
36. The sporting goods store moved around the corner.
66 Grammar and Language Workbook, Grade 11
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22. May I have the macaroni and cheese instead of the pilaf ?
Name ___________________________________________________ Class _________ Date ____________________
Lesson 11
Conjunctions: Coordinating, Correlative, and
Subordinating
A conjunction joins single words or groups of words. A coordinating conjunction joins
words or groups of words that have equal grammatical importance. Coordinating
conjunctions include and, but, or, nor, for, and yet.
Bob and Beth are waiting.
The lightning flashes, yet I hear no thunder.
Grammar
Correlative conjunctions work in pairs to join words and groups of words of equal
importance. Correlative conjunctions include both...and, just as...so, not only...but also,
either...or, neither...nor, and whether...or.
Whether you send a printout or bring the disk in person, the data must be here by noon.
A subordinating conjunction joins a dependent idea or clause to a main clause.
Carlos called before you arrived.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
COMMON SUBORDINATING CONJUNCTIONS
after
although
as
as far as
as if
as long as
as soon as
as though
because
before
considering (that)
if
inasmuch as
in order that
provided (that)
since
so long as
so that
than
though
unless
until
when
whenever
where
whereas
wherever
while
Exercise 1 Circle each conjunction. Write coord. in the blank if the conjunction is
coordinating, corr. if the conjunction is correlative, or sub. if the conjunction is subordinating.
coord.
Do you write letters to your friends, or do you use only the phone?
coord.
1. In the ancient world the establishment of large governments and the
development of trade necessitated formal message-carrying systems.
coord.
2. At first, governments reserved these systems for their own use; commercial
interests and the private sector were later included.
corr.
3. Around 550 B.C., the Persians began a postal service that not only proved
dependable but also still serves as a model for communications.
sub.
4. The Romans established a large system that remained very reliable so long as
the empire maintained its central world authority.
Unit 1, Parts of Speech
67
Name ___________________________________________________ Class _________ Date ____________________
corr.
5. Based on the Persian model, Roman relay stations were both large and
numerous.
sub.
6. Roman government posts carried only official letters, whereas commercial
companies served businesses and private citizens.
sub., corr.
7. After Rome’s authority weakened, reliable posts either disappeared or became
undependable.
Grammar
coord.
8. The Renaissance in western Europe sparked a boom in official, commercial,
ecclesiastical, and private correspondence.
corr.
9. This increase made it necessary for regional monarchies not only to rehabilitate
the postal systems but also to extend them greatly.
sub.
10. France established a nationwide postal service in 1497 as England had done
earlier in 1481.
corr.
11. In America, early colonial mail was neither regular nor organized.
sub.
12. To correspond with relatives abroad, colonists posted letters with sea captains
unless they could find a friend to carry the letters for them.
13. Cities supervised early attempts at organized mail so that the demand for
communications could be met.
sub.
14. Since the Colonial American authorities realized the necessity of centralized
control, they appointed Benjamin Franklin deputy postmaster general for
America in 1737.
sub.
15. Franklin made fundamental improvements in the domestic mail system
while he established regular foreign deliveries.
sub.
16. The Continental Congress in 1775 appointed Franklin postmaster general
because his innovations had been so successful.
sub., coord.
17. After the constitution of 1789 mandated the establishment of a post office and
post roads, Congress made the Post Office Department an organ of the federal
government.
coord.
18. The government appointed Samuel Osgood as the first postmaster general of
the fledgling yet burgeoning department.
68 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
sub.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 12
Conjunctive Adverbs and Interjections
A conjunctive adverb is used to clarify the relationship between clauses of equal weight
in a sentence.
COMMON CONJUNCTIVE ADVERBS
again
also
besides
consequently
further
furthermore
hence
however
indeed
instead
likewise
moreover
nevertheless
nonetheless
otherwise
similarly
still
then
therefore
thus
Grammar
Becky managed the concession stand; moreover, she did a terrific job.
An interjection is a word or phrase that expresses emotion or exclamation. An
interjection has no grammatical connection to other words. Commas follow mild ones;
exclamation points follow stronger ones. Common interjections include: oh; oh, my; good
grief; my heavens; darn; drat; and gee whiz.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Oh, my, how you’ve grown.
Oh, no! The gate is open again.
Exercise 1 Draw a line under each conjunctive adverb and circle each interjection.
Alan sold his horse; thus, his equestrian days ended.
1. Marci forgot her umbrella; however, Felicia brought hers.
2. We’ll weed the garden; meanwhile, you cut the grass away from the antique rosebush.
3. Yipes! Rover is loose again in the neighbor’s yard.
4. Shhh! I am trying to study for the big test.
5. Oscar never opened the book; hence, he failed to read that beautiful story.
6. Oh, drat, I’ll never get the hang of this new computer that I bought.
7. The rain poured down; still, no one left the ticket line.
8. Oh, no! The concert is sold out, and we haven’t gotten in yet.
9. Jason moaned and groaned; nevertheless, no one would do his work for him.
10. Kara read three books on colonial dress; consequently, her costume looked the most
authentic of all.
11. Everyone was restless; nevertheless, Hal continued his speech.
12. I’ve lost my notes from yesterday’s class; however, there wasn’t much new material in them
anyway.
Unit 1, Parts of Speech
69
Name ___________________________________________________ Class _________ Date ____________________
13. Mr. Min talked about beekeeping; besides, he brought samples of foods made with honey.
14. Jeff submitted a terrific essay; indeed, he won first place in the writing contest.
15. Mercy! My feet are killing me.
16. You may have the ice cream if you have finished the chores; otherwise, you can do without it.
17. The trio had a difficult time at the audition; moreover, their second selection did not work out
very well.
Grammar
18. Doreen tore her jeans climbing the fence; similarly, Monty scratched his forearm.
19. You’ve spent all your money already? Good grief!
20. For heaven’s sake, you should know better than to fall asleep in the sun.
21. Dad spends a lot of time working in the yard; consequently, our lawn is the nicest in the
neighborhood.
22. Oh, pshaw, I dropped another stitch in my knitting.
23. Every member of the theatrical company did his or her job; therefore, the play was a huge success.
24. Twist off the cap; then, carefully squeeze till a drop of glue appears.
25. “My godness,” uttered Grandma, “he looks just like his uncle Morty did forty years ago.”
27. We all donated a dollar for the gift; also, Carol supplied the card.
28. The girl got the guy, the horse was saved from the dog food factory, and the underdog was
elected president; thus, the cliché-ridden tale came to an end.
29. Alas, the ending of this miserable story was no better than the beginning.
30. Andi and Sue gave in to Cindy’s demands; likewise, I finally capitulated, too.
31. Achim didn’t have his part memorized; furthermore, he didn’t even try.
32. “Great Caesar’s ghost!” cried the foreman. “Why aren’t these boxes loaded?”
Writing Link Compose a humorous paragraph about an imaginary camping trip. Include
conjunctive adverbs and interjections.
70 Grammar and Language Workbook, Grade 11
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26. Erika isn’t going skating with us; besides, she has a bad cold and should stay inside.
Name ___________________________________________________ Class _________ Date ____________________
Unit 1 Review
Exercise 1 Write the part of speech above each italicized word: N (noun), pro. (pronoun),
V (verb), adj. (adjective), adv. (adverb), prep. (preposition), or conj. (conjunction). Some may
be compound words.
N
V
adv. prep.
adj.
The cowboy rode slowly into the small town.
prep.
V
N
1. Because of the approaching storm, all of the picnickers gathered their belongings and ran to
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
V
adv.
adj.
prep.
2. Did you see that Nina and Sally built an extremely large decoration for the pep rally on Friday?
prep.
V
adv.
3. After eating every snack in the place, he had the nerve to ask if there would be more food later.
adv.
prep.
adj.
4. Placing his feet on the desk, Mr. Zahn read slowly through our request for an extra dance this
semester.
prep.
N
V
5. In spite of the noise, An-Li managed to finish her homework during lunch.
N
pro.
adj.
6. If we plan that trip to New Mexico, we will have to travel on inexpensive transportation.
pro.
V
7. Someone wedged this invitation to the banquet into the storm door.
pro.
N
pro.
8. I want you to meet the person to whom I owe everything for teaching me the correct way to
9.
10.
11.
12.
13.
14.
15.
shoot free throws.
N
conj.
adj.
Dennis acted as though the teacher had asked us to read the entire encyclopedia in one evening.
conj.
V
adj.
Molly and Yani are excited about their interviews for a job with the newspaper.
conj.
V
N
Both my sister and I gave the vanity that was Grandma’s to cousin Corinne.
adv.
V
Even for a thousand dollars, I will never say anything about a friend that would hurt him or her.
prep.
prep.
N
Kerry belonged to the French club and the science club in addition to several sports teams.
adj.
conj.
The circus offered five performances at the coliseum, but the Ke family wasn’t able to attend
conj. pro.
any of them because all of the children had chicken pox.
V
adv.
Al placed himself on a very rigorous training schedule for wrestling, and it must have paid off
adj.
for him since he is undefeated this year.
Unit 1, Parts of Speech
71
Grammar
the shelter houses.
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Unit 1
Exercise 1 Write the part of speech above each italicized word: N (noun), pro. (pronoun),
V (verb), adj. (adjective), adv. (adverb), prep. (preposition), conj. (conjunction), or
int. (interjection). Some may be compounds.
adv.
The car sped recklessly around the corner.
V
N
adj.
1. Takeo drank in the magnificence of the mansion as he enjoyed the warm hospitality of its
Grammar
owner.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
achieve success in the profession.
prep.
pro.
adj.
We sat next to the celebrities, who were warm and friendly.
conj.
V
adj.
Squeaks and honks told me that the beginners’ band practice had begun.
int. conj.
prep.
Yucch! If I have to eat boiled carrots one more time, I think I’ll run from the table.
V
prep.
conj.
Harry seems content with his role, but don’t let his facade fool you.
conj.
adj.
N
When one goes to Lilly’s house for dinner, she always has plenty to eat.
adv.
adj.
prep.
The airport skycap luckily spied the lost wallet underneath the edge of a baggage cart.
prep.
N
int.
He told me in the locker room he would win the long jump and, by gum, he did!
adv.
adj.
N
The farmer waded clumsily across the rain-filled ditch to rescue the bawling calf.
adv.
adv.
adj.
Did you ever see such a uniformly matched team of horses?
adv.
conj.
adj.
Ivan jumped nearly a foot, but he still denies being scared.
72 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
prep.
adj.
2. The sun set slowly in the western sky, the trees rustled lightly in the gentle breeze, and Wilma
adv.
slept more soundly than she had slept in years.
V
adv.
N
3. Because he was blinded by the intensely bright car lights, Elmer never saw the sign.
V
prep.
conj.
4. The tables and chairs were in place for the meeting; however, no one remembered to prepare
N
the dais.
pro.
V
adj.
5. Who would have the nerve to call at this ridiculous hour?
pro.
adj.
adj.
6. These are examples of my grandmother’s finest needlework.
int.
adv.
adj.
7. Whew! I hope we never come that close to another moving vehicle again.
pro.
conj.
V
8. Maurey carried his bag himself because he didn’t trust the airline not to lose it.
pro.
V
N
9. We have resolved to do whatever is necessary to ensure that the job is finished on time.
adv.
pro.
V
10. The life of a writer may seem very unstructured, but few know the discipline it takes to
Name ___________________________________________________ Class _________ Date ____________________
Unit 2: Parts of the Sentence
Lesson 13
Subjects and Predicates
Every sentence has a subject and a predicate. A simple subject is the main noun or
pronoun that tells what the sentence is about. A simple predicate is the verb or verb
phrase that tells something about the subject.
Exercise 1 Draw one line under each simple subject and two lines under each simple predicate.
Martin’s luggage stood next to the hall closet.
1. The building collapsed in a cloud of dust.
2. The captain is peering through the periscope.
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3. The Cheshire cat stared at the impudent mouse.
4. The green grass shimmered in the morning sun.
5. Boris will paint the old porch.
6. Sheena searched for her airline tickets.
7. The dictator ordered the king into exile.
8. The water glitters in the brook.
9. A red hen pecked along the ground.
10. An old streetcar was clattering down the tracks.
11. A bright sun rose above the city.
12. Mighty bolts of lightning frightened us.
13. The Greeks fought the Persians.
14. Clark wrote a new story.
15. The scientist has solved the problem.
16. Children play in the city park.
17. The rocket shot high into the air.
18. A hawk is floating on the cool breezes.
Unit 2, Parts of the Sentence
73
Grammar
Wolves howl.
The wolves howl loudly at night.
(In both sentences, wolves is the simple subject; howl is the simple predicate.)
Name ___________________________________________________ Class _________ Date ____________________
19. Deelra stopped at the library.
20. Frederick will sing in the varsity choir.
A complete subject includes the simple subject and any words that modify it.
The pack of wolves howled.
A complete predicate includes the simple predicate and any words that modify it.
Grammar
The pack of wolves howled at the moon.
Exercise 2 Draw a vertical line between the complete subject and the complete predicate.
The miniature leaves|covered the bonsai tree.
1. The robin hopped across the yard.
2. The huge elephant trumpeted loudly.
3. The heavy rain fell in gray, silvery sheets.
4. The legendary Greek King Oedipus answered the riddle of the Sphinx.
6. The chestnut horse runs swiftly over the field.
7. A rainbow shone beautifully against the dark clouds.
8. A flying fish leapt out of the splashing water.
9. The city buses stop down the street.
10. The famous general and dictator Napoleon conquered much of Europe.
11. Sandy’s uncle will teach her about airplanes.
12. My homing pigeon will return soon.
13. I see the wheat field by the forest.
14. The Inca Empire stretched up and down the western coast of Peru.
15. The menacing iceberg loomed out of the dark.
16. The ore freighter Edmund Fitzgerald sank in Lake Superior.
17. My new friend Raji told me a lot about India.
18. Snow-mantled Aconcagua stands higher than any other mountain in the Americas.
19. The Greek poet Pindar composed victory poems for athletes.
20. Salina has a big collection of postage stamps.
74 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
5. About 300 million people speak Spanish.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 14
Compound Subjects and Predicates
A compound subject consists of two or more simple subjects joined by a conjunction.
The subjects share the same verb. A compound predicate consists of two or more verbs
or verb phrases joined by a conjunction. The verbs share the same subject.
Lloyd and Millie drove from Boston to Tallahassee. (compound subject)
Brad washed and waxed his old jalopy. (compound predicate)
S
S
P
P
Lois and Clark|sat outside and looked up at the stars.
S
S
P
1. Our school library and cafeteria are under renovation.
S
P
P
2. The groundhog tunneled beneath the fence and poked its head into our yard.
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S
S
P
3. Jules and his sister took pictures with their new camera.
S
P
P
4. Robins either find worms in the grass or dig for them underground.
S
P
P
5. The turbulent waves swirled and crashed to shore.
S
S P
P
6. My friends and I borrow and wear each other’s clothes.
S
S
P
7. A police car and an ambulance just whizzed by our house.
S
P
P
8. Erica sewed on the button and mended the tear.
S
S
S
P
9. Graham crackers, marshmallows, and chocolate taste delicious together.
S
S
P
P
10. The boy and the collie ran away but soon came back.
S
P
P
11. Salvador Dali, a surrealist artist, not only painted paintings but also made sculptures and
P
designed jewelry.
S
S
P
12. Neither Yuri nor Bruno received mail today.
S
P
P
13. The mountain climbers hooked up their ropes and secured their backpacks.
S
S
P
P
14. Rea and Marissa auditioned for the lead roles in the school musical but got only chorus parts.
S
P
P
15. The alley cat yawned and stretched.
Unit 2, Parts of the Sentence
75
Grammar
Exercise 1 Draw a vertical line between the subject and predicate. Write S above each simple
subject and P above each simple predicate.
Name ___________________________________________________ Class _________ Date ____________________
S
S
P
P
16. Darren and Brian washed and waxed their dad’s car.
S
S
P
17. Wind and hail damaged our porch.
S
S
P
18. The tennis match and the track meet attracted many spectators.
S
S
P
P
19. Both the Senate and the House discuss and vote on legislation.
Grammar
S
S
P
P
20. Jamaal and Keisha saw the movie and liked it.
Exercise 2 Draw a vertical line between the subject and predicate. Write CS in the blank if the
subject is compound, CP if the predicate is compound, or B if both are compound.
CS
Purple hyacinths and yellow daffodils|bloom along the back fence.
1. Feng Ying wrote and edited the article for the school newspaper.
B
2. The Browns and the Sterns cooked outdoors and slept in a tent.
CP
3. Luis popped the popcorn but did not put butter on it.
CS
4. The novels of John Steinbeck and the poetry of Maya Angelou inspire me to write.
CP
5. I will either borrow or buy a leotard for dance class.
CS
6. Final exams and the SATs are the same week.
B
7. Both the bakery and the grocery bake and decorate birthday cakes.
CS
8. My name, address, and social security number appear on the job application.
CP
9. Community service projects keep me busy and give me self-esteem.
B
10. Claudio and Austin go to the gym and work out nearly every day after school.
CP
11. The track star ran and jumped the hurdles in record time.
CS
12. Quilts and baskets made up the special exhibit at the museum.
CS
13. The Big Dipper and Orion were visible in the clear night sky.
B
14. My brother and one of his friends reviewed all the math questions and studied hard
for the test.
CP
15. Albert Schweitzer won the Nobel Peace Prize and established a leper colony with
the money.
CS
16. Chemistry and government are my favorite subjects.
76 Grammar and Language Workbook, Grade 11
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CP
Name ___________________________________________________ Class _________ Date ____________________
Lesson 15
Order of Subject and Predicate
In most sentences the subject comes before the predicate. In a sentence written in inverted
order, the predicate comes before the subject. Some sentences are written in inverted
order for variety or special emphasis. A prepositional phrase often begins this type of
sentence. The verb must agree with the subject, not with the object of the preposition.
PREDICATE
Across the field run
SUBJECT
the gray cats.
PREDICATE
There is
Grammar
The subject also follows the predicate in a sentence that begins with there or here.
SUBJECT
a noise in the basement.
When the subject you is understood, as in a request or command, the predicate appears
without a subject.
(You) Ask your teacher to help you with these math problems.
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Exercise 1 Draw one line under each simple subject and two lines under each simple predicate.
Behind us was an army ambulance.
1. There goes the best teacher in our school.
2. Here is the brownie recipe from my new cookbook.
3. Lead the way to the museum.
4. Beside our house runs a little creek.
5. Next to the library stand two big oak trees.
6. Under the pile of papers lies the missing letter.
7. Here are my car keys!
8. Around the park go the horse and buggies.
9. Don’t exercise too soon after dinner.
10. Please help me in the garden.
11. On the desk in the den sits our new computer.
12. There is a recycling center at the west end of town.
13. Here on our patio gather the relatives.
14. Near one of the stores stands a mailbox.
15. On the beach scrambled the seagulls for the bread crumbs.
Unit 2, Parts of the Sentence
77
Name ___________________________________________________ Class _________ Date ____________________
16. There in the water swims a lone dolphin.
17. Here comes Nina with her two children.
18. Always stretch your muscles before a race.
19. In my mom’s hands is a list of my chores.
20. On the sidelines wait many players eager for victory.
Grammar
Exercise 2 Write C beside each sentence that is a command (imperative). Write I beside each
sentence that is in inverted order. If the sentence is in inverted order, draw one line under the
simple subject and two lines under the simple predicate.
I
By the tree sits Isaac with a book in his lap.
1. Please drive our new car very carefully.
I
2. There is no excuse for rudeness.
I
3. At the foot of the cliff galloped a black stallion.
C
4. Write your grandfather a thank-you note for the CD.
I
5. There will not be time for another game.
I
6. Down the road hops a cute little bunny rabbit.
I
7. There is a psychology course second period next term.
C
8. Please be quiet during study hall.
I
9. Here come the trombone players.
I
10. In the desert walk three camels.
C
11. Please wait for the bus with me.
C
12. Tell Josh about the red sports car around the corner.
I
13. There are no more baseball cards in the drawer.
C
14. Donate your old clothes to the homeless.
C
15. Take Rosa’s dog for a walk around the neighborhood.
I
16. There was I, all alone in the dark.
I
17. In the barn mooed the cows.
I
18. Across the street appeared a “For Sale” sign.
C
19. Come to the pep rally after school tomorrow.
I
20. In the kitchen boil the eggs.
For item 20, students who wrote C in the blank should have underscored boil twice but
eggs not at all. You may wish to have students explain their answers for item 20.
78 Grammar and Language Workbook, Grade 11
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C
Name ___________________________________________________ Class _________ Date ____________________
Lesson 16
Direct and Indirect Objects
A complement is a word or phrase that completes the meaning of a verb. A direct object
is one type of complement. It answers the question what? or whom? after an action verb.
Martha cooked chicken for dinner. (Chicken answers the question what? )
An indirect object is also a complement. It answers the question to whom? for whom? to
what? or for what? after an action verb.
I sent June an invitation to the masquerade party. (June answers the question to whom?)
Grammar
Exercise 1 Draw two lines under each verb. Circle each direct object.
The clay maker formed a lovely round vase.
1. Barb will call us at home.
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2. Li explained the phrase.
3. Amy asked Lisa and Todd to come.
4. Randolph designed the go-cart.
5. Bill tossed the volleyball over the net.
6. Shawna sang six songs at the concert.
7. Tess will paint the ceramic bird.
8. After school, Brad cleaned the garage.
9. Lucy carefully tilled the sprouting flowers.
10. The dashing colonel rallied his troops.
11. The moderator is concluding the discussion.
12. Jennifer closed the barn door behind her.
13. I adjusted my binoculars for the far horizon.
14. Jamal claimed the abandoned kite.
15. Yolanda rode her horse at the barrel riding contest.
Unit 2, Parts of the Sentence
79
Name ___________________________________________________ Class _________ Date ____________________
16. Sean did not drop the card.
17. Carla really overdid that cheerleading performance.
18. The high pinnacles of the cumulus clouds formed fantastic battlements, bastions, and towers.
19. For centuries, the long tentacles of the giant squid have frightened mariners.
20. Sunee is saving her diaries for posterity.
Grammar
Exercise 2 Circle each direct object. Draw one line under each indirect object.
Our math teacher gave us a quiz on variables today.
1. Little Cindy lent me a toy teacup.
2. Samantha will give Zack a valentine.
3. The white-bearded man offered Tricia the book of poems.
4. Liam bought Eileen the roses.
5. The duke sent Miss Emily the silver box.
6. Asford brought us the keys to the castle.
8. Walter, would you make me a translation of these hieroglyphs?
9. My little brother built me a model airplane.
10. Louise told the Smiths the tale of the broken window and the errant baseball.
11. But Sam guaranteed us better results!
12. Vanessa wrote the prince a long, sad letter about her change of heart.
13. General Pershing awarded my grandfather this medal.
14. Kenji, throw her the ball!
15. The mysterious lady on the foggy pier handed Monty a letter.
16. Well, I must teach him batting technique.
17. Camilla will show Henry her diary.
18. Oh, come on, Susan; sing us your song.
19. Tommy will paint Kara a portrait of herself on horseback.
20. I would have given them the truth had they asked for it.
80 Grammar and Language Workbook, Grade 11
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7. Deebra promised Edmund the video.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 17
Object and Subject Complements
An object complement is a noun, pronoun, or adjective that completes the meaning of a
direct object by identifying or describing it.
Paul elected himself president. (noun)
Paul calls the car his. (pronoun)
Paul found the computer useful. (adjective)
A
The director considers Neal perfect for the lead role.
N
1. Mi-Ling made herself chairperson of the activities committee.
A
2. Carl Sagan finds the study of astronomy very fascinating.
P
3. My sister considers my clothes hers.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
N
4. Claudio finds television a waste of time.
N
5. Grace hopes her classmates will elect her treasurer.
N
6. Roger plans to make history his major.
A
A
7. I find rollercoasters scary but fun.
N
8. Scientists call a cloud of interstellar gas and dust a nebula.
N
9. Our school makes Yom Kippur a holiday.
A
10. My dad considers the restaurant’s prices exorbitant.
A
11. Isaiah’s silly faces rendered his sister incoherent with laughter.
N
N
12. Sandy calls her cats “Taffy” and “Taboo.”
N
13. The rock star appointed the wrestler her bodyguard.
P
14. Our neighbors call our fence theirs.
N
15. I consider chocolate mousse my favorite dessert.
N
16. Our class considers pollution an urgent problem.
Unit 2, Parts of the Sentence
81
Grammar
Exercise 1 Above each object complement, write N for noun, P for pronoun, or A for adjective.
Name ___________________________________________________ Class _________ Date ____________________
A
17. The detective found the circumstances extremely suspicious.
A
18. The magician found his assistant very helpful.
P
19. The referee called the basket ours.
Grammar
A
20. Did I tell you that peanuts make me sick?
A subject complement follows a subject and a linking verb and identifies or describes the
subject. One type of subject complement is a predicate nominative. It is a noun or
pronoun that follows a linking verb and gives more information about the subject.
Montana is a northern state.
Another type of subject complement is a predicate adjective. It is an adjective that
follows a linking verb and gives more information about the subject.
The whole issue seems irrelevant.
Exercise 1 Write PN above each predicate nominative and PA above each predicate adjective.
PN
1. The seats in our new sports car are tan leather.
PA
2. Debussy’s music sounds very dreamy.
PA
3. Jenny was ecstatic that she got into the musical theater program.
PA
4. Mrs. Lopez seemed upset that Jason forgot to mow her lawn.
PN
5. Michael Jordan is a hero to many young people.
PA
6. The sizzling bacon smelled delicious.
PN
7. Tennis is a sport I like to watch.
PN
8. Freud’s ideas remain an important part of the study of psychology.
PA
PA
9. Diane’s cat appeared weak and listless, so she took it to the vet.
PN
10. Monet is my favorite impressionist painter.
PA
PA
11. The minestrone soup tasted too salty and spicy.
PN
PN
12. Karsten is a martial arts expert and a karate teacher.
82 Grammar and Language Workbook, Grade 11
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PN
PA
Juan became class president, and his parents were proud.
Name ___________________________________________________ Class _________ Date ____________________
Unit 2 Review
Exercise 1 Draw a vertical line between the subject and the predicate. Draw one line under the
simple subject and two lines under the simple predicate.
A history teacher at our high school won a prestigious award.
1. We researched, brain-stormed, and wrote an outline in one night.
2. The Amazon River contains one-fifth of the world’s fresh river water.
Grammar
3. There go Jake, Sara, Franco, and Diaz to the pool hall.
4. My mom, the best cook in the world, makes hot and steamy chicken noodle soup.
5. I wrote two letters and mailed them at the post office.
6. The race car, with the driver still in it, veered out of control during the last lap.
7. Across the street and through the park scrambled the gray squirrel.
8. Knights in the Middle Ages needed impenetrable armor for obvious reasons.
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9. Our science class performed an experiment with polluted water.
10. In the gym at the club are exercise bikes, treadmills, weights, and chin-up bars.
Exercise 2 Circle each direct object and underline each indirect object. Above each subject
complement write PN (predicate nominative) or PA (predicate adjective). Above each object
complement write N (noun), P (pronoun), or A (adjective).
Ahmik brought me roses on our first date.
PN
1. Mrs. Cathcart became the principal of our school.
2. The secret agent gave General Kiddoo and his assistant the government files.
PA
PA
3. The subway was quite noisy but clean.
A
A
4. I found the pizza too soggy and greasy.
PN
PN
5. Examples of endangered species are the American eagle, the red wolf, and the
PN
loggerhead turtle.
N
6. The student body elected Ramón president.
P
7. Rolf considers everything in his room his.
PA
PA
8. I grew cold and weary during the long football game.
Unit 2, Parts of the Sentence
83
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–2
Exercise 1 Draw a line between the complete subject and the complete predicate. In the blank
write the part of speech of the italicized word.
noun
Grammar
adjective
The cleanliness of Mia’s room shocked her mother.
1. They saw the white tiger at the zoo.
verb
2. I thought long and hard about her advice.
verb
3. Soccer remains Scott’s major source of exercise.
pronoun
4. Dr. Dawson is the one who signed my medical forms.
pronoun
5. Nobody can watch our dog while we’re gone.
conjunction or correlative conj.
adverb
preposition
pronoun or possessive pro.
noun
7. You climbed the hill too fast for me!
8. Please empty the milk into the measuring cup.
9. The book over there is yours.
10. My dad, mom, sister, and I rode the streetcar in San Francisco.
11. The reporter interviewed me for the school paper; moreover, the
photographer took my picture.
adjective or demonstrative pronoun 12. Please take that tray back to the cafeteria.
pronoun or demonstrative pro.
13. This is the worst movie I’ve ever seen.
noun
14. My father is a professor of philosophy.
conjunction or subordinating conj. 15. We will meet for practice on the field tomorrow unless it rains.
pronoun or intensive pro.
noun or proper noun
adjective
verb
16. Mona herself braved the winter weather to shovel the snow.
17. Jonathan Swift was an English author and satirist.
18. The chef at Luigi’s specializes in Italian cuisine.
19. The pirate is hiding the treasure in the ship.
conjunction or coordinating conj. 20. Omar works in the bakery but doesn’t eat sweets.
adverb
21. The sun is remarkably bright today!
interjection
22. Oh, no! I forgot to put on sunscreen!
84 Grammar and Language Workbook, Grade 11
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adverb or conjunctive adv.
6. Both trucks and cars had to stop at the roadblock.
Name ___________________________________________________ Class _________ Date ____________________
Unit 3: Phrases
Lesson 18
Prepositional Phrases
A prepositional phrase is a group of words that begins with a preposition and usually
ends with a noun or a pronoun, called the object of the preposition.
I will meet you at the movie. (Movie is the object of the preposition at.)
Grammar
Prepositional phrases may occur in a series and may have more than one object.
My skis sped down the hill over the cliff into the river. (three prepositional phrases)
We sent invitations to Jack, Kumar, and Renee. (three objects of the preposition to)
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COMMON PREPOSITIONS
about
above
across
after
against
along
among
around
as
at
before
behind
below
beneath
beside
between
beyond
but (except)
by
concerning
down
during
except
for
from
in
inside
into
like
near
of
off
on
onto
out
outside
over
past
since
than
through
to
toward
under
until
up
upon
with
within
without
A prepositional phrase functions as an adjective when it modifies a noun or a pronoun. It
functions as an adverb when it modifies a verb, an adjective, or an adverb.
Can you identify that bird in the garden? (adjective phrase modifying the noun bird)
Please take this paint brush to your father. (adverb phrase modifying the verb take)
Exercise 1 Underline each prepositional phrase.
The biosphere is the total of all biological communities on Earth.
1. The biosphere extends for many miles; it begins at seven miles above sea level and continues
for an equal distance into the ocean’s depths.
2. Scientists divide the biosphere into ecosystems and study how organisms interact with each other.
3. Ecosystems are affected by environmental factors.
Unit 3, Phrases
85
Name ___________________________________________________ Class _________ Date ____________________
4. Climate, the range of weather conditions over a period of time, affects ecosystems.
5. These conditions consist of rainfall, sunlight, temperature, wind, and humidity.
6. Climate itself is affected by latitude, a location’s distance north or south of the equator.
7. Places near the Equator receive more of the sun’s light than those near the poles.
8. Landforms in an ecosystem also affect the characteristics of its climate.
9. Large bodies of water moderate the temperatures of land along their shores.
10. Elevation, the distance of a place above sea level or below sea level, also has an effect
Grammar
on climate.
11. On land, higher elevations are colder than the areas beneath them.
12. In the deepest areas of the sea, many areas feel greater pressure from the waters above them.
13. This affects the kinds of organisms that can thrive under such conditions.
14. The soil within an area also affects ecosystems.
15. Soil contains various amounts of organic material, minerals, and rocks.
16. Soils also have air and water in varying amounts.
adv.
adv.
adv., adv., adv.
adj., adv.
adv.
Water is essential to the biosphere.
1. Carbon, oxygen, and nitrogen also cycle through the biosphere.
2. In the water cycle, water vapor condenses and falls to Earth as precipitation.
3. Some of the precipitation is absorbed into the soil.
4. Another part is used by plants and animals.
adj., adv.
5. Most of the remaining precipitation makes its way into rivers, lakes, and oceans.
adj., adv.
6. The process of evaporation takes this standing water back into the atmosphere.
adv., adv.
7. During this process, liquid water changes into a gas.
adv., adv.
8. This gas, or water vapor, is also put into the atmosphere by breathing humans,
animals, and plants.
adv.
adj., adv.
9. Nitrogen is another element essential for life.
10. Although much of Earth’s atmosphere is nitrogen, most organisms cannot take
nitrogen straight from the air.
86 Grammar and Language Workbook, Grade 11
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Exercise 2 Write adj. in the blank if the italicized phrase functions as an adjective and adv. if
it functions as an adverb.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 19
Participles, Participial Phrases, and Absolute Phrases
A participle is a verb form that can function as an adjective. Present participles always
have an -ing ending. Past participles often end in -ed, but some take other forms. Many
common adjectives are participles.
I tried to wash my stained shirt. (Stained is a participle that modifies the noun shirt.)
Grammar
A participial phrase contains a participle plus its modifiers. Since it functions as an
adjective, it can appear in various places in a sentence. When it appears at the beginning
of a sentence or is nonessential, a participial phrase is set off by commas.
Stumbling over the junk, I decided to clean up the garage.
The farm, devastated by the storm, lay in ruins.
A past participle is sometimes used with the present participle of the helping verbs have
and be.
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Having studied for hours, I went for a walk. We watched the cliff being dashed by
the waves.
Exercise 1 Underline each participle and participial phrase.
Packing carefully, we prepared for our camping trip.
1. Yelling with all our might, we sat in the cheering section.
2. Did anyone ever tell you that you have a winning smile?
3. Feeling like a fool, I appeared from behind the curtain in a checkered costume.
4. Blushing, Estrella accepted the praise of her cycling buddies.
5. What should we do with this picked fruit?
6. The leaning buildings were knocked down by the wrecking ball.
7. Breathing hard, the runners crossed the finish line.
8. The dog, caught between the two fierce cats, fled the yard.
9. Badly injured, the accident victims were helicoptered to the trauma center.
10. Holding our breaths, we watched the hero being stalked by the villain.
11. The crumpled shipment of dishes contained many cracked items.
12. Tires screaming, the racing car rounded the track.
13. The photographer shooting the wedding focused several pictures on the smiling parents.
14. The speaker at the museum was a respected environmentalist.
Unit 3, Phrases
87
Name ___________________________________________________ Class _________ Date ____________________
15. My typing rate changed drastically due to my broken wrist.
16. Hoping for the best, we opened the basement door after the raging flood.
17. The team has finally broken its losing streak!
18. Don’t forget your backpack lying behind the sofa.
19. Clutching her mother’s hand, the child skated slowly over the frozen rink.
Grammar
20. Slashing the vegetation ahead, the explorers ploughed through the overgrown jungle.
An absolute phrase consists of a noun or a pronoun that is modified by a participle or a
participial phrase. It stands “absolutely” by itself, having no grammatical relation to the
complete subject or the complete predicate of a sentence.
Its leaves burned off by the fire, the dead tree fell.
In some absolute phrases the participle being is understood rather than stated.
We hurried to the game, our anticipation (being) high.
Exercise 2 Underline each absolute phrase. Do not underline any participial phrase that is
grammatically related to the rest of a sentence.
1. Her suspicions confirmed, the police officer made the arrest.
2. Backing out of the driveway, I hit the mailbox.
3. They will take the daytime train, the landscape inviting.
4. My doubts relieved, I gained confidence as the game progressed.
5. Peering through a microscope, the scientist identified several microbes.
6. His dogs panting with exertion, Hagos took a break from his run.
7. Its shutters hanging limply in the wind, the house looked abandoned and forlorn.
8. The car rusted and worthless, I left it at the junkyard.
9. Wearing a red plaid outfit, Lydia looked like a character in a novel.
10. Everything planned in advance, the party went like clockwork.
11. We scrambled from the car, racing to the amusement park gates.
12. Moving quickly, the lion cut off the fleeing zebra.
13. My garden is dying, pesticides having been applied by mistake.
14. As the parole board met to decide the fates of several people, the prisoner was hoping for parole.
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We hoped for a clear weekend, Friday being dreary.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 20
Gerunds and Gerund Phrases; Appositives
and Appositive Phrases
A gerund is a verb form that ends in -ing and functions as a noun.
Grammar
Skating is my favorite sport. (gerund as subject)
My friends all love skating. (gerund as direct object)
We give skating much consideration. (gerund as indirect object)
I will teach a class in skating. (gerund as object of a preposition)
My father’s favorites are skiing and swimming. (gerunds as predicate nominatives)
Two sports, skiing and sledding, are popular. (gerunds as appositives)
A gerund phrase is a gerund with its modifiers.
Running in marathons is my mother’s constant passion.
Her success is due to quality training.
Though they both end in -ing, do not confuse a gerund, used as a noun, with a present
participle, used as an adjective.
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Standing in the rain, we wished we had brought umbrellas. (participial phrase)
Standing in the rain got us soaked to the skin. (gerund phrase)
Exercise 1 Underline each gerund or gerund phrase.
Traveling under cover of night helped slaves escape to the North.
1. I love walking in the moonlight and looking for nocturnal animals.
2. Rushing for the bus caused me to fall and scrape my knee.
3. Our class is committed to recycling, as well as to reducing the amount of package waste.
4. My sister’s whining is her least appealing trait.
5. Shoving people aside, the thief leapt over the counter and fled the scene.
6. Chad’s best track events are broad jumping and sprinting.
7. We all hate cleaning our rooms, but no one seems to be giving us any choice.
8. Do we get any credit for guessing?
9. Eating the dog’s food is our cat’s favorite activity.
10. Almost totaling the car last week really frightened my brother.
11. Returning to the campsite, the campers saw bear tracks.
12. I love waking up to the singing of the birds and the rising of the sun.
Unit 3, Phrases
89
Name ___________________________________________________ Class _________ Date ____________________
13. Bringing in the hay and storing it in the barn was exhausting work.
14. Hovering over the mouse, the hawk plunged to Earth.
15. Painting the garage every summer is Gary’s way to relieve stress.
16. We debated driving, but because of the distance decided on flying.
Grammar
An appositive is a noun or pronoun that is placed next to another noun or pronoun to
identify or give more information about it. An appositive phrase is an appositive plus
its modifiers.
His cousin Fred is an astronomy whiz. (The appositive Fred identifies the noun cousin.)
He writes for Sky and Telescope, the astronomy magazine. (The appositive phrase the
astronomy magazine identifies Sky and Telescope.)
Exercise 2 Underline each appositive or appositive phrase.
The twins, Mark and Mabel, are both tall.
1. My aunt Helene bought a farm outside Toledo.
2. The comics, Seth and Josh, kept us in stitches for hours.
4. During first and second periods I have science and math, my best courses.
5. Kimane, the soccer captain, got an award.
6. I watched a documentary about Hank Aaron, the baseball great who broke Babe Ruth’s home
run record.
7. Walden is my favorite book by the naturalist Henry David Thoreau.
8. My fingers, cold sticks of ice, were frostbitten from being out in the cold too long.
9. I write for our student newspaper Hall Pass.
10. Was that your famous relative, the mountain climber?
11. My oldest brother, Tim, is on leave from the air force.
12. My cat Huckleberry lived for almost twenty years.
13. Let’s see the theater’s new production, Arsenic and Old Lace.
14. Rami, my best friend, is moving out of town.
15. The dancers, members of Ms. Contreras’s class, leaped and twirled through the audience.
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3. She moved to Albany, the capital of New York.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 21
Infinitives and Infinitive Phrases
An infinitive is a verb form that is usually preceded by the word to and is used as a
noun, an adjective, or an adverb. The word to used before the base form of a verb is part
of the infinitive form of the verb, not a preposition.
Grammar
To lie is dishonorable. (infinitive as subject)
Everyone needs to study. (infinitive as direct object)
Their orders were to retreat. (infinitive as predicate nominative)
That would be a fun cave to explore. (infinitive as adjective)
The audience was waiting to applaud. (infinitive as adverb)
An infinitive phrase is an infinitive with its modifiers.
We hope to climb the mountain by nightfall.
Do you have to play your music so loudly?
To study after the test is a little backwards.
Exercise 1 Underline each infinitive.
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The space shuttle is designed to launch like a rocket and to land like an airplane.
1. It is large enough to carry as many as eight astronauts and over fifty thousand pounds of cargo.
2. The shuttle was designed to allow humans and equipment access to space on a regular basis.
3. Within the first ten years of its flight history, the shuttle managed to fly over forty missions.
4. The shuttle has many uses; it is often used to deploy satellites.
5. In a few cases the shuttle has been used to capture wandering spacecraft.
6. In a recovery mission in December of 1993, the shuttle Endeavour and its crew were sent to
repair the Hubble Space Telescope.
7. Instruments aboard the shuttle are able to collect data on a variety of phenomena.
8. Mission to Planet Earth is a program geared to observe the effects that humans have on this planet.
9. A laboratory program called ATLAS has been created to study Earth’s upper atmosphere and
to collect data on the sun’s environment and energy output.
10. The UARS satellite, carried by shuttle to Earth’s orbit, was set up to examine the levels of
life-sustaining gases above Earth.
11. Some scientists believe that data from this satellite reveal that the ozone layer is continuing to
get thinner.
Unit 3, Phrases
91
Name ___________________________________________________ Class _________ Date ____________________
12. A variety of telescopic instruments use the shuttle as a platform from which to observe the
universe beyond Earth.
13. The Galileo probe, heading to Jupiter to observe the giant planet, was launched from the
shuttle Atlantis in 1989.
14. Ulysses, launched from Discovery in 1990 and heading toward the sun, is programmed to
collect information on the sun’s poles starting in 1995.
15. Scientists think we will learn things about Earth and our environment that we cannot begin to
Grammar
imagine today.
Exercise 2 Underline each to functioning as an infinitive and circle each to functioning as
a preposition.
Tamara Jernigan belongs to the United States Volleyball Association.
1. She is the only member of that organization to fly the space shuttle to Earth’s orbit.
2. Jernigan has served as mission specialist on two shuttle flights, where she was able to test
physical conditioning in space.
3. She notes that while all athletes have a duty to keep in shape, there are different things to deal
4. For example, few athletes ever have to adjust to microgravity.
5. The human experiment in space has taught astronauts that they have to counteract anti-gravity
effects on the body by exercising while they are actually flying.
6. Jernigan uses the Russian space station Mir to point out the necessity of conditioning, both
before and during flights.
7. She says the Russians exercise regularly on Mir because they do not want to get de-conditioned
to Earth’s gravitational forces.
8. Jernigan herself runs and tries to work out with a high school volleyball team, all in addition to
her work with the USVA.
9. She describes the exercise equipment that the astronauts are able to take into space.
10. The ogometer is a bicycle-like device, and she discovered it was a fine way to exercise.
11. Unfortunately, she points out, exercising causes the shuttle to shake, which messes up the finetuned experiments that other astronauts are trying to carry out.
12. Obviously, someone needs to develop a way of exercising so as not to disturb the shuttle balance.
92 Grammar and Language Workbook, Grade 11
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with in space.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 22
Distinguishing Participial, Gerund,
and Infinitive Phrases
The three types of verbal phrases—participial, gerund, and infinitive—are closely related
to verbs. However, they are not used as verbs, but as nouns, adjectives, and adverbs. You
can distinguish the kinds of phrases by identifying the way they are used in a sentence.
A participial phrase is used as an adjective and can be in the present or past tense.
A gerund phrase is used as a noun and ends in -ing.
Grammar
An infinitive phrase can be used as a noun, an adjective, or an adverb, and is usually
preceded by the word to.
Exercise 1 Write P in the blank if the italicized phrase is a participial phrase, G for gerund
phrase, or I for infinitive phrase.
I
P
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G, I
She hopes to become a field biologist.
1. Matty bought me an elephant carved from wood.
2. Memorizing poetry is a good way to maintain brain power.
I
3. Do you want to copy my notes?
P
4. The teacher handed back my theme, edited by her assistant.
G, I
5. Jack’s dream, rafting the wild river, was soon to be realized.
P, P
6. The lifeguard, swimming as quickly as possible, approached the swimmer calling for help.
P, I
7. Weaving dangerously, the truck managed to stay on the slippery road.
I
8. Our fund raiser will help to support the new environmental center.
I
9. My friend agreed to keep my secret.
G
10. Singing in the shower is my greatest talent.
I
11. Can you help me to paint these lawn chairs?
P
12. The balloons hanging from the ceiling added the final touch to our decorations.
I, P
13. I hope you don’t plan to meet my parents dressed as a pirate!
I
14. She is in training to swim across the lake.
I
15. Do you expect me to make excuses for you?
P
16. Leaping into the air, the kitten caught the butterfly.
G
17. Everyone in class was confused and kept missing the point.
Unit 3, Phrases
93
Name ___________________________________________________ Class _________ Date ____________________
I
18. We traveled to Florida to watch the launch of the space shuttle.
G
19. Eating pizza is one of my passions.
I, P
20. I hate to hear those mosquitoes droning around my bed.
Exercise 2 Draw a line under each verbal phrase below. Write P in the blank if it is a
participial phrase, G if it is a gerund phrase, or I if it is an infinitive phrase.
Grammar
P
Climbing the tree, the kitten got trapped at the top.
1. The residents heard the sound of shattering glass.
G
2. Playing the trumpet is Jacky’s best skill.
P
3. Edging closer to the generals, the spy listened to their war plans.
I
4. Where did you learn to make pottery?
G
5. Working overtime is contributing to my savings.
G
6. Searching for treasure attracts many people.
P
7. Seeing its chance, the squirrel darted across the highway.
P
8. In the spring, the hillsides covered with wildflowers attract many visitors.
I
9. To abandon a pet is a crime.
G
10. Taggart hates being shy.
I
11. Hani plans to visit the Keck Telescope in Hawaii.
P
12. Shivering with cold and fatigue, the stranded travelers huddled together under a blanket.
P
13. Waving sadly, our aunt watched us drive out of the driveway.
I
14. I don’t want to argue with you any more!
P, I
15. Broken in the fall, my leg took forever to heal soundly.
G
16. Mowing the lawn is not my favorite task.
G
17. My hobby, practicing magic tricks, takes up my spare time.
P
18. The team, disappointed by their loss, could not be comforted.
P, I
19. Judging by your mood, I don’t think you want to hear the bad news.
P
20. I thought I saw you hiding in the bushes.
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G
Name ___________________________________________________ Class _________ Date ____________________
Unit 3 Review
Exercise 1 Draw one line under each participial phrase, two lines under each gerund phrase,
and a circle around each infinitive phrase.
Sighing in boredom, Rod waited for Jo to leave the house.
1. Excited over their victory, the players hurried to board the bus.
2. Be sure to watch out for deer crossing the highway.
Grammar
3. Giving yourself credit for an accomplishment is often a hard thing to do with comfort.
4. A loon’s cry sounded, breaking the evening silence.
5. I have to travel to the west side, but I don’t know how to transfer on the bus.
6. Speaking in whispers, the adults tried not to awaken the children.
7. Bursting with pride, Keven showed us his trophy.
8. Stunned into silence, the spectators could not believe the final score.
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9. Looking through binoculars is the best way to see many songbirds.
10. Renee, adjusting her backpack, started out to cross the canyon trail.
11. After thinking about it, I’d like to invite your sister to our party.
12. Where should we go to buy some snacks to feed our guests?
13. I plan to study sculpting in wood next summer.
14. Ms. Plunkett offered to teach us chess.
15. Rehearsing a play is hard work.
16. Pulling out all the drawers, the thieves ransacked the house.
17. Is it time to plant the tomatoes?
18. Seating herself on the lawn, Sarah began to eat her huge sandwich.
19. Watching the sky for meteors is a fine summer evening pastime.
20. Our dog limped home covered with mud and burrs.
21. I want to learn geometry, but I do not want to take any tests!
22. Smelling of skunk, the garage needed airing out.
Unit 3, Phrases
95
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–3
Exercise 1 Draw a vertical line (|) between the complete subject and the complete predicate in
each sentence.
The moaning wind increased in intensity.
1. Millions of monarch butterflies migrate every year to trees in Mexico.
2. Some students actually complete their homework in study hall.
Grammar
3. Mother takes classes in botany and geology at the local community college.
4. The sounds of coughing and sneezing came from the room full of cold-ridden students.
5. The Terminator movies are much too violent.
6. The spring rains, together with the heavy snow melt, turned the mountain trails into soggy,
dripping bogs.
7. The rainforests, which produce so much oxygen, are often called the earth’s lungs.
8. The Gingham Dog and the Calico Cat are characters in a nursery rhyme.
9. Huckleberry Finn is one of the finest novels ever written by an American.
11. Tami took her bird guide and her binoculars into the woods.
12. The animals ran, crawled, flew, or otherwise fled the forest fire.
13. Grandpa has to decide between chess and checkers.
14. Owls, which have no sense of smell, are able to prey on skunks.
15. To figure out the path through the ruins took some concentration.
16. A newly released pollution study warned about the dangers of chlorine.
17. To abandon a friend in need is a dishonorable act.
18. The runners, followed by several laughing children, crossed the finish line.
19. Our fund raiser collected enough money for two weeks’ supplies for the food pantry.
20. Carrie can identify most plants in the wild.
21. The clock hands always pointed to 3:37, day and night.
22. Nelson controlled the marionette’s strings.
23. The steam from the cocoa curled up through the frigid air.
24. Cutting the grass would be Cole’s last chore for the day.
25. Stop here to fill your tank.
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10. My family, followed by my friends and neighbors, yelled “Surprise!”
Name ___________________________________________________ Class _________ Date ____________________
Unit 4: Clauses and Sentence Structure
Lesson 23
Main and Subordinate Clauses
A main clause is a group of words that contains a complete subject and a complete
predicate. Also known as an independent clause, a main clause can stand alone as a
complete sentence.
Tyler read the morning paper. (main clause)
Grammar
A subordinate clause also contains a subject and a predicate, but it cannot stand alone.
Because it depends on a main clause to make sense, it is also known as a dependent
clause. A subordinate clause usually begins with a subordinating conjunction.
While he ate his toast [subordinate clause], Tyler read the morning paper.
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SUBORDINATING CONJUNCTIONS
Time:
Place:
Manner:
Cause:
Concession:
Condition:
after, as, as soon as, before, since, until, when, whenever, while
where, wherever
as, as if, as though
a, because, inasmuch as, since, so that
although, even though, though
if, unless
A subordinate clause may also begin with a relative pronoun (such as who, whose,
whom, which, that, or what). In some subordinate clauses, the connecting word also
serves as the subject of the clause.
Exercise 1 Check (✔) the blank before each sentence that contains a subordinate clause.
✔
Louis Braille (1809 –1852) lost his sight in an accident when he was three years old.
✔
1. When he was fourteen, he invented today’s most common system of writing for the blind.
2. As an adult, he became a teacher of the blind.
3. In the Braille system, letters, numbers, and punctuation marks—even musical notes—
are written in units called Braille “cells.”
4. Each cell contains between one and six raised dots.
✔
5. Visually impaired people who have been taught Braille can read these raised dots with
their fingertips.
✔
6. Because sixty-three unique combinations of dots are possible, Braille is quite flexible.
✔
7. Louis Braille determined that these raised dots can be interpreted much faster than
raised lettering.
Unit 4, Clauses and Sentence Structure
97
Name ___________________________________________________ Class _________ Date ____________________
✔
8. Even though it is more practical than raised lettering, the Braille system was not used
widely until more than a century after its invention.
9. The six positions in a cell are arranged in two vertical columns of three positions each.
10. Each position in a cell is identified by a number.
11. For example, the number one position is the upper left-hand corner of the cell.
Grammar
12. Immediately beneath it is the number two position.
✔
13. When a single raised dot appears in the number one position, the cell represents the
letter a.
✔
14. When both the number one and number two positions contain dots, the cell represents
the letter b.
15. Special signs are used to precede numbers and capital letters.
16. The number sign is a cell with dots in positions 3, 4, 5, and 6.
17. The first ten letters of the alphabet represent numerals if they are preceded by the
number sign.
✔
18. For example, a cell that would otherwise represent the letter a represents the Arabic
numeral 1 if it is preceded by a number sign.
✔
19. Similarly, whenever a cell with a single dot in position 6 appears, the reader knows that
the next letter is a capital.
20. Braille can be written by manual or mechanical means.
✔
21. A Braille writing machine is similar to a typewriter except that it has only six keys, one
corresponding to each dot in the Braille cell.
✔
22. An ordinary personal computer can convert printed material to Braille by using a
special device that embosses dots on paper.
23. Another method of writing Braille involves using a slate and stylus to form raised dots
on paper.
✔
24. Although Braille provides visually impaired individuals with access to important
information found in books, its usefulness doesn’t stop there.
✔
25. Because writing is such an intrinsic part of everyday life, Braille’s most important role
may be furnishing visually impaired people with a medium for letters, grocery lists,
and phone messages.
Writing Link Write a brief paragraph about the reading and writing you do in the course of an
ordinary day. Use at least two subordinate clauses.
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✔
Name ___________________________________________________ Class _________ Date ____________________
Lesson 24
Simple and Compound Sentences
A simple sentence has one complete subject and one complete predicate. The subject, the
predicate, or both may be compound.
SUBJECT
Most dogs
They
Grammar
Seeing Eye® dogs and other assistance dogs
(compound subject)
PREDICATE
are pets
provide pleasure and companionship.
(compound predicate)
give the gift of independence.
Two or more simple sentences, each considered a main clause, may be combined to form a
compound sentence. Main clauses can be joined to build a compound sentence by using a
comma followed by a conjunction, such as or, and, or but. However, a conjunction is not
necessary to form a compound sentence. A semicolon may be used to join two main
clauses without a conjunction. A semicolon is also used before a conjunctive adverb, such
as however.
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Laura can’t hear the alarm clock, and her dog wakes her.
Laura can’t hear the alarm clock; her dog wakes her.
Laura can’t hear the alarm clock; however, her dog wakes her.
Exercise 1 Write in the blank whether the sentence is simple or compound.
compound
Assistance dogs offer disabled people companionship, but they also play a
more important role.
simple
1. A trained dog’s help could make independent living possible for a disabled
person.
compound
2. Someone in a wheelchair can’t reach a light switch, and a deaf person can’t
hear a smoke alarm.
simple
compound
simple
3. Dogs can help in many everyday situations.
4. Labrador retrievers open refrigerators, and Border collies nudge people awake.
5. Assistance dogs push elevator buttons and pick up telephones.
compound
6. An assistance dog performs many duties, and these duties could change from
one day to the next.
compound
7. Some dogs go to work or school, and others help with child care or housework.
simple
compound
8. One dog might signal the whistle of a teakettle or the beep of a microwave
oven.
9. Assistance dogs serve as eyes, ears, legs, or arms; they empower those they help.
Unit 4, Clauses and Sentence Structure
99
Name ___________________________________________________ Class _________ Date ____________________
compound
simple
11. Labrador retrievers, golden retrievers, Welsh corgis, and Border collies
generally respond well to training.
compound
12. These dogs are eager to please; praise and affection are their primary rewards.
compound
13. Assistance dogs face unfamiliar situations daily; thus, the single most
important job qualification is a calm disposition.
simple
Grammar
10. Many breeds become assistance dogs, but a few seem particularly well suited
to the role.
14. A dog might have to navigate a crowded bus or a noisy restaurant.
compound
15. Assistance dogs regularly encounter strangers; therefore, they should not be
apprehensive.
compound
16. Nervous and excitable dogs might become frightened, and their unexpected
moves could prove dangerous.
compound
17. Assistance dogs play another important role, and that is the part of social icebreaker.
compound
18. Disabled people sometimes feel “invisible,” but dogs make them very hard to
ignore.
compound
19. Children especially are attracted to dogs; thus, assistance dogs are often
included in disability awareness programs.
20. The position of teacher can be added to the assistance dogs’ long list of jobs.
Exercise 2 Underline each main clause. If there is more than one main clause in a sentence,
add a comma or a semicolon as needed.
Time was flying by, and the day of the wedding was fast approaching.
1. Both of the sofas arrived, but neither fit through the doorway.
2. Green is Angie’s favorite color, but her new coat is blue.
3. This is a great car, and it gets good gas mileage.
4. The first game will be this Thursday at five.
5. I like skiing, and Maria likes skating.
6. We don’t order dessert when we eat out.
7. Martin expected bad weather; therefore, he brought an umbrella.
8. This quilt might look old, but my grandmother made it last year.
9. I’ll call you when I get home from work.
10. We will sell tickets tomorrow, or you may buy them at the door.
100 Grammar and Language Workbook, Grade 11
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simple
Name ___________________________________________________ Class _________ Date ____________________
Lesson 25
Complex and Compound-Complex Sentences
A complex sentence contains a main clause and one or more subordinate clauses.
MAIN CLAUSE
We ate popcorn
SUBORDINATE CLAUSE
while we watched the movie.
Do not be confused by the phrase we watched the movie, which is a complete sentence.
The complete subordinate clause is while we watched the movie, which cannot stand
alone as a sentence.
MAIN CLAUSE
I was in the back yard
SUBORDINATE CLAUSE
when Tony called,
Grammar
A compound-complex sentence has more than one main clause and one or more
subordinate clauses.
MAIN CLAUSE
and I didn’t hear the phone ring.
Exercise 1 Draw one line under the main clause and two lines under the subordinate clause.
Write C in the blank if the sentence is complex and CC if it is compound-complex.
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C
Whenever I work at this computer, I get a stiff neck.
CC
1. After I had searched everywhere, I found my ring,and I put it in my jewelry box.
C
2. Julia cooked the lasagna yesterday, because she wouldn’t have time today.
C
3. As long as you’re driving that way, could you stop at the post office for me?
C
4. While thinking of an answer, Jason stared at his feet.
CC
5. Tillie paused for a moment when she reached the landing, and then she continued up
the stairs.
C
6. Terese apologized because she had lost her temper.
C
7. I gave him a pen so that he could write down the phone number.
CC
8. I wrote a letter to the owner because the restaurant was filthy, and I’m waiting for a reply.
CC
9. She did not have the shoes that I wanted to buy; however, she is ordering them for me.
C
10. The kite didn’t fly because there wasn’t enough wind.
CC
11. I met Dr. Wolfe while I was attending college, and now I work in her office.
C
12. Mary never called because she got home too late.
C
13. When the weather is hot, gardening can be drudgery.
CC
14. He didn’t raise his voice, but we knew that he meant business, and we got back to work.
C
15. As long as you’re calling, ask her for the salsa recipe.
Unit 4, Clauses and Sentence Structure
101
Name ___________________________________________________ Class _________ Date ____________________
CC
16. Lee is worried, and I agree that we should take the cat to the vet.
C
17. Because it was directed at toddlers, the program had to be brief.
C
18. As he described his trip to sunny Puerto Rico, the rain continued to fall.
CC
19. Even though I was scheduled to leave early, I’ll stay until closing, and then I’ll make the
Grammar
bank deposit.
C
20. When small children need sleep, they become short-tempered.
C
21. My sister is moving because she got a new job.
C
22. Although I promised I’d be there, I couldn’t make it because my car wouldn’t start.
CC
23. Even if you mail the card today, it won’t arrive until after her birthday, and you will
have to call anyway.
CC
24. If this snow continues, school will be canceled, and we’ll have to stay home.
C
25. The snack bar, which is open all year, is behind the boathouse.
CC
26. Angela called while you were out, but she didn’t leave a message.
CC
27. Even though Carey is gone for the weekend, the cat sleeps on her bed, and the dog
sleeps in her doorway.
28. Unless it rains, she will take her binoculars and go birdwatching.
C
29. Will the person who lost a pearl necklace please come to the front desk?
CC
30. If you simply paint over them, the cracks will return, and you’ll have to paint again.
Writing Link Write a brief paragraph about a book you have read. Use at least two complex
sentences and one compound-complex sentence.
102 Grammar and Language Workbook, Grade 11
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C
Name ___________________________________________________ Class _________ Date ____________________
Lesson 26
Adjective Clauses
When a subordinate clause modifies a noun or a pronoun, it is called an adjective clause.
Often, adjective clauses begin with a relative pronoun. An adjective clause can also begin
with where or when.
The banner that I made for your parents’ anniversary was ruined by the rain. (modifies
the noun banner)
RELATIVE PRONOUNS
whom
whose
whoever
whomever
what
whatever
Grammar
that
which
who
Exercise 1 Draw one line under each adjective clause and two lines under each word that
introduces an adjective clause.
The pictures that I saw in the yearbook brought back many memories.
1. The dog that Peter owns is a well-trained golden retriever.
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2. Tell everyone whose time is up to please move on to the next booth.
3. I don’t like standing in lines where there is no room to breathe.
4. The car, which was parked in the sun, became extremely hot.
5. I finally got to see the holography exhibit that you recommended.
6. Perry saw many desserts on the menu that sounded delicious.
7. There is no family whose reunions are more fun than ours.
8. For his research project, Kareem examined every sample that he could find.
9. Corky often visits the park where she saw the red fox.
10. The new movie, which was quite violent, contained some scenes that upset me.
11. Dave chose the T-shirts that had the college insignia on them.
12. The spot where we set up camp was twelve miles from the trailhead.
13. His vacation begins on the tenth, which is a Friday.
14. The car that my sister wants to buy has many extras.
15. The boy whom we met at the zoo is from Germany.
16. Will the person whose car is blocking the driveway please move it?
17. This is the intersection where the accident happened.
Unit 4, Clauses and Sentence Structure
103
Name ___________________________________________________ Class _________ Date ____________________
18. Francisco often visits the store that his grandfather owns.
19. Sam’s car, which is the same year as mine, is in better condition.
20. My sister sold lemonade to the people who came to the garage sale.
Adjective clauses may be either essential or nonessential. Essential clauses are necessary
to make the meaning of a sentence clear. A clause beginning with that is essential.
Projects that are completed before the science fair will earn extra credit. (essential
clause)
Grammar
Nonessential clauses add interesting information but are not necessary for the meaning
of a sentence. Use commas to set off nonessential clauses from the rest of the sentence. A
clause beginning with which is usually nonessential.
Massie’s project, which demonstrated the effects of sound on plants, earned extra
credit. (nonessential clause)
Exercise 2 Underline each adjective clause in the sentences below. Write E (essential) or non.
(nonessential) in the space provided to identify the type of clause.
non.
My brother, who goes to Yale, will be home for the weekend.
1. Cars that have malfunctioning exhaust systems should be repaired or taken off the road.
E
2. I will point out the Thai restaurant that serves my favorite food.
non.
3. Uncle Charles, whose cabin we stayed in last summer, has invited us back this year.
non.
4. Use the plastic measuring spoons, which are in the top drawer.
E
5. The woman who owns the florist shop is visiting mom.
E
6. The popcorn that they sell at the fair is the best I’ve ever tasted.
E
7. Julio showed us the spot where he had last seen his camera.
non.
8. Ridge Road, which is quite steep, leads to the ski area.
E
9. P.J. is the student who designed the poster for the play.
E
non.
E
non.
10. Joanna gave a performance that I will never forget.
11. This artist, whom I once met, used only watercolors.
12. Nick told us to take the road that runs straight through town.
13. Clarence, who is visiting Barbados, sent me this hat.
E
14. Volunteers who can follow directions make the job easier.
E
15. Ted showed us the tracks that were left by the grizzly bear.
E
16. The man who donated the refreshments owns a grocery store.
104 Grammar and Language Workbook, Grade 11
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E
Name ___________________________________________________ Class _________ Date ____________________
Lesson 27
Adverb Clauses
An adverb clause is a subordinate clause that modifies a verb, an adjective, or an adverb.
It is used to tell when, where, why, to what extent, or under what conditions. An adverb
clause is usually introduced by a subordinating conjunction.
I’ll take a turn after Liana takes hers.
Grammar
Exercise 1 Underline the adverb clause in each sentence.
Wild potatoes grew in South America for thousands of years before European explorers
arrived.
1. Spanish explorers brought potatoes with them when they returned from the Americas in the
1500s.
2. Potatoes were initially shunned by Europeans because some closely related plants are
poisonous.
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3. Even though some people were skeptical at first, the potato became an important food crop
worldwide.
4. Potatoes are very practical because yield per acre is high.
5. Provided that the growing season is long enough, two plantings per year are usually possible.
6. Potatoes grow in difficult locations where other food will not grow.
7. Potatoes can’t survive where the humidity is too high.
8. Because they are so hardy, potatoes have saved many lives.
9. Soldiers throughout history have been spared starvation when potatoes were available.
10. Few other crops can withstand the ravages of war as potatoes can.
11. Because they grow underground, potatoes can survive even fires.
12. The potato became the mainstay of the Irish diet until a blight destroyed the crop in 1845.
13. A million people died, and millions more fled Ireland so that they could live.
14. Potatoes were not an important crop in North America until great numbers of Irish immigrants
began arriving in the mid-1800s.
15. As meat consumption increased, however, potatoes played a less important role in North
American diets.
Unit 4, Clauses and Sentence Structure
105
Name ___________________________________________________ Class _________ Date ____________________
16. Because people mistakenly believed that potatoes were fattening, this nutritious food was once
again avoided.
17. Potatoes are not fattening unless they are combined with high-fat ingredients.
18. When people hear the word potatoes, one of the first things that comes to mind is probably
French fries.
19. Even though they are made of potatoes, French fries are not very nourishing.
20. Provided they are prepared the right way, potatoes can be a major component of a well-rounded
Grammar
diet.
21. So that potatoes’ nutritional virtues can be retained, low-fat cooking techniques should be
employed.
22. If you use a little imagination, most potato dishes can be “lightened up.”
23. Although butter is the most popular dressing for baked potatoes, it is probably the most
fattening.
24. Even if you forego butter, other toppings such as sour cream or bacon are also high in empty fat
calories.
26. Substituting low-fat ingredients is simple, once you know a few tricks.
27. Whenever sour cream is called for, you might try nonfat yogurt.
28. Before you add cheese to potatoes, ask yourself whether a little pepper might add more flavor.
29. Whenever you buy processed potatoes such as French fries or potatoes au gratin, don’t forget
about that hidden fat.
30. If you buy fresh potatoes, they are low in fat, high in carbohydrates, and packed with nutrients.
Writing Link Write a brief paragraph about a food you enjoy. Use at least three adverb clauses.
106 Grammar and Language Workbook, Grade 11
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25. Before you eat any potato dish, you might want to stop and consider its fat content.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 28
Noun Clauses
A noun clause is a subordinate clause that acts as a noun.
Our profits depend on our pricing formula. (noun)
Whether we make a profit depends on our pricing formula. (noun clause)
The clause in the second sentence above replaces the noun in the first sentence. Noun
clauses can be used in the same way as nouns—as subject, direct object, object of a
preposition, and predicate noun.
Grammar
Whoever takes the last ice cube should refill the tray. (subject)
Do you know how Russians say “yes”? (direct object)
We were anxious about what would come next. (object of preposition about )
The following words are used to introduce noun clauses:
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how
however
that
what
whatever
when
where
which
whichever
who
whom
whoever
whomever
whose
why
Exercise 1 Underline each noun clause. In the blank, indicate its function in the sentence: S
(subject), DO (direct object), OP (object of a preposition), or PN (predicate noun).
DO
The article described how carpenters build chairs.
PN
1. The assumption is that we will reach the coast before Friday.
S
2. Whatever you want is fine with me.
DO
3. Will someone please tell me why the basement light is on?
OP
4. We were worried about what would happen to the senior center .
S
5. That the team will make it to the state finals is the hope of all the players.
DO
6. Luanne wondered aloud why the car was so muddy.
PN
7. This open window must be where the burglar entered.
S
8. What we wished for came true after all.
S
9. Why she had chosen that college was never even discussed.
DO
10. Marnie asked the author why he wrote the story in the present tense.
PN
11. This covered bridge is where my mother proposed to my father.
S
12. Whichever route you want to take is fine with me.
OP
13. We talked about what she would do with her free time.
OP
14. Please save those stones for when we build the path from the cabin to the creek.
Unit 4, Clauses and Sentence Structure
107
Grammar
Name ___________________________________________________ Class _________ Date ____________________
PN
15. Birthdays are when I really appreciate my big family.
DO
16. I can’t remember why I chose that morbid poem.
OP
17. Aunt Carol told me all about where she grew up.
S
18. That they will hear a world-class orchestra is the expectation of the audience.
DO
19. No one can tell me what I should do about this problem.
PN
20. Holidays are when I miss my grandfather the most.
PN
21. The winner will be whoever sells the most subscriptions.
S
22. Whoever wrote this perfume ad needs a good editor.
OP
23. I had a dream about when we were in Canada.
DO
24. Does anyone here know how tadpoles become frogs?
OP
25. Theo’s advice was for whoever would listen.
S
26. When we leave the party is up to you.
S
27. Which flight we should take was a real dilemma.
28. She’ll give me whatever is left of the cake.
PN
29. College is whatever you make of it.
OP
30. Save this sample for whoever is in charge of printing the brochures.
DO
31. March drew whatever we asked her to.
PN
32. This deserted exit is where we ran out of gas.
S
33. That Daniel missed his sister was apparent.
OP
34. The police officer talked about how his dog had saved his life.
DO
35. Jimmy could hit whatever I pitched him.
Writing Link Write a brief paragraph about a family get-together. Use each of the four types of
noun clauses (subject, direct object, object of a preposition, and predicate noun) at least once.
108 Grammar and Language Workbook, Grade 11
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DO
Name ___________________________________________________ Class _________ Date ____________________
Lesson 29
Kinds of Sentences
A declarative sentence makes a statement. It usually ends with a period.
We went to the state fair last summer.
An imperative sentence gives a command or makes a request. The subject “you” is
understood. An imperative sentence ends with a period or exclamation point.
Please turn the lights off.
Grammar
An interrogative sentence asks a question. It ends with a question mark.
Did you notice whether she was carrying an umbrella?
An exclamatory sentence expresses strong emotion. It ends with an exclamation point.
What a hectic day this has been!
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Exercise 1 Label each sentence dec. (declarative), imp. (imperative), int. (interrogative), or exc.
(exclamatory). Insert the correct punctuation—a period, a question mark, or an exclamation
point.
int.
dec.
int.
dec.
or exc.
How much do you really know about bats?
1. Bats might be the world’s most misunderstood animals .
2. Do you think of bats as villainous, vampire-like creatures ?
3. This is not true . or !
dec.
4. Out of more than nine hundred bat species, only three in South America drink animal
blood .
int.
5. Did you know that bats are the only mammals capable of true flight ?
dec.
6. They navigate in the dark by echolocation .
dec.
7. Few people realize bats’ ecological importance .
int.
8. What do you suppose makes bats so beneficial ?
dec.
9. They consume huge quantities of insects, including mosquitoes .
dec.
10. Some bats eat the equivalent of their body weight in insects in one night .
int.
11. Did you know there is a bat colony in Texas that consumes up to 250,000 pounds of
insects in a single night ?
exc.
or dec. 12. That’s quite a few bugs ! or .
dec.
13. Every summer, a cave in Texas is home to the world’s largest concentration of mammals .
Unit 4, Clauses and Sentence Structure
109
Name ___________________________________________________ Class _________ Date ____________________
dec. 14. With the birth of new pups each summer, the population in Bracken Cave swells to 40
or exc.
million ! or .
int.
15. Have you ever seen a bat ?
imp.
16. Don’t think bats live exclusively in caves .
dec.
17. They live in all parts of the world except the polar regions .
Grammar
dec. 18. You might be able to spot bats in your neighborhood .
exc.
or imp. 19. Pay close attention ! or .
dec.
20. Many bats live in cities .
int.
21. Did you know that the world’s largest urban bat population is in the United States ?
dec. 22. In Austin, Texas, nearly a million bats roost under a downtown bridge .
exc.
or dec. 23. In Texas, bats are actually a tourist attraction ! or .
24. Would you like to attract bats for insect-control purposes ?
imp.
25. Consider building a bat nesting house .
dec.
26. Many books and articles about bats contain plans for bat houses .
int.
27. Does it sound as if the public’s perception of bats is changing ?
dec.
28. Governments are even passing bat-protection laws .
imp.
29. If you’re interested in bats, visit your library .
imp.
30. While you’re there, look into bat conservation societies .
Writing Link Write a paragraph about an animal. Use all four types of sentences—declarative,
interrogative, imperative, and exclamatory.
110 Grammar and Language Workbook, Grade 11
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int.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 30
Sentence Fragments
A sentence fragment is an incomplete sentence. It may lack a subject, a verb, or both. It
might also be a subordinate clause that cannot stand alone. Correct sentence fragments by
adding the missing words or phrases.
Knocked for five minutes but got no answer (lacks subject)
The restaurant with three hundred items on the menu (lacks verb)
On my birthday (lacks subject and verb)
Because the dog was barking (subordinate clause only)
frag.
frag.
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S
Yesterday, the rain falling lightly.
1. An oil tanker leaking gallons of crude.
2. Many adults return to college after years in the working world.
frag.
3. Even though we invited her again.
frag.
4. The painting, which includes all three primary colors.
frag.
5. The marathon starting line early on Saturday morning.
frag.
6. California and Oregon, both experiencing a drought this year.
frag.
7. When starting the elementary Spanish class, knew only three words.
S
frag.
8. Small birds are nesting on the porch.
9. His first professional acting role in nearly twenty years.
S
10. That is precisely what I mean.
S
11. Where you go to college is your decision.
frag.
12. Her mother, the famous author of best-selling mystery novels.
S
13. Ready to jump in the pool the children threw down their towels.
S
14. I wore the blue hat and she the green.
frag.
S
15. No one but Marella in the car when the accident occurred.
16. Panicking, I called everyone again at the last minute.
frag.
17. To announce the sidewalk sale and promote our new spring merchandise.
frag.
18. Because my mother will be in Japan this summer.
S
19. When Garrison gets hungry, he gets out the cookbooks.
Unit 4, Clauses and Sentence Structure
111
Grammar
Exercise 1 Write frag. next to each sentence fragment. Write S next to each complete sentence.
Name ___________________________________________________ Class _________ Date ____________________
frag.
S
frag.
Grammar
S
20. Describing the many benefits of a new cancer drug.
21. Before long, bluebirds had found the nesting boxes we’d built.
22. Whenever I need to return clothing received as a gift.
23. Walking at low tide yields the most interesting seashell finds.
frag.
24. Charlotte’s Web, which I fondly remember reading in fourth grade.
frag.
25. Three boys riding mountain bikes and wearing brightly colored helmets.
Exercise 2 Tell whether you should add a subject S, verb V, or a main clause M to form a
complete sentence.
M
Even tough Caleb’s mother had sold him her old car at a reasonable price.
1. If you wait until Gilberto gets home from work.
V
2. More rain and flooding in California.
V
3. Taxpayers who wait until the last minute to file their returns.
S
4. Barked continually from midnight until 4:00 A.M.
V
5. My older sister Becky, who had twins at the beginning of January.
S
6. Walked along Sixth Street, looked up, and saw a hot-air balloon.
M
7. Without any instructions to guide me in assembling the new bookcase.
M
8. Right in the middle of the courtyard where all the neighbors could see.
S
9. Didn’t really have very nice weather for the festival.
M
10. Not wanting to hurt the feelings of those who had contributed long hours to the project.
V
11. The painted bowl that my sister brought back from her semester in Mexico last year.
M
12. Later than he usually got home.
V
13. The washing machine, which was just repaired last week.
M
14. When you decided whether to take the job painting houses for the summer.
S
15. Carried on as if it were the end of the world.
V
16. Yesterday, crowds of people lining up to buy tickets for the opening day game.
S
17. Waited in line all afternoon to get a former astronaut’s autograph.
M
18. If Peter and Tamara get home from school before I get home from work.
Vor S,V 19. Disco music, which was quite popular for a short period in the 1970s.
M
20. Waiting in the open-air pavilion for the orchestra to begin playing Vivaldi’s Four
Seasons.
112 Grammar and Language Workbook, Grade 11
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M
Name ___________________________________________________ Class _________ Date ____________________
Lesson 31
Run-On Sentences
A run-on sentence is two or more complete sentences written as though they were one.
There are three basic kinds of run-on sentences.
A comma splice, perhaps the most common kind of run-on sentence, occurs when two
main clauses are separated by a comma rather than a semicolon or period.
E. B. White was an essayist, he was also a children’s author.
Grammar
Correct a comma splice by adding a coordinating conjunction such as and, by replacing
the comma with a semicolon, or by making each main clause a separate sentence.
E. B. White was an essayist, and he was also a children’s author.
E. B. White was an essayist; he was also a children’s author.
E. B. White was an essayist. He was also a children’s author.
Another kind of run-on sentence is formed when there is no punctuation between two
main clauses.
Walt Whitman was a poet he wrote Leaves of Grass.
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Correct by adding a comma and a coordinating conjunction, by adding a semicolon, or by
making each main clause a separate sentence.
Walt Whitman was a poet, and he wrote Leaves of Grass.
Walt Whitman was a poet; he wrote Leaves of Grass.
Walt Whitman was a poet. He wrote Leaves of Grass.
A third kind of run-on sentence is formed when there is no comma before the
coordinating conjunction that joins two main clauses.
Stephen King is a popular author and his books are often turned into movies.
Correct by adding a comma before the conjunction.
Stephen King is a popular author, and his books are often turned into movies.
Exercise 1 Write R in the blank in front of each run-on sentence.
R
R
Two kinds of fish native to this area are endangered, many more are threatened.
1. There are seventeen species of penguins, emperor penguins are the largest.
2. The snow was gray, and so was the sky.
R
3. Choose reusable products, use cloth napkins instead of paper.
R
4. We heard noises in the chimney, a raccoon had moved in.
R
5. Some are grizzlies, some are black bears.
Unit 4, Clauses and Sentence Structure
113
Name ___________________________________________________ Class _________ Date ____________________
R
6. The squirrel zigzagged across the lawn, then it dashed up a tree.
R
7. A manatee is a mammal, so is a whale.
R
8. Komodo dragons are the largest lizards, some grow to more than ten feet long.
R
9. It is smaller than the crane, it has a longer neck.
Grammar
10. Visit the zoo in cool weather, and the animals will be more active.
R
11. The bird I saw had a black throat, this one has a white throat.
R
12. Most cockroaches are brown, some are green or blue.
13. The cougar has many names, including mountain lion, puma, and panther.
R
14. Dolphins and porpoises are not the same, they are closely related.
R
15. Spotted salamanders migrate here, they cross this road.
R
16. Loons walk awkwardly, they’re graceful swimmers.
17. My jeans were hanging on the clothesline, and a wren tried to build a nest in them.
18. Sea turtles get caught in nets, and so do dolphins.
19. Roadrunners are real birds, they live in the southwest.
R
20. The robin’s egg is blue, so is the bluebird’s.
R
21. Lightning sometimes strikes the ocean, sometimes sea animals get shocked.
R
22. Fish sleep, they don’t close their eyes.
23. We visited the rainforest exhibit, but we didn’t have time to see the butterflies.
R
24. Songbird populations are decreasing, there is still time to reverse the trend.
25. Tasmanian devils are real animals, and they have pouches like kangaroos.
R
26. Those are purple martins, they are the biggest swallows.
R
27. Elephants use their ears to cool off, they flap them like fans.
28. An orange half is an inexpensive birdfeeder, and it’s easy to make.
R
29. Squirrels are rodents, so are porcupines.
R
30. Terrapins live in salt marshes, they crawl ashore to lay eggs.
31. It had been raining steadily when the sun peeked out from behind the clouds.
R
32. This isn’t my umbrella nor, for that matter, is this my raincoat.
33. The pictures Kayla took will appear in today’s paper.
R
34. Mr. Bils ruled the office but Mrs. Bils presided over their home.
35. Nora typed in the last word and hit “enter.”
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R
Name ___________________________________________________ Class _________ Date ____________________
Unit 4 Review
Exercise 1 Underline each main clause, and add commas as needed.
March was almost over, and I still hadn’t finished the project.
1. Three buses arrived, but Carlos wasn’t on any of them.
2. I always get nervous when my sister drives.
3. This coat is ancient, but it’s my favorite.
Grammar
4. Mom cooks her special chicken with the honey-mustard sauce on the grill.
5. Carol expected me at seven; therefore she arrived at six forty-five.
6. You may order these cards through the mail, or you may call in your order.
7. We don’t go on packaged tours when we travel.
8. The baby stays with his grandmother while his mother is at work.
9. Call Terese when the movie is over, and she will give you a ride home.
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10. If you don’t tell my secret, I won’t tell yours.
11. Whenever Johnnie shows up, the dog goes crazy.
12. Greg likes tennis, and his sister likes golf.
13. We didn’t order green peppers, and we didn’t order mushrooms either.
14. My sister doesn’t call very often because a call would be expensive.
15. We usually take the bus downtown so that we can avoid parking problems.
16. We put the feeder out for the birds, but the squirrels eat most of the food.
17. Jackie won the piano competition, and Carlisle won the guitar.
18. Regina took these pictures of Mono Lake when she lived in California.
19. My Aunt Debra owns three dogs, and she wants to get another one.
20. Because I was tired from the long drive, I rested on the sofa for an hour.
21. Pizza is our favorite; we have it every Friday.
22. Danielle wanted to watch a basketball game; Tim wanted to watch a movie.
23. If you call the accounting office on Monday, I’m sure they could help you.
24. I’ve waited long enough; I’ll wait no longer.
25. Exactly where she misplaced her new sunglasses, I haven’t a clue.
Unit 4, Clauses and Sentence Structure
115
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–4
Exercise 1 Label each italicized word with its part of speech: N (noun), V (verb), adj. (adjective),
adv. (adverb), pro. (pronoun), prep. (preposition), conj. (conjunction), or int. (interjection).
N
Hey! Did you see that runner steal second base?
Grammar
V
1. Alta scored higher on the PSAT than I did.
conj.
2. The runner was exhausted, and she drank the proffered water in one gulp.
N
3. My new checks have pictures of movie stars on them.
pro.
4. Someone left a beautifully wrapped present on the back porch!
V
5. Why didn’t you warn me about the wet paint on that chair?
conj.
6. I’ll call Manny after the playoffs are over.
adv.
7. The downtown bus is always running late.
int.
8. Otto forgot to watch for low branches, and before long—whump!—he was sitting on the ground
watching his horse gallop away without him.
adj.
10. We made Hungarian goulash in Home Economics today.
adj.
11. The pink blossoms stood out vividly against their green stems.
adv.
12. Her appearance was too sudden, and it sent a quick chill up my spine.
V
V
13. I had come to a crossroads and did not know which way to go.
adj.
14. Why weren’t these deadlines changed?
N
15. The boat’s captain ordered the sailor to swab the deck.
adj.
16. The lazy sales clerk missed a lot of opportunities.
adj.
17. The raft was strong and spacious; we were not afraid to attempt the crossing.
prep.
18. If I’ve told that cat once, I’ve told it a thousand times, “Get off the couch!”
N
19. Of all the going-away presents I received, I liked best the framed photo of my friends.
int.
20. “Lands’ sakes,” my grandmother was always saying, “how did you ever grow to be such a
handsome fella?”
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conj.
9. I haven’t decided whether to take advanced math or trigonometry next year.
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Write F in the blank for each sentence fragment, R for each run-on sentence, and C
for each sentence that is correct.
The bus was early, I missed it again.
F
1. The book, which includes a chapter on the history of the town.
C
2. From my balcony, I can see the lake.
R
3. We saw John in the one-show, he got us free tickets.
R
4. We walked to the wedding then we drove to the reception.
C
5. Andy walked.
F
6. At the grand opening of the supermarket in the new shopping center.
R
7. That color is acceptable, the other is a better choice.
C
8. What you choose to eat is your business.
C
9. Elizabeth wore her linen suit and tan shoes to her interview.
F
10. Michael and Lisa both having a hard time finding summer jobs.
F
11. Her headache, which started during the final exam in trigonometry.
R
12. Jenny’s station was neat, Hannah’s was immaculate.
F
13. Time to get into the car and head home.
C
14. In just two days they built the entire deck.
C
15. Without any help Mia cooked Thanksgiving dinner for twelve.
Grammar
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
R
Exercise 3 Write S in the blank if the sentence is a simple sentence, C if it is a compound
sentence, CX if it is a complex sentence, and CC if it is a compound-complex sentence.
S
Behind them stood a great, pacing tiger.
C
1. We hunted high and low, but there was no sign of the other cufflink.
C
2. My little sister enjoys Green Eggs and Ham, and I enjoy reading it to her.
S
3. The constant droning of loud music is giving me a headache.
CX
4. When Mom took the pies out of the oven, Rover sat up and begged for a slice.
C
5. The sun was hot, our labor was intense, and we dreamed of lakes and canals and
oceans.
S
6. I simply can’t keep up with Elizabeth.
CC
7. I do the kind of work that I enjoy; I don’t believe that money is everything.
CX
8. Clark’s the only person I know who wears a tam-o’-shanter.
Unit 4, Clauses and Sentence Structure
117
Name ___________________________________________________ Class _________ Date ____________________
CC
9. Don’t use the designs that Joonie suggested; your own are much better than hers.
S
10. The long, leafy branches swayed gracefully with the breeze.
CX
11. Peg learned too late that Jack had stuffed all his exercise equipment into the hall closet.
CC
12. It is true that time is priceless, and so, whatever you do, don’t waste it.
Exercise 4 Write prep. before each sentence that contains a prepositional phrase and inf.
before each sentence that contains an infinitive phrase. Some sentences may contain both.
prep.
I was headed out to sea in the flimsiest of vessels.
Grammar
inf.
1. Don wants to make chili tonight.
prep.
2. Let’s go to a movie after we clean the living room.
prep.
3. Sylvia invited her friends to afternoon tea.
prep. and inf.
inf.
5. Rubbing sticks together is a hard way to start a fire!
inf. and prep.
prep.
4. For the first time in my life, I was able to finish the marathon.
6. To go to Harvard is Alissa’s goal.
7. I ran to the school nurse.
8. Did you say that Mr. Clancy is going to teach that class?
inf.
9. To “grin and bear it” sometimes takes more effort than I realized.
inf.
10. Someday, I hope to write and to publish a novel.
Exercise 5 Write ger. before each sentence that contains a gerund or a gerund phrase and part.
before each sentence that contains a participle or a participial phrase.
ger.
Stating your objectives clearly will help you reach your goals.
part.
1. The horse, whinnying and snorting all the way, clearly did not want to be ridden.
part.
2. Lar’s racing pulse pounded against his eardrums.
ger.
3. On snowy days I enjoy curling up on the couch and reading a good book.
part.
4. Knocking on the door, Carson hollered, “Is anybody home?”
part.
5. I was surprised to see a delapidated outhouse behind the elegant home.
ger.
6. Is staring your way of showing disrespect?
part.
7. Laughing and cooing, the baby delighted the guests.
part.
8. Listening to the stranger’s dialect, Adam deduced he was from Aragon.
ger.
9. Determining our next move proved to be a puzzle.
part.
10. Charlotte, pausing for only a second, plunged into the cold water.
118 Grammar and Language Workbook, Grade 11
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inf.
Name ___________________________________________________ Class _________ Date ____________________
Unit 5: Diagraming Sentences
Lesson 32
Diagraming Simple Sentences
Diagraming is a method of showing the relationship of various words and parts of a
sentence to the sentence as a whole. Use the following models as a guide in diagraming
simple sentences with adjectives and adverbs, direct objects and indirect objects, object
complements, and subject complements.
action verb
direct
object
object
complement
Grammar
subject
e
rb
ve
ad
iv
ct
je
ad
indirect
object
linking
verb
predicate word
rb
ve
ad
compound
subject
conj.
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compound
subject
Exercise1 Diagram each sentence.
1. Brave pioneers settled the American West.
2. The men and women considered the
journey dangerous.
Unit 5, Diagraming Sentences
119
Grammar
Name ___________________________________________________ Class _________ Date ____________________
6. The Santa Fe Trail was an important trail.
4. The weary pioneers advanced quite slowly.
7. The history teacher showed us historical
artifacts.
5. The settlers’ journey was frightening and
exciting.
8. Our class thought the pioneers’ stories
inspiring.
120 Grammar and Language Workbook, Grade 11
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3. The desert was the most dangerous section.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 33
Diagraming Simple Sentences with Phrases
Use the following models as a guide in diagraming simple sentences with prepositional
phrases, appositives and appositive phrases, participles and participial phrases, gerunds
and gerund phrases, infinitives and infinitive phrases, and absolute phrases.
subject (appositive)
verb
pr
r
r
n
verb
ge
ru
complement
nd
on
object
iti
ple
object
os
ici
ep
pr
pa
rt
Grammar
o
iti
e
ifi
os
od
e
ifi
od
ep
m
m
subject
object
of preposition
ab
so
lu t
e phrase
o
“t
”
subject
o
“t
”
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noun
infinitive
object
verb
infinitive
object
Exercise 1 Diagram each sentence.
1. Seeking an enjoyable holiday, millions of
tourists come to the Smoky Mountains.
2. Camping is a popular way of experiencing
the mountains.
Unit 5, Diagraming Sentences
121
Name ___________________________________________________ Class _________ Date ____________________
6. A rain fly, an extra layer of cloth, protects
the people in the tent.
4. Choosing a place to pitch a tent is difficult.
7. Knowing the danger of summer storms, we
took raincoats with us.
5. One of the things to consider is the
direction of the wind.
8. Our camp having been set up, we felt ready
to enjoy the mountains.
Grammar
3. To hike in the Smokies would be a
wonderful way to spend a vacation.
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122 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Lesson 34
Diagraming Sentences with Clauses
Use the following models as a guide in diagraming compound sentences and complex
sentences with adjective, adverb, and noun clauses.
Selective breeding has been used for centuries to improve domesticated farm animals,
and the results are seen everywhere. (compound sentence)
breeding
has been used
to
improve animals
Grammar
fa
rm ica
t
es
are seen
d
te
results
m
centuries
do
e
tiv
r
fo
c
le
Se
and
ev
re
he
yw
er
e
th
One example is sheep that give finer wool. (complex sentence with adjective clause)
is
sheep
O
ne
that
give
wool
er
fin
If farmers wish to improve their animals by selective breeding, they must keep careful
records. (complex sentence with adverb clauses)
they
must keep
records
l
fu
re
ca
to
If
improve
ir
e
iv
t
ec
wish
breeding
l
se
farmers
animals
e
th
by
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example
Unit 5, Diagraming Sentences
123
Name ___________________________________________________ Class _________ Date ____________________
Which of many characteristics are desirable is an important decision. (complex
sentence with noun clause as subject)
Which
are
desirable
of
traits
m
y
an
is
decision
im
rt
po
an
Grammar
t
an
Livestock farmers hope that the results of their selective breeding will be successful.
(complex sentence with noun clause as direct object)
that
applications
will be accepted
co
r
lle
ei
th
ge
hope
de
ra
-g
fth
el
Tw
Successful livestock farmers can sell superior breeding stock to whoever desires to
improve a herd or flock. (complex sentence with noun clause as object of preposition)
herd
farmers
can sell
desires
stock
ng
r
rio
to
di
ee
br
pe
su
cc
ck
to
es ful
s
es
liv
Su
124 Grammar and Language Workbook, Grade 11
or
whoever
a
to
improve
flock
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students
Name ___________________________________________________ Class _________ Date ____________________
Exercise 1 Diagram each sentence.
3. If Danielle does not study harder, her
eligibility for the soccer team might be
suspended.
2. That so many people were willing to
volunteer for the project made it a success.
4. Even though the movie was quite long, it
was very entertaining.
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Grammar
1. Members of the club may invite whomever
they want to the awards banquet.
Unit 5, Diagraming Sentences
125
Name ___________________________________________________ Class _________ Date ____________________
7. Some young children who attend the
preschool are very cautious, but others just
do whatever they want.
6. People who live in glass houses should not
throw stones.
8. How the raccoon got into the attic is
another question.
Grammar
5. Send that birthday card to whoever has the
best sense of humor.
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126 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Unit 5 Review
Exercise 1 Diagram each sentence.
4. Gatlinburg, a small town in the foothills,
has grown quite large.
2. The last drop of water having fallen from
the canteen, the explorer let out a cry of
despair.
5. Whether Robin decides to attend the
meeting is unimportant to whoever is in
charge.
3. Regaining his feet, the runner stumbled
onward, and he soon found himself at the
finish line.
6. Catching the flag would prove that she
deserved a spot with the flag corps.
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Grammar
1. Gary, a music student, and Paul, our band
director, consider Bach king.
Unit 5, Diagraming Sentences
127
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review Units 1–5
Exercise 1 Write trans. in the blank if the action verb is transitive or intr. if the action verb is
intransitive.
trans.
Grammar
intr.
We heaped the stones in a pile by the door.
1. The twins sang at the top of their lungs.
trans.
2. Surely they have investigated the cause of the accident by now.
trans.
3. I couldn’t believe my eyes!
trans.
4. What should we do now?
intr.
5. The wind whipped through my too-thin jacket.
trans.
6. Milan answered the phone with a gruff, “What?”
trans.
7. Joshua collected the discarded pizza boxes.
trans.
8. Mrs. Glimsher wrote me a letter about Kyle’s broken wrist.
intr.
trans.
9. Mary Lou paints like Picasso.
10. Did anyone tell the Mozzels about the block party?
The man had a phone in his car.
The man who talked incessantly had a phone in his car.
1. Howard has written a book. Possible answer: Howard has written a book that I would love to read.
2. The lampshade was shaped like a lily. Possible answer: The lampshade, which was made of stained
glass, was shaped like a lily.
3. The sky was clear.
Possible answer: The sky was clear, although rain was in the forecast.
128 Grammar and Language Workbook, Grade 11
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Exercise 2 Add an adjective clause or an adverb clause to each sentence. Answers will vary.
Name ___________________________________________________ Class _________ Date ____________________
4. Why don’t we play a board game? Possible answer: Until it is time for the movie, why don’t we play a
board game?
5. The hotel lacked all but the barest necessities. Possible answer: The hotel where we stayed on our
vacation lacked all but the barest necessities.
Grammar
6. More people attended this year’s home show. Possible answer: More people attended this year’s
home show than we had expected.
7. Joe missed his cue.
Possible answer: While he concentrated on remembering his lines, Joe missed his
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
cue.
8. You’ll have to replace that pitcher. Possible answer: You’ll have to replace that pitcher when Leftie
comes to bat.
9. That clarinetist is my sister. Possible answer: That clarinetist who hit the sour note is my sister.
10. Someday I’d like to visit Aberdeen, Scotland. Possible answer: Someday I’d like to visit Aberdeen,
Scotland, which was my grandfather’s birthplace.
Unit 5, Diagraming Sentences
129
Name ___________________________________________________ Class _________ Date ____________________
Exercise 3 Diagram each sentence.
3. On the shores of Maine, her grandfather had
built a home for his family.
2. Our plans having been decided, we made
reservations.
4. The women and their daughters attended a
weekend retreat in July.
Grammar
1. The wagon drivers offered their oxen hay.
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130 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Unit 6: Verb Tenses, Voice, and Mood
Lesson 35
Regular Verbs: Principal Parts
Verbs have four main parts—a base form, a present participle, a simple past form, and a
past participle. A regular verb forms its past form and past participle by adding -ed or -d
to the base form. A regular verb forms its present participle by adding -ing to the base
form. Both the present and past participle forms require a helping verb.
The umpire yells at the batter.
The umpire is yelling at the batter.
The umpire yelled at the batter.
The umpire has yelled at the batter.
Grammar
Base Form:
Present Participle:
Past Form:
Past Participle:
Exercise 1 Complete each sentence by writing the form of the verb indicated in parentheses.
All the students at school [
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1. Our team members [
2. We are [
playing
3. We certainly [
love
need
baseball. (base form of love)
new uniforms for the championship game. (base form of need)
against the Newton High Tigers. (present participle of play)
expect
to win the game. (base form of expect)
4. However, three of our best players have [ injured
5. The expense of nine new uniforms almost [
6. To pay for them, the kids [
7. Everyone [
hated
washed
themselves this year. (past participle of injure)
ruined
us. (past form of ruin)
cars for eight Saturdays in a row. (past form of wash)
the sight of buckets and sponges. (past form of hate)
8. Apu said that his hands [
looked
9. The work is over; now we are [
like dried prunes. (past form of look)
looking
forward to the fun. (present participle of look)
10. The rally we held yesterday has [ succeeded
in boosting the team’s morale. (past participle
of succeed)
11. Akira, our best batter, has [ promised
12. Ms. Concordia, our principal, is [
13. She is [
talking
to hit at least three home runs. (past participle of promise)
printing
tickets for the game. (present participle of print)
about giving the team a special surprise if they win the game. (present
participle of talk)
14. Jerome can [
guess
that the surprise will be a special guest at the victory dance. (base
form of guess)
Unit 6, Verb Tenses, Voice, and Mood
131
Name ___________________________________________________ Class _________ Date ____________________
15. He knows that Ms. Concordia’s brother does [
play
drums in a famous rock group. (base
form of play)
16. Could she be [ planning
to ask the group to play at the dance? (present participle of plan)
17. In the last game our shortstop hit a line drive and [ galloped
to first base as fast as he could.
(past form of gallop)
18. Just before he got there he [
Grammar
19. Everyone is [ hoping
tripped
over a small stone and was tagged out. (past form of trip)
that such accidents will not spoil this game. (present participle of hope)
20. By this time tomorrow we hope to be [ celebrating
a rousing victory. (present participle of
celebrate)
Exercise 2 Identify the form of each verb in italics.
focused
past
1. have wondered past participle
11. shouted
past form
present participle
12. type
base form
3. borrowed
past form
13. rented
past form
4. have kneeled
past participle
14. were climbing
present participle
5. walk
base form
15. is shoveling
present participle
6. modeled
past form
16. had painted
past participle
7. illustrated
past form
17. investigate
base form
8. have caused
past participle
18. are baking
present participle
9. describe
base form
19. has leaked
past participle
present participle
20. exploded
past form
10. was escaping
Writing Link Write a paragraph using at least seven of the italicized words in Exercise 2.
132 Grammar and Language Workbook, Grade 11
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2. are jumping
Name ___________________________________________________ Class _________ Date ____________________
Lesson 36
Irregular Verbs: Principal Parts
Irregular verbs form their past form and past participle in ways different from the -ed and
-d additions used for regular verbs. See the examples below for the verb be.
Present Participle:
Past Form:
Past Participle:
You are being very stubborn.
You were funny at the party last night.
You have been unusually quiet today.
BASE FORM
be (am, is, are)
begin
break
bring
choose
drink
eat
fall
fight
fly
go
keep
lose
run
swim
wear
see
PRESENT PARTICIPLE
being
beginning
breaking
bringing
choosing
drinking
eating
falling
fighting
flying
going
keeping
losing
running
swimming
wearing
seeing
PAST FORM
was, were
began
broke
brought
chose
drank
ate
fell
fought
flew
went
kept
lost
ran
swam
wore
saw
Grammar
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The principal parts of some irregular verbs are shown below.
PAST PARTICIPLE
been
begun
broken
brought
chosen
drunk
eaten
fallen
fought
flown
gone
kept
lost
run
swum
worn
seen
Exercise 1 Underline the verb in parentheses that correctly completes each sentence. Write
whether the verb is a base form, present participle, past form, or past participle.
past form
past participle
past form
present participle
past form
past participle
past form
present participle
The Olympic Games (begin, began) in Greece in 776 B.C.
1. Reba has (swim, swum) in this event many times.
2. Last year she (swam, swum) it in record time.
3. The coach says that Tonelle is (dive, diving) her very best.
4. Today Jane (wear, wore) her favorite bathing suit to practice.
5. She has (saying, said) that it brings her good luck.
6. Bob (think, thought) he wouldn’t qualify for the high dive.
7. However, we think he is (going, go) to win easily.
Unit 6, Verb Tenses, Voice, and Mood
133
Name ___________________________________________________ Class _________ Date ____________________
past form
8. Two years ago Timmy (win, won) the pole vault.
past participle
past form
Grammar
past participle
9. The local newspaper has (wrote, written) about him often.
10. A photo they (take, took) of him won a sports award.
11. Have you (go, gone) to any of the events yet?
past form
12. I (gone, went) to watch the broad jump yesterday.
past form
13. Sam (tell, told) us that his right knee is sore.
past participle
14. He hopes he has not (tore, torn) a muscle.
past participle
15. He has (see, seen) a doctor about it already.
base form
16. I (think, thinking) the doctor recommended heat.
past participle
17. Did you know that he has (have, had) an operation on that knee?
base form
18. We hope the twins (win, winning) a track scholarship to college.
base form
19. After the track meet, may I (ride, rode) home with you?
past form
20. I (drive, drove) here yesterday with my sister.
Exercise 2 Write in the blank the verb form indicated. Use a disctionary if necessary
written
1. past form of break
broke
11. past participle of come
come
2. present participle of see
seeing
12. past form of fly
flew
3. base form of lose
lose
13. past participle of fall
fallen
4. past form of drink
drank
14. past participle of fight
fought
5. past participle of swim
swum
15. past form of begin
began
16. past participle of throw
thrown
6. present participle of bring
bringing
7. past form of wear
wore
8. base form of run
run
9. past participle of go
10. present participle of eat
17. past form of sleep
18. present participle of keep
slept
keeping
gone
19. past participle of be
been
eating
20. past form of choose
chose
134 Grammar and Language Workbook, Grade 11
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past participle of write
Name ___________________________________________________ Class _________ Date ____________________
Lesson 37
Tense of Verbs: Present, Past, and Future
The present tense expresses an action that is repeated, ongoing, or always true. It also
expresses an action that is happening right now. The present tense and the base form of a
verb are the same, except for the third person singular (he, she, or it), which adds -s or -es.
The verb be is an exception to this rule.
Andrea plays basketball for the school team. (repeated action)
She dunks the ball. (right now)
The school has two basketball teams. (always true)
Grammar
The past tense expresses an action that has already occurred. In regular verbs the past
tense is formed by adding -ed or -d to the base form. In irregular verbs the past tense
takes a variety of forms. The verb be uses two past tense forms—was and were. The past
tense is the same as the past form.
We studied hard for the test.
All the chickens flew the coop.
Jay was riding in my car.
We were pleased with our work.
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The future tense expresses an action that will take place in the future. The future tense is
formed by adding will to the base form.
I will go to the dance with Felipe.
My dad will be happy with my grades.
Exercise 1 Complete each sentence by writing the form of the verb in parentheses.
Guillermo [
began
1. My grandmother [
will arrive
2. The Science Club [
elected
3. The cat always [
4. Our class [
5. I [
loses
will graduate
saw
7. Today he [
8. This afternoon I [
will see
10. Maizie always [
Tuesday. (future tense of arrive)
a new president. (past tense of elect)
her catnip mouse. (present tense of lose)
next June. (future tense of graduate)
the movie two weeks ago. (past tense of see)
6. Roberto always [
9. We [
his experiment yesterday. (past tense of begin)
has
told
a funny joke to tell. (present tense of have)
a joke about a light bulb. (past tense of tell)
will rearrange
my closet. (future tense of rearrange)
who wins the race. (future tense of see)
tells
me her problems. (present tense of tell)
Unit 6, Verb Tenses, Voice, and Mood
135
Name ___________________________________________________ Class _________ Date ____________________
was
11. I [
in school almost all day. (past tense of be)
12. My sister [
will save
money for college. (future tense of save)
13. After weeks of looking, Jim [
14. She [
15. [
will notify
Will
are
Grammar
for three days to get here. (past tense of drive)
brought
19. Consuelo [
my new radio with me to the beach. (past tense of bring)
will interview
is
21. I [
for the job tomorrow. (future tense of interview)
almost time to leave for class. (present tense of be)
will
forget
never [
22. Jacob [
hung
23. I think I [
lost
25. Our side [
my car keys in the grass. (past tense of lose)
will hold
won
the mock trial. (past tense of win)
signed
27. I think he [
the Declaration of Independence first? (past tense of sign)
knows
28. Alfonso [
about the surprise party. (present tense of know)
will help
29. Shakespeare [
us paint the room. (future tense of help)
wrote
30. Last week Beth [
31. The gym [
many fine plays. (past tense of write)
swam
will
32. Arturo [
new equipment. (future tense of need)
my paycheck to the bank. (future tense of take)
broke
down on the highway. (past tense of break)
35. The crowd of people [
worries
37. My quarter [
ran
past us. (past tense of run)
about the boys. (present tense of worry)
jammed
38. The conductor [
40. The batter [
need
almost all the potato salad. (past tense of eat)
34. His old car [
39. Grandma [
ten laps. (past tense of swim)
soon [
ate
will take
36. Mom [
a debate tomorrow. (future tense of hold)
will tell
taught
took
in the parking meter. (past tense of jam)
us the right stop. (future tense of tell)
me how to knit. (past tense of teach)
a swing at the ball. (past tense of take)
136 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
26. Who [
his face. (future tense of forget)
his jacket on a nail. (past tense of hang)
24. The French club [
33. I [
the door for me? (future tense of open)
almost always together. (present tense of be)
drove
20. It [
open
you please [
17. They [
a job. (past tense of find)
the office about the meeting. (future tense of notify)
16. The twins [
18. I [
found
Name ___________________________________________________ Class _________ Date ____________________
Lesson 38
Perfect Tenses: Present, Past, and Future
The present perfect tense is used either to express an action that took place at some
indefinite time in the past or to express an action that began in the past and continues in
the present. The present perfect tense is formed with the past participle of the verb and
the helping verb has or have. This tense often includes adverb phrases.
She has told the teacher about her absence.
I have given you all my class notes.
Grammar
The past perfect tense is used to show that one action in the past began and ended before
another action in the past started. The past perfect tense is formed with the past
participle of the verb and the helping verb had.
They had left the house by the time I arrived.
The future perfect tense is used to show that one action or condition in the future will
begin and end before another event in the future starts. The future perfect tense is formed
with the past participle of the verb and the helping verbs will have.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
By the time we get there, the movie will have started.
Exercise 1 Draw two lines under each perfect-tense verb. Write whether the tense of the verb is
present perfect, past perfect, or future perfect.
present perfect
Alison has never been to the Pacific Northwest.
present perfect
1. Have you decided whether to take French next term?
future perfect
past perfect
present perfect
past perfect
2. By this time next year the child will have grown six inches.
3. They didn’t go to the movie because they had already seen it.
4. Have you had trouble with the car before?
5. Before we spoke I didn’t know there had been an accident.
present perfect
6. I have tried to explain the problem many times.
present perfect
7. My family has hunted in these woods for generations.
future perfect
past perfect
8. After tonight I will have heard the concert six times.
9. They were tired because the work had been especially hard.
present perfect
10. Has Mr. O’Reilly graded our papers yet?
present perfect
11. Digna has lived in this country for three years.
past perfect
12. She had already demanded a raise from her boss.
past perfect
13. I wanted to dance with her, but Bill had already asked her.
Unit 6, Verb Tenses, Voice, and Mood
137
Name ___________________________________________________ Class _________ Date ____________________
present perfect
14. Ruth has voted for him before, but she won’t again.
present perfect
15. The coaches have stressed that the players should be careful.
past perfect
16. The climbers had hoped to get to the top.
past perfect
17. We had waited a long time before we gave up and left.
future perfect
18. After this one I will have filled out ten applications.
future perfect
19. By the end of the day we will have picked a bushel of apples.
present perfect
Grammar
future perfect
present perfect
past perfect
present perfect
future perfect
past perfect
20. They have played darts together many times.
21. By next week they will have traveled a thousand miles.
22. Mrs. Jones has requested us not to shout.
23. The wind had never blown so fiercely.
24. The pitcher has thrown the ball too hard.
25. Julio will have invited Jessica to the party by now.
26. By six o’clock Henry had showered and shaved.
27. The students have decorated the gym with streamers.
present perfect
28. Akimi has wanted a car for a long time.
past perfect
29. Nayyer had worked as a waiter before.
present perfect
30. The car has had many flat tires.
present perfect
31. We have lived in this apartment for years.
future perfect
present perfect
past perfect
32. By the end of July, I will have mowed the lawn six times.
33. Has the space shuttle landed yet?
34. It was too late—the spy had discovered the secret.
present perfect
35. Scientists have uncovered many riddles of the universe.
present perfect
36. Has the caterer arrived with the refreshments?
present perfect
37. The bride has postponed the wedding.
past perfect
future perfect
present perfect
38. The ceremony had started before the superintendent got there.
39. I am sure that when the buzzer sounds, Hobbes will have scored at
least ten points.
40. The police have asked us not to gather on the corner.
138 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
present perfect
Name ___________________________________________________ Class _________ Date ____________________
Lesson 39
Tenses of Verbs
The present tense expresses an action that is repeated, always true, or happening right now.
I often buy muffins at this bakery.
The past tense expresses an action that has already occurred.
I tossed the ball in the air and hit it hard.
The future tense expresses an action that will take place in the future.
Grammar
Sharon will subtract the numbers.
The present perfect tense expresses an action that took place at some time in the past or
an action that began in the past and is still continuing.
Jake has gathered the flowers.
The past perfect tense shows that one action in the past began and ended before another
action started.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
He had already come inside by the time it started to rain.
The future perfect tense shows that an action in the future will begin and end before
another action begins.
I will have finished my exam by the time yours begins.
Exercise 1 Draw two lines under each verb. Write in the blank the tense of the verb.
past
Dr. Della Chiesa told us a strange story yesterday.
present
1. There is an island in the Pacific called Guam.
present
2. As an animal specialist, he visits the island often.
past perfect
3. By the 1960s, game wardens on Guam had noticed a decrease in the bird
population.
past
4. However, no one found any bodies of dead birds.
past perfect
5. By the 1980s, some species of birds had almost disappeared.
past perfect
6. What had endangered so many birds to the point of extinction?
past
7. After much study, Julie Savidge, a biologist, reached some conclusions.
past
8. She ruled out disease and loss of habitat as the culprits.
past
9. Then she discovered a relationship between the disappearance of birds and the
increase of brown tree snakes.
Unit 6, Verb Tenses, Voice, and Mood
139
Name ___________________________________________________ Class _________ Date ____________________
past
10. Was there a connection between the two events?
present
11. The brown tree snake is not native to Guam.
past perfect
12. It had probably sneaked onto the island on a plane or a boat.
past
13. Dr. Savidge often discovered eggs and feathers in the snakes’ stomachs.
past perfect
14. Further, the snake had proved its ferocity by its attacks on babies.
past, past
15. Dr. Savidge concluded that the snake was responsible for the disappearance of
the birds.
Grammar
past, past
16. It was hard to convince other scientists of the truth of her findings, but finally
they agreed.
present
17. Today biologists work to reestablish endangered bird populations on Guam.
present perfect 18. In the meantime, several brown tree snakes, hidden in air freight, have reached
Hawaii.
past, past
19. Fortunately, people captured them before they escaped into the forests.
future perfect
20. By the end of this century, many tropical birds will have disappeared due to
the brown tree snake.
we [ will have ridden
1. it [
(future perfect of ride)
explodes
(present of explode)
2. I [ will have fought
3. they [
4. he [
had enjoyed
will choose
5. you [ will have flown
6. it [
7. they [
had broken
write
8. I [ will have seen
9. they [
(future perfect of fight)
had thrown
10. it [ will have spun
11. I [
was
12. we [
will tune
(past perfect of enjoy)
(future of choose)
(future perfect of fly)
(past perfect of break)
(present of write)
(future perfect of see)
(past perfect of throw)
(future perfect of spin)
(past of be)
(future of tune)
140 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Exercise 2 Write in the blank the tense of the verb indicated in parentheses.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 40
Verbs: Progressive and Emphatic Forms
The progressive form of a verb expresses an action that is continuing at the time referred
to in the sentence. The progressive form uses the present participle of the verb with the
appropriate tense of the verb be.
They are joking.
They were joking.
They will be joking.
They have been joking.
They had been joking.
They will have been joking.
Grammar
Present Progressive:
Past Progressive:
Future Progressive:
Present Perfect Progressive:
Past Perfect Progressive:
Future Perfect Progressive:
Exercise 1 Complete each sentence by writing in the blank the verb form indicated in parentheses.
I[
am leaving
1. They [
tomorrow, so I’ll say good-bye now. (present progressive of leave)
will be speaking
at the meeting. (future progressive of speak)
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
2. By Tuesday they [ will have been traveling
3. The horse [
is jumping
4. The chorus [
will be singing
5. She [
over the fence. (present progressive of jump)
for his address. (past perfect progressive of ask)
were eating
when the phone rang. (past progressive of eat)
will be performing
8. The dog [
next. (future progressive of perform)
has been sleeping
9. Soon he [ will have been working
10. While you [
11. I [
tonight. (future progressive of sing)
had been asking
6. They [
7. We [
for three weeks. (future perfect progressive of travel)
were hiking
am running
all day. (present perfect progressive of sleep)
on his novel for six years. (future perfect progressive of work)
, we were swimming. (past progressive of hike)
as fast as I can. (present progressive of run)
12. Jaime [
will be stopping
13. Anita [
had been napping
14. They [
are being
15. They [
have been visiting
16. Before their argument they [
here on his way through town. (future progressive of stop)
when the phone rang. (past perfect progressive of nap)
very generous to us. (present progressive of be)
each other often. (present perfect progressive of visit)
had been dating
17. In June they [ will have been redecorating
18. The kids [
were diving
. (past perfect progressive of date)
for a year. (future perfect progressive of redecorate)
into the pool. (past progressive of dive)
Unit 6, Verb Tenses, Voice, and Mood
141
Name ___________________________________________________ Class _________ Date ____________________
Are
19. [
20. I [
competing
you [
will be finishing
in the contest? (present progressive of compete)
my homework before Sunday night. (future progressive of finish)
The emphatic form adds emphasis to the verb. The emphatic form uses the base form of
the verb with do, does, or did.
Present Emphatic:
I do need a new dress.
Rhonda does buy a lot of new clothes.
You did spend too much on those shoes.
Grammar
Past Emphatic:
Exercise 2 Complete each sentence by writing the correct emphatic form of the verb in parentheses.
I[
did turn
my homework in on time yesterday. (turn)
1. No matter what you say, I [
2. Sheila [
3. I [
do know
did follow
did wash
instructions; the instructions were wrong. (follow)
the dishes last night. (wash)
4. Before you forget, [
do thank
your grandmother for the check. (thank)
7. I [
does hope
do need
8. Antoine [
9. Jess [
10. Sally [
13. He [
14. I [
15. Akira [
glasses; I can not see well. (need)
did give
did do
her your message before he left. (give)
a good job on the garden last spring. (do)
does want or did want
did speak
does like
do think
did write
that poem. (write)
her, but he doesn’t know how to tell her. (like)
you’re a good cook; I’m just not hungry. (think)
did study
do tell
to go with us, but her dad says she can’t. (want)
to her; she just didn’t hear him. (speak)
16. If you go to the store, [
17. Oh, [
good manners. (have)
he gets the job. (hope)
11. It’s hard to believe, but he [
12. Billy [
does have
for the test, but it was very difficult. (study)
do get
me a Sports Illustrated. (get)
him before he finds out from someone else. (tell)
18. It took a lot of courage, but she [
did dive
from the high board. (dive)
19. It didn’t show much, but John [
did enjoy
himself at the party. (enjoy)
20. I’d love a cake, and [
do make
it chocolate. (make)
142 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
5. Whatever else he lacks, Carl [
6. Allen [
how to boil water. (know)
Name ___________________________________________________ Class _________ Date ____________________
Lesson 41
Verbs: Compatibility of Tenses
When two or more events take place at the same time in a sentence, the verb tenses must
be the same.
Incorrect: When Holly applied for the job, she gives several references.
Correct:
When Holly applied for the job, she gave several references.
Sometimes one event occurs before or after another event in a sentence. In these cases it
is appropriate to shift tenses.
Grammar
Incorrect: By the time Cindy arrived, Jason left.
Correct:
By the time Cindy arrived, Jason had left.
Here the tense shifts from past (arrived) to past perfect (had left) to show that Jason left
before Cindy arrived.
Exercise 1 Complete each sentence with the correct tense of the verb in parentheses.
We stopped by your apartment, but you [
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1. We planned a picnic, but the rain [
were
forced
not home. (be)
us to postpone it. (force)
2. Orlando will walk the dog just before he [
leaves
3. Winter’s snows have melted, and spring [
is
4. No one knows how much the candidate [
spent
. (leave)
on the way. (be)
on her election. (spend)
5. If you study hard, I’m sure you [
will pass
the test. (pass)
6. Diana lent me this dress, and I [
promised
to be careful with it. (promise)
7. By the end of the trial, the suspect [
had cleared
his name. (clear)
8. Anita drove her little brother to the dentist’s office and [
9. Alicia tried out for the part, but Sandra [
10. I knew you wanted that book, so I [
got
bought
11. Because you don’t understand Spanish, I [
had invited
14. Our class had decided that we [
15. By day’s end the farmer [
it. (get)
will translate
dug
for you. (translate)
in the field. (dig)
her to the prom. (invite)
wanted
had plowed
16. Helena spoke calmly, but her eyes [
for him. (wait)
it for you. (buy)
12. Anthony found some arrowheads when he [
13. I didn’t know you [
waited
to put on a rock opera. (want)
almost all of his land. (plow)
revealed
her anger. (reveal)
Unit 6, Verb Tenses, Voice, and Mood
143
Name ___________________________________________________ Class _________ Date ____________________
17. If you look closely you [
will see
the nucleus of the amoeba. (see)
18. The Coast Guard went to the rescue, but the boat [
had sunk
19. She asked him to be careful with the key, but he [
20. Did you say that you spoke to him before he [
already. (sink)
lost
left
it. (lose)
school? (leave)
Exercise 2 Draw two lines under each verb or verb phrase. The second verb or verb phrase in
each sentence is incorrect. In the blank, write the correct tense of the second verb or verb phrase.
Grammar
Lenny loved baseball, so he had decided to read about it.
decided
1. Many people believe that television had displayed too much violence.
displays
2. Lenny hoped to join a team, and he wants it to be the Oilers.
wanted
3. When we entered the theater, the usher had shown us to our seats.
showed
4. Cricket is a game that used innings and umpires.
5. While Juan peeled the potatoes, Luba shells the peas.
6. I read in a book that Lewis and Clark try to teach the Nez Percé “the game of base.”
uses
shelled
tried
will hold
8. As the ice thawed, a puddle of water has formed.
formed
9. The Knicks’ first official game was with the New York Baseball Club;
they will lose.
10. My dad made spaghetti sauce and had asked me to try it.
11. Lou Gehrig was a fine player; he hits four home runs in one game.
12. Satchel Paige was a porter before he becomes a great pitcher.
13. My grandma always sits in her favorite chair when she did her knitting.
14. Frisky ran out the door and howls at the moon.
15. Ted Williams played for the Red Sox; he is one of their best players.
lost
asked
hit
became
does
howled
was
16. Many people collect baseball cards because it was a lot of fun.
is
17. By the time I finished my homework, my favorite show ended.
had ended
18. Whenever Luisa goes camping, she borrowed a sleeping bag from Mitch.
borrows
19. Panda bears sleep a lot because it was hard work eating bamboo for
fourteen hours a day!
20. I feel like playing baseball; where was my mitt?
144 Grammar and Language Workbook, Grade 11
is
is
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
7. If the weather is mild, the school held the graduation ceremony outside.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 42
Voice of Verbs
Action verbs can be used in two ways—in the active voice and in the passive voice. A
sentence has a verb in the active voice if the subject performs the action. A sentence has a
verb in the passive voice if the action is performed on the subject. The passive voice is
formed by using the past participle of the verb with a form of the verb be.
Angelina drove the pickup. (active voice)
The pickup was driven by Angelina. (passive voice)
Grammar
The passive voice can give variety to your writing. In general, however, the active voice
is more interesting, more direct, and makes for livelier writing.
Exercise 1 Draw two lines under each verb or verb phrase. Write A above the verb if it is
active and P if it is passive.
P
A
We were amazed when Bella played the solo.
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A
A
1. Ben dropped the ball, and the other team picked it up.
P
2. Stella is liked by the whole class.
A
P
3. My dog bit the mail carrier, who was treated at the urgent care center.
A
P
4. Audrey ate a piece of cake and was given another.
A
P
5. Krista wrote this postcard, but it wasn’t mailed until yesterday.
P
6. The drums were played by Stan.
P
7. The cake for the party will be baked by Harry’s dad.
A
A
8. Andy milked the cows, and Sue gathered the eggs.
P
A
9. First prize was won by Trudy, and Jamal won second prize.
A
10. The scientist split the atom.
A
A
11. Captain Kidd buried the treasure, and no one could find it.
P
12. Ethiopia was ruled by Haile Selassie.
A
13. Mozart wrote many wonderful sonatas.
A
P
14. Carmen painted a portrait of her aunt, and it was given to her uncle.
Unit 6, Verb Tenses, Voice, and Mood
145
Name ___________________________________________________ Class _________ Date ____________________
A
15. Captain Morse will fly the plane to Iceland.
A
A
16. Carlos dropped the spaghetti, so our dog ate it.
A
A
17. Dr. Washington gave the lecture, but few were listening.
A
P
18. The carpenters built the house, and it was finished ahead of schedule.
P
19. The sled was pulled by horses.
Grammar
P
20. The project will be created by a team of students.
Exercise 2 Write A above the verb if it is in the active voice and P if it is in the passive voice.
Then rewrite each active-voice sentence in the passive voice and each passive-voice sentence in
the active voice.
P
The washing machine was fixed by the repair person.
A
1. A beachcomber found a gold coin.
P
2. The paper was typed by Felicia.
A gold coin was found by a beachcomber.
Felicia typed the paper.
The tractor will be driven by Abby.
P
4. The problem was solved by Andre.
Andre solved the problem.
P
5. The scarf was knitted by my mom.
My mom knitted the scarf.
A
6. Dr. DiFalco examined the cat.
A
7. The operator placed the call.
A
8. My horse will win the race.
The cat was examined by Dr. DiFalco.
The call was placed by the operator.
The race will be won by my horse.
A
9. Cinderella will sweep the hearth.
The hearth will be swept by Cinderella.
P
10. The pennant was won by the Red Sox.
A
11. The plumber fixed the leaky faucet.
A
12. The baby spilled the oatmeal.
The Red Sox won the pennant.
The leaky faucet was fixed by the plumber.
The oatmeal was spilled by the baby.
146 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A
3. Abby will drive the tractor.
The repair person fixed the washing machine.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 43
Mood of Verbs
Verbs express one of three moods—the indicative mood, the imperative mood, or the
subjunctive mood.
The indicative mood makes a statement or asks a question. This is the mood most
frequently used.
She picks up the flute and plays it.
The imperative mood expresses a command or makes a request.
Grammar
Pick up the flute and play it.
In formal English the subjunctive mood is used to express indirectly a demand,
recommendation, suggestion, or statement of necessity. In this case, the subjunctive uses
the imperative form of the verb.
We demand [or recommend or suggest] that he leave town.
It is essential that the law be changed.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The subjunctive mood also states a condition or a wish that is contrary to fact. This use
of the subjunctive always requires a past form and often follows the word if. The
subjunctive mood uses were, not was.
If she were engaged, she would have told me.
I wish I were an astronaut.
Exercise 1 Write ind. in the blank if the verb in italics is indicative, imp. if it is imperative, or
subj. if it is subjunctive.
imp
Please be careful with the car.
ind.
1. Robin wishes that she could fly a plane.
ind.
2. Lincoln spoke eloquently at Gettysburg.
subj.
3. My father asked that I explain where I had been.
ind.
4. I am writing a paper about the U.S. justice system.
imp.
5. Next, fry the onions and garlic in olive oil.
subj.
6. Is it necessary that I be here tomorrow morning?
ind.
7. He is leaving tomorrow at ten o’clock.
imp.
8. Please explain the problem to Kim.
subj.
9. He treats her as if she were a child.
ind.
10. We spent a wonderful day climbing Mt. Washington.
Unit 6, Verb Tenses, Voice, and Mood
147
Name ___________________________________________________ Class _________ Date ____________________
imp.
11. Describe the accident as accurately as you can.
subj. 12. If I were his mother, I would not give him the car keys.
subj. 13. I wish I knew half as much about cars as you do.
imp.
14. Eat up; there’s much more.
ind.
15. Who will volunteer to be on the public relations committee?
ind.
16. Jerold stormed angrily out of the room.
Grammar
subj. 17. If I had graduated last spring, I would have applied for the job.
imp.
18. Try to get here before the storm starts.
imp.
19. Invite them to the party if you want to.
ind.
20. Did Sami finish writing his term paper?
Exercise 2 Complete each sentence with the indicative, imperative, or subjunctive form of the
verb in parentheses.
If I [
were
you, I would study for the test. (be)
1. He usually [
takes
a long time at the store. (take)
could
3. Sheila [
to learn to play the flute. (want)
wants
play the drums. (can)
4. The blue dress [
is
5. If he [
the movie, he would say so. (like)
6. Please [
liked
clean
much too expensive. (be)
your room before Saturday. (clean)
7. Is it necessary that he [
8. I wish I [
were
drive
so fast? (drive)
going to Boston with you. (be)
9. It is essential that your parents [
10. I recommend that she [
11. If I [
needed
be
read
this book. (read)
glasses, I would get them. (need)
12. The doctor recommends that she [
13. It’s essential that the water [
14. After all, it’s not as if she [
15. If I [
sang
here. (be)
get
come
were
eight hours of sleep. (get)
to a full boil. (come)
an expert. (be)
as badly as he does, I’d never open my mouth. (sing)
16. The club demanded that the chairperson [
148 Grammar and Language Workbook, Grade 11
resign
. (resign)
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
2. Rob wishes that he [
Name ___________________________________________________ Class _________ Date ____________________
Unit 6 Review
Complete each sentence by writing the tense, mood, or voice of the verb in parentheses.
I[
have asked
1. Jill [
her several times to go out with me. (present perfect tense of ask)
washed
her car this morning. (past tense of wash)
2. The hiking club [
3. Jake [
is climbing
looks
forward to seeing you. (present tense of look)
ran
5. Until now I [
7. You [
thought
has gone
he would win. (past tense of think)
with his friends. (present perfect tense of go)
to him after class. (past progressive tense of speak)
will travel
to Greece with his family. (future tense of travel)
9. He [
begged
10. The movie [
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
in the marathon. (past tense of run)
were speaking
8. George [
11. They [
us to help him with his project. (past tense of beg)
begins
have left
in one minute. (present tense of begin)
for the concert. (present perfect tense of leave)
12. I didn’t know whether you [
13. By then you [
14. They [
had bought
are eating
did ask
17. I wish he [
were
18. The poem [
will be read
19. Esther [
milk. (past perfect tense of buy)
will have got or will have gotten
was bitten
20. It is essential that you [
my letter. (future perfect tense of get)
here. (present progressive tense of eat)
15. By noon they [ will have been studying
16. Eduardo [
Grammar
4. Yesterday Diana [
6. Jim [
Mt. Washington. (present participle of climb)
for two hours. (future perfect progressive tense of study)
permission. (past emphatic form of ask)
here now. (subjunctive mood of be)
by Alonzo. (future tense, passive voice of read)
by a spider. (past tense, passive voice of bite)
be
here. (subjunctive mood of be)
Unit 6, Verb Tenses, Voice, and Mood
149
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–6
Exercise 1 Draw one line under each adjective and two lines under each adverb. Draw an
arrow from the adjective or adverb to the word it modifies. Ignore the articles a, an, and the.
We often listen attentively to the guest speaker.
1. Diego almost always walks to school.
Grammar
2. Most cats wash themselves very gracefully.
3. Today Jenny will enter a singing contest at the nearby school.
4. Ruth works hard in the new vegetable garden.
5. The friendly team, as they drove south, waved enthusiastically to the home crowd.
6. This morning, I burned my hand on the piping hot pan.
7. Go away and let me read this French book alone.
8. Those are the most unusual three stamps I ever have seen!
10. Yesterday, various small birds were singing near the cherry tree.
11. Often, if I know a test will be hard, I study longer than I usually do.
12. Almost every piece of stereo equipment was on sale at the Jefferson mall near the ball field.
13. Come here so we can sit closer to the stage and see the actors better.
14. I will not wear that dress to the junior prom!
15. My family ate less yesterday because we had less food.
16. She never felt so bad as when she did badly on the job interview.
Exercise 2 Draw one line under each subject complement, and write pred. nom. (predicate
nominative) or pred. adj. (predicate adjective) in the blank. Circle each object complement, and
write noun, pronoun, or adjective in the blank.
pred. adj., noun
pred. adj.
Sandy is allergic to fur, so she called her cat Taboo.
1. The soloist seemed nervous during the first act.
150 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
9. I will leave you and Amy here until you are ready to behave properly.
Name ___________________________________________________ Class _________ Date ____________________
noun
2. I find playing on a team good experience.
pronoun
3. Cole considers my guitar his.
pred. adj.
4. The homemade spaghetti tasted delicious.
pred. nom.
5. Sumi is the captain of the field hockey team.
noun
6. The student council elected Raul president.
adjective
7. The cinnamon made the bread wonderful.
adjective
8. The English teacher called Sholeh’s creative project extraordinary.
pred. nom.
Grammar
pred. nom.
9. Mrs. Jabar was the director of the school play.
10. The Bastille in Paris became the symbol of tyranny during the French
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Revolution.
pred. adj.
11. Fireworks are very dangerous to play with.
pred. nom.
12. Mr. Kleiber is my guidance counselor.
pronoun
13. I call the jacket mine even though it is really my dad’s.
pred. adj.
14. The movie plot sounds intriguing!
adjective
15. The bad weather made her trip miserable.
pred. adj.
16. Why do you look so cheerful today?
noun
17. I thought the man a phony until I saw his badge.
pred. nom.
18. The language dolphins use to communicate remains a mystery to scientists.
pred. adj.
19. Recycling is extremely important to the environment.
adjective
20. The continuous rainfall rendered irrigation unnecessary.
Exercise 3 Draw one line under each prepositional phrase and two lines under each
participial phrase. Circle each gerund phrase. Identify the sentence by writing simple, compound,
complex, or compound-complex in the blank.
compound
I kept admiring the car at the dealership, but needing money, I
didn’t buy it.
simple
1. Most members of the junior class and a few members of the senior class
got together and made plans for the upcoming junior-senior prom.
compound
2. Tina enjoys participating in extra-curricular clubs, but they involve a
major time commitment.
complex
3. We go to our exercise class when we get home from school.
Unit 6, Verb Tenses, Voice, and Mood
151
Name ___________________________________________________ Class _________ Date ____________________
simple
4. Anticipating the bell, I finished my homework and packed my book
bag.
simple
complex
5. Consumers must be wary about the commercials on television.
6. Swimming at our school has become very popular since our school
got a new pool.
complex
Grammar
compound
7. Here is the sports section that you left in the living room.
8. Moisha, feeling feverish and exhausted, tried to take a nap, but she
was awakened by the doorbell.
compound-complex
9. The word processor that we bought in New York is broken, and we
don’t know how it happened.
complex
10. Repairing things is not my dad’s strength although he does like to
try.
simple
11. Pancakes with lots of syrup and butter make eating breakfast a
pleasure.
complex
12. When the loggers from town had finished, what had once been a
simple
13. The science teacher could identify nine different species of ants
in the corner of his backyard.
compound-complex
14. My sister, who is a sophomore in college, is coming home for spring
break, and my parents and I are meeting her at the airport.
compound
15. Singing and playing the guitar are my favorite hobbies, but I also
enjoy collecting shells at the beach.
simple
16. In Oliver Twist by Charles Dickens, Oliver asks for more gruel.
simple
17. Walking to school every day gives me time to organize my day.
complex
18. The man who wrote this letter to the editor is obviously dissatisfied
with the new waste-water treatment plant.
152 Grammar and Language Workbook, Grade 11
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dense forest thriving beautifully was now an arid wasteland.
Name ___________________________________________________ Class _________ Date ____________________
Unit 7: Subject-Verb Agreement
Lesson 44
Subject-Verb Agreement
A verb must agree with its subject in person and number. In the present tense, add -s or
-es to the base form for the third-person singular.
PLURAL
They jump.
They watch.
Grammar
SINGULAR
She jumps.
He watches.
In verb phrases, the helping verbs be, have, and do change form to agree with thirdperson subjects.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
SINGULAR
It is green.
He was sick.
She is skiing.
He has fallen down.
Does she like to ski?
PLURAL
They are green.
They were sick.
They are skiing.
They have fallen down.
Do they like to ski?
Exercise 1 Underline the verb in parentheses that agrees with the subject.
Many people (is, are) disgusted by insects.
1. However, understanding insects (helps, help) people enjoy them.
2. For example, the cricket (is, are) a fascinating creature.
3. Everyone (has heard, have heard) the cricket’s song.
4. The cricket’s musical organs (is, are) on the base of its wings.
5. Scientists (calls, call) them stridulating organs.
6. Stridulate (comes, come) from a Latin word meaning “to creak.”
7. Crickets (sings, sing) by scraping their wings together.
8. Most insect musicians (is, are) males.
9. Scientists (assumes, assume) that they sing to attract females.
10. (Does, Do) you know that cockroaches have probably been on this planet longer than human
beings?
11. Surely this (means, mean) that the insect has extraordinary powers of survival.
12. The roach (was not designed, were not designed) to live indoors.
Unit 7, Subject-Verb Agreement
153
Name ___________________________________________________ Class _________ Date ____________________
13. However, its instincts (helps, help) it to adapt to indoor living.
14. Also, its flattened shape (aids, aid) in its success as a household pest.
Exercise 2 Choose the verb in parentheses that agrees with the subject. Write your choice in
the blank.
Many horror movies [
deal
1. The movie Them [
with giant insects. (deals, deal)
tells
a story about giant ants. (tells, tell)
Grammar
2. Supposedly, the ants’ gigantism [
(was caused, were caused)
3. An entire army [
4. Thousands [
5. People [
was caused
was needed
were killed
seem
by nuclear radiation.
to wipe out the ants. (was needed, were needed)
fighting the monstrous creatures. (was killed, were killed)
fascinated by stories of strange and impossible events. (seems, seem)
6. Maybe these stories [
help
thrill
7. Most children [
insects. (thrills, thrill)
us face fears that are more real. (helps, help)
to the fear caused by looking at photographs of alarming
remember
8. I [
forcing myself to look at such photographs in magazines.
(remembers, remember)
10. Of course, an insect’s picture [
was
is
11. Nevertheless, perhaps these exercises [
events. (strengthens, strengthen)
fun. (was, were)
not the same as the real thing. (is, are)
strengthen
our ability to face truly frightening
does
12. What [
horror movies’ present popularity reveal about our need to cope
with a variety of frightening circumstances? (does, do)
13. We [
are threatened
by terrorism and strange diseases. (is threatened, are threatened)
are wreaking
14. Environmental changes [
(is wreaking, are wreaking)
havoc in some areas of the world.
15. Natural catastrophes [
cause
suffering and damage. (causes, cause)
16. Maybe scary movies [
enable
us to cope better with these events. (enables, enable)
were
17. Old horror movies [
monsters’ costumes. (was, were)
18. Today’s movie monsters [
19. [
20. If you [
Do
so clumsily made that you could see the zippers in the
seem
more lifelike. (seems, seem)
you have a favorite horror movie? (does, do)
say
you don’t have one, I will be very surprised. (says, say)
154 Grammar and Language Workbook, Grade 11
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9. Strangely enough, being frightened [
Name ___________________________________________________ Class _________ Date ____________________
Lesson 45
Intervening Prepositional Phrases
The verb must agree with the subject of the sentence, not with the object of a preposition.
Thus, the subject of a sentence is never contained in a prepositional phrase.
The collection of rare stamps was very valuable. (The subject is collection, a singular
noun. Of rare stamps is a prepositional phrase with a plural object. The verb was
agrees with the singular subject collection.)
Grammar
The puppies in the basket have brown fur. (The subject is puppies, a plural noun. In the
basket is a prepositional phrase with a singular object. The verb have agrees with the
plural subject puppies.)
Exercise 1 Underline the verb in parentheses that agrees with the subject.
The bouquet of flowers (is, are) for Amanda.
1. Apartments in this city (is required, are required) to have smoke alarms.
2. A convoy of trucks (is roaring, are roaring) down the highway.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
3. This list of names (is, are) very important.
4. A dealer in rare books (was asked, were asked) to look at the collection.
5. All the students in the school (is wearing, are wearing) green today.
6. The bush of roses in full bloom (was, were) a beautiful sight.
7. Spies for our government (was arrested, were arrested) in France.
8. The members of the Senate committee (walks, walk) solemnly into the room.
9. Applicants for this job (is expected, are expected) to speak both English and Spanish.
10. A busload of tourists (was taking, were taking) photographs.
11. The view of the mountains (was spoiled, were spoiled) by the building.
12. That group of stars (is called, are called) the Big Dipper.
13. Some explorers of the New World (was looking, were looking) for the Fountain of Youth.
14. The musicians in the orchestra (is taking, are taking) their seats.
15. The bag of marbles (belongs, belong) to my little sister.
16. A box of warm coats (was delivered, were delivered) to the shelter.
17. The green areas on the map (indicates, indicate) parks.
18. Many secrets of the universe (has, have) yet to be discovered.
19. Life forms beneath the sea (seems, seem) mysterious.
Unit 7, Subject-Verb Agreement
155
Name ___________________________________________________ Class _________ Date ____________________
20. The grove of birch trees (is shining, are shining) in the sun.
21. The pot of flowers (looks, look) lovely on the table.
22. Sounds of distant music (floats, float) through the air.
23. Students who major in computer science (has, have) good prospects for employment.
24. Any traveler in distant lands (has, have) to keep an open mind.
25. Employees at Grump’s Department Store (gets, get) a half-hour for lunch.
26. The leaves on the maple tree (is turning, are turning) bright red.
Grammar
27. Cars driving through the tunnel (turns, turn) their lights on.
28. The houses along Pine Street (has, have) tidy yards.
29. Mr. Alonzo, the baker of these pastries, (does, do) fine work.
30. The sailors on the ship (rejoices, rejoice) at seeing land.
31. The apples beneath the tree (bakes, bake) well in pies.
32. Several teaspoons of cinnamon (was added, were added) to the mix.
33. The socks under the bed (was found, were found) by the puppy.
34. Shouts from the crowd (is frightening, are frightening) the baby.
36. Teams from our school (dominates, dominate) most athletic events.
37. Rising mists from the moor (casts, cast) an aura of mystery over the scene.
38. Her frequent changes of residence (is confusing, are confusing) the post office.
39. Survivors of the war (is marching, are marching) in the parade.
40. A shipment of cookies (is arriving, are arriving) at the grocery store.
Writing Link Write sentences that contain the following intervening prepositional phrases: of
these video games, with the tractor, under the car’s massive engine, and at the ballet.
156 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
35. People on the beach (was building, were building) sand castles.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 46
Agreement with Linking Verbs
In sentences with linking verbs, the verb agrees with the subject, not the predicate
nominative.
Roses and lavender make a lovely bouquet. (The verb make agrees with the subjects,
roses and lavender, not the predicate nominative, bouquet.)
Unfortunately, the result of the discussion was more disagreements. (The verb was
agrees with the subject, result, not the predicate nominative, disagreements.)
Grammar
Exercise 1 Underline the verb in parentheses that agrees with the subject.
Highways 101 and 101A (is, are) the most direct route to the airport.
1. Branches from pine trees (makes, make) a good shelter for a garden.
2. The accidents (was, were) a tragedy.
3. The robins’ nest (is, are) a mass of twigs.
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4. The children (seems, seem) the image of their father.
5. The bird’s bright wings (was, were) a beautiful sight.
6. Eyes (appears, appear) as a symbol in many artists’ work.
7. Before our eyes the piles of lumber (is becoming, are becoming) a house.
8. The warm, sunny days (was, were) a great gift to the tomato plants.
9. The dancers’ costumes (was, were) a symphony of color.
10. The students (is working, are working) together as a team.
11. Dishonest people (is, are) a disgrace to any profession.
12. Large numbers of books (forms, form) a library.
13. The ugly statues (was, were) a monument to bad taste.
14. The musicians in their tuxedos (was, were) a sight to behold.
15. The focus of a teacher’s life (is, are) the students.
16. The lakes in this area (is, are) a haven for many tourists.
17. Their different backgrounds (was, were) a great gulf between them.
18. The smiling children (seems, seem) the picture of happiness.
19. The chorus’s songs (was, were) a delight to the ears.
20. They say that the eyes (is, are) a window to the soul.
Unit 7, Subject-Verb Agreement
157
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Draw one line under the simple subject. Draw two lines under the verb in
parentheses that agrees with it.
The whereabouts of the necklace (remains, remain) a mystery.
1. Final exams (was, were) a disaster.
2. Peanut butter and bananas (makes, make) a great sandwich.
3. Those mountain peaks (is, are) a great challenge to a climber.
4. The participants (is keeping, are keeping) their comments to a minimum.
Grammar
5. The thousands of dollars they spent (was, were) a terrible waste.
6. The search planes (is, are) the only hope for the stranded hikers.
7. The explosion (was caused, were caused) by sparks.
8. Stars on a dark night (is, are) a splendid sight.
9. The dress (is, are) several inches too short.
10. The children’s closets (is, are) a mess.
11. Your furtive glances (has betrayed, have betrayed) your guilt.
12. Hot dogs and beans (was, were) my father’s favorite meal.
14. The stock market (is posting, are posting) great gains today.
15. The comedian’s jokes (was, were) a riot.
16. The test scores (represents, represent) the students’ best effort.
17. The unfair trials (was, were) a travesty of justice.
18. The lights twinkling on the water (seems, seem) like stars in the sky.
19. Building wooden models of ships (is, are) my hobby.
20. Rude remarks from the children (continues, continue) to be a problem.
Writing Link Write several sentences about your preference for indoor or outdoor activities.
Check that the verb in each sentence agrees with the subject.
158 Grammar and Language Workbook, Grade 11
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13. His twin daughters (is, are) the apple of his eye.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 47
Agreement in Inverted Sentences
In most sentences the subject comes before the verb. However, some inverted sentences
begin with a prepositional phrase followed by the verb and then the subject. The verb in
such sentences must always agree with the subject, not with the object of the
prepositional phrase.
Up into the sky fly the birds.
Up into the sky flies the bird.
Here is my driver’s license.
Grammar
In sentences that begin with here or there, do not confuse either word with the subject.
Look for the subject following the verb.
There are many cars on this highway.
Questions are inverted sentences. In such constructions, a helping verb often comes
before the subject.
Does Jamie have a pencil?
Do all the students have books?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Exercise 1 Draw a line under the simple subject. Choose the verb or helping verb in
parentheses that agrees with the subject and write it in the blank.
In her hand she [
1. [
Is
carries
a stone. (carries, carry)
the magician making scarves disappear? (is, are)
2. From the rafters [
hang
the decorations. (hangs, hang)
3. Up the staircase [
surge
the students. (surges, surge)
4. Into the arena [
ambles
5. Onto his knees [
6. “Amanda, [
sinks
the young man. (sinks, sink)
do
you love me?” he asks. (does, do)
7. Around her neck [
hangs
8. On the clothesline [
9. From her ears [
the elephant. (ambles, amble)
hang
dangle
10. Beneath the tree [
sparkling earrings. (dangles, dangle)
the brown and white cows. (lies, lie)
run
12. From the crowd [
the competitors. (runs, run)
comes
13. Onto the horse’s back [
15. Across the floor [
the clean sheets. (hang, hangs)
lie
11. Through the streets [
14. Onto the floor [
a golden chain. (hangs, hang)
an ear-splitting cheer. (comes, come)
bounds
falls
rolls
the rider. (bounds, bound)
the spaghetti. (falls, fall)
the meatball. (rolls, roll)
Unit 7, Subject-Verb Agreement
159
Name ___________________________________________________ Class _________ Date ____________________
comes
16. Here [
the band down the street. (comes, come)
17. Into the glass [
18. There [
falls
is
a bug on your shirt. (is, are)
19. Over the fences [
20. There [
the magic potion. (falls, fall)
leaps
are
the horse. (leaps, leap)
many ways to get to Des Moines. (is, are)
Exercise 2 Write in the blank the form of the verb in parentheses that agrees with the subject.
Grammar
Here [
is
the story the old woman told to me. (to be)
1. Every spring up [
go
2. From every attic [
the announcements about the class rummage sale. (to go)
descends
junk. (to descend)
3. In front of Jason’s house [
4. To the gym [
5. Out [
go
come
carloads and carloads of stuff for the sale. (to go)
troop
7. Up to Jason’s table [
10. “[
are
Do
students and teachers to examine the sale items. (to troop)
walks
Ronda fifty cents for a can opener. (to plunk)
several more can openers in this box,” says Jason. (to be)
they work better than this one?” asks Ronda. (to do)
11. “There [
is
not much demand for broken can openers,” says Jason. (to be)
12. Behind a broken lamp [
13. Inside the book [
sits
are
14. In one photograph [
is
16. In their hearts [
reside
an old book. (to sit)
several photographs. (to be)
are
15. On their faces [
17. Before them [
Ronda. (to walk)
stretches
Jason’s grandparents on their honeymoon. (to be)
an expression of love and hope. (to be)
great hopes for the future. (to reside)
out their whole life together. (to stretch)
18. Through the book [
thumbs
19. “There [
some old photographs in this book,” he says. (to be)
are
20. Across the street [
lives
a prospective buyer. (to thumb)
a friendly philosopher with a unique perspective on life. (to live)
160 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
plunks
9. “There [
five huge boxes. (to sit)
the tables to hold the goods. (to come)
6. Through the gym [
8. Down [
sit
Name ___________________________________________________ Class _________ Date ____________________
Lesson 48
Agreement with Special Subjects
A collective noun names a group. In a sentence, a collective noun is singular when it
names the group as a whole. It is plural when it refers to individual members of a group.
Singular:
Plural:
The club holds a dance.
The class volunteer time.
The team wins the game.
The audience cheer and clap.
Singular:
Plural:
Singular:
Plural:
Grammar
Some nouns ending in -s, such as mumps, measles, and mathematics, take singular
verbs. Other nouns ending in -s, such as scissors, pants, binoculars, and eyeglasses, take
plural verbs. Many nouns that end in -ics are either singular or plural, depending on the
context.
Mumps is usually a disease of childhood.
The scissors need to be sharpened.
Ethics is the study of principles of conduct.
That person’s ethics leave a lot to be desired.
A noun of amount can refer to a single unit, in which case it is singular. It can also refer
to several individual units, in which case it is plural.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Singular:
Plural:
Two weeks is not enough time to see Europe.
Your five days of probation are up.
Exercise 1 Underline the simple subject. Fill in the blank with the verb or helping verb in
parentheses that agrees with the subject in the context of the sentence.
The audience [
rises
to applaud the soloist. (rises, rise)
1. Twenty-two dollars [
is
2. The band [
is
practicing tonight. (is, are)
3. Most of us [
are
4. [
mathematics your favorite subject? (is, are)
Is
5. The scissors [
voting for Geraldine. (is, are)
need
sharpening. (needs, need)
was
6. Much of the garden [
7. The group [
votes
filled with roses. (was, were)
on how to spend the money. (votes, vote)
are
8. The herd of deer [
9. Three-quarters of the cake [
10. My family [
too much to pay for a scarf. (is, are)
is
scattering. (is, are)
has
been eaten. (has, have)
vacationing together. (is, are)
11. The audience [
were
fighting over the handkerchief. (was, were)
12. At what time [
does
the news come on? (does, do)
Unit 7, Subject-Verb Agreement
161
Name ___________________________________________________ Class _________ Date ____________________
13. A computer company [
14. Chad’s family [
do
15. The public [
fascinated by the trial. (seems, seem)
was
are
is
19. Good binoculars [
Grammar
moved by the actor’s speech. (was, were)
365 days in a year. (is, are)
18. Thirty-eight cents [
20. Checkers [
on the table. (is, are)
cost
is
21. Social studies [
a lot of money. (costs, cost)
Samantha’s favorite board game. (is, are)
teaches
us how different cultures live. (teaches, teach)
have
22. Our two weeks in Canada [
23. Four years [
is
25. The chess team [
seem or seems
is
is
is
27. Two cups of raisins [
sounds
29. Her eyeglasses [
are
broken. (is, are)
belongs
was or were
was
is
34. Gymnastics [
requires
39. Ten miles [
a lot of flexibility. (requires, require)
arguing over the money. (is, are)
leaves
for Sugarloaf on Saturday. (leaves, leave)
votes
38. Twenty dollars [
born on Tuesday. (was, were)
holding a fund-raiser tonight. (is, are)
are
37. The labor union [
to Joel. (belongs, belong)
not playing in time to the music. (was, were)
32. The litter of puppies [
36. The Ski Club [
plenty for the cake. (is, are)
wonderful tonight. (sounds, sound)
30. Two-thirds of the money [
33. The PTA [
a fine novel. (is, are)
seems
is
40. Three-quarters of the exam [
on a president next week. (votes, vote)
a cheap price for the telescope. (seems, seem)
not too far to drive to work. (is, are)
is
162 Grammar and Language Workbook, Grade 11
essay questions. (is, are)
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
28. The orchestra [
to want a new highway. (seems, seem)
organizing a dance. (is, are)
26. Two Years before the Mast [
35. The committee [
flown by. (has, have)
the length of the president’s term in office. (is, are)
24. The majority of the voters [
31. The band [
offered to donate software. (has, have)
not agree on where to spend the holidays. (does, do)
seems
16. The audience [
17. There [
has
Name ___________________________________________________ Class _________ Date ____________________
Lesson 49
Agreement with Compound Subjects
Some sentences have more than one subject. A compound subject that is joined by and or
both . . . and is usually plural. However, some compound subjects have two parts that
make up one unit. These take a singular verb.
Singular:
Plural:
Plural:
Bacon and eggs is my favorite breakfast.
The dog and cat are playing.
Both Anna and Mindy work at the hospital.
Singular:
Singular:
Plural:
Grammar
Compound subjects joined by or, nor, either . . . or, or neither . . . nor always have a verb
that agrees with the closer subject.
Either Carlo or Max has the book.
Neither eggs nor bacon is on the menu.
Neither the garden nor the lilacs are in bloom.
When a compound subject is preceded by many a, every, or each, the subject takes a
singular verb.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Many a hiker and climber has gotten lost in these mountains.
Every door and window has been locked.
Each nook and cranny is being searched.
Exercise 1 Draw a line under the compound subject. Choose the verb or helping verb in
parentheses that agrees with the subject and write it in the blank.
Every hill and mountain [
1. Each student and teacher [
2. Many a horse and rider [
3. Hot dogs and beans [
is
covered with snow. (is, are)
has
a name badge. (has, have)
has
fallen on this jump. (has, have)
is
a popular meal in Boston. (is, are)
4. Both my mom and stepdad [
are
5. Neither Grace nor John [
wants
6. Either Meg or the twins [
plan
coming to the concert. (is, are)
to go. (wants, want)
to meet you at the library. (plans, plan)
7. Neither the mirror nor the glasses [
8. Neither the horses nor the cow [
9. The needle and thread [
has
are
12. Neither ice cream nor cookies [
broken. (was, were)
been fed. (has, have)
in the sewing box. (is, are)
10. Both my uncles and my aunt [
11. Either a bird or a whistle [
were
have
is
called. (has, have)
making that sound. (is, are)
are
a low calorie snack. (is, are)
Unit 7, Subject-Verb Agreement
163
Name ___________________________________________________ Class _________ Date ____________________
13. Many a tourist and traveler [
has
14. Every street, avenue, and boulevard [
needs
15. Each broken computer and printer [
has
16. My socks and sneakers [
are
18. Fish and chips [
make
is
been fixed. (has, have)
a healthy snack. (makes, make)
popular in England. (is, are)
19. Either the robin or the blue jays [
are
eating the seeds. (is, are)
20. Neither my brother nor my friends [
21. Either Jake or Alexis [
a new sign. (needs, need)
wet. (is, are)
17. Both fruit and vegetables [
Grammar
visited our city. (has, have)
have
needs
been invited to the party. (has, have)
a ride home. (needs, need)
22. Neither the donkey nor the horses [
bite
23. Both taxis and buses [
on this corner. (stops, stop)
stop
24. Neither Jack nor Beth [
likes
25. Every car and truck [
pays
26. Each bush and flower [
is
. (bites, bite)
to talk on the phone. (likes, like)
a toll on the highway. (pays, pay)
covered with dew. (is, are)
27. Neither frogs nor salamanders [
live
in this pond. (lives, live)
likes
29. Soup and salad [
a tasty lunch. (makes, make)
makes
30. The matches and candle [
are
her or his job. (likes, like)
on the desk. (is, are)
31. Both Andrea and Jaime [
go
to day care. (goes, go)
32. Vitamins and minerals [
build
strong bodies. (builds, build)
33. Neither Deb nor Sandy [
was
late for work. (was, were)
34. Every newspaper and magazine [
contains
35. Every photograph and painting [
was
36. In the movie, every criminal and bandit [
37. Warm milk and toast [
put
38. Both Edwina and Fred [
drive
39. Neither Ed nor the boys [
40. Many a horse and cow [
damaged. (was, were)
bites
the dust. (bites, bite)
me to sleep. (puts, put)
their mom’s car. (drives, drive)
have
has
interesting stories. (contain, contains)
much to say. (has, have)
lived in this barn. (has, have)
164 Grammar and Language Workbook, Grade 11
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28. Not every nurse and doctor [
Name ___________________________________________________ Class _________ Date ____________________
Lesson 50
Intervening Expressions
Certain expressions seem to create a compound subject, but do not. Accompanied by, as
well as, in addition to, plus, and together with are expressions that introduce phrases that
tell about the subject. However, the subject remains singular and takes a singular verb.
Exercise 1 Draw a line under the subject. Then write the form of the verb in parentheses that
agrees with the subject. Use the present tense of the verb.
helps
1. Aspirin, besides a good night’s sleep, [
needs
2. The dog, as well as the cat, [
in winter. (freeze)
a headache. (help)
a good bath. (need)
leaves
3. Andy, accompanied by Jessie and Jill, [
tomorrow. (leave)
gets
4. Nebraska, as well as Montana and Idaho, [
severe winters. (get)
has
5. Aileen, in addition to her brothers and sisters, [
dark hair. (have)
is
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6. A headache, accompanied by sniffles and sneezing, [
7. Toby, plus Andrea and Ali, [
interviews
weighs
is
tastes
11. Jenny, besides Pete and Terry, [
knows
12. Dan, plus Margaret and Fred, [
plays
the piano. (play)
looks
shops
a flat tire. (have)
arrives
16. The detective, as well as the police officer, [
travels
17. My stepdad, together with my mom, [
19. Fur, in addition to feathers, [
happy. (look)
at Grump’s. (shop)
has
18. The plant, along with the garden, [
good. (taste)
the secret. (know)
13. The baby, besides her mom and dad, [
15. The bike, as well as the car, [
a stringed instrument. (be)
a lot. (weigh)
10. Fruit, accompanied by sugar and milk, [
14. Sara, in addition to Gena, [
a symptom of the flu. (be)
for the job today. (interview)
8. The violin, in addition to the guitar and the viola, [
9. Gold, as well as iron and steel, [
Grammar
freezes
The brook, as well as the lake and the pond, [
needs
insulates
on the scene. (arrive)
often. (travel)
to be watered. (need)
against cold. (insulate)
20. The knife, as well as the scissors, [
is
21. Jean, accompanied by her friends, [
goes
very sharp. (be)
skiing every winter. (go)
Unit 7, Subject-Verb Agreement
165
Name ___________________________________________________ Class _________ Date ____________________
uses
22. The carpenter, as well as the bricklayer, [
is
23. Milk, besides meat and beans, [
a source of protein. (be)
begins
24. The television show, as well as the movie, [
25. Jodie, besides Kim, [
attends
needs
a paint job. (need)
sings
27. The tall woman, as well as the man beside her, [
leaves
Grammar
28. The group, accompanied by the teacher, [
raises
29. Mr. Phillips, aided by his son, [
telephones
31. The cave, along with the tree, [
offers
32. The tulip, besides the daffodil, [
blooms
33. My mother, as well as my sister, [
36. The door, as well as the window, [
shelter. (offer)
in spring. (bloom)
her job. (love)
is
38. Bette, together with Anthony, [
39. The puppy, as well as the kitten, [
is
on the set. (be)
chocolate. (contain)
squeaks
. (squeak)
her favorite subject. (be)
swims
sleeps
40. The captain, accompanied by the sailors, [
in that pool. (swim)
soundly. (sleep)
abandons
the ship. (abandon)
Writing Link Write a paragraph about your favorite restaurant. Write at least four sentences
that contain intervening expressions.
166 Grammar and Language Workbook, Grade 11
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37. Math, besides English, [
today. (leave)
frequently. (telephone)
loves
contains
in the choir. (sing)
tomatoes. (raise)
34. The movie star, accompanied by her hairdresser, [
35. The cake, as well as the pie, [
at eight o’clock. (begin)
high school. (attend)
26. The house, besides the barn, [
30. Krista, as well as her sisters, [
special tools. (use)
Name ___________________________________________________ Class _________ Date ____________________
Lesson 51
Indefinite Pronouns as Subjects
Many subjects are indefinite pronouns. A verb must agree with an indefinite pronoun
used as a subject.
Singular:
Singular:
Singular:
Plural:
Plural:
Nobody in the group is to blame.
Neither is ready.
One of my friends speaks Greek.
Both of my sisters are in the play.
Many of the students play tennis.
Grammar
Some pronouns can be either singular or plural, depending on the nouns to which they
refer.
Singular:
Plural:
Some of the cake is gone.
Some of the houses need paint.
Indefinite pronouns fall into three groups:
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Always Singular:
each
everyone
nobody
anything
either
everybody
nothing
someone
neither
everything
anyone
somebody
one
no one
anybody
something
Always Plural:
several
few
both
many
Singular or Plural:
some
all
any
most, none
Exercise 1 Draw one line under the indefinite pronoun subject. Draw two lines under the
correct form of the verb.
Some of the people of the Stone Age (was, were) hunters and gatherers.
1. Many of the ruins found (is, are) from the Stone Age.
2. Several of the ruins (is, are) in Ireland.
3. Many of the archaeologists (travels, travel) afar to study ruins.
4. Almost everyone (agrees, agree) that archaeology is fascinating.
5. Some of these ancient people (was, were) farmers.
6. One of the important questions (is, are) whether agriculture was imported from the Old World to
the New World.
7. Some of the evidence (suggests, suggest) that American cotton came from Africa.
8. One of the archaeologists (believes, believe) that this happened without human intervention.
Unit 7, Subject-Verb Agreement
167
Name ___________________________________________________ Class _________ Date ____________________
9. Some of the ancient graves (contains, contain) mummified remains.
10. Many of the graves (reveals, reveal) wonderful art treasures.
11. Some of the treasures (consists, consist) of jewelry.
12. Many of the early tools discovered (was, were) very efficient.
13. Some of the early stone axes (is, are) still very sharp.
14. Almost nothing (is, are) known about ancient stone tombs.
15. One of the most intriguing puzzles (is, are) their construction.
Grammar
16. Some of these tombs (was, were) erected in Scotland.
17. Nobody (knows, know) how these huge tombs were built.
18. Many of these archaeological mysteries (entices, entice) students.
Exercise 2 Draw one line under the indefinite pronoun subject. Draw two lines under the
correct form of the verb.
Each of the leads (was, were) eventually abandoned by the detective.
1. Few of my friends (has, have) been to Europe.
2. Not everyone (knows, know) that Elvis is dead.
4. Nobody (has, have) won the contest yet.
5. Neither of the twins (is, are) at home.
6. All of the coats (is, are) on sale.
7. A few of the members (has, have) called in sick.
8. Everything in the produce department (is, are) fresh.
9. Several of the apples (has, have) bruises.
10. Many of my relatives (is, are) coming to the family reunion.
11. Nothing (sleeps, sleep) as soundly as a cat.
12. Someone (was, were) knocking on the door.
13. One of the doctors (is, are) still in the office.
14. (Has, Have) anyone confessed to the crime?
15. Both of my pets (has, have) won ribbons.
16. Almost anybody (is, are) a better chess player than I am.
168 Grammar and Language Workbook, Grade 11
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3. (Is, Are) there anything good on television tonight?
Name ___________________________________________________ Class _________ Date ____________________
Lesson 52
Agreement in Adjective Clauses
When the subject of an adjective clause is a relative pronoun, the verb in the clause must
agree with the antecedent of the relative pronoun.
Carla is one of the students who speak Spanish.
In the preceding example the antecedent of who is students, not one, because other
students besides Carla speak Spanish. Since students is plural, who is considered plural,
and the verb in the adjective clause, speak, must also be plural.
Grammar
Arlo is the only one of my brothers who has a scar.
In the preceding example the antecedent of who is one, not brothers, because only one
brother has a scar. Since one is singular, who is considered singular, and the verb in the
adjective clause, has, must also be singular.
Exercise 1 Draw one line under the antecedent of each relative pronoun. Draw two lines under
the correct form of the verb.
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Jaime is the only one of my relatives who (plays, play) the fiddle.
1. Wheat is one of the crops that (supports, support) farmers.
2. Jurassic Park is one of the movies that (was, were) directed by Steven Spielberg.
3. The dog is one of the animals that (was, were) domesticated by early civilizations.
4. Broccoli is one of the vegetables that (contains, contain) calcium.
5. Harold is the only one of us who (likes, like) that movie.
6. Stampede is one of the English words that (comes, come) from Spanish.
7. The hammer is one of the tools that (is, are) useful around the house.
8. The parrot is one of the birds that (mimics, mimic) human speech.
9. The chimpanzee is one of the many animals that (uses, use) tools.
10. The wooly mammoth is one of the Ice Age mammals that (is, are) extinct.
11. Bettina is the only one of my sisters who (is, are) on the Dean’s list.
12. Vitamin A is one of the vitamins that (is, are) good for the eyes.
13. Cortez was one of the Spaniards who (was, were) explorers of the New World.
14. Betty is one of the volunteers who (works, work) in a hospice.
15. Dan is the only one of the chefs who (makes, make) a good soufflé.
16. Beans is one of the vegetables that (has, have) a lot of protein.
Unit 7, Subject-Verb Agreement
169
Name ___________________________________________________ Class _________ Date ____________________
17. Wood is one of the materials that (is, are) used to build houses.
18. New Year is one of the holidays that (falls, fall) in the winter.
19. Jake is the only one of the athletes who (has, have) won three medals.
20. Frost is one of the poets who (has, have) won the Pulitzer Prize.
21. Jim is one of my friends who (is, are) interested in archaeology.
22. The washing machine is one of the things that (needs, need) to be fixed.
23. London is one of the English cities that (is, are) tourist meccas.
Grammar
24. Dr. Smith is one of the scientists who (is, are) studying vaccines.
25. The dormitory is one of the buildings that (was, were) damaged in the earthquake.
26. A is one of the letters that (makes, make) up the alphabet.
27. This is one of the streets that (leads, lead) to Boston.
28. Ms. Cole is one of the teachers who (advises, advise) the students.
29. Grump’s Department Store is one of the places that (hires, hire) students.
30. Accounting is one of the professions that (requires, require) math skills.
31. The Scarlet Letter is one of the novels that (was, were) written by Hawthorne.
33. Edna is the only one of my friends who (remembers, remember) my birthday.
34. 1984 is the only one of the books that (is, are) overdue.
35. The Porsche is one of the cars that (is, are) very expensive.
36. The loon is one of the birds that (nests, nest) beside water.
37. The Edmund Fitzgerald is one of the boats that (was, were) wrecked on Lake Superior.
38. The waterlily is one of the plants that (grows, grow) in the pond.
39. The Merchant of Venice is one of the plays that (was, were) performed by our class.
40. Ariela is one of the people who (owes, owe) me money.
41. Tennis is one of the sports that (interests, interest) me.
42. Aunt Louisa is the only one of my relatives who (performs, perform) in front of an audience.
43. Blue is one of the colors that (blends, blend) with the decor of this room.
44. Walden Pond is one of the places that (inspires, inspire) Jerome.
45. Chicken cordon bleu is the only one of the entrees that (appeals, appeal) to April.
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32. Huskies are one of the animals that (enjoys, enjoy) working.
Name ___________________________________________________ Class _________ Date ____________________
Review
Unit 7
Exercise 1 Underline the subject of each sentence. Then choose the verb in parentheses that
agrees with the subject and write it in the blank.
Paula [
runs
every day after school. (runs, run)
sing
1. Ben and Consuelo often [
2. His fit of sneezing [ is disrupting
takes
up a lot of his spare time. (takes, take)
were sold
4. Two hundred boxes of cards [
5. His frequent fevers [
6. Gathering clouds [
7. Her pets [
were
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a storm. (foretells, foretell)
a great joy to her. (is, are)
are
the last hurdle before graduation. (is, are)
9. Down the mountain [
speed
10. In her pocket [
were
11. Two dollars [
is
12. The group [
the skiers. (speeds, speed)
several acorns. (was, were)
not a big tip for this meal. (is, are)
do
13. Every student [
agree
not [
needs
love
to cook. (loves, love)
threatens
15. The rock, as well as the waves, [
has
16. Ireland, besides England, [
17. Some of my brothers [
raise
18. One of the climbers [
has
19. Each of the actors [
22. Mr. Martinez often [
23. Under the couch [
the ship. (threatens, threaten)
many ancient ruins. (has, have)
sheep. (raises, raise)
reached the top. (has, have)
takes
20. A few of the vacationers [
sits
on which movie to see. (does agree, do agree)
to study. (needs, need)
14. Both Eliza and George [
21. There [
by the club. (was sold, were sold)
a worry to his parents. (was, were)
foretell
are
8. Final exams [
the class. (is disrupting, are disrupting)
Grammar
3. The job [
duets. (sings, sing)
a bow. (takes, take)
want
to go home. (wants, want)
the perfect used car. (sits, sit)
conducts
lies
the symphony orchestra. (conducts, conduct)
the missing shoe. (lies, lie)
24. The point of all of Grandfather’s stories [
is
to seize the day. (is, are)
Unit 7, Subject-Verb Agreement
171
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–7
Exercise 1 Write in the blank the part of speech of each italicized word. Use these
abbreviations: N (noun), V (verb), pro. (pronoun), adj. (adjective), adv. (adverb), prep.
(preposition), conj. (conjunction), and int. (interjection).
N
prep.
Grammar
N
pro.
V
Kelly and Mike attended several football games.
1. Chloe ran to the door to meet her long-lost cousin.
2. Jasmine could hear crickets chirping all night.
3. After spending the day at the zoo, they felt like buying an exotic pet.
4. The flowers in the vase on her desk withered and died.
adv.
5. Mother carefully taught us about the consequences of spreading rumors.
int.
6. Well, how did you think the movie would end?
adj.
7. Let’s build a sand castle while the tide is out.
conj.
8. The last song will be a ballad or an anthem.
N
9. The parade begins in half an hour.
10. Have you tried Leon’s new computer game?
int.
11. Wow! Look at that firecracker explode!
V
12. Our community theater mounted a production of Philip Barry’s funniest play.
conj. 13. Gwen planted pansies, tulips, and lavender in her flower garden this year.
adv.
14. Anne often goes shopping on Saturday, but she visits the malls on other days as well.
adj.
15. A lovely rainbow appeared in the sky after the harsh summer storm.
adv.
16. Jessica has never ridden a train before, so she is quite excited about this trip.
prep. 17. A sailboat glided on the clear, sparkling waters of the lake.
pro.
18. Everyone enjoys having time to relax.
N
19. Did you read the interview with the author of that new book in today’s newspaper?
V
20. Margaret volunteers at the conservatory on weekends.
int.
21. Gee, I never noticed how much Tim and Tom look alike.
prep. 22. Stars twinkled in the sky like diamonds set against a dark blue velvet background.
pro.
23. Al is learning how to play the trombone so that he can accompany Bill, who plays
saxophone.
adv.
24. We were all sad when we heard that Martha has officially left the team.
172 Grammar and Language Workbook, Grade 11
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pro.
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Underline each subordinate clause. Write adj. in the blank if it is an adjective
clause, adv. if it is an adverb clause, or N if it is a noun clause.
adj.
The person who wrote this poem has a sensitive soul.
adj.
1. The server who waited on us was friendly and efficient.
adv.
2. When Dr. Yee reached the border, she heard several car horns blowing.
N
adv.
3. Whatever the rest of the family decides is fine with me.
4. The instructor said to marinate the vegetables before we added them to the rest of the
mixture.
5. A band that Marty knows has agreed to play at the school dance.
adj.
6. Ms. Jenkins gave the job to Gloria, who is an excellent seamstress.
N
7. Nathan will watch whichever television show has the most jokes.
N
8. What the volleyball team would really like is more time to practice.
adv.
N
Grammar
adj.
9. After she started going to school, little Emily stopped watching Lucy’s Toy Shop.
10. Where Uncle Bob’s house is located remains a mystery.
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adj., N 11. The optometrist who examined Paul’s eyes says Paul needs glasses.
adv.
N
12. Rosalyn takes her camera with her wherever she travels.
13. Do you know who is coming to the dinner party?
adj.
14. The place where Ria first met Reggie will always be special to her.
adv.
15. Until spring arrives, Suzanne is going to do most of her exercising indoors.
adj.
16. The dress that Maureen bought for the dance is a beautiful shade of aquamarine.
adj.
17. The player who won the chess tournament hails from Bangor, Maine.
N
18. Whoever sent the gift forgot to send a card.
N
19. Zack will order whatever is listed first on the menu.
adv.
20. When Tina graduates from high school, she plans to attend the University of Notre Dame.
Exercise 3 Draw two lines under the verb in parentheses that best completes each sentence.
The road to my friend’s house (is, are) not long.
1. Stacy always (appreciates, appreciate) her mother’s sound advice.
2. On top of the television (sits, sit) the remote control.
3. Here (resides, reside) the best golfer on the East Coast.
4. The story of Curt’s adventures in Washington (amuses, amuse) us every time we hear it.
Unit 7, Subject-Verb Agreement
173
Name ___________________________________________________ Class _________ Date ____________________
5. (Waits, Wait) until you see how this music video ends.
6. The books in this library (circulates, circulate) frequently.
7. Those pictures that Renata ordered (looks, look) wonderful.
8. Everybody (hopes, hope) to win the lottery someday.
9. After practice, Hal usually (walks, walk) to the yogurt shop on Maple Street.
10. Over the music (floats, float) one soft, beautiful voice.
11. Claudia’s fingers (flies, fly) across the keyboard with the speed of a gazelle.
Grammar
12. Steve and Lydia (attends, attend) the impressionist exhibit at the art museum.
13. Lucas’s name (is, are) in the Toledo Blade today.
14. After Sally, Crystal (is, are) the next skater scheduled to perform.
15. Racing to reach the airplane, Rafi (jumps, jump) over a pile of suitcases.
16. This year’s variety show (includes, include) several never-before-seen acts.
17. The antique cars at the auto show still (runs, run) fairly well.
18. That chemistry experiment (requires, require) careful preparation.
19. Across the street (is, are) two restaurants, a bank, and a travel agency.
21. Gretchen, Courtney, and I (sings, sing) in the show choir.
22. The interior decorators at that firm (develops, develop) the most appealing rooms.
23. Three words in Joe’s essay (seems, seem) to be misspelled.
24. A picnic in the park (sounds, sound) delightful to me.
25. Here (stands, stand) the persons waiting to get into the concert.
26. The heart of the matter (was, were) really a question of pride.
27. Through the gathering darkness (glows, glow) a handful of candles.
28. Everyone (watches, watch) the big game with excitement.
29. Daffodils (dots, dot) the verdant meadow.
30. A persistent moan (echoes, echo) in the empty house.
31. Several coins (is, are) tossed into the Italian fountain.
32. Bees (hovers, hover) around the brightest flowers.
33. Into the stadium (proceeds, proceed) loyal fans.
34. Neither rain nor snow (prevents, prevent) the work from going forward.
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20. Great ideas (begins, begin) with simple thoughts.
Name ___________________________________________________ Class _________ Date ____________________
Unit 8: Using Pronouns Correctly
Lesson 53
Case of Personal Pronouns
Personal pronouns are pronouns that refer to persons or things. The case, or form, of a
personal pronoun may be nominative, objective, or possessive, depending on its function
in the sentence.
CASE
Objective
me, you, her, him, it
Possessive
my, mine, your, yours,
his, her, hers, its
PLURAL
PRONOUNS
we, you, they
FUNCTION IN
SENTENCE
subject or predicate
nominative
us, you, them
direct object, indirect object,
or object of preposition
our, ours, your,
replacement for
yours, their, theirs possessive noun(s)
Grammar
Nominative
SINGULAR
PRONOUNS
I, you, she, he, it
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
They thought that John went home. (nominative)
Sherry bumped him by accident. (objective)
The best entry was yours. (possessive)
Use the nominative case for a personal pronoun in a compound subject. Use the
objective case for a personal pronoun in a compound object.
Theresa and she had the highest scores in the class.
Alpesh invited Corey and me to the track meet.
Use the possessive case to show possession. Never spell possessive pronouns with an
apostrophe. It’s is a contraction of it is. Do not confuse it’s with the possessive pronoun its.
The book is hers. The victory is ours.
It’s about time for the program. Its value is beyond comprehension.
Exercise 1 Underline the pronoun in parentheses that best completes each sentence.
Many people dedicated (them, their) lives to developing the digital computer.
1. One pioneer, John W. Mauchly, spent much of (he, his) life developing computer technology.
2. While a student at Ursinus College, (he, him) constructed an analog computer to analyze
weather data.
3. This early machine did (it’s, its) job well, but slowly and with virtually no flexibility.
4. In 1941, Mauchly joined the Moore School of Electrical Engineering at the University of
Pennsylvania, where (he, him) refined digital technology.
5. (He, Him) collaborated with others at the school to build the first large electronic computer, ENIAC.
Unit 8, Using Pronouns Correctly
175
Name ___________________________________________________ Class _________ Date ____________________
6. (They, Their) built this huge machine to produce ballistic trajectory tables.
7. Along with John von Neumann, (they, them) followed with EDVAC, the world’s first
programmable computer.
8. Seeing the commercial possibilities for (them, their) invention, they formed a corporation to
build computers.
9. As the research neared (its, it’s) fruition, (they, their) corporation was absorbed by the giant
company Remington Rand.
10. Remington Rand, with Mauchly on (its, it’s) staff, added Grace Murray Hopper to the team.
Grammar
11. Admiral Hopper devoted (she, her) energy to pioneering the use of compilers.
12. A compiler translates a program from (its, it’s) original form that humans can read to a form
that computers can access.
13. Spending most of (her, she) career in the U.S. Navy, Admiral Hopper nevertheless contributed
greatly to the development of a computer business programming language known as COBOL.
14. Businesses rushed to utilize the new technology because they knew it would expand
productivity for (they, them).
Exercise 2 Label each italicized pronoun nom. (nominative), obj. (objective), or poss. (possessive).
expanded services of on-line systems.
obj.
3. What makes them different from standard bulletin board system (BBS) features?
4. Unlike local bulletin board systems, commercial services offer a wide variety of
poss.
serious information to serve their clientele.
poss.
5. Mr. Alvarez uses his computer to find up-to-the-minute stock market quotations and financial
obj.
news that concerns him.
poss.
6. Mrs. Alvarez spends part of her day contacting clients through the electronic mail section.
nom.
poss.
7. When she works on her school reports, Juana’s favorite feature is the reference library.
nom.
poss.
8. “I really save time because the computer can find my topics in a few seconds,” she said.
nom.
9. Gilberto has found that, through the Internet, he can access large libraries to locate materials
that will suit his needs.
obj.
poss.
10. “Our computer modem has given us an added dimension in our lives,” stated Mrs. Alvarez.
176 Grammar and Language Workbook, Grade 11
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obj.
Since my friend Juana Alvarez moved, I have received three letters from her.
poss.
1. The Alvarez family spends much of its time utilizing computer on-line services.
poss.
2. More of their productive time is spent with a computer than ever before because of the
Name ___________________________________________________ Class _________ Date ____________________
Lesson 54
Pronouns with and as Appositives; After Than and As
A pronoun placed after a noun or another pronoun to identify, explain, or rename it is an
appositive pronoun. When the appositive pronoun explains or identifies a subject or a
predicate nominative, use the nominative case. When the pronoun explains or defines a
direct object, an indirect object, or an object of a preposition, use the objective case.
The woman in the white jeans, she, was an eyewitness to the accident.
André presented the trophies to the winners, Juan and me.
Grammar
In elliptical adverb clauses using than and as, use a pronoun in the case that would be
used if the missing words were fully stated.
Marsha received higher scores than he. (Marsha received higher scores than he
received.)
The article complimented James and Doreen as much as them. (The article
complimented James and Doreen as much as it complimented them.)
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Exercise 1 Underline the correct pronoun. Write the case (nom. for nominative and obj. for
objective) in the blank. Some sentences may have more than one pronoun to identify.
nom., obj.
The Norton sisters, Karen and (she, her), helped (they, them) with the planning.
nom.
1. The losers, Raji and (I, me), bought pizza for Ben and Clara.
obj.
2. The membership cards have arrived for the new members, Kisha and (he, him).
obj.
3. Because I hadn’t studied, the test gave (I, me) more problems than usual.
nom.
4. “The culprit is (I, me),” admitted Ashford.
obj.
5. Everyone donated a dollar to buy a present for (she, her).
nom.
6. Dowana, more than (I, me), worked hard to make the team.
obj.
7. Mr. Grover spent as much time with the beginners as with (they, them).
nom.
8. (He, him), Alberto Ramirez, won every free-throw contest.
obj.
9. Better than (he, him), try asking Darcy for help with your math questions.
obj.
10. Consuelo and Betty sang (they, them) a lullaby so the babies would go to sleep.
obj., obj.
11. Camping without electricity was less of a problem for (she, her), than (they, them).
nom.
12. After the meeting, the sisters, Angie and (she, her), went out for pizza.
obj.
13. Because he made the team, his dad bought (he, him) a new pair of crosstraining shoes.
nom.
14. The winners of the cheerleader spirit contest were (we, us), the juniors.
Unit 8, Using Pronouns Correctly
177
Name ___________________________________________________ Class _________ Date ____________________
obj.
15. Because Katarina twisted her ankle, Rhoda carried (she, her) to the car.
nom.
16. Teresa, as well as (she, her), won two tickets to The Phantom of the Opera.
obj.
17. Since I was unfamiliar with the neighborhood, Mr. Chin drew a map for (I, me).
obj.
18. The scratching of the limb against the house gave Mark and (I, me) a terrible
start.
Grammar
nom., nom.
19. (They, Them), Mable and Otto, run the 440 faster than Kara and (I, me).
20. If it weren’t for Jamal and (she, her), the school paper would not get printed.
obj.
21. Ms. Adkins managed to motivate (they, them), Sheila and Alpesh.
nom.
22. The new owners of the bait shop are (they, them), Mr. and Mrs. Giles.
obj.
23. The newspaper interviewed Alan as well as (she, her).
nom.
24. (She, Her), Andrea Thompson, is our representative on the student council.
nom.
25. Mattie, rather than (he, him), volunteered to be chairman of the ethics
committee.
obj.
26. The team chose Chun as its captain rather than (he, him).
obj.
27. The waitress served (I, me) the wrong entrée.
nom.
28. The only applicants who met the qualifications were Candy and (I, me).
obj.
29. Famous guests at the banquet included Archie Griffin, Steve Young, and
(he, him).
obj.
30. The results of the poll elated Paul as much as (she, her).
obj.
31. Several people took advantage of the offer besides Chuck and (she, her).
obj.
32. The entire student body cheered the runners, Maria and (he, him), to victory.
obj.
33. The nod went to Gary rather than (she, her).
nom.
34. Miklos, as well as (he, him), is saving money for basketball camp.
nom.
35. Three of the players, Adzo, Alejandra, and (I, me), scored in the double digits.
obj.
36. Deciding which article to run was difficult for the editors, Joel and (she, her).
obj.
37. Of the three we know, Ito, Cal, and (he, him), the most popular is Ito.
nom.
38. (She, Her), a professional athlete, holds clinics for our school every summer.
nom.
39. Both of the game’s stars, Sanjay and (he, him), were playing with injuries.
obj.
40. Kaleena upset (he, him) with her catty remarks.
178 Grammar and Language Workbook, Grade 11
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obj.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 55
Reflexive and Intensive Pronouns
Hisself and theirselves are incorrect forms. Never use them.
The hermit had spent thirty years by himself.
The parents themselves supplied the extra labor.
Always use a reflexive pronoun when the pronoun refers to the person who is the subject
of the sentence.
He saved him a lot of trouble.
He saved himself a lot of trouble.
She found her an apple for a snack.
She found herself an apple for a snack.
Grammar
Incorrect:
Correct:
Incorrect:
Correct:
Never use a reflexive pronoun when it does not refer to the same person as the subject.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Incorrect:
Correct:
Incorrect:
Correct:
Shelley and myself were born in October.
Shelley and I were born in October.
Aaron and yourself are the only ones who can drive.
Aaron and you are the only ones who can drive.
Exercise 1 Write C in the blank if the sentence is correct. If the pronoun in italics is incorrect,
write the correct pronoun in the blank.
I
Douglas and myself caught seven fish before breakfast.
himself
1. Achim spends much time praising hisself.
herself
2. May Lien earned her a lot of money.
himself
3. Emil bought four hamburgers for Rolf and him to share.
I
4. Carlene, Andy, and myself are the new Student Council representatives.
C
5. The guests eagerly helped themselves to the tempting buffet.
C
6. Koko surprised herself and managed to remain calm in the face of the insults.
he
7. Kobla and himself are the only ones who got a perfect score.
C
8. Here are three chairs for Kim, Frances, and you.
C
9. During the volleyball tournament, Carey’s team called themselves the
Sparkling Spikers.
itself
me
C
10. The orchestra raised a thousand dollars for it by selling pizza.
11. June tagged along with Fernando and myself.
12. The Ortas are our neighbors. Our family and they are good friends.
Unit 8, Using Pronouns Correctly
179
Name ___________________________________________________ Class _________ Date ____________________
C
13. Gerald managed to solve the mystery all by himself.
C
14. Every day, Billy found himself more enthused with the club’s progress.
C
15. Carmen and you saved the game by scoring fourteen points each in the last
quarter.
themselves
16. Erika and Toni made them new outfits for the party.
themselves
17. The choir members took great pride in theirselves and their accomplishments.
themselves
18. My parents bought theater tickets for the Murphys and them.
Grammar
himself
C
19. When the old company closed, Mr. Williams found him a new job with the
Skye Products Corporation.
20. Did you remember to bring sweaters for Wanda and yourself?
Answers may vary.
Exercise 2 Write a pronoun in the blank that correctly completes the sentence.
Estella was proud of [
1. Get [
yourself
herself
for winning the MVP Award.
another piece of pie.
2. Elizabeth allowed [
herself
3. Ms. Swenson and [
you
two hours to study for the math final.
are the only persons I have known that are named Inge.
5. Will you straighten the desktop as a favor to Marla and [
ourselves
me
6. The roles of the faculty members were played by our teachers [
7. A country which is independent has the freedom to govern [
8. Kent earned [
himself
?
themselves
itself
he
.
.
the right to compete in the district finals.
9. In order to get a copy of the new postal cancellation, I sent a letter to [
10. Enrique and [
.
myself
.
are the most popular singers in the whole school.
11. People who cannot organize [
12. Cathy allowed no one but [
13. Kenji reserved seats for [
themselves
herself
himself
14. I usually write poetry for [
15. Rosa seldom gave [
Club.
herself
16. The Changs and [
we
myself
cannot organize others.
to read her diary.
and Cheryl.
and no one else.
credit for any of the contributions she made to the French
vacationed in North Dakota.
17. Since he can’t reach the top shelf, will you put this box up there for [
18. Though he tried to concentrate, Chuck found [
180 Grammar and Language Workbook, Grade 11
himself
him
?
daydreaming during the speech.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
4. We managed to decipher the poorly written instructions for [
Name ___________________________________________________ Class _________ Date ____________________
Lesson 56
Who and Whom in Questions and Subordinate Clauses
Use the nominative case pronouns who and whoever when the pronoun is the subject of
the sentence, the subject of a clause, or a predicate nominative in a sentence or a clause.
Who will be the next president? (subject of the verb will be)
He knows who his true friends are. (subject of the noun clause who his true friends
are)
Mr. Adams knew who came in late. (subject of noun clause who came in late)
Grammar
Use the objective case pronouns whom and whomever when the pronoun is a direct
object, an indirect object, or an object of a preposition.
Mavis wants to know whom you saw at the mall. (direct object of noun clause whom
you saw at the mall )
The president, whomever we select, will have a difficult job. (direct object of select)
With whom did Bill go to the fair? (object of the preposition with)
Exercise 1 Underline the pronoun in parentheses that best completes each sentence.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Tom Sawyer, (who, whom) most people love, is an amusing character.
1. One of America’s finest writers was Mark Twain, (who, whom) was born in November 1835.
2. Mark Twain, (who, whom) was born Samuel Langhorne Clemens, was the fourth of five
children.
3. The family’s poverty was obvious to (whoever, whomever) made their acquaintance.
4. When he was four, his father, (who, whom) was a hard worker but a poor provider, moved the
family to Hannibal, Missouri.
5. When his father died, the boy, (who, whom) was twelve, was apprenticed to a printer.
6. Sam’s older brother, Orion, (who, whom) bought the Hannibal Journal, gave him his first
experience with typesetting and writing.
7. (Whoever, Whomever) struck Sam’s fancy became the subject of his witty characterizations.
8. The people (who, whom) Sam spoofed often made trouble for Orion.
9. Orion, (who, whom) was often frustrated with his brother, knew that the satire sold papers.
10. In 1857, young Clemens apprenticed himself to a riverboat pilot (who, whom) he had come to
respect.
11. Sam, (who, whom) had received his pilot’s license, tried this new trade for two and a half
years.
Unit 8, Using Pronouns Correctly
181
Name ___________________________________________________ Class _________ Date ____________________
12. The author, (who, whom) called these years the happiest of his life, later wrote about
piloting in Life on the Mississippi.
13. The young man, (who, whom) wanted nothing to do with the Civil War, went with his brother
to Nevada to do some mining.
14. Soon Clemens, (who, whom) had begun using the pen name Mark Twain, was writing for the
Enterprise in Virginia City.
15. His contributions were popular with (whoever, whomever) would read them.
Grammar
16. In 1864 Mark, (who, whom) fortune still eluded, went to San Francisco where he worked on
several newspapers.
17. He often made time to listen to (whoever, whomever) had tall tales to tell.
18. A miner, (who, whom) Twain met in Calaveras County, provided him with a “jumping frog”
story that the author set down in words.
19. Twain, (who, whom) was called the “Wild Humorist of the Pacific Slope,” achieved a measure
of national fame with this story.
20. Traveling to the Hawaiian Islands, the Mediterranean, and the Holy Land, he was a
21. Innocents Abroad was a revision of these experiences that secured the fame of the author,
upon (who, whom) fortune seemed to smile at last.
22. In 1869, he married Olivia Langdon, (who, whom) was from Elmira, New York.
23. Olivia, (who, whom) modified many of Mark’s exaggerations, sometimes improved their
readability but often weakened the writing.
24. Twain, (who, whom) bought a publishing house in Hartford, Connecticut, earned much money
from writing, lecturing, and publishing.
25. The writer, (who, whom) now rode the crest of popularity, abandoned journalism for literature.
26. The next few years, 1872–1889, were productive for this man (who, whom) had come so far.
27. William Dean Howells, (who, whom) was editor of the Atlantic Monthly, became one of
Twain’s closest friends.
28. Howells also became his literary adviser, upon (who, whom) Twain depended heavily.
29. The author, (who, whom) was unused to a secure lifestyle, spent his money on high living and
unsuccessful investments.
30. (Who, Whom) could have guessed that his heavy investments in both a typesetting machine
and a publishing house would fail?
182 Grammar and Language Workbook, Grade 11
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correspondent (who, whom) wrote glittering pieces for his employers.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 57
Agreement in Number and Gender
and with Collective Nouns
An antecedent is a word or group of words to which a pronoun refers or that a pronoun
replaces. A pronoun must agree with its antecedent in both number (singular or plural)
and gender (masculine, feminine, or neuter). The antecedent may be a noun, another
pronoun, or a phrase or clause acting as a noun.
Grammar
The Taylors landscaped their yard in an unusual way. (plural pronoun)
Kimiko regained her confidence after a few putting lessons. (singular feminine pronoun)
The cheetah licked its chops. (singular neuter pronoun)
Traditionally, a masculine pronoun is used when the gender of the antecedent is
unknown or may be either masculine or feminine. As language changes, some people
prefer using gender-neutral wording. To avoid using only the masculine, the examples
show three ways to reword the sentence.
The doctor makes his rounds every day. (Doctor may be masculine or feminine, but
the pronoun here is masculine.)
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The doctor makes his or her rounds every day. (Both genders of the pronoun are
included.)
Doctors make their rounds every day. (Both the antecedent and the pronoun are
plural.)
Doctors make rounds daily. (The pronoun is eliminated.)
When the antecedent of a pronoun is a collective noun, the number of the pronoun
depends upon whether the collective noun is used as singular or plural.
The class had its first meeting yesterday. (Class is used as a single unit; therefore, the
singular pronoun is used.)
The legislature take their vacations during the summer months. (This sentence refers
to separate acts of the members; therefore, the plural pronoun is used.)
Exercise 1 Write a pronoun in the blank that agrees with the antecedent; then underline the
antecedent.
Felipe left [
his
report on the kitchen table.
their
1. The Carmonas all have [
2. Each member must pledge [
mother’s eyes.
his or her or his or her
3. Ms. Arnold coached the cheerleaders as [
4. The emergency squad offers [
5. Akiko changed for [
her
its
they
loyalty to the group.
practiced their routines.
services to all in need.
date before she ate dinner.
Unit 8, Using Pronouns Correctly
183
Name ___________________________________________________ Class _________ Date ____________________
6. Lemuel and I researched [
their
7. The Panthers play [
8. When Juan and I left school, [
our
family tree.
opening game tonight.
we
went straight to soccer practice.
their
9. Mr. Copas and Seán never tire of talking about [
record catch of trout.
them
10. If you will give me a list of things you need, I will get [
.
they
11. Billy and Carol are amazing. I’ve never seen two people work together better than [
their
Grammar
12. Sasha and Trina work every day after school because [
its
13. Just before we graduated, our class gave [
computers for the school.
15. Camille wrote [
private.
her
16. The girl on the phone said [
exactly like Maria.
family needs the money.
entire treasury to purchase some new
their
14. Norman and Natasha spent a lot of money on [
skiing gear.
its
deepest feelings in the diary; [
her
his
18. The tennis player had trouble controlling [
his or her or his or her
contents were
she
name was Jane, but [
17. Orville worked hard at accomplishing [
sounded
goals.
its
they
serves.
all shared one bicycle.
last session.
Exercise 2 Circle any pronoun in italics that does not agree with its antecedent. Write its
correct form in the blank. If the italicized pronoun agrees with its antecedent, write C in the blank.
their
C
The candidates used the poll results to estimate his support base.
1. Albert and Teresa featured a live rabbit in their science project.
their
2. The musicians performed his program at the municipal auditorium.
her
3. Marlene spent the evening studying for his math test.
C
4. Most members of the Spanish club recommend it to their friends.
his
5. Bill organized its schedule to allow for extra leisure time.
we
6. My sisters and I finished our homework, and then she watched television.
C
its
his or her
or his or her
C
7. Neither of the Jones girls played her best.
8. The team is proud of their record.
9. Does anyone have an extra battery in their locker?
10. Hakeem is never too busy to help his friends.
184 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
19. When my dad and his three brothers were children, [
20. Congress passed forty-seven bills during [
.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 58
Agreement in Person
A pronoun must agree in person with its antecedent.
Incorrect:
Correct:
Incorrect:
Correct:
Henri lives in Tampa where you can sunbathe all year long.
Henri lives in Tampa where he can sunbathe all year long.
They like camping because you can be close to nature.
They like camping because they can be close to nature
Tom attended the outdoor drama where you could enjoy the summer weather.
Tom attended the outdoor drama where he could enjoy the summer weather.
1. Maria climbed to the top of the hill where you could see Tennessee.
Maria climbed to the top of the hill where she could see Tennessee.
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2. Maude and Clarice found a little boutique where you get terrific bargains on hypoallergenic
makeup. Maude and Clarice found a little boutique where they get terrific bargains on hypoallergenic
makeup.
3. Bill likes the library because there you can satisfy your curiosity on any subject.
Bill likes the library because there he can satisfy his curiosity on any subject.
4. Achim had no knowledge of your basic rights as a citizen.
Achim had no knowledge of his basic rights as a citizen.
5. Martina stayed away from parties where you couldn’t wear casual clothes.
Martina stayed away from parties where she couldn’t wear casual clothes.
6. Every member knew that the tradition was well established before you were born.
Every member knew that the tradition was well established before he or she was born.
7. The stars seemed so close that you could reach up and grab one.
The stars seemed so close that a person could reach up and grab one.
8. We went to the theater early so you would have a better chance of getting good seats.
We went to the theater early so we would have a better chance of getting good seats.
9. Our goal is to make everyone feel that you truly have equal opportunity.
Our goal is to make everyone feel that he or she truly has equal opportunity.
Unit 8, Using Pronouns Correctly
185
Grammar
Exercise 1 Rewrite the sentence to eliminate the inappropriate use of you (your). Substitute a
pronoun that agrees with the antecedent or a suitable noun. Answers may vary somewhat.
Name ___________________________________________________ Class _________ Date ____________________
10. Rosie proved that, with the right attitude, you could accomplish nearly anything.
Rosie proved that, with the right attitude, she could accomplish nearly anything.
11. Dan and Luisa are going to the track banquet where you receive the awards you earned during
the season. Dan and Luisa are going to the track banquet where participants receive the awards they
earned during the season.
12. Ed was happy for the new bus route because you don’t have to walk all the way through the
subdivision. Ed was happy for the new bus route because he doesn’t have to walk all the way through the
Grammar
subdivision.
13. Mary and Al go to the YMCA three days a week because you can work out for three dollars a
session. Mary and Al go to the YMCA three days a week because they can work out for three dollars a
session.
14. The Morgans were eager for their vacation because you could get away from the bustle of their
busy shop. The Morgans were eager for their vacation because they could get away from the bustle of
their busy shop.
15. Yoruba and Steve checked their answer sheets carefully because you wouldn’t get a second
chance.
16. Basketball clinics are valuable since you always need to improve your skills.
Basketball clinics are valuable since everyone always needs to improve his or her skills.
17. Jeannine finally realized that you can’t get a top grade without some personal effort.
Jeannine finally realized that she can’t get a top grade without some personal effort.
18. For the trip to London, you will stop over in New York.
For the trip to London, the flight will stop over in New York.
19. To learn about their ancestors, you can attend a family reunion.
To learn about their ancestors, people can attend a family reunion.
20. Anya and Ramona took a compass on their hike because you can use it to find your way if you
become lost. Anya and Ramona took a compass on their hike because they could use it to find their way if
they became lost.
186 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
chance. Yoruba and Steve checked their answer sheets carefully because they wouldn’t get a second
Name ___________________________________________________ Class _________ Date ____________________
Lesson 59
Agreement with Indefinite Pronoun Antecedents
When a pronoun’s antecedent is an indefinite pronoun, the pronoun must agree in
number with it.
Neither of the girls spent her entire allowance.
Several members missed their chance to speak with the president.
Grammar
When no gender is specified, it is traditional to use a masculine pronoun with an
indefinite antecedent. If gender-neutral wording is desired, use both masculine and
feminine, reword the sentence to make the antecedent plural, or omit the personal
pronoun entirely.
TRADITIONAL:
Every one of the students should prepare his own homework.
GENDER-NEUTRAL: All of the students should prepare their own homework.
Every one of the students should prepare the homework.
Exercise 1 Write a pronoun in the blank that agrees with the indefinite antecedent. Underline
the indefinite pronoun antecedent.
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Neither of the girls left [
her
umbrella on the bus.
their
1. All of the Turner children have labeled [
notebooks on the outside.
her
2. When Muriel graduates, another of the girls will take [
his
3. Any of the stock boys will be happy to lend [
4. None of the sopranos has [
her
assistance.
music memorized.
their
5. Some of our teachers keep [
records in a computer.
6. I want to speak with each of the boys: Deon, Karl, and [
him
7. A few of the football players hung their heads because [
they
their
8. All of the NHL players risk injury to [
9. Each of the mothers had [
her
.
had lost the game.
legs in every game.
own special way of handling her child.
10. All of the members are required to keep [
their
uniforms clean and neat.
11. When all of the girls had gone home, only one had forgotten [
12. Both of us had reached the point of frustration with [
our
13. Of all the girls on the track team, no one chose high hurdles as [
14. Each of them is responsible for [
place as president.
his or her or his or her
her
project list.
brothers.
her
specialty.
own property.
15. Either of the boys may choose thermodynamics as the theme for [
his
science project.
Unit 8, Using Pronouns Correctly
187
Name ___________________________________________________ Class _________ Date ____________________
their
16. Some of the girls perceived that remark as damaging to [
their
17. Many of the NBA players plan for [
future by reinvesting much of their salary.
her
18. Any of the waitresses works hard to improve [
19. Everyone hopes [
his or her or his or her
pride.
tips.
audition went well.
her
20. Somebody in the girls’ locker room is laughing so loudly that [
voice can be
heard in the hallway.
their
Grammar
21. Both of his friends enjoyed [
their
22. A few of the guys spent [
dinner.
lunch hour practicing their lines for the play.
her
23. Will any of the women on the staff cast [
their
24. The others saw the importance of [
vote against this proposal?
role in the project.
his
25. Of all the boys, not one failed to report to [
interview on time.
26. All of Amy’s friends admitted to feeling lonely at some time in [
27. Everybody has [
his or her or his or her
their
28. Both of the writers saw [
essays in print.
his or her or his or her
her
31. Every one of the women has earned [
his or her or his or her
best.
spot on the golf tour.
shipments in an amazingly short time.
33. Most of the horse show judges have spent years refining [
their
talent.
34. Neither of the siblings vents [
his or her or his or her
feelings in a visible manner.
35. Someone in the balcony lost [
his or her or his or her
coat.
36. Each chose Will Smith as [
children.
his or her or his or her
her
37. None of the girls went to the prom without [
38. None of the cross-country runners finished with [
39. Each of the servers bussed the tables in [
favorite comedian.
makeup and [
his or her or his or her
his or her or his or her
40. All of the guys had computer games on [
their
her
hairbrush.
best time.
area.
wish lists.
Writing Link Write two sentences using indefinite pronouns that have indefinite antecedents.
188 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
30. Nobody has any excuse for trying less than [
their
lives.
strong points.
29. Each of the parents held secret dreams for the success of [
32. Both of them received [
their
Name ___________________________________________________ Class _________ Date ____________________
Lesson 60
Clear Pronoun Reference
Do not use the pronouns this, that, which, and it without a clearly stated antecedent.
Unclear: Nina will sing at the assembly, which I always enjoy.
Clear:
I always enjoy Nina’s singing at the assembly.
Sometimes a pronoun will seem to have more than one antecedent. In such instances,
reword the sentence to make the antecedent clear or omit the pronoun.
Grammar
Unclear: Raji had the wrestling advantage over Bob because he was heavier. (Raji or
Bob could be the antecedent of he)
Clear:
Raji, because he was heavier, had the wrestling advantage over Bob. (Raji is
the antecedent of he)
Clear:
Heavier than Bob, Raji had the wrestling advantage. (pronoun is eliminated)
The pronouns you and they should not be used as indefinite pronouns. Instead, name the
performer of the action.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Indefinite: When the Hallelujah Chorus is performed, you should rise.
Clear:
When the Hallelujah Chorus is performed, the audience should rise.
Clear:
When the Hallelujah Chorus is performed, everyone should rise.
Exercise 1 Rewrite each sentence so that the antecedent of the pronoun in parentheses is clear.
You may choose to eliminate the pronoun in some cases. Answers may vary.
The Tigers played the Lions last Friday and (they) scored eleven runs.
The Tigers scored eleven runs when they played the Lions last Friday.
1. Ellen brought a copy of the new schedule of activities that (they) are offering this summer at the
city parks. Ellen brought a copy of the new schedule of activities the city parks are offering this summer.
2. The swimming pool has been enlarged by twenty feet (which) is larger than any other in the
state. The swimming pool has been enlarged by twenty feet, making it larger than any other in the state.
3. Not only will there be baseball and basketball, but (you) can play soccer, too.
Not only will there be baseball and basketball, but people can play soccer, too.
4. Ollie noticed that five team sports were on the list, (which) are open to all ages.
Ollie noticed that five team sports, which are open to all ages, were on the list.
5. Cal has different interests from Mario because (he) prefers individual sports.
Cal has different interests from Mario because Cal prefers individual sports, .
Unit 8, Using Pronouns Correctly
189
Name ___________________________________________________ Class _________ Date ____________________
6. For people like Cal, (they) have fourteen individual sports on the list.
For people like Cal, the parks department has fourteen individual sports on the list.
7. Jogging, hiking, and weight training are available if (you) don’t want to be competitive.
Jogging, hiking, and weight training are available for people who don’t want to be competitive.
8. The program includes a full schedule of non-sporting activities (which) has something for
everyone. The program, which has something for everyone, includes a full schedule of non-sporting
activities.
Grammar
9. Eastgate Park offers (you) a small plot to raise flowers or vegetables.
Eastgate Park offers a small plot to raise flowers or vegetables.
10. Those with artistic tastes may choose from twenty craft workshops and fine arts classes which
(they) offer at Mill Street Park. Those with artistic tastes may choose from twenty craft
workshops and fine arts classes offered at Mill Street Park.
11. Sharon joined her cousin Gillian in the pastels class because (she) didn’t want to attend
without someone she knew. Sharon joined her cousin Gillian in the pastels class because Gillian didn’t
want to attend without someone she knew.
The leather tooling class, which was on Wednesday mornings, required a fee for supplies.
13. Performing opportunities are available at all the parks (which) have professional leadership.
Performing opportunities with professional leadership are available at all the parks.
14. A concert band, a chorus, and an orchestra will make weekly appearances (that) involve scores
of participants. A concert band, a chorus, and an orchestra that involve scores of participants will make
weekly appearances.
15. The drama group will perform three one-act plays (which) is already rehearsing.
The drama group, which is already rehearsing, will perform three one-act plays.
16. Four professional groups are scheduled for concerts (that) are on tour.
Four professional touring groups are scheduled for concerts.
17. Of course, all the traditional facilities like playgrounds and picnic areas (that) are popular are
still available. Of course, the popular traditional facilities, like playgrounds and picnic areas, are still
available.
18. The shelter houses are in such demand that (you) have to reserve them a month in advance.
The shelter houses are in such demand that people must reserve them a month in advance.
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12. The leather tooling class required a fee for supplies (which) was on Wednesday mornings.
Name ___________________________________________________ Class _________ Date ____________________
Unit 8 Review
Exercise 1 Write a pronoun in the blank to correct the inappropriate pronoun in italics.
his or her
or his or her
Each absentee got their assignment from Brenda.
her
1. The cookies were donated by Antoinette and she.
she
2. The guests, Armand and her, were very poised.
themselves
she
he or she
or he or she
Grammar
he
3. All the ballerinas keep herself physically fit.
4. Curt misses Florida because they can walk on the beach anytime.
5. Sara had a better free-throw percentage than her.
6. Anyone can join provided they attends the meetings.
she
7. Mary Ann liked the new hobby shop because you can find everything easily.
us
8. The rules change was approved by all of we on the committee.
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us
9. The aptitude test will be given to we juniors during third period.
him or her
or him or her 10. Each of the students liked working on the community clean-up project because
it gave them a sense of accomplishment.
him
11. Alonzo gave the keys to the boys, Rabi and he.
we
12. The league champions are us, the Wildcats.
whom
who
13. To who was the prize awarded?
14. Our class spent four days helping the victims whom were displaced by the
flood.
they
15. Our ancestors succeeded because we worked hard.
their
16. All of the boys completed his homework on time.
himself
themselves
he
they
17. Steve got hisself a new CD player.
18. The team itself washed the dirty jerseys.
19. Karl got better grades than Melissa because she studied harder.
20. Every team deserved a letter, said Mr. Giles, even them.
Unit 8, Using Pronouns Correctly
191
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–8
Exercise 1 Label each italicized word with its part of speech: N (noun), V (verb), adj. (adjective),
adv. (adverb), pro. (pronoun), prep. (preposition), or con. (conjunction).
1.
2.
Grammar
3.
4.
5.
6.
7.
8.
9.
10.
12.
13.
14.
15.
16.
17.
18.
19.
20.
192 Grammar and Language Workbook, Grade 11
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11.
prep.
N
With a loud crash, the vase fell to the floor.
N
N
His leaving caused a lot of comment.
prep.
adj.
After the rain shower, the entire world seemed refreshed.
N
con.
Is Ethan Frome fiction or biography?
adj.
V
prep.
Brunhilda, a character in Wagnerian operas, was the beautiful leader of the Valkyries.
adv.
adj.
I found Ms. Lopez extremely well prepared for the debate.
N
adj.
Running and weight lifting are Alpesh’s favorite activities.
adj.
adj.
Both the advisers spoke with Brooklyn accents.
N
prep. pro.
Do you understand that there will be more responsibility placed on those who can handle it?
prep.
pro. adj.
The pigeons outside his window awakened Geraldo with their soft cooing.
V
N
The Walkers’ new van runs on diesel fuel.
adj.
prep.
The entire surprise party came off without a hitch.
prep.
N
adv.
Because of a disease called blight, chestnut trees have become very rare.
adj.
V
adj.
con.
Your gear should include the following: extra socks, a first-aid kit, and a rain poncho.
adj.
adv.
pro.
After thirty years of marriage, Renaldo is still happy when he returns to his wife after a day at
work.
pro.
prep.
adj.
The MVP award went to her, the girl with the red hair.
V
N
Durrell is being scouted by three major colleges because of his outstanding passing ability.
adj.
Can a person from our tiny community understand the pressures of life in the city?
adv.
V
con.
Interestingly enough, Jo wrote the story that appeared in the newspaper, but she hasn’t seen a
printed copy yet.
adj.
prep.
Kahlil ate two eggs besides the pancakes.
pro.
N
Please hand me the jars, those with the green labels.
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Draw two lines under the correct verb form.
Carey and Mel (is, are) the funniest persons in our class.
1. (Do, Does) the Honeywells live here?
2. The addax, an example of an endangered animal, (is, are) native to Africa.
3. Everyone who attended (is, are) impressed with Mr. Honer’s speaking ability.
4. Jesse, along with the Chin sisters, (devote, devotes) much of his time to studying.
5. Connie, Jaleel, and Pearl (advocate, advocates) a generous approach to the situation.
6. Neither the Cadburys nor Mr. Skidmore (own, owns) a riding lawn mower.
Grammar
7. Physics (is, are) his favorite science course.
8. Al or they (has, have) many resources that will help you with your project.
9. “We can use additional volunteers,” (remark, remarks) Paul.
10. Most of the squadron (believe, believes) that the new equipment will improve performance.
11. All of the team (look, looks) forward to the rematch with Westport.
12. The Carillos and Hector (subscribe, subscribes) to that magazine.
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13. (Is, Are) the employees taking their vacations in July?
14. The reporters from the newspaper (work, works) very hard to meet deadlines.
15. The board of education (provide, provides) transportation for all field trips.
16. The senator’s politics (change, changes) from day to day.
17. Few of the class (arrange, arranges) their schedules with efficiency.
18. Ms. Wu, who is on the staff of school counselors, (provide, provides) an interesting
introduction to their program.
19. Cryonics (is, are) a new frontier for many forms of life science.
20. The football player (hope, hopes) for a better season next year.
Exercise 3 Draw a line under the word in parentheses that best completes each sentence.
The mother was proud of her children, for (who, whom) she had sacrificed much.
1. Will you help Addie and (I, me)?
2. The highest producers, Rafael and (he, him), were treated to lunch.
3. The president of the school board (himself, hisself) visited the class.
4. Blame the sophomores rather than (we, us).
5. Anita bought (her, herself) a new pair of shoes for the party.
Unit 8, Using Pronouns Correctly
193
Name ___________________________________________________ Class _________ Date ____________________
6. Mr. Taylor, (who, whom) he had trusted, proved to be unreliable.
7. In speech class, the class told about (its, their) hobbies.
8. The Millers often go to the lake where (you, they) can relax and revitalize themselves.
9. Anyone who wants to participate must have (his or her, their) physical exam by next week.
10. I bought bouquets for Karin and (she, her).
11. Give this to the first chair flautist, (she, her).
12. Ariel, as well as (he, him), was late for the ballgame.
Grammar
13. To finance their banquet, the French Club raised two hundred dollars for (them, themselves).
14. Juanita called Kareem, (who, whom) is the chairman of the committee.
15. Each member of the volleyball team received (its, her) award at the dinner.
16. Because (you, he) loves nature, Yoshin is always ready to go camping.
17. Many of our class (is, are) involved in some type of community service program.
18. I can’t tell (who, whom) wrote this.
19. The army (is, are) an important part of our nation’s defense.
20. Because she is new, Mr. Alvaraz gave Jenny a written copy of (his, her) duties.
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194 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Unit 9: Using Modifiers Correctly
Lesson 61
Modifiers: Three Degrees of Comparison
Adjectives and adverbs have three degrees of comparison. The positive form is the base
form, the form used as an entry word in a dictionary. It is never used to make a
comparison. The comparative form compares two things or people. The superlative form
compares three or more things or people.
Grammar
Alonso is smart. He learns quickly. (positive)
Alonso is smarter than I am. He learns more quickly than I do. (comparative)
He is the smartest student here. He learns the most quickly of all. (superlative)
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Most one-syllable adjectives use -er or -est for the comparative and superlative forms.
Spelling changes occur in some of these comparative and superlative forms. Most twosyllable adjectives form the comparative and superlative the same way; however, if -er or
-est sounds awkward, use more or most. Also use more and most to form the comparative
and superlative of adjectives of three or more syllables.
brave, braver, bravest
sad, sadder, saddest
pretty, prettier, prettiest
hesitant, more hesitant, most hesitant
comfortable, more comfortable, most comfortable
Most adverbs of more than one syllable and all adverbs ending in -ly use more and most
to form the comparative and superlative degrees.
often, more often, most often
tightly, more tightly, most tightly
Exercise 1 Write in the blank the correct form (positive, comparative, or superlative) of the
adjective or adverb in parentheses. Answers may vary.
The old plane is [
1. Few activities were [
smaller
than the new one. (small)
more exciting
to Americans in the early 1900s than flying. (exciting)
2. However, African Americans found it [
harder
to gain access to the new technology
than their white counterparts did. (hard)
3. Due to racial bias, African Americans found access to flight training the [
most difficult
of
all. (difficult)
4. Many tried to use flying to achieve a [
5. The [
more fortunate or most fortunate
6. People in Europe were [
high or higher
status in society. (high)
avid fliers were able to fly in Europe. (fortunate)
tolerant or more tolerant
in the area of racial relations. (tolerant)
Unit 9, Using Modifiers Correctly
195
Name ___________________________________________________ Class _________ Date ____________________
7. Oddly enough, even in the early part of the twentieth century, African American women pilots
were just as [
famous
as African American male pilots. (famous)
8. Bessie Coleman took flying [
more seriously
than most of her contemporaries, and she
learned to fly in France. (seriously)
9. People came to see her stunt flying—the [
10. Coleman was one of the [
more dangerous
the better, they felt. (dangerous)
more adventurous or most adventurous
fliers of her generation.
Grammar
(adventurous)
Exercise 2 Underline the modifier in parentheses that best completes each sentence.
Another young pilot was (more eager, most eager) to succeed than many of his
contemporaries.
1. Eugene Bullard, America’s first African American aviator, learned to fly in France because
America was (more racially, most racially) segregated than Europe.
2. Bullard had already learned German during a stay in Berlin, so he learned French even (more
quickly, most quickly) than he might have otherwise.
4. Bullard hated the killing and said in his autobiography, “Every time the sergeant yelled ‘Feu!’ I
got (sicker, sickest).”
5. Injured in the Battle of Verdun in 1916, Bullard recovered (slowly, most slowly) at a hotel that
had been turned into a hospital.
6. Bullard adopted French ways and even would slip into French speech as he grew (more
excited, most excited) about an issue.
7. Bullard learned that soldiers with (serious, seriouser) injuries that kept them from trench
warfare could still learn to fly.
8. He trained with the French Air Service and was then assigned to Avord, the (larger, largest) air
school in France.
9. Despite Bullard’s skill, the Lafayette Flying Corps, which included the (more famous, most
famous) American aviators flying for France, did not assign him to duty.
10. Eventually he did fly in combat and won the Croix de Guerre, France’s (higher, highest)
military honor.
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3. He joined the French Foreign Legion and went into action after (hasty, most hasty) training.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 62
Modifiers: Irregular Comparisons
Some common modifiers have irregular comparative forms.
POSITIVE
good, well, bad, badly, ill
far (distance)
far (degree, time)
little, many, much
COMPARATIVE
better, worse
farther
further
less, more
SUPERLATIVE
best, worst
farthest
furthest
least, most
Grammar
Exercise 1 Write in the blank the correct form of the modifier in parentheses.
The hiker came down with the [
worst
1. Janine’s performance in the play was [
2. This is the [
3. Cory is [
worst
better
than Marilyn’s. (good)
cold I’ve ever had. (bad)
more
curious than Stella about biology. (much)
4. Helen’s kite went up [
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case of poison ivy ever. (bad)
the farthest or farthest
5. She hurt her knee even [
worse
6. The Alien’s Revenge was the [
further
8. Carla’s band got the [
most
9. Dolores adapted [
in her second fall on the ice. (badly)
best
7. The aliens traveled [
of them all. (far)
movie in the festival. (good)
back in time than they had planned to. (far)
cheers of all the entrants. (many)
better
to the new school than Gerardo did. (well)
10. With several intact levees, Oakdale had the [
least
flooding of all the small towns
along the river. (little)
11. Sarah had [
more
time for baby-sitting than Clara had. (much)
12. This book on Antarctic travel is the [
13. The house looks in [
worse
most
shape than it did before the storm. (bad)
14. The students’ enthusiasm for the party was [
15. Gustavo spelled the [
16. Diana felt [
the worst
17. The baby ducks swam [
best
worse
less
than I expected. (little)
of all the competitors. (well)
of all after her team lost. (badly)
farther
each day. (far)
18. Officials feared the flu outbreak would be the [
19. Mr. Carver is [
exciting I’ve read. (much)
worst
one yet. (bad)
than he was yesterday. (ill)
Unit 9, Using Modifiers Correctly
197
Name ___________________________________________________ Class _________ Date ____________________
further
20. Holly explores astronomy [
21. Is the band’s new song [
better
22. The spring flood was the [
than its last one? (good)
worst
in years. (bad)
23. Grandmother gets [
more
24. The garage is the [
farthest
25. I feel [
than I did yesterday. (badly)
worse
26. Jake puts his [
Grammar
than I do. (far)
best
27. I have nothing [
joy from my letters than from my phone calls. (much)
our cat ever goes from the house. (far)
energy into his music. (good)
further
to say. (far)
28. We picked six quarts of berries, the [
29. Mary completed her exercises in [
30. What’s the [
31. I got [
least
more
most
better
answers right than wrong. (many)
most
maturity of all. (much)
33. Both players limped, but Brad’s limp was [
best
. (bad)
farther
than farmers in the Depression. (little)
worst
game of the season. (bad)
I hiked, the more my blister hurt. (far)
38. That company has the [
worst
worse
40. The doctor looked [
ads on TV. (bad)
with the flu than with a cold. (bad)
further
into the man’s medical history. (far)
Writing Link Write a paragraph comparing two television programs. Use at least two modifiers
that have irregular comparative forms.
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less
36. The team played the [
39. I usually feel [
worse
of all without the television on. (well)
35. Bankers suffered [
37. The [
shape than the rest of us. (good)
we have to spend to get a new dishwasher? (little)
32. Yolanda showed the [
34. I study [
ever. (many)
Name ___________________________________________________ Class _________ Date ____________________
Lesson 63
Modifiers: Double and Incomplete Comparisons
A word’s comparison forms can use -er and -est or more(less) and most(least), but not both.
Incorrect:
Correct:
Incorrect:
Correct:
The lake is more larger than the pond.
The lake is larger than the pond.
The sequoia is the most largest tree.
The sequoia is the largest tree.
Use other or else to make your comparisons complete or clear.
Grammar
Unclear:
Clear:
Unclear:
Clear:
The town department store is larger than any building.
The town department store is larger than any other building.
The scientist has more awards than anyone.
The scientist has more awards than anyone else.
Be sure your comparisons compare things that are alike.
Unclear:
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Clear:
Clear:
Rosa’s hair is curlier than her mother. (Rosa’s hair is being compared
incorrectly with her mother in her entirety.)
Rosa’s hair is curlier than that of her mother.
Rosa’s hair is curlier than her mother’s hair.
Exercise 1 Circle each double or incomplete comparison. Write C in the blank if the sentence
is correct.
Jackie is more smarter than anyone else in class.
1. The moon is less brighter than the sun.
2. The sun is the most brightest object in our solar system.
C
3. It even reflects off Pluto, which is farther away than any other planet.
4. Pluto is also smaller than any planet.
5. Jupiter is the most largest planet.
C
6. Earth is the largest of all the rocky inner planets.
7. The inner planets are less gassier than the outer planets, which are mostly gas.
8. Since all the planets were formed at about the same time, it is hard to say which ones
are more older than the others.
9. Venus has a thick atmosphere that is more poisonous than Earth.
C
10. On the other hand, Mars has a thinner atmosphere than that of Earth.
11. The most loveliest sights in the solar system are the ring systems around some of the
planets.
Unit 9, Using Modifiers Correctly
199
Name ___________________________________________________ Class _________ Date ____________________
C
12. Of all the planets, Saturn has the most extensive system of rings.
13. Because they are so large, Saturn’s rings reflect more sunlight and are much more shinier
than the rings of Jupiter.
14. Our moon looks bright to us because it is much more closer to Earth than the stars.
15. Saturn has the most moons of any planet.
Grammar
Exercise 2 Write the correct form of each double or incomplete comparison in the blank. If the
comparison is correct write C in the blank.
C
Our sun is the most important heavenly body for us on Earth.
less hot
1. However, the sun is smaller and less hotter than many other stars.
closest
2. The sun is, of course, the most closest to Earth of all stars.
3. Even though the star Proxima Centauri is 4.3 light years away from
our sun, it is still closer than any star.
farther
4. Astronomers have learned how to tell which stars are more farther
away than other stars.
faintest
5. If several stars have the same magnitude, or true brightness, the star
that is the most faintest is the farthest away.
brightest
6. The most brightest of all stars are supernovas.
C
7. These are huge stars that explode at the end of their lives, and shine
brighter than anything else around them for many months.
densest
8. After a supernova explodes, the remaining matter falls inward to
become the most densest of all stars, a neutron star.
heavier
9. Even though a neutron star is small, its dense makeup makes it more
heavier than any other star.
stronger than that of
C
10. Some supernovas collapse inward to form a black hole, where the
gravity is stronger than other stars.
11. The sun can never be a supernova, because such a star must be
much more massive than the mass of our sun.
lower
12. The sun will expand and become a red giant eventually, and its surface
temperature will become more lower than its temperature at present.
hottest
13. As the sun expands, in several billion years, the surface of Earth will
become the most hottest it has ever been.
coolest
14. Star color is one way astronomers can tell which stars are the hottest
and the most coolest.
C
15. Yellow stars, like our sun, are cooler than stars that are white or
blue-white.
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any other star
Name ___________________________________________________ Class _________ Date ____________________
Lesson 64
Using Good or Well; Bad or Badly
Good is always used as a adjective. Well is used as an adverb telling how something is
done, or as an adjective meaning “in good health.”
The Rangers played a good game. (adjective)
The house looks good after its paint job. (adjective following linking verb)
I can’t see well from here. (adverb)
I ate too much and now I don’t feel well. (adjective meaning “in good health”)
Grammar
Bad is always an adjective. Badly is an adverb and follows an action verb.
The umpire made a bad call. (adjective)
It looks bad for the defendant. (adjective following linking verb)
The actress played that part badly. (adverb following an action verb)
Exercise 1 Write good, well, bad, or badly in the blank to complete each sentence.
Sue hoped her guests would have a [
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1. At the relay, our team got off to a [
good
time at the party.
good or bad
start.
2. Cecilia felt she had never completed a test so [
3. Sean asked Carol to point out the [
4. Connie felt [
good
bad
well or badly
spots on his newly painted car.
about her part in discovering the comet.
5. If I wake up and don’t see the sun, I usually feel [
6. We can’t hear this videotape very [
7. The teacher talked to us about our [
8. The new car performed [
well
10. That colorful jacket looks [
bad or good
bad or good
well
enough to play.
on Abel.
11. The episode of Space Travelers tonight was very [
well or badly
well
good or bad
well
16. I hope the politician will give a [
.
at her new school.
when he failed the exam.
14. I don’t usually like pasta, but this dish is really [
15. Homer always behaves [
behavior.
in the safety test drive.
good or bad
12. Janine is afraid she will not fit in [
.
.
well or badly
9. Jay says his brother is not feeling [
13. Robert reacted very [
.
good
.
, even in stressful situations.
good or bad
17. I’ve had unpleasant medicine before, but this stuff is [
speech for once.
good or bad
!
Unit 9, Using Modifiers Correctly
201
Name ___________________________________________________ Class _________ Date ____________________
18. Is this investment a [
19. How [
well
good or bad
one?
do you know the new student?
20. Sandra really hopes she will be [
well
enough to go to the game.
Exercise 2 Circle each incorrect use of good, well, bad, or badly. Write the correct word in the
blank. If the sentence is correct, write C.
Grammar
badly
He was hurt bad in the accident.
well
1. Jason thinks he has to do good in every subject he studies.
badly
2. The paper reported that the team played bad.
good
3. The swimming team really look well in their bright swimsuits.
badly
4. Mika wants bad to win the spelling trophy.
C
bad
C
5. She has earned good grades all through high school.
6. The coming storm looked badly, so we headed for home.
7. Alana was hurt badly in her fall from the horse.
8. This painting will fit good in that space.
well
9. Sean cannot play chess very good.
badly
10. I’m sorry things are going so bad for you.
C
11. I want to do well on the next test so I will study hard.
C
12. The witness testified badly because he was nervous.
well
13. You look good after your long bout with the flu.
bad
14. The injury looked badly at first, but it was only skin deep.
good
15. Clancy does not feel very well about refusing to help his brother study.
badly
16. Cory was shaking bad after going out in the cold without a coat.
C
17. Amaretto cheesecake is a very good dessert.
well
18. I thought the mediation meeting went very good.
bad
19. The fresh fruit went badly before we were able to eat it.
well
20. I don’t know your sister very good.
C
21. Kent is a good piano player.
well
22. Sammi plays the oboe good.
bad
23. At least Myra’s cake wasn’t as badly as this soufflé.
good
24. It is well to plan ahead.
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well
Name ___________________________________________________ Class _________ Date ____________________
Lesson 65
Double Negatives
A double negative is two negative words in the same clause. Use only one negative word
to express a negative idea. You can usually correct a double negative by using one
positive form.
NEGATIVE
neither, never, no, nobody
none, no one, nothing, nowhere
I haven’t seen no stars tonight. (Two negatives – not and no)
I haven’t seen any stars tonight. (Positive any replaces negative no)
I have seen no stars tonight. (One negative form – no)
She never goes nowhere. (Two negatives – never and nowhere)
She never goes anywhere. (Positive anywhere replaces negative nowhere.)
She goes nowhere. (One negative form – nowhere)
Grammar
Incorrect:
Correct:
Correct:
Incorrect:
Correct:
Correct:
POSITIVE
either, ever, any, anybody
anyone, anything, anywhere
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Exercise 1 Circle each phrase containing a double negative. Rewrite the phrase correctly
following the sentence. Most sentences can be corrected in more than one way. Write C if the
sentence is correct.
There isn’t no animal on Earth that humans envy as much as birds.
1. There isn’t no better time for birding than spring.
isn’t any/is no
isn’t any/is no
2. I don’t like nothing as much as welcoming the migrating birds as they come north.
don’t like
anything/like nothing
3. Many of my friends don’t know nothing about identifying birds.
don’t know anything/know
nothing
4. I wasn’t getting nowhere with birdwatching myself until I bought a good field guide.
wasn’t
getting anywhere/was getting nowhere
5. I couldn’t tell any difference between a Canada warbler and a magnolia warbler, for example.
C
6. There isn’t no better way to tell them apart than to focus on their “necklaces,” the markings
around their yellow necks.
isn’t any/is no
7. The short “necklace” on the Canada warbler isn’t nothing like the long hanging “necklace” on
the magnolia warbler.
isn’t anything/is nothing
8. To be sure you can see both birds up close, there is no better investment than a good pair of
binoculars.
C
Unit 9, Using Modifiers Correctly
203
Name ___________________________________________________ Class _________ Date ____________________
9. Before I had a book and binoculars, I could not name none of the rarer birds that fill our skies
each spring.
could not name any/could name none
couldn’t identify
10. I couldn’t identify nothing except our familiar robin, blue jay, and crow.
anything/could identify nothing
isn’t
11. Now there isn’t nothing like the thrill of sighting a bluebird or a yellow-billed cuckoo.
anything/is nothing
don’t study anything/study nothing
12. On weekends, I don’t study nothing but my bird book.
Grammar
13. At first I didn’t expect any success as a bird-watcher.
C
14. I couldn’t tell no difference between the various kinds of lake ducks.
couldn’t tell any/
could tell no
15. Because I have the book, I won’t never forget the difference between the red-headed and redbellied woodpeckers.
won’t ever/will never
16. Though both have red head markings, downy woodpeckers don’t have no long bills like hairy
woodpeckers.
dont have any/have no
17. I haven’t seen no pileated woodpecker yet.
haven’t seen any/have seen no
wasn’t getting
anywhere/was getting nowhere
19. But finally I realized that there is nothing I’d rather do in the early morning than see which
birds are around.
C
20. Unfortunately, my sister will stop at nothing to try to confuse me with her birdcalls.
C
Exercise 2 Circle each double negative and correct it following the sentence. Write C if the
sentence is correct.
There aren’t no animals more interesting than birds.
aren’t any/are no
1. Because humans can’t never fly, at least by themselves, birds fascinate us.
2. Humans do not have a body shape like a bird’s skeleton.
can’t ever/can never
C
3. With its long straight neck, beak, and legs, a bird doesn’t let nothing get in the way of its
streamlined travel.
doesn’t let anything/lets nothing
4. Birds’ bones are hollow and don’t carry no extra weight.
204 Grammar and Language Workbook, Grade 11
don’t carry any/carry no
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
18. For a while I wasn’t getting nowhere with identifying the many warblers.
Name ___________________________________________________ Class _________ Date ____________________
wouldn’t
5. And without its strategically placed feathers, a bird wouldn’t get nowhere in the air.
get anywhere/would get nowhere
C
6. If you look at a plane, you can see that it looks like nothing so much as a big bird.
7. It seems that human beings are determined that there isn’t nothing we can’t do if we set our
minds to it.
isn’t anything/is nothing
8. Some birds don’t never fly.
don’t ever/never
don’t take them anywhere/take them
9. Penguins’ strong wings don’t take them nowhere in the air.
nowhere
Grammar
10. A swan swims and hasn’t no reason to fly.
hasn’t any/has no
11. Ostriches don’t fly because they are such swift runners.
C
12. Birds haven’t no way to store much energy, so they must eat much of the time.
haven’t
any/have no
13. There aren’t no activities that use as much energy as flying and maintaining a constant body
temperature.
aren’t any/are no
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
14. So there are few times during a bird’s waking hours when it is not seeking food or eating.
C
15. Birds and reptiles haven’t no differences in the area of reproduction.
16. They both lay eggs, which don’t never hatch until the young are ready.
17. Birds’ beaks aren’t nothing like one another.
haven’t any/have no
don’t ever, never
aren’t anything/are nothing
18. Some birds break into seeds and nuts with beaks that are like nothing so much as a chisel.
C
19. Ducks don’t have no reason for a sharp beak, because their flat beaks filter food from the water.
don’t have any/have no
20. Nature doesn’t give nothing to a bird, or any creature, that is not useful in some way.
doesn’t
give anything/gives nothing
Exercise 3 Place a check in the blank next to each sentence that uses negatives correctly.
✔
The scientific name for owls is not heard very often, but they are known as strigiformes.
1. Owls haven’t never been studied as closely as other birds.
✔
2. They are not known for their friendliness.
Unit 9, Using Modifiers Correctly
205
Name ___________________________________________________ Class _________ Date ____________________
3. In fact, some people have feared owls even though the owls never did them no harm.
4. Superstitions have arisen around these creatures, but I never believed none of them.
✔
5. Owls are not noisy when they move about; their secretive nature has made it difficult
for scientists to study them.
6. There is hardly no place in the world where they cannot be found.
7. Owls do not usually hunt for no food during the day.
8. They do not generally live in no groups, either.
Grammar
✔
9. These birds of prey are loners, but they are not without their usefulness.
✔
10. At night, barn owls do not hesitate to capture any rodents lurking around a farm.
✔
11. However, owls are not known for their nest-building talents.
12. Sometimes they don’t build none of the nest themselves; they simply use a nest that a
hawk or a crow has abandoned.
✔
13. You won’t find oval eggs in their nests because owl eggs are nearly round.
✔
14. No more than twelve eggs will be laid at one- or two-day intervals.
15. Females aren’t never the only ones to care for the nest; males do, too.
✔
16. Neither males nor females will allow another animal or a human to intrude upon their nest.
✔
18. Young owls are not pushed out of the nest as soon as the young of other kinds of birds.
✔
19. Owls are not as closely related to hawks as they are to nighthawks and whippoorwills.
20. I didn’t never realize there are 525 different kinds of owls.
✔
21. The burrowing owl is not the smallest—that would be the elf owl.
22. The elf owl isn’t no more than six inches long.
✔
23. Most great gray owls grow to no less than thirty inches in length.
24. I haven’t nowhere seen anything as unnerving as the stare of one of these birds.
✔
25. Owls’ eyes are not on either side of their head, like most birds, but pointed forward.
✔
26. This isn’t the only reason their gazes seem so piercing.
27. Owls cannot never move their eyes in their sockets the way humans do.
✔
28. An owl cannot see a moving object unless it moves its entire head.
29. No wonder nothing is no stronger than the glare of an owl.
✔
30. Nobody thinks of other birds as being smarter; the owl’s wide-eyed stare has helped it
gain a reputation for wisdom.
206 Grammar and Language Workbook, Grade 11
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17. You couldn’t find nowhere to hide if one of them thought you were attacking its young.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 66
Misplaced and Dangling Modifiers
Misplaced modifiers modify the wrong word, or seem to modify more than one word in a
sentence. Correct such a construction by moving the modifier as close as you can to the
word it modifies.
Misplaced: The campers slipped on the mossy rocks crossing the river.
Clear:
The campers crossing the river slipped on the mossy rocks.
Dangling:
Clear:
Grammar
Some dangling modifiers do not seem to modify any word in the sentence. To correct
this, use a word that the dangling modifier can modify.
Canoeing all day, a break was needed.
Canoeing all day, the campers needed a break.
The word only must be placed before the word or group of words it modifies in order for
the sentence to be clear.
Unclear:
Clear:
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Clear:
Clear:
Stella only takes trumpet lessons in the summer.
Stella takes only trumpet lessons in the summer. (She takes no other
lessons except trumpet.)
Stella takes trumpet lessons only in the summer. (She takes trumpet
lessons at no other time except in the summer.)
Only Stella takes trumpet lessons in the summer. (No one else takes
trumpet lessons except Stella.)
Exercise 1 Circle each misplaced or dangling modifier. Write in the blank the word that the
dangling or misplaced modifier should modify. If the sentence is correct, write C in the blank.
audience
Karen
skateboarding
Laughing at all his jokes, Stan was happy with the audience.
1. Waiting for the game to begin, Karen’s heart pounded.
2. Invented in California, millions of people worldwide now thrill at
the sport of skateboarding.
hikers
C
3. Rising at dawn, the sun led the hikers across the prairie.
4. Proposing a new law, the congresswoman documented the need for
stricter safety regulations.
pay
sculptures
family
Lakeisha
5. Each week on his paper route, customers pay Dan for delivery.
6. Regina fashioned sculptures of the fairgoers made of clay.
7. Searching frantically, the family’s lost dog was found.
8. Lakeisha saw several distant farmhouses and barns climbing the tree.
Unit 9, Using Modifiers Correctly
207
Name ___________________________________________________ Class _________ Date ____________________
dog
C
Hannah
9. Whimpering under the couch, the storm frightened our dog.
10. Hunched over his books, Kwasi studied long into the night for the test.
11. Sneaking up on her brother, an apple fell on Hannah’s head and
made her cry out.
plane
12. Flying over the prairie, the antelope were frightened by the plane’s
noise.
Grammar
man
13. The witnesses said they saw a man rushing from the jewelry store
with a black hat.
we
14. After waiting for hours, the ticket seller said we would have to wait
for the next showing.
C
15. Cleaning my room, I found my favorite socks.
C
16. Running neck and neck, the contestants crossed the finish line at the
same time.
I
17. Listening to the news, the reporter described the scene of an
accident I had just driven past.
18. Pitching a no hitter, the crowd cheered Marcy as she left the field.
bicycle
19. Dad gave a new bicycle to Jeff with ten speeds.
telescope
20. Aimed at the Pole Star, the cold weather made my telescope hard to
manipulate.
Exercise 2 Place a carat ( ) and write the word only where it should be properly placed to
^
match each meaning in parentheses.
only
Marsha talked to Lilla at the party. (Marsha did not talk to Lilla except at the party.)
^ only
1. Rafi paid ten dollars for the purple sweater. (Rafi bought the last purple sweater available.)
^
only
2. Rafi paid ten dollars for the purple sweater. (Rafi got a sweater for a sale price.)
^
Only
3. Rafi paid ten dollars for the purple sweater. (No one else had the money to buy the sweater.)
^
only
4. Rock hunting is the main hobby of my cousin. (My cousin has several hobbies besides rock
^
hunting.)
only
5. Rock hunting is the main hobby of my cousin. (The speaker has just one cousin.)
^
Only
6. Hal is allowed to camp out overnight on weekends. (No one else is allowed to camp out
^
overnight on weekends.)
208 Grammar and Language Workbook, Grade 11
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Marcy
only
7. Hal is allowed to camp out overnight on weekends. (Hal is not allowed to camp out overnight
^
during the rest of the week.)
only
8. Hal is allowed to camp out overnight on weekends. (Hal must study during the day on weekends.)
^
only
9. Mickey played Peter Pan when she attended Columbus High School. (Mickey did not play
^
Peter Pan anyplace besides Columbus High School.)
only
10. Mickey played Peter Pan while she attended Columbus High School. (Mickey did not play any
^
other role while she attended Columbus High School.)
Only
11. Mickey played Peter Pan while she attended Columbus High School. (No one else played Peter
^
Pan except Mickey.)
only
12. Jody turned in a ten-page report for science class. (Jody did not turn in a ten-page report for
^
any other class.)
Only
13. Jody turned in a ten-page report for science class. (No one else turned in a ten-page report.)
^
only
14. Jody turned in a ten-page report for science class. (Jody’s report for science class was too short.)
^only
15. I wrote Grandma three letters this semester. (I usually write more often to Grandma.)
^
Only
16. I wrote Grandma three letters this semester. (No one else wrote three letters to Grandma.)
^
only
17. I wrote Grandma three letters this semester. (I did not write three letters to anybody except
^
Grandma.)
only
18. Marty likes to develop his own pictures. (Marty doesn’t like to develop anyone else’s pictures.)
^
Only
19. Marty likes to develop his own pictures. (No one else likes to develop his or her own pictures.)
^
only
20. Graham takes the train when he has a lot of extra time to travel. (Graham takes the plane when
^
he doesn’t have a lot of time.
Exercise 3 Place a check in the blank next to each sentence that uses modifiers correctly.
✔
Racing to catch the bus, Tina tripped over an uneven sidewalk.
1. The third contestant walked down the runway wearing a tuxedo.
✔
2. A bird with red feathers perched on a branch of the maple tree.
✔
3. Greg jogs only on Saturdays and Sundays. (Greg never jogs on weekdays.)
4. Samantha only says she is ready to leave. (No one but Samantha is ready to leave.)
5. Cameron slipped on the ice waiting for his ride.
6. Hoping the sky would clear, more gray clouds appeared on the horizon.
Unit 9, Using Modifiers Correctly
209
Grammar
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Name ___________________________________________________ Class _________ Date ____________________
Name ___________________________________________________ Class _________ Date ____________________
7. The grandfather clock chimed the hour in the hall.
✔
8. Eating his pie with incredible speed, Jordan won the contest at the county fair.
✔
9. Only Maureen would have written a poem like that. (No one but Maureen would have
written such a poem.)
✔
10. Two books on display at the library looked interesting to me, so I checked them out.
11. Dr. Rodriguez thinks only I might need glasses. (Dr. Rodriguez thinks of nothing else.)
12. The man walked across the street in a black fedora.
Grammar
13. Singing the ballad for the first time, Frank’s phrasing was remarkably accurate.
14. Cleaning her room, Melanie’s lost necklace was discovered behind the bed.
15. A tour guide showed us the pandas in a leopard-print shirt.
✔
16. Grandpa plants only tomatoes and lettuce in his garden. (Grandpa plants nothing but
tomatoes and lettuce.)
17. Katrina will ski this mountain filled with determination.
✔
18. The vase containing yellow roses brightened the room considerably.
19. Mr. Lee only knows two of the students in the algebra class. (Mr. Lee doesn’t know all
of the students.)
✔
21. The child playing in the treehouse is Amanda’s niece.
✔
22. Helping Mom put away the groceries, I saw that she had bought my favorite dessert.
23. Gordon only works in the hardware store during the summer. (Gordon alone works in
the hardware store.)
✔
24. Only the passengers with small children are allowed to board. (No one but those with
children can board.)
25. The car belongs to Kendra with the green exterior.
Writing Link Write two or three sentences about a new food you have tried recently. Use at
least one modifier, correctly placed.
210 Grammar and Language Workbook, Grade 11
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20. Gasping for breath, the hill slowed the runner down.
Name ___________________________________________________ Class _________ Date ____________________
Unit 9 Review
Exercise 1 Underline the word or phrase in parentheses that best completes each sentence.
The airplane is (quicker, quickest) than the train.
1. Zahara is (more talented, most talented) than Celia.
2. This is the (better, best) meal you’ve ever served.
3. The street was so (icy, iciest) we had to hold hands.
Grammar
4. Devon is (silly, sillier) than anyone else in class.
5. We paid the (less, least) amount for the green dishes.
6. If you trade seats with me, you will be able to see (better, best).
7. We cried the (more, most) at the story of the lost dog.
8. This track star jumped (farther, further) than anyone else.
9. That is the (more ridiculous, most ridiculous) statement I’ve ever heard.
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10. Because it did not deal with the real issues, the mayor’s speech seemed (bad, badly) to us.
11. Carry this box; it’s (light, lighter) than yours.
12. Now the table is (wobblier, wobbliest) than it was before.
13. Sal didn’t do as (good, well) as he had hoped in the game.
14. That is the (worse, worst) joke I’ve ever heard!
15. Zina sings (bad, badly) and out of tune, but she doesn’t care.
16. I am much (less, least) patient than my brother.
17. Sheila stumbled (bad, badly) and sprained her ankle.
18. I made Grandpa (more comfortable, most comfortable) with a pillow.
19. She wants to explore the Middle Ages (farther, further) than we have done in class.
20. Homer is the (more restless, most restless) of all.
21. I think My Cousin Vinny is the (funnier, funniest) movie ever made.
22. Patrick has the flu and doesn’t feel (good, well) today.
23. Liz didn’t have (any, no) tissues with her.
24. This small car gets (good, better) gas mileage than that luxury sedan.
25. I’m (sleepier, sleepiest) today than I should be.
Unit 9, Using Modifiers Correctly
211
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–9
Exercise 1 Underline the word in parentheses that best completes each sentence. Write adj. in
the blank if the word is an adjective or adv. if it is an adverb.
Grammar
adj.
The play we saw last night was a (powerful, powerfully) drama.
adv.
1. Your brother sings (wonderful, wonderfully).
adj.
2. The bathtub always looks (clean, cleanly) after I’ve used it.
adv.
3. The cougar moved (quiet, quietly) through the forest after its prey.
adj.
4. Can’t you make your room be more (neat, neatly)?
adj.
5. Is that a (real, really) diamond?
adj.
6. My, that movie certainly was (terrible, terribly).
adv.
7. The puppy watched (hungry, hungrily) while the kitten ate.
adv.
8. I didn’t know you could ski so (good, well).
adv.
9. She is coughing (bad, badly) because of her cold.
10. The lost campers were found (safe, safely) in the cave.
adv.
11. The explorers peered (cautious, cautiously) over the rim of the volcano.
adj.
12. After the storm, the water tasted (bad, badly) for a week.
adj.
13. Thad is very (studious, studiously) about his courses.
adv.
14. When you read poetry aloud, try to speak very (distinct, distinctly).
adv.
15. The cricket sprang (sudden, suddenly) into the air.
adj.
16. This pie tastes very (good, well).
adv.
17. Jadzia feels very (strong, strongly) about the kind treatment of animals.
adj.
18. She tries not to feel (envious, enviously) at her friends’ successes.
adj.
19. Are you (serious, seriously)?
adj.
20. This bread is no longer (fresh, freshly).
adv.
21. More (important, importantly), using the computer for this project will save us money.
adv.
22. The TV advertisement made me (real, really) hungry.
adj.
23. The new guidance counselor is extremely (friend, friendly).
adv.
24. We (almost, most) caught a ten-pound fish!
adv.
25. Turn (right, rightly) at the stop sign.
212 Grammar and Language Workbook, Grade 11
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adj.
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Circle each clause. Write in the blank whether the clause is an adjective clause
(adj.) or an adverb clause (adv.).
We were late for the party because we had a flat tire.
adv.
1. After the party was over, we walked home.
adj.
2. This is the astronomy book that has the best photos.
adj.
3. Is that the building that you described?
adj.
4. This vase, which you broke, cannot be replaced.
adv.
5. Since I changed schools, I am getting better grades.
adj.
6. Here are the themes, which I have corrected.
adj.
7. Mrs. Ortiz is the one who phoned us.
adv.
8. If you look closely, you will see a bluebird.
adv.
9. The train came into view as it rounded the curve.
Grammar
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
adv.
adj.
10. The team captains can choose the goal that they want to defend.
adj.
11. Is this the lake where you saw that huge turtle?
adj.
12. That was the stormy day when everyone went home early.
adv.
13. I hope the comic will perform again before we leave.
adv.
14. Although I don’t like him, I was polite to Mr. Carver.
adj.
15. Sila, who lives next door, is climbing our tree.
adj.
16. I found your jacket in the room where we store the junk.
adv.
17. I’ll plan to meet you for dinner unless I hear from you.
adv.
18. I recognized Velma because I had seen her at the game.
adj.
19. Rex is the dog that rescued the two children.
adv.
20. Grandma sat where she could see the birdfeeder.
adj.
21. That is the chair where President Carter sat.
adj.
22. Mrs. Sharvy, who plays bridge every day, needs a new deck of cards.
adj.
23. Saturday was the day when Cole was supposed to mow the lawn.
adv.
24. We laughed when the clown honked his nose.
adv.
25. The noise of the stereo was so loud that Rayna couldn’t hear the phone.
Unit 9, Using Modifiers Correctly
213
Name ___________________________________________________ Class _________ Date ____________________
Exercise 3 Circle each double negative, double or incomplete comparison, and dangling or
misplaced modifier. If the sentence is correct, write C in the blank.
Hoping to surprise her friend, the gift was sent by mail.
1. Speaking before a large group, the crowd made Kevin nervous.
C
2. Cruising at the same speed, the sleepy driver fought to keep awake.
3. Waiting patiently for the phone call, the sudden ring startled Ben.
4. Sean is closer to Joe than any classmate.
Grammar
5. We shouldn’t never have left the windows open.
6. The man leaped from the fire escape in the gray suit.
7. These pants are more tighter than they used to be.
8. Carrying a flaming dessert, the family awaited the waiter with anticipation.
9. Doesn’t no one have the time?
C
10. Creeping around the building, the spy ran into the police.
11. His shoes are sturdier than Joe.
12. The actor in the red cape entered from stage right.
C
13. Hiking for several hours, the campers were exhausted and dirty.
14. Shooting a basket while running, the referee called a foul on the Eagles player.
15. I don’t have no way to get to the meeting.
16. Winning every trophy in her class, the crowd cheered the runner.
17. This is the most messiest room I’ve ever seen!
18. Reggie found several rocks on his hike for his collection.
19. She shouldn’t never have taken the test without studying.
C
20. I don’t ever want to take such a hard test again.
21. Sheila couldn’t have been more happier.
22. Baking in the oven, I smelled the cookies.
C
23. Frightened by the movie, Tricia was unable to fall asleep.
24. Pedro’s computer is a newer model than Graham.
25. “Don’t nobody move,” the FBI agent exclaimed.
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C
Usage
Usage
215
Name ___________________________________________________ Class _________ Date ____________________
Unit 10: Usage Glossary
Lesson 67
Usage: a to altogether
a, an A is used before words beginning with a consonant or “yew” sound. An is used
before words beginning with a vowel sound.
a computer
a unicorn
an apple
an otter
an honor
a lot A lot, meaning “a large amount,” should never be used as one word.
There’s a lot of ice.
a while, awhile A while is part of a prepositional phrase and is usually preceded by in or
for. Awhile is a single word used as an adverb.
Take a break for a while.
The dog barked awhile.
Usage
accept, except Accept is a verb that means “to receive” or “to agree to.” Except is a
preposition meaning “but” or a verb meaning “leave out.”
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Will you accept this gift? (verb)
Paint everything except the garage. (preposition)
The trial will except the informant from the charges. (verb)
adapt, adopt Adapt means “to adjust.” Adopt means “to take something for one’s own.”
Can lizards adapt to a cold climate?
The city will adopt a new charter.
advice, advise Advice is a noun that means “recommendation.” Advise is a verb that
means “to give advice or counsel.”
I need your advice.
I need you to advise me on this problem.
Exercise 1 Underline the word in parentheses that best completes each sentence.
Sheila plans to (adapt, adopt) the first-aid practices she learned in health class.
1. It is (a, an) useful thing to know first aid for emergencies.
2. The best (advice, advise) for serious injuries is to call for help immediately.
3. You may need to keep the person comfortable for (awhile, a while).
4. Never move an injured person, (accept, except) to prevent more injury.
5. (A, An) victim of shock may engage in quick and shallow breathing.
6. Professionals (advice, advise) that injured persons should always be treated for shock.
7. Help shock victims (adapt, adopt) a position with the legs raised.
8. You may need to keep a shock victim warm for (awhile, a while).
Unit 10, Usage Glossary
217
Name ___________________________________________________ Class _________ Date ____________________
9. While you wait for (a, an) ambulance, reassure the injured person.
10. (Advice, Advise) him or her that help is on the way.
affect, effect Affect is a verb meaning “to cause a change in.” Effect is a noun that means
“result” or a verb that means “to bring about.”
Your opinion won’t affect my choice.
The rain will effect an increase in the crop yield and have an effect on grain prices.
ain’t Ain’t is unacceptable in speaking and writing. Use I am not, she is not, etc.
I am not going to explain this again!
all ready, already All ready means “completely ready.” Already is an adverb that means
“before” or “by this time.”
I’m all ready to go.
We’ve already started.
all right, alright It is preferable to write this expression as two words.
Usage
I felt all right before I ate the huge sundae.
all together, altogether All together means “in a group.” Altogether is an adverb that
means “completely” or “on the whole.”
I am altogether in agreement with you.
Exercise 2 Write the correct word in the blank to replace each word or phrase in italics. If the
word or phrase is correct, write C in the blank.
is not
Whatever he has, it ain’t frostbite.
affects
1. Frostbite effects fingers, toes, ears, nose, and other areas.
is not
2. Rubbing frostbitten skin with snow ain’t a good idea.
all right
3. However, it is alright to cover the area with a warm hand.
altogether
4. It is all together important to get the victim inside quickly.
C
altogether
5. It is not all right to use very hot water to soak the skin.
6. It is all together a bad idea to treat frostbite with heat sources such as heating
pads or hot water bottles.
effects
7. Too much heat has severe affects on the skin, too.
already
8. The cold has all ready injured the skin.
C
C
9. Now the excess heat can affect the skin with blisters.
10. Cover the blisters with bandages to effect healing.
218 Grammar and Language Workbook, Grade 11
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Let’s go all together to Sal’s.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 68
Usage: allusion to would of
allusion, illusion Allusion means “an indirect reference.” Illusion means “a false idea.”
The mayor made an allusion to his plan, but his dreams of success were an illusion.
anywheres, everywheres Do not use an -s; Use anywhere, everywhere.
Uncle Ed will travel anywhere. He really has been everywhere.
bad, badly Bad is an adjective; badly is an adverb.
I hurt my knee badly in my bad fall.
being as, being that Use because or since in formal speech or writing.
Because it rained, we stayed in.
Since you came early, we will eat now.
beside, besides Beside means “next to.” Besides means “in addition to” or “also.”
The cat slept beside the bed.
Besides Aunt Char, Mom will be there.
Usage
between, among Use between to refer to two persons or things. Use among to refer to
more than two persons or things.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Six members argued among themselves. The quarrel was between Mike and Han.
Exercise 1 Write the correct word in the blank to replace each word or phrase in italics.
illusion
everywhere
beside
Since or Because
badly
anywhere
It’s an allusion that Earth is a solid planet.
1. Continental drift is a theory that is now believed everywheres.
2. If you put North and South America besides each other, they would fit together.
3. Being as at one time only one continent may have existed, all the continents
would have fit together.
4. When Alfred Wegener suggested this theory, people reacted bad.
5. How could the huge continents have moved anywheres at all?
besides
6. However, Wegener showed other evidence beside.
among
7. There was a similarity between the many species of animal and plant fossils on
the continents of Africa, South America, Australia, and Asia.
allusion
8. He also made illusion to the one-time presence of glaciers in Australia.
Because
9. Being as glaciers can exist only in cold climates, Australia may once have been
farther north.
everywhere
10. Still, people everywheres doubted the continental drift theory.
Unit 10, Usage Glossary
219
Name ___________________________________________________ Class _________ Date ____________________
borrow, lend, loan Borrow means “to take something with the intention of returning it.”
Lend means “to give something with the intention that it will be returned.” Loan is a noun.
You may borrow my CD if you will lend me your tape. I have your video game on loan.
bring, take Bring means “to carry from a distant place to a closer one.” Take means “to
carry from a nearby place to a more distant one.”
Take this hoe to Mr. Lin’s and bring back our shovel.
can, may Can indicates the ability to do something. May indicates permission or the
possibility of doing something.
Since I can already speak Spanish, you may borrow my Spanish book.
can’t hardly, can’t scarcely These are double negatives. Use can hardly or can scarcely.
I can hardly believe your story. You can scarcely expect me to believe it.
continual, continuous Use continual to describe action that occurs regularly but with
pauses. Use continuous to describe action that occurs with no interruption.
Usage
Jean hated the continuous noise of the crowd and the continual punching of the boxers.
could of, might of, must of, should of, would of These are incorrect. Use the helping verb
have with could, might, must, should, and would.
Exercise 2 Write the correct word or words in the blank to replace each word or phrase in
italics. If the word or phrase is already correct, write C in the blank.
must have
can hardly
Scientists must of discovered more facts besides Wegener’s proofs.
1. They can’t hardly believe what they found.
C
2. They saw that molten rock oozes continuously from the seafloor.
taken
3. It cools, hardens, and is brought away from the openings, or rifts.
may
4. This, said scientists, can explain how continents move.
could have
5. If the seafloor moved, Earth’s crust could of moved, too.
C
6. This movement lends credence to the theory of plate tectonics, which suggests
that Earth is broken into large plates.
can
7. Geologists may tell that when two continental plates collide, they push up
material and form mountain ranges.
C
8. In fact, the Himalayas are continually rising by five centimeters each year.
may
can hardly
9. When one plate dives under another one, volcanoes can erupt.
10. Where plates slide alongside one another, the land can’t hardly avoid
earthquakes.
220 Grammar and Language Workbook, Grade 11
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You could have warned me, and then I would have remembered her birthday.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 69
Usage: different from to regardless
different from, different than In general, use the first expression.
Tonight’s newscaster is different from last night’s.
doesn’t, don’t Doesn’t forms the contraction of “does not” and is used with he, she, it,
and other singular nouns. Don’t forms the contraction of “do not” and is used with I, you,
we, they, and all plural nouns.
We don’t like Mark’s new car. He doesn’t care what we think.
emigrate, immigrate Emigrate means “to move from one country to another,” and
immigrate means “to enter a country to settle there.” Use the phrases emigrate from and
immigrate to or into.
Jani’s family immigrated to the United States in 1910.
They emigrated from Russia.
Usage
farther, further Farther is used with physical distance. Further is used to show time or
degree.
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The glacier moved farther down the slope each day.
Scientists are doing further studies of glaciers.
fewer, less Use fewer with nouns that can be counted. Use less with nouns that cannot
be counted and with figures that represent a single amount or quantity.
There are fewer icicles and less ice on the roof than last year.
Not many people can run a mile in less than four minutes. (Four minutes represents a
single period of time, not individual minutes.)
Exercise 1 Underline the word in parentheses that best completes each sentence.
This popcorn is (different from, different than) the kind we had last week.
1. My pickup has (fewer, less) wheels than that larger truck.
2. Many people (emigrated, immigrated) to the United States in the early 1900s.
3. I thought the shed was (farther, further) into the woods than this.
4. Patricia (doesn’t, don’t) like that new video.
5. I need to think (farther, further) about this important decision.
6. Did your family (emigrate, immigrate) from China?
7. The school is holding (fewer, less) dances this year than last year.
8. Vanesa’s haircut is (different from, different than) her mother’s.
Unit 10, Usage Glossary
221
Name ___________________________________________________ Class _________ Date ____________________
9. I’d like to spend (fewer, less) than ten dollars for the present.
10. They (doesn’t, don’t) think we can win the championship.
good, well Good is an adjective. Well is an adverb. When referring to health, use well.
Sam felt good about how well he had performed at the concert.
I don’t feel well.
had of Use only had with a past participle.
I wish you had told me you were going to be late.
hanged, hung Use hanged to mean “put to death by hanging.” Use hung in all other cases.
The military hanged deserters.
We hung from the tree by our knees.
in, into, in to In means “inside” or “within” and into indicates movement or direction from
outside to inside. In to combines an adverb with a preposition and is different from both.
Usage
Jack was working in his room when a stranger walked into the house.
Bring the employees in to meet the new boss.
irregardless, regardless Always use regardless. To use ir- and -less together forms a
double negative.
Regardless of what you think, I am going to enter the contest.
Many soldiers were (hanged, hung) during the Civil War.
1. Stack the groceries (in, into, in to) the pantry.
2. I wish you (had of, had) written to me about your award.
3. Mother is feeling particularly (good, well) since her retirement.
4. The soaked dog barked to come (in, into, in to) the house.
5. The voters will choose their favorite candidate (irregardless, regardless) of the polls.
6. This new paint really gives a (good, well) finish.
7. We (hanged, hung) the colorful textile above the fireplace.
8. (Irregardless, Regardless) of our differences, we can work together.
9. She took the new student (in, into, in to) meet the principal.
10. Because Maya drew (good, well), she was asked to design the yearbook cover.
222 Grammar and Language Workbook, Grade 11
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Exercise 2 Underline the word in parentheses that best completes each sentence.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 70
Usage: this kind to reason is because
this kind, these kinds Use the singular this and that to modify kind, type, sort. Use the
plural these and those to modify kinds, types, sorts.
This kind of apple is tart, but those kinds are sweet.
That type of computer is expensive, while these types are cheaper.
lay, lie Lay means “to put” or “to place” and takes a direct object. Lie means “to recline”
or “to be positioned” and never takes a direct object.
Lay this video next to the VCR. Never mind, the cat wants to lie there.
I laid your clothes on the bed. Then the dog lay down on top of them.
learn, teach Learn means “to receive knowledge or skill.” Teach means “to impart
knowledge or skill.”
She wants to learn to dive. Her brother will teach her after school.
leave, let Leave means “to go away.” Let means “to allow or permit.”
Usage
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Do you have to leave now? Let me convince you to stay awhile.
like, as if Like introduces a prepositional phrase. As and as if introduce subordinate
clauses.
This looks like a good movie. It looks as if it would be funny.
He hoped he wouldn’t forget his lines as he had done before.
Exercise 1 Underline the word in parentheses that best completes each sentence.
This pie tastes (like, as if) it’s stale.
1. My little brother will never (learn, teach) the correct way to program the VCR.
2. Did you (lay, lie) your cap on the sidewalk?
3. (Leave, Let) the firefighters through!
4. (This kind, These kinds) of skateboard is the most dangerous.
5. You look (like, as) a vampire in that getup!
6. Can you (learn, teach) me to use the graphics display?
7. It seems (like, as if) I already read this chapter.
8. You can (leave, let) the package inside the screen door.
9. After the hike, I was so exhausted I wanted to (lay, lie) on the grass.
10. I hate (this kind, these kinds) of buttons!
Unit 10, Usage Glossary
223
Name ___________________________________________________ Class _________ Date ____________________
loose, lose Use loose to mean “free” or “not fitting tightly.” Use lose to mean “to
misplace” or “to fail to win.”
Fasten that loose shutter, or you might lose it in the high wind.
passed, past Passed is the past tense and past participle of to pass. Past is used as an
adjective, adverb, preposition, or noun.
The racers passed the finish line. (verb)
Where have you been the past week? (adjective)
The mice crept past the sleeping cat. (preposition)
The car went past so fast I couldn’t identify it. (adverb)
Morley recalled the victories from the past. (noun)
precede, proceed Precede means “to go or come before.” Proceed means “to continue” or
“to move along.”
I preceded Kim into the hall and then proceeded to the head table.
Usage
raise, rise Raise means “to cause to move upward” and takes an object. Rise means “to
get up” and does not take an object.
I watched the colt raise its head from sleep and then rise from its bed.
reason is because This phrase is repetitious. Use either reason is that or because.
The reason I called is that I will be late. I called because I knew you’d worry if I didn’t.
Bill has lost weight these (passed, past) few months.
1. I was so tired I could hardly (raise, rise) my head.
2. Jeb hoped he would not (loose, lose) the present.
3. The reason I was angry (was because, was that) you laughed at me.
4. (Raise, Rise) the shades when the sun goes down.
5. Was that the ice cream truck that just went (passed, past)?
6. I hope that we all (passed, past) that course.
7. The rock band was (preceded, proceeded) by a comic act.
8. Ajay’s filling came (loose, lose), so he went to the dentist.
9. It will be hard for the spy to get (passed, past) the sentry.
10. The farmers fear they will (loose, lose) their crops in the drought.
11. If you can (raise, rise) early enough, you can go fishing with us.
12. The reason he took the bus (is because, is that) his car is in the shop.
224 Grammar and Language Workbook, Grade 11
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Exercise 2 Underline the word in parentheses that best completes each sentence.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 71
Usage: respectfully to whom
respectfully, respectively Respectfully means “with respect.” Respectively means “in the
order named.”
Please act respectfully when you meet the ambassador.
Jean and Bill are sister and brother, respectively.
says, said Says is the third-person singular of the verb “to say.” Said is the past tense of
“to say.”
Last week you said that you wanted to hike up Bald Mountain.
Whenever anyone says that, I know it’s time to lace up my boots.
sit, set Sit means “to put oneself in a sitting position” and usually does not take an
object. Set means “to put or place” and usually takes an object. When used to indicate
the setting sun, set does not take an object.
Where should I sit?
Where should I set this box of cookies?
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Sal is taller than Jill.
The band had played by then.
Usage
than, then Than is a conjunction used in a comparison. It is also used to show
exception. Then is an adverb that means “at that time,” “soon afterward,” “at another
time,” “for that reason,” or “in that case.”
Other than Marcia, no one left.
She slept all night and then felt rested.
this here, that there Do not use here and there after this and that.
Do you like this painting?
I like it a lot better than that one!
who, whom Use who as the subject of a sentence. Use whom as the direct object of a verb
or the object of a preposition.
Who messed up my desk?
Whom did you see?
To whom should I send this?
Exercise 1 Underline the word in parentheses that best completes each sentence.
When Jacob (said, says) something, you can trust him to mean it.
1. The invitation (respectfully, respectively) requests our presence at the wedding of our
friend’s daughter.
2. The dogs keep the wild creatures away, other (then, than) the brave raccoon who lives part-time
in the garage.
3. Do you know what (this here, this) tool is called?
4. Why are the leaves dying on (that there, that) tree?
Unit 10, Usage Glossary
225
Name ___________________________________________________ Class _________ Date ____________________
5. Mrs. Contreras and Mr. Salazar are our history and Spanish teacher, (respectfully, respectively).
6. Don’t (sit, set) that dish on the new table or it will leave a scratch.
7. The Student Council president cleared her throat and (than, then) began to speak.
8. Yesterday Horace (said, says) he went to Dewey High School before he transferred here.
9. Do you know (who, whom) painted that picture?
10. Last summer I was thinner (than, then) I am now.
11. (Set, Sit) the plant next to the window where it can get enough light.
12. (Whom, Who) do you trust with your CD player?
13. Dalila climbed the hill and (then, than) set up her camera.
14. Don’t skate on (that there, that) bumpy surface, or you’ll fall.
15. When you (said, says) you would teach me how to play chess, I took you at your word.
Usage
Exercise 2 Write the correct word in the blank to replace each word or phrase in italics. If the
word or phrase is correct, write C in the blank.
then
sit
The diver leaped into the air and than plunged into the pool.
1. Don’t set there; the paint’s still wet.
2. Amad visited my family last summer, but I was on vacation than.
Who
3. Whom is the cat’s owner?
then
4. The dog found a comfortable spot and than curled up in a ball.
set
5. Can I sit this bowl on the glass table?
C
This
respectfully
that
said
C
than
C
respectively
6. I thought you said we would be meeting your cousin.
7. This here weather makes me lazy.
8. Imena always acts respectively toward older people.
9. What is the name of that there tree?
10. Last evening the newscaster says we would have snow today.
11. To whom do you think you’re talking?
12. I did better on today’s test then on the one last week.
13. Just before the sun set, the sky was streaked with purple.
14. Keshia and Kosey are the president and vice president, respectfully,
of the student council.
C
15. When Calid says he is a computer freak, he means it.
226 Grammar and Language Workbook, Grade 11
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then
Name ___________________________________________________ Class _________ Date ____________________
Unit 10 Review
Exercise 1 Underline the word in parentheses that best completes each sentence.
Krista enjoys tennis more (than, then) softball.
1. The police did not (accept, except) the suspect’s alibi.
2. The Millers hope to (adapt, adopt) a child next year.
3. Jourdan (respectfully, respectively) submitted his résumé to the company.
4. To get to the auditorium, go through (that there, that) door.
5. Ray Bradbury’s science fiction was very popular (between, among) my classmates.
6. Even though several students were late, the teacher (preceded, proceeded) with the lesson.
7. Darla (hanged, hung) a wind chime on the front porch.
8. I thought you (all ready, already) did your report.
Usage
9. I can’t help you (farther, further) without the computer instruction book.
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10. Will the parade go (passed, past) this intersection?
11. We have to find a way to (raise, rise) money for the homeless shelter.
12. Hakeen swims every day, (irregardless, regardless) of the weather.
13. Don’t forget to (take, bring) your new friend home for dinner.
14. I hope we don’t (loose, lose) this important game.
15. Bring your friend (in, into, in to) meet us.
16. Walking is better for you (than, then) running if you have weak knees.
17. Whew, this hill is steep; I’ll have to rest (a while, awhile).
18. Kwasi plays soccer (alot, a lot) so he knows the strategy.
19. Will you (lend, loan) me your notes from class?
20. We saw the sun (raise, rise) over the mountains.
21. I’ll meet you in front of the Murphy Theater in (a, an) hour.
22. Ju-Yong thought for (a while, awhile) about her choices before making a decision.
23. Would you trust Harold’s (advice, advise) on this matter?
24. I’m trying to discover the (affect, effect) decaffeinated coffee has on the nervous system.
Unit 10, Usage Glossary
227
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–10
Exercise 1 Underline the pronoun in parentheses that best completes each sentence.
(Who, Whom) signed up for the camping trip?
1. (Who, Whom) did the director choose to play the king?
2. (Who, Whom) is that at the door?
3. To (who, whom) did Lally give the documents?
4. (Who, Whom) left some books on the bench?
5. (Whose, Who) voice is that on the recording?
6. To (whom, who) do these hubcaps belong?
7. (Whom, Whose) flag is that flying from the school?
8. (Who, Whom) did you know in the cast?
Usage
9. (Who, Whom) came to the house while we were gone?
10. (Whose, Who) speech was the most interesting?
11. Did you see (who, whom) was at the door?
13. Is this the student (whom, who) you mentioned?
14. The doctor (who, whom) came to treat Father is Pravat’s uncle.
15. The comic (whose, who) impressions everyone applauded is my cousin.
16. Here is the gardener (who, whom) won the Best of Show.
17. Are those the lifeguards (who, whom) helped with the rescue?
18. (Who, Whom) did you beat in yesterday’s match?
19. Aren’t you the runner (who, whom) came in first?
20. I don’t care (who, whose) car we take as long as we get there on time.
Exercise 2 Underline the verb in parentheses that best completes each sentence.
Greg and Lois (expects, expect) to arrive by five o’clock.
1. One of my feet (is, are) asleep.
2. The paintings in the far gallery (was, were) painted by my brother.
3. Two of my science teachers (do, does) comet research on weekends.
228 Grammar and Language Workbook, Grade 11
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12. To (whom, who) do you think you’re talking?
Name ___________________________________________________ Class _________ Date ____________________
4. Neither Niran nor his brothers (speaks, speak) English.
5. The mayor, together with her aides, (is, are) coming to the rally.
6. The captain of the Falcons (say, says) the team is ready for the championship game.
7. Either a skunk or the cats (has, have) torn up the papers in the garage.
8. (Does, Do) the ferry and the fishing fleet tie up here?
9. The shoes on the floor (was, were) covered with mud.
10. Each of our relatives (brings, bring) a dish for Thanksgiving.
11. The signs along the highway (says, say) drive carefully.
12. The performance by the skaters (was, were) very colorful.
13. Both the Canadian and the magnolia warblers (has, have) black markings around their necks.
14. (Is, Are) the referee and the players arguing again?
15. The schedule, with all the new changes, (comes, come) out today.
16. The clerks at the counter (announces, announce) the incoming flights.
Usage
17. A call for help and supplies (was, were) answered.
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18. Neither my clothing nor my sleeping bag (is, are) dry yet.
19. Bulldozers and jackhammers often (creates, create) a din outside.
20. The movies at the mall (looks, look) exciting.
Exercise 3 Place a check (✔) before each compound sentence. Underline the subordinate
clauses in each sentence.
The audience, who had arrived early, vigorously applauded the performers.
1. A park now graces the spot where the old Laurelville Bank and Trust once stood.
✔
2. Tears sprang to her eyes, and she quickly turned away.
✔
3. Cut along the fabric’s fold, but do so very carefully.
✔
4. Maria didn’t arrive late; however, the ticket line moved slowly, and she missed the
opening number.
5. I do not understand what you are saying.
✔
6. The filling, only a temporary one, was made of inexpensive material, and it would have
to be replaced.
7. When the days grow shorter, we know that winter is around the corner.
8. The popping and crackling sounds made me realize that the stereo was broken.
Unit 10, Usage Glossary
229
Name ___________________________________________________ Class _________ Date ____________________
9. Would you please start the coals burning and put the steaks into the marinade?
10. The woman who is standing by Mrs. Wolford is a talent scout.
11. Although the mail carrier is afraid of our Pomeranian, Musty is really quite gentle.
12. Gary is older than I had guessed.
✔
13. You bring a movie, and I’ll fix the snacks.
14. Kendra is glad that she passed that test.
✔
15. Get well cards and letters poured in, and Cecil didn’t rest until he had answered them all.
Exercise 4 Write the correct word or words in the blank to replace each word or phrase in
italics. If the word or phrase is correct, write C in the blank.
respectively
The first two persons at the head table are the president and vice
president, respectfully.
except
Usage
a
a while
C
2. You have an unique way of perceiving the world.
3. I won’t be back for awhile, so make yourself comfortable.
4. Is it all right for me to borrow your chess set?
5. We have had all together too much rain!
beside
6. Who is that besides Ms. Taylor?
among
7. How can you tell the difference between all the puppies?
illusion
8. When you think you see water up ahead on a desert road, it is
probably an allusion.
Because or Since
anywhere
lending
C
9. Being as we are late, please go on without us.
10. I don’t see that huge blackbird anywheres.
11. I hope you don’t mind borrowing me your hockey stick.
12. The fire hurt the ecosystem badly.
can hardly
13. I can’t hardly get into your messy room!
could have
14. Is there any way this epidemic could of been prevented?
C
15. Jake’s house is no farther away than Malik’s.
don’t
16. Ray and Pricha doesn’t share the same taste in music.
fewer
17. There are less pieces in this game than in the one we played yesterday.
doesn’t
18. The school don’t have a soccer team.
230 Grammar and Language Workbook, Grade 11
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altogether
1. Don’t use the special paint accept for the outside work.
Mechanics
Mechanics
231
Name ___________________________________________________ Class _________ Date ____________________
Unit 11: Capitalization
Lesson 72
Capitalization of Sentences and the Pronoun I
Capitalize the first word of every sentence. For sentences that appear in parentheses,
capitalize the first word if the sentence stands by itself, but not if it is contained within
another sentence.
We crossed the bridge yesterday. (The bridge is 17 miles long.)
We crossed the bridge (it is 17 miles long) yesterday.
Capitalize the first word of a direct quotation only if the quotation is a complete sentence.
A familiar adage states, “Today is the first day of the rest of your life.”
He called the adage “inspirational and encouraging.”
Do not capitalize an indirect quotation unless it is the first word in a sentence.
I heard the adage about today being the first day of the rest of your life.
Always capitalize the pronoun I.
Exercise 1 Draw three lines under each lowercase letter that should be capitalized. Draw a
slash (/) through each capital letter that should be lowercase. If the sentence is correct, write C in
the blank.
last week i got a letter from a friend who says He will visit me.
1. the mechanic at the garage said my car is in excellent condition.
2. Marla asked, “were you able to tour Europe last year?”
3. she said that the king and queen will be crowned at the spring dance.
4. my sister gave me a new tape. (it was my birthday present.)
5. when i go to the store, i like to check the music section.
6. the bookstore on the corner (it’s the biggest in town) has a great selection of music.
C
7. Theodore Roosevelt (he was our twenty-sixth president) led a far more interesting life
than most history books describe.
8. my older brother is a successful caterer in New Orleans. (he went to school to become a
chef.)
C
9. When I bought groceries for my mother, I asked the clerk if she would use paper bags.
Unit 11, Capitalization
233
Mechanics
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Mary and I went to the play.
Name ___________________________________________________ Class _________ Date ____________________
10. my neighbors announced that they are starting a recycling program.
11. Carlos began his speech by saying, “it is a pleasure to tell you of our recent successes.”
12. the dress in the museum (the white one just inside the door) is exactly like my
grandmother’s wedding dress.
13. My uncle is a realtor in Nashville. (he moved there from Chicago.)
14. the reporter called the attack “Unexpected and devastating.”
C
15. In the future I will begin my homework by gathering everything I need.
16. Kay asked if i would help rebuild her car. (she has to get a new transmission first.)
17. it was Diane who said, “let’s go to the concert.”
C
18. My mother said that she was glad she went to the concert.
19. after everything was over (People stayed for hours after dinner), my sister and i had to
clean up the banquet hall.
20. yesterday he said that Music is his greatest love.
21. my best friend (We’ve been friends for years) works at Marshall Space Flight Center.
22. Maria always says that Math homework is much more difficult than American history.
Mechanics
24. mother says i will have to mend my shirt. (i ripped it when i was playing baseball.)
C
25. Mrs. Smythe said she would give us our homework early in case the bell rings before
we finish the discussion.
C
26. Barbara and I will work on the project together (it must be complete by March 1) so we
can finish by the deadline.
27. last summer i had the opportunity to work for a landscape designer. (it’s a field i would
like to enter myself someday.)
28. my biology teacher says There are over 130 species of quail in the world.
29. My sister (She is a college junior) is planning to work with my brother in the
catering business.
30. this is still a new city to me, and i want to explore the downtown area. (it is a
fascinating place!)
234 Grammar and Language Workbook, Grade 11
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23. on the other hand, Brian told me, “math is easier than English.”
Name ___________________________________________________ Class _________ Date ____________________
Lesson 73
Capitalization of Proper Nouns
Always capitalize proper nouns. If the noun is composed of several words, do not
capitalize articles (a, an, the), coordinating conjunctions (and, but, for, or, nor, yet), or
prepositions of fewer than five letters.
Center of Science and Industry
Tom and Ron’s Bicycle Shop
Beauty and the Beast
Capitalize titles before a proper name and titles used in direct address.
Do you know Secretary Darleise Williams?
Yes, Captain, I will do that.
Capitalize a title showing family relationship when used with or in place of a proper
noun. Do not capitalize it when preceded by an article or a possessive noun or pronoun.
Will my grandma go? Will Grandma go?
Ruth is a grandma.
Will Grandma Ruth go?
Capitalize names of ethnic groups, religions, nationalities, and languages.
Native Americans
Peruvian
English
Hinduism
Capitalize names of clubs, organizations, institutions, and political parties.
First National Bank
Earlham College
Democrats
Exercise 1 Draw three lines under each lowercase letter that should be capitalized.
We enjoy traveling with uncle troy and our aunt in their motor home.
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Environmental Protection Agency
1. Yes, sir, I will complete my application to the university of michigan.
2. The democrats will hold a rally on the lawn of the smithsonian institution.
3. The boy scouts of america held a meeting at lincoln high school.
4. Does aunt gladys enjoy watching the chicago bulls?
5. Joshua’s uncle is an orthodox jew.
6. The governor of our state is governor simon.
7. Yes, captain, I will send a telegram to admiral curtis.
8. I won’t forget, mom, to say hello to aunt maren and uncle ben.
9. My sister told me that uncle Richard was a member of the peace corps.
10. The inuit are a people who live in and near the Arctic.
11. On our vacation dad got tickets to the washington national symphony.
12. I wanted to see the washington bullets.
Unit 11, Capitalization
235
Name ___________________________________________________ Class _________ Date ____________________
Capitalize names of monuments, bridges, buildings, ships, planes, and spacecraft.
Statue of Liberty
Brooklyn Bridge
Eiffel Tower
Concorde
Capitalize trade names.
Microsoft
Procter and Gamble
Reebok
Pentium
Capitalize geographical terms including cities, states, countries, bodies of water, roads,
mountains, and specific sections of a country. Do not capitalize words that refer to
direction.
Chicago
Rocky Mountains
the South
Go south one mile.
Capitalize holidays, historical events, eras, and calendar items.
Labor Day
American Revolution
Roaring Twenties
January
Capitalize titles of works including musical pieces, books, poems, plays, magazines,
movies, television shows, and historical documents.
“American Pie”
the New Yorker
The Lion King
the Constitution
Exercise 2 Draw three lines under each lowercase letter that should be capitalized. Draw a
slash (/) through each capital letter that should be lowercase.
Mechanics
1. In june my family went digging for Rubies in the appalachian mountains of north carolina.
2. In virginia beach Moira went on a Dolphin Watch sponsored by the virginia marine science
museum.
3. Yes, captain, I have learned a lot on board the ss united states.
4. On memorial day weekend the Rhoades family will drive west to the grand canyon.
5. When we were in tennessee in july, we drove to the top of lookout mountain.
6. Sutter’s mill, where California Gold was first discovered, is on the sacramento river.
7. My brother goes to a college in the south that is right on the atlantic ocean.
8. A replica of the famous ship the santa maria sits in columbus, ohio.
9. Raul’s grandparents tell him stories of the great depression.
10. We studied the renaissance in art class and analyzed the mona lisa, a famous painting in the
louvre in paris, france.
11. In july of 1969, the spacecraft columbia was launched from cape canaveral in florida.
12. How to be your own best friend was a popular self-help book of the 1970s.
236 Grammar and Language Workbook, Grade 11
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We visited new york city in the Spring and went to the top of the empire state building.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 74
Capitalization of Proper Adjectives
Capitalize proper adjectives (adjectives formed from proper nouns).
Proper adjectives may be formed from names of people.
Marxist philosophy
Jungian psychology
Jeffersonian thought
Gregorian chant
Orwellian foresight
Napoleonic delusions
Proper adjectives may be formed from place names and names of national, ethnic, and
religious groups.
Michigan waterways
Egyptian hieroglyphs
Navajo blanket
Catholic ritual
Proper adjectives may be formed from specific days, dates, or holidays.
February thaw
Christmas tree
Friday night
Hanukkah candles
Exercise 1 Draw three lines under each lowercase letter that should be capitalized. Draw a
slash (/) through each capital letter that should be lowercase.
1. I am reading a book of german Folktales.
2. Every saturday night Jonas goes hunting for june bugs.
3. Grandmother is planning to make a pot of irish stew for us.
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The july rains rusted the Metal fence.
4. My dad’s favorite music is a beethoven symphony.
5. Aunt Marisa is an expert on norse Mythology.
6. No color quite matches alabama soil.
7. Grandfather taught me to play chinese checkers.
8. Miami is located on the atlantic side of florida.
9. Dr. Rudyard’s english Degree required at least one course in victorian Literature.
10. Several steinbeck novels have been made into movies.
11. The speaker’s reference to his brother was certainly a freudian slip.
12. Even the severe april shower couldn’t keep us from our favorite mexican restaurant.
13. Yesterday’s discussion topic was the rich variety of African Art.
14. Have you seen the rooms newly furnished in chippendale style?
15. My older sisters all enjoy italian Opera.
16. After lunch we drank Cinnamon tea.
Unit 11, Capitalization
237
Name ___________________________________________________ Class _________ Date ____________________
17. Eight U.S. presidents were ohioans.
18. Jordan visited Washington, D.C., and saw the lincoln memorial and The washington monument.
19. I prefer english muffins to bagels.
20. The american Red Cross is a great Volunteer Organization.
21. We have a small pembroke table in our front hallway.
22. For her november birthday, I gave my hungarian grandmother a large bowl of swedish ivy.
23. We are required to study jeffersonian philosophy in History class.
24. Many asian people arrived in the United States during the early part of the Twentieth Century.
25. George Voinovich was a republican governor from Ohio.
26. The hindu religion had a great impact on indian history.
27. Please play a gershwin tune on your Steinway Piano.
28. That hill was once the home of mississippian moundbuilders.
29. My russian friend took lessons in spanish dancing.
30. The Copper kettle is certainly the right thing for that Kitchen shelf.
31. An Insurance center in franklin county decided to use only microsoft products.
Mechanics
33. Most byzantine art of the Middle Ages came from the area that is now Turkey.
34. Sofia is the bulgarian capital.
35. Throughout the balkan peninsula, slavic languages are spoken.
36. Restoring the Ancient Castle proved to be a Monumental task.
37. The optimist sees the world through “Rose-colored glasses.”
38. John Anthony West is an author and investigator of egyptian antiquities.
39. Jay asked, “how did the industrial Revolution change the labor Force?”
40. The punch was made by mixing syrup, Vanilla ice cream, and Carbonated water.
41. She said, “sharpen all the pencils in the drawer.”
42. i agree with her about the time of the program. (she says 7:00 P.M. is too early.)
43. My grandmother attends northwestern university and is a member of alpha chi omega.
44. Ju-Yong wrote a report on mayor daley, the Mayor of Chicago.
45. While my Dad drove through the midwest, I was busy reading A Tale Of Two Cities by
charles dickens.
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32. What a fine example of cherokee beadwork!
Name ___________________________________________________ Class _________ Date ____________________
Unit 11 Review
Exercise 1 Draw three lines under each lowercase letter that should be capitalized. Draw a
slash (/) through each capital letter that should be lowercase. If the sentence is correct, write C
in the blank.
Mia asked her Father, “may I go on a picnic in central park next sunday?”
1. mission san carlos borromeo was built near monterey, california, in 1770.
2. He asked us to drive with him to the top of henesy mountain to enjoy the fine Spring
scenery.
3. The carmelite nuns have survived as a Religious order of the roman catholic church
since the Thirteenth Century.
C
4. We will have a picnic high above the valley. (The valley is filled with flowers now.)
5. The columbus arts festival is an annual june event.
6. Dr. Hennig said, “diet is the most important element in maintaining Good Health.”
8. The Talk Show Host said The celebrity was late for the interview.
9. Some movies, like Dances With Wolves, make a lasting impression.
10. The poet John Donne wrote, “no man is an island entire of itself.”
11. The northwest territory was created by congress under the Administration of president
George Washington.
12. The redstone rocket was developed at the marshall space flight center in huntsville,
alabama.
C
13. Mom said that Dad and my brother Jim will help me rebuild the lawn mower engine.
14. Jim’s hobby is restoring Antique cars, particularly model t fords.
C
15. The voters will re-elect Senator Lopez because he is an excellent senator.
16. Contact nurse adams at the sleep disorder center, brady memorial hospital.
17. The next time we have lunch in the city (with its marvelous restaurants), let’s eat at
sylvan’s steak place.
C
18. Dr. Kostyn, the new medical examiner for Northwestern Mutual Life Insurance
Company, plays the coronet.
Unit 11, Capitalization
239
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7. Bruce studied Mechanics at indianapolis technical institute.
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–11
Exercise 1 Identify the type of pronoun in italics. Write per. (personal), poss. (possessive),
reflex. (reflexive), inter. (interrogative), rel. (relative), or indef. (indefinite) in the blank.
poss.
inter.
1. Who is in charge of tomorrow’s program?
per.
2. Please tell them to give their work to Mrs. Massey.
per.
3. He is the only person who can make the copy machine work.
reflex.
4. The cat gave itself a bath.
indef.
5. I can’t wait to tell everyone the exciting news!
poss.
6. Responsibility for a successful project is ours alone.
per.
7. Bring me the results of last night’s contest.
poss.
8. His glasses lay on the open book.
inter.
9. To whom does this school jacket belong?
rel.
10. Do you like the wallpaper that I chose?
rel.
11. Carlos is the soccer player who won the MVP award.
indef.
12. Each of the planets has its own unique atmosphere.
inter.
13. Which is the best road to take to Phoenix?
ref.
14. Let’s ask ourselves if the risk is worth it.
per.
15. If you have a CD, bring it to the party.
Exercise 2 Draw three lines under each lower case letter that should be capitalized. For each
italicized noun, write in the blank con. (concrete noun) or abs. (abstract noun).
con.
Henry Ford founded the Ford motor company.
con.
1. A physician from edinburgh introduced rhubarb into scotland.
con.
2. The robert talbert armory is the largest building in our town.
abs.
3. Our future teachers of america chapter sponsored a program on ethics.
con.
4. Atlanta’s university hospital provides some of the best care in the south.
con.
5. Our high school holds class elections on the first thursday of october.
con.
6. Greg Hastings, the famous English guitarist, will give three concerts in the
united states this year.
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Mechanics
You many leave your coat hanging in the front closet.
Name ___________________________________________________ Class _________ Date ____________________
abs.
7. Terri’s hope is to have her novel published.
con.
8. I have all the books in the earthsea trilogy by ursula k. le guin on audiotape.
con.
9. Mayfield dormitory is an old brick building.
con.
10. Just beyond that next curve is olentangy river park.
abs.
11. Millions of people have died in search of freedom.
abs.
12. Albrecht Dürer belonged to the german tradition of painters.
con.
13. The statue of liberty was a gift from the french people.
con.
14. We crossed the bay on the chesapeake bay bridge-tunnel.
abs.
15. The union of the north and the south was tested by the civil war.
abs.
16. We reveled in the joy of spending all day friday at the beach.
con.
17. The goethe institute is an international educational institution devoted to
german language and literature.
con.
18. Gerbils are indigenous to the wilds of Africa and asia.
con.
19. Sir john hare, actor and manager of london’s garrick theatre in the late
abs.
20. We need to make a decision concerning the upcoming memorial day events.
Exercise 3 Draw one line under each proper adjective. Draw a slash (/) through each
capitalized letter that should be lowercase.
Mechanics
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nineteenth century, was recognized as the greatest character actor of his day.
I understood some of the Italian Lyrics in that Opera.
1. The Hemingway book, A Farewell to Arms, became a Best-seller and a movie.
2. Joseph creates French Pastries that are Works of Art.
3. What important events took place during the Clinton Administration?
4. Isolationist Policies became popular between World War I and World War II.
5. “Mad Anthony Wayne” undertook a Canadian Expedition during the American Revolution.
6. I have three friends with Turkish heritage.
7. The official Brazilian Language is Portuguese.
8. Afghan carpets are handwoven, generally of wool or goat hair.
9. I often listen to Celtic melodies while I study.
10. Through the telescope we hoped to see Saturn’s Rings.
11. American history is only a small portion of World history.
Unit 11, Capitalization
241
Name ___________________________________________________ Class _________ Date ____________________
12. Ingrid Bergman was a famous Swedish actress.
13. How many of the Germanic Languages have you studied?
14. Farmers in Angus County, Scotland, raise Angus cattle.
15. They are quite skilled at Chinese Cooking.
16. The Basque language is spoken by Basques living in the Spanish Pyrenees.
17. We seldom hear such excellent Irish Music.
18. He told us story after story from Mexican folklore.
19. Gothic Architecture has enjoyed several periods of popularity.
20. Let’s end the day with a McDonald’s hamburger.
Exercise 4 Underline the correct word or words in parentheses.
My brother (can, may) do forty push-ups in a row.
1. (A, An) apple is always good with lunch.
2. We gathered (a lot, alot) of garbage from along the road.
3. I had to babysit my neighbor’s children for (a while, awhile).
Mechanics
5. My sister and her husband were eager to (adapt, adopt) a child.
6. It’s not always wise to depend totally on the (advice, advise) of others about which career to
choose.
7. The (affect, effect) of changing the rule was to increase participation.
8. A crowd had (all ready, already) gathered when we arrived at the park.
9. “(All right, Alright),” the speaker said, “let’s get started.”
10. We were (all together, altogether) overwhelmed that over five hundred people attended the
special event.
11. There was an (allusion, illusion) of friendliness among our class members.
12. Do you think the rain will (affect, effect) the new paint on the front porch?
13. Three people from here, (besides, beside) my mother, took the guided tour.
14. The five little boys bickered (between, among) themselves.
15. Mr. Rodham agreed to (advice, advise) the senior class on their graduation activities.
16. When you come to the picnic, please (bring, take) a dish of potato salad.
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4. There was nothing to be done (accept, except) smile and keep going.
Name ___________________________________________________ Class _________ Date ____________________
Unit 12: Punctuation, Abbreviations,
and Numbers
Lesson 75
End Punctuation: Period, Exclamation Point,
and Question Mark
Use a period to end a declarative sentence and a polite command.
The photography exhibit is in Gallery F.
Show your membership pass to the guard at the door.
Use an exclamation point following strong feeling or a strong command.
Here comes the parade!
Look, one of the balloons is loose!
Catch it!
Use a question mark following a direct question. Do not use a question mark following a
sentence with an indirect question.
I wonder who left the door open.
Exercise 1 Add periods, question marks, and exclamation points to complete the sentences.
Think about the ways humans are like frogs.
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Did you leave the door open?
1. Human beings belong to a group of animals called vertebrates.
2. You might ask what this word means.
3. It means simply that all these animals have a backbone.
4. Did you think your backbone was that important?
5. Invertebrates include amphibians, reptiles, birds, and three kinds of fish, in addition to mammals.
6. Are you saying I’m in the same group with snakes?
7. That’s true, and we have many things in common with other vertebrates.
8. For example, did you think your skull was just there to give shape to your head?
9. Don’t be silly! or .
10. Your skull protects your brain, as in all invertebrates.
11. Now, think of all the bones that make up your rib cage.
12. They protect your heart and lungs.
13. By now, I’m sure you know what your backbone protects.
Unit 12, Punctuation, Abbreviations, and Numbers
243
Name ___________________________________________________ Class _________ Date ____________________
14. You’re right! or .
15. The central nervous system is enclosed in your backbone.
16. Think of some of the fossilized animals you have seen.
17. What part of the animal do you think allows the fossil to be preserved?
18. Well, you’re certainly catching on fast! or .
19. We have many brothers and sisters in the vertebrate family.
20. This is the time to wonder what other characteristics vertebrates have in common.
Exercise 2 Revise the end punctuation to correctly complete each sentence. If the end
punctuation is already correct, write C.
Can you imagine living 100 years, like the turtle. ?
C
1. Reptiles are one of the classes of vertebrates.
2. There are three basic classes of reptiles! .
3. Remember that crocodiles and turtles make up two of the classes? .
C
4. The third class is, you guessed it, snakes!
5. Wait a minute; what did you ask about alligators. ?
Mechanics
C
7. Don’t you think you could have figured that out for yourself?
8. Think of the kind of body covering that people and other mammals have! .
9. Skin and fur probably spring to mind? .
C
10. Reptiles have scales as body covering.
11. On snakes and lizards, the scales are relatively thin! .
12. Turtles, however, grow thick protective plates on their bodies! .
C
13. What other purpose does this scaly skin serve?
14. It keeps the animal’s body from drying out! .
15. Since the scales keep moisture in, reptiles can go for long periods without water? .
C
16. Reptiles range in size from tiny to gargantuan.
17. Small lizards measure no more than 2 inches in length! .
18. Pythons, on the other hand, can grow to 30 feet? .
19. Thirty feet is long. Wow. !
C
20. Hey, don’t leave; I was just getting warmed up!
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6. Well, alligators join their crocodile cousins in that class? .
Name ___________________________________________________ Class _________ Date ____________________
Lesson 76
Colons
Use a colon to introduce lists, especially those that come after usages such as these, the
following, or as follows.
The instruments in the string section are these: violin, viola, cello, and bass.
I have heard the following great violinists: Yehudi Menuhin, Itzhak Perlman, and
Midori.
A famous violinist once gave the following humorous advice for success: (1) practice,
(2) practice, (3) practice.
Do not use a colon to introduce lists that follow verbs or prepositions.
Three famous violin makers were Amati, Stradivari, and Guarneri.
I prefer violin composers like Vivaldi and Paganini.
Use a colon to introduce material that explains or restates material just stated.
Use a colon before long or formal quotations preceded by such words as this, these, the
following, or as follows.
Chief Joseph of the Nez Percé people gave up his resistance to the U.S. government
with the following words: “From where the sun stands now, I will fight no more
forever.”
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My favorite courses are in the sciences: astronomy, botany, and geology are all on my
current schedule.
The cause of the supernova was obvious: a star exploded.
Use a colon between the hour and minute of the time, between the chapter and verse of
biblical references, and after the salutation of a business letter.
7:20 P.M.
John 3:16
Dear Dr. Randolph:
Exercise 1 Insert a colon where necessary in the following sentences. Write C in the blank if
the sentence is correct.
My toolbox holds the following: a hammer, wrench, plane, and screwdriver.
1. I think the next feature begins at 8:30 P.M.
2. Our orchard has the following fruit trees:apple, plum, cherry.
C
3. My favorite fresh fruits are bananas, oranges, and peaches.
4. Who can resist these thrilling words of Nathan Hale: “I regret that I have but one life to
give for my country!”
C
5. The counselor gave instructions as follows: (1) gather kindling, (2) dig a hole, (3)
surround the hole with rocks, and (4) build a fire.
Unit 12, Punctuation, Abbreviations, and Numbers
245
Name ___________________________________________________ Class _________ Date ____________________
6. That last inning ran from 8:40 to 9:35 P.M.
7. The teacher asked us to write a report on the following subject: Famous Abolitionists in
the South.
C
8. Any good children’s library should contain the following: Charlotte’s Web, Sounder,
and The Chronicles of Narnia.
9. The reason for the crash was clear: the fog made visibility zero.
10. The events to be held this afternoon are these: the shot put, the javelin, the broad jump,
and the high jump.
C
11. The first three runners to finish the race were Sergei, Ramón, and Sheila.
12. The following areas will be repainted next week: Classroom A, Classroom C, the student
lounge, and the meeting room.
13. What time is it in Philadelphia when it’s 10:00 A.M. in Denver?
14. As I dragged myself off the field, I remembered the following words:“It’s not whether
you win or lose, it’s how you play the game.”
15. You’ll need the following ingredients for the spaghetti sauce: tomatoes, tomato sauce,
Mechanics
C
16. Dear Ms. Larkin:
17. For the sleepover we’ll need these things: backpacks, sleeping bags, changes of clothing,
food, and permission from our parents.
C
18. I love that line from Tennyson’s poem “Ulysses”: “To strive, to seek, to find, and not to
yield.”
C
19. The origin of the earthquake showed on the seismograph; it was below the town of
Roland.
C
20. I wish I could swim like Colleen and Mariel.
21. The following crops were ruined by the cold: blueberries, oranges, avocados.
C
22. The variety show consisted of these acts: a juggler, a magician, two comedians, and a
mime.
23. If I leave this instant, I’ll just make the 6:15 from the station!
24. Who was the famous cynic who said this:“Winning isn’t everything, it’s the only
thing”?
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mushrooms, onions, oil, and garlic.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 77
Semicolons
Use a semicolon to separate main clauses that are not joined by and, but, or, nor, yet, or for.
Randy finished first in the contest; he won a gold statue.
Use a semicolon to separate main clauses that are joined by adverbs such as however,
therefore, nevertheless, moreover, furthermore, and consequently and expressions such as
for example or that is.
Randy was overjoyed to win; however, he really had thought he would lose.
We did many fun things on our vacation; for example, we swam in the ocean, collected
seashells, and went on a whale watch.
Use a semicolon to separate the items in a series when the items have commas.
I like foreign films such as The Cars That Ate Paris, from Australia; Yojimbo, from
Japan; and Z, from France.
When we got home our dogs raced to meet us, leaped to lick our faces, and barked
and barked; and when they had finished their greetings, they ran into the house to look
for their meal.
Exercise 1 Insert a semicolon wherever necessary in each sentence. Write C in the blank if the
sentence is correct.
I haven’t been to the Antarctic; however, my uncle has.
1. The Antarctic continent is the highest, driest, and coldest place on Earth;nevertheless,
scientists compete to do research there.
2. The U.S. has three major research bases on Antarctica: McMurdo Station, on the Ross Sea;
Palmer Station, on the Antarctic Peninsula;and Amundsen-Scott Station, at the South Pole.
3. Dozens of other countries also maintain bases on the continent;however, few are yearround.
4. The winter climate is too cold during the winter months to allow much research;
moreover, air travel is also limited at this time.
5. The Antarctic continent covers five and one-half million square miles; this is an area
larger than the United States and Central America combined.
Unit 12, Punctuation, Abbreviations, and Numbers
247
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Use a semicolon to separate two main clauses joined by and, but, or, nor, yet, or for when
the clauses contain several commas.
Name ___________________________________________________ Class _________ Date ____________________
C
6. Ninety percent of the ice in the world is frozen into this region.
7. Astronauts orbiting Earth say the Antarctic ice sheet is the most distinctive feature of
our planet;it shines like a giant light across the bottom of the world.
8. Many people think of the Arctic and Antarctic as the same kind of territory;this is an error.
C
9. The Arctic is a large sea, while the Antarctic is a land mass.
10. The two climates are also very different;many populations of people live comfortably in
the Arctic Circle, whereas there are no native human inhabitants of Antarctica.
11. There is no moisture on Antarctica;all of its water is locked in ice.
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12. The cold is bone-chilling; temperatures of –88° C have been recorded, more than 20°
colder than anywhere else on Earth.
13. Moreover, the wind rarely stops blowing;one explorer recorded an average wind speed
for a month of about 65 miles per hour.
14. Photographers have taken amusing pictures of the effects of the Antarctic wind;the
photographs show human beings leaning forward into the wind without falling to the
ground!
15. The absence of moisture makes fire a real danger on Antarctica.
Mechanics
16. Wooden buildings, zero humidity, and constant wind could all make a small fire into
an inferno;and, in addition, all the firefighters on Antarctica are volunteers.
C
17. So what kinds of research can be done in such an inhospitable place, you might ask.
18. Researchers study climatology, the science of weather patterns;plate tectonics, the
science of the movements of Earth’s crust;and astrophysics, the science of the origins of
the universe.
19. No one owns Antarctica;consequently all countries are welcome to do research there.
20. Greenpeace has recently put pressure on the research stations to stop their polluting of
the continent;however, there are decades of waste to clean up.
21. The U.S. base at the South Pole is 37 years old;therefore, many people think it needs
an overhauling.
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22. The National Science Foundation, which runs it, says the base may have to be closed
down if funds cannot be found to restore it.
248 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Name ___________________________________________________ Class _________ Date ____________________
Lesson 78
Commas and Compound Sentences
Use a comma before the words and, but, or, nor, yet, or for when they join two main
clauses.
I wanted to hike farther, but Kari was tired and wanted to rest.
Omit the comma if two very short main clauses are connected by and, but, or, nor, yet, or
for unless you need to avoid confusion.
We can eat now or we can eat later. (clear)
We can eat now or maybe you’d like to wait until later. (unclear)
We can eat now, or maybe you’d like to wait until later. (clear)
Exercise 1 Add commas where necessary. Write C in the blank if the sentence is correct.
Sami slid into third base, but the umpire called her out.
1. Don’t walk on your sprained ankle, or it will take longer to heal.
2. I thought that old house would never sell,but someone offered a high price for it yesterday.
3. That movie is very sad and usually makes me cry.
4. I’ve not met your brother before today, yet there’s something familiar about him.
5. He is working on a project about whales, and he’ll need to use the research library at
the museum.
C
6. I don’t want to drive the old car, nor do I want to walk.
7. Our cat eats the dog’s food,but the dog lets him get away with it.
C
8. Ms. Trainor is very strict but very fair.
C
9. I ran to third and Jordan advanced to second.
10. I’ll build the fire, and the tents need to be put up.
11. The alien leaped onto the screen, and the entire audience screamed.
12. I know you’re tired,but we really need to study some more.
13. I hope you can come visit this summer, for we really miss you.
14. Will our photos be back tomorrow, or do we have to wait through the weekend?
C
15. This new dish is tasty yet low-fat.
16. We ran and ran until we were out of breath, yet we could not keep up.
17. The dogs sniffed the ground, and all took off in one direction.
Unit 12, Punctuation, Abbreviations, and Numbers
249
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Name ___________________________________________________ Class _________ Date ____________________
C
18. Do you want to see the rock concert or the new movie?
19. I think I have the flu,but I hope I’m wrong.
C
20. The tree came down in the storm and slammed into the attic.
C
21. The soldiers raced for the pass, but the enemy had escaped.
22. The floats came down the street first, and the band followed them.
23. Several kites headed for disaster, but they all missed the electric wires.
24. It’s awfully cold,yet I was really counting on our hike today.
C
25. Ginger sings rock songs and tells jokes in her act.
26. I don’t see your skates,but they may be under the couch.
27. The climbers hoped to reach the peak by sunset, but they were disappointed.
28. The mail is late,but I see the mail carrier down the street.
C
29. We’ll go with Mom, and you can come with Dad.
30. The avalanche thundered down the slope, but luckily it missed the chalet.
C
31. I dared him to cross the river, and he took me up on it.
C
32. Horace hopes to get an A in both history and geometry.
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C
34. The wind sprang up, and the air turned cold.
35. The wolf howled over the hills,and another answered him across the valley.
36. Are the puppies blind,or can they see already?
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37. I want neither sweets nor excess fats in my diet.
38. I took several rolls of pictures,and they’ll be ready tomorrow.
39. Can you operate your computer, or do you want some help?
40. The air is chilly,yet it’s a relief after the heat.
Writing Link Write two complete sentences about the weather in your community. Join the
sentences with a comma and a conjunction.
250 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
33. That movie is so stupid,yet it seems to be drawing crowds.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 79
Commas in a Series and between Coordinate
Adjectives
Use commas to separate three or more words, phrases, or clauses in a series.
Alan’s act was imaginative, funny, and entertaining.
Do not use commas when the items in a series are joined by conjunctions.
I don’t want butter or sour cream or chives on my potato!
Do not use commas between words in a two-word pair. Do use commas to set off each
pair in a series, however.
The menu offered bacon and eggs, ham and eggs, and pancakes and syrup.
They served a spicy, appetizing meal. (use a comma)
They served an appetizing, spicy meal. (changed order sounds natural)
They served a spicy and appetizing meal. (and sounds natural)
We stood in front of the old brick building. (do not use a comma)
We stood in front of the brick old building. (changed order sounds unnatural)
We stood in front of the old and brick building. (and sounds unnatural)
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Use a comma between coordinate adjectives that come before a noun. To see if adjectives
are coordinate, try to change their order or insert the word and between them. If the
sentence still sounds natural, the adjectives are coordinate. If it sounds stilted, the
adjectives are not coordinate and a comma should not be used.
Exercise 1 Add commas where necessary. Write C in the blank if the sentence is correct.
The store will contribute tents, backpacks, and compasses to the trip.
1. We collected bedding, clothing, and canned food for the victims of the fire.
2. Fresh fruits,vegetables,and bread are all at the back of the store.
C
3. Phil likes biography best, but he prefers true adventure to horror films, science fiction,
and fantasy.
4. My cats’ names are Huckleberry,Jinx,and Kneesox, and all three respond to their names.
5. The villagers fled the erupting lava, suffocating ash, and deadly fumes of the volcano.
C
6. Do the hammer, nails, and wrenches all go on the second shelf?
7. Now where did I leave my books, bookbag, and skates?
C
8. In the daylight we could see the mountain standing tall and strong and gleaming.
9. Look that up in The Chicago Manual of Style, Words into Type, or the dictionary.
Unit 12, Punctuation, Abbreviations, and Numbers
251
Name ___________________________________________________ Class _________ Date ____________________
10. Is this product advertised as one of those new, improved soaps?
11. Her eyes closed, her head dropped to her chest, and she began to snore.
C
12. Does that small black kitten have a home?
13. The brothers came in first, second, and third in the marathon.
C
14. Would you like your eggs scrambled or fried or poached?
C
15. We are studying the history of radio and television.
16. The spy leapt from the roof,ran through the alley, and disappeared into the crowd.
17. It was a long,complicated rescue, but finally the boys were safe.
C
18. Who got mud on my expensive red boots?
19. Would you help me find the canned goods, paper products, and dairy foods?
20. Tim’s favorite sports are baseball, golf, and racketball.
Exercise 2 Delete (
is correct.
) any commas that are unnecessary. Write C in the blank if the sentence
Don’t wear that old, stained shirt to dinner!
2. Are you going with Jamil, and Randy?
Mechanics
3. I can hear that old, broken-down car coming, down the street.
C
4. We left early, avoided rush hour traffic, and arrived at the motel by noon.
5. Should we go to the game, the movies, or the library, after school?
6. Do you want peanut butter, and jam on your sandwich?
C
7. The microbe exhibit showed us the paramecium, the euglena, and the volvox.
8. Will our guest use the couch, or the futon, or the sleeping bag?
9. I don’t like to read about either Hitler, or Mussolini.
10. I showed Alana, Joanne, and Mabel my old, handmade quilt.
11. Should we have cereal, fruit, or eggs, for breakfast?
C
12. The dog turned around three times, curled itself into a furry ball, and fell immediately
to sleep.
13. The snow loosened from the mountain, gained momentum, and rushed down, the
mountain.
14. Should we rent a rock video, or a documentary, or a mystery?
C
15. Her posture, tone of voice, and mood all told me she wasn’t feeling well.
252 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
1. Stack the newspapers, in piles, tie them with twine, and put them out for recycling.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 80
Commas and Nonessential Elements with Interjections,
Parenthetical Expressions, and Conjunctive Adverbs
Use commas to set off participles, infinitives, and their phrases if they are not essential to
the sentence.
The dog ran from bush to bush, sniffing eagerly. (participle)
You should know, to satisfy your curiosity, that Beth is my cousin. (infinitive)
Use commas to set off a nonessential adjective clause.
The train from Omaha, which is usually late, comes in on that track.
(Which is usually late does not change the meaning of the sentence and, therefore, is
nonessential.)
Do not use commas to set off an essential adjective clause. Such a clause gives
information that is essential to the meaning of the sentence.
The people who work in that building are doctors.
Use commas to set off an appositive if it is not essential to the meaning of a sentence.
Use commas to set off interjections such as oh and well; parenthetical expressions such
as on the contrary, on the other hand, in fact, by the way, for example, and after all; and
adverbs and conjunctive adverbs such as however, moreover, and consequently.
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Janine, my mother’s cousin, lives in Salt Lake City.
Well, what are you doing here? In fact, I came to see you.
Oh, I’m busy; for example, I have to study.
Exercise 1 Add commas wherever necessary. Delete ( ) commas used incorrectly.
Oh, I see you’ve made the finals, for the math competition.
1. The riders,screaming,plunged down the first major drop of the roller coaster.
2. Jean,who laughs so hard she cries, is a good audience.
3. John F. Kennedy, a former U.S. president,was born, in Massachusetts.
4. Well, what do we have here?
5. The detective, that you met yesterday, will be in charge of the case.
6. Here’s a suggestion,to help you get started, for something to do for your science project.
7. This paint,which costs far too much, will not add anything to the room.
Unit 12, Punctuation, Abbreviations, and Numbers
253
Name ___________________________________________________ Class _________ Date ____________________
8. My mother,to tell the truth,does not care, about celebrities.
9. By the way, where were you, when I came over?
10. Danielle,worrying about her performance, did not hear me call her.
11. Oh, no, what will I do if I miss the bus?
12. The character, that everyone mistrusted, turned out to be the hero.
13. The team made their triumphant way, off the field, yelling wildly.
14. You could get to school another way; for example,you could walk.
15. To prevent theft,many homeowners have security systems.
16. Hank talks all the time; on the other hand, he usually has something interesting to say.
17. The spy in the movie,to give you a hint, is someone you’d never suspect.
18. Someone who really cares about plants, should work in the school garden.
19. Okay,I’ll go if you insist.
20. The mother bear,enraged,charged the hunter threatening her cubs.
Exercise 2 Add commas wherever necessary. Delete ( ) any unnecesary commas. Write C in
the blank if the sentence is correct.
Mechanics
1. Sonia went to the dentist, to get her teeth cleaned.
2. The runners,gasping for breath,limped across the finish line.
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3. We met our parents at the restaurant for lunch.
4. Warming up before exercise, is a way to prevent injury.
5. Animals, that prey on other animals, are called predators.
6. I have the strangest sense, that you’re not telling the truth.
7. Oh, is that, what you meant?
C
8. His room, to give you an example, is covered with posters of explorers.
9. I came too late for the award presentation, unfortunately.
10. By the way,didn’t I meet you at the film conference, last week?
11. The ram made his way along the ledge, stepping confidently.
12. Arturo,who loves animals,takes in strays, all the time.
C
13. My sister, who writes science fiction, wants to write for television.
14. Yes,I see that you have improved your backhand a lot.
254 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Well, there is no longer any doubt; on the contrary, I am quite sure.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 81
Commas and Introductory Phrases
Use a comma after an introductory prepositional phrase to prevent misreading.
From the cliff above the lake looked like a mirror. (confusing)
From the cliff above, the lake looked like a mirror. (clear)
Don not use a comma if the prepositional phrase is followed immediately by a verb.
Over the mantelpiece hung a portrait of Aunt June.
Use a comma after a long prepositional phrase or after the final phrase in a series of
phrases.
After a heartbreaking series of losses, the Lions finally won.
At the top of the hill on the ranch, we found the lost calf.
Use a comma to set off an introductory participle or a participial phrase.
Exercise 1 Add a comma wherever necessary. Write C in the blank if the sentence is correct.
Around the honey, bees swarmed noisily.
1. For germination to work, seeds must spread from place to place.
2. In a patch of bare soil outside your door, new plants will spring up almost overnight.
3. Wondering at this process, botanists have studied the migration of seeds.
C
4. To send their seeds out of the main plant and into the world, plants have evolved clever
methods.
C or
5. In certain plants,seed pods explode.
C or
6. In such an explosion,seeds are flung into the air.
C
7. Traveling on the wind, some seeds fall on fertile ground.
C
8. Onto barren ground fall many more seeds that will not germinate.
9. Floating on the water,some seeds are light enough to travel for many miles.
10. Developing inside berries, many seeds are transported when animals eat the fruit.
11. Passing through the animal unharmed, these seeds may come to rest on good soil.
C
12. Traveling inside an animal is only one way in which seeds make use of moving
organisms.
Unit 12, Punctuation, Abbreviations, and Numbers
255
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Colliding, the two cars came to a crunching halt.
Hoping for the best, Rae Ellen checked the list of finalists.
Name ___________________________________________________ Class _________ Date ____________________
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13. Hitching a ride on the outside is yet another way.
14. Walking through meadows or woodlands, you have probably come home with many
plant parts stuck to your clothing.
15. In their movement through the underbrush, animals also pick up these seeds.
16. Falling to the ground later on,the seeds will often germinate.
C
17. Some plants grow seeds that are very lightweight.
18. Shaking in the wind,such plants release their seeds.
C
19. Into the air fly these lightweight seeds.
C
20. Traveling much farther than heavy seeds, they spread the parent plant far and wide.
21. Lacking locomotion,plants cannot escape from their enemies.
22. More than the ability to run away, self-defense also comes in other forms.
C
23. On some plants are thorns or stingers.
24. Trying to eat such a plant,animals soon become discouraged.
C
25. On the edges and along the middle of other plants lie rows and rows of sharp barbs.
26. Approaching the plant to eat it, animals are stuck and quickly retreat.
Mechanics
27. For some animals,chewing a plant is a means of nourishment.
C
28. Inside many plants are unpleasant tasting chemicals.
C
29. Learning quickly, the chewers of such plants usually move on to other food sources.
30. Making treaties with animals,some plants trade a little food for a lot of safety.
C
31. In the thorns of acacia trees is a substance that ants like to eat.
32. In exchange for this food,the ants attack animals that try to eat larger parts of the tree.
C
33. On the teasel plant is a dangerous place for unwary animals.
34. Meeting in the middle, pairs of teasel leaves form a cup.
C or
35. During a rainstorm,the cup fills with water.
36. Climbing the plant to feed,insects are faced with a small pool of water.
37. Going on, they risk getting trapped in the cup and drowning.
38. Turning back,they can avoid drowning, and the plant is protected.
C or
39. With some plants,it is not even necessary for an animal to try to eat it.
C or
40. On the rose,vicious thorns stab an animal as it passes, which causes it to look for food
elsewhere.
256 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
C or
Name ___________________________________________________ Class _________ Date ____________________
Lesson 82
Commas and Adverb Clauses and Antithetical Phrases
Use a comma to set off an introductory adverb clause and an internal adverb clause that
interrupts the flow of the sentence.
Before you get angry, listen to my side of the story.
I hope, since we’ve always been friends, that you will understand.
In general, do not use a comma to set off an adverb clause at the end of a sentence.
I hope we get home before the storm breaks.
Use a comma to set off an antithetical phrase. An antithetical phrase uses words such as
not or unlike to qualify what comes before it.
The auditorium, not the gym, has more space.
Basketball, unlike football, can be played year-round.
Exercise 1 Add and delete commas to complete each sentence. Write C in the blank if the
sentence is correct.
1. Before paper was invented, maps were made of whatever materials were at hand.
2. The earliest known map, is made of mud, not paper.
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Fernando, not Enrique, enjoys hand-drawing, and painting maps.
3. This map,just so you know, is believed to be Babylonian.
4. Mapmakers believe, that early maps were made to show people’s possessions,not to
give directions.
5. A landowner would draw an outline, of his property, in order to protect it from theft.
C
6. Unlike the Babylonians, the Inuit of the Arctic made maps of animal skins.
7. The Egyptians, to show the locations of precious ores, engraved maps on gold, copper,
and silver plates.
8. In order to identify their small islands,the South Pacific islanders made maps using
shells, and coral.
9. Many cultures, in fact,seemed to evolve mapmaking, independently of one another.
C
10. The Chinese used silk, not cheap cloth, to make maps.
11. They used different symbols, to indicate towns and villages.
Unit 12, Punctuation, Abbreviations, and Numbers
257
Name ___________________________________________________ Class _________ Date ____________________
C
12. The Chinese also distinguished between rivers and roads on their maps.
C
13. Early mapmakers used a lot of guesswork before people began to explore the world
more fully.
14. Mapmaking was really a form of art, not science.
15. When explorers returned, from trips, new information was added to the mapmakers’
store of knowledge.
16. Ptolemy,unlike his predecessors,began to put north at the top of maps.
17. He also,in an attempt to add accuracy, tried to show distances between landmasses on
maps.
18. Until the printing press was invented,maps had to be copied by hand.
19. This made them,as you might guess, very expensive.
C
20. When the printing press made maps widely available, interest in exploration flourished
worldwide.
21. Maps, basic tools for Earth scientists, show a variety of things.
22. Topographical maps show the shape of the land, just as road maps show the locations of
Mechanics
23. Although road maps show where roads lead, they do not show the elevations of such
roads.
24. A topographical map,just so you know, would be useful for you when you plan a daylong hike.
25. The map would show you,before you got started, how much climbing you would have
to do.
26. In order to make plans for a highway, engineers use topographical maps.
C
27. Such maps can tell them that the site they want to use for an underpass is one hundred
feet high, not two hundred.
C
28. From the Greek word for “water,” hydrology is the science of water distribution.
29. Hydrological maps,as you might guess, show the location of water sources on land.
30. Hydrological maps,unlike some other kinds, also show underground locations of water.
258 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
streets and highways.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 83
Commas with Titles, Addresses, and Numbers
Use commas to set off titles when they follow a person’s name.
Frank Johns, professor of education, will speak tonight.
Rachel Cooney, mayor of Tisdale, will run for reelection.
Use commas to separate the parts of an address, a geographical location, or a date.
Salt Lake City, Utah, is the home of the Mormon Tabernacle Choir.
Chun-wei’s new address is 12 Elm Street, Cleveland, Ohio 44113.
Friday, March 17, is St. Patrick’s Day this year.
Do not use commas where only the month and the day or the month and the year are
given.
On June 10 every year we celebrate the last day of school.
January 1991 was one of the coldest winters we ever had.
Use commas to set off the parts of a reference that direct a reader to an exact source.
Exercise 1 Add and delete commas where necessary. Write C in the blank if the sentence is
correct.
May I introduce Mabel Hawkins, the president of the board?
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The entry for Computer is found in World Book, Volume 4, pages 740 –745.
1. The Grand Canyon is not far from Flagstaff,Arizona.
C
2. We plan to visit Yosemite in June 1996.
3. An article in last week’s edition of The Free Times, page 6, says that Ted Hagan,county
commissioner,will not be reappointed.
4. Yesterday an unpopular bill was passed by the state senate in Columbus,Georgia.
5. When she told me her birthday was February 11, 1978, I knew she was slightly older
than I was.
6. Next year we will visit London, England, and Madrid, Spain.
C
7. Jack Brown, the company CEO, was just fired.
8. There are good satellite photos of Earth in the November 1994 issue of Earth, pages
57–61.
9. My new class will begin on March 29, 1994.
10. Harvey Webster,my professor, will teach us about the comeback of the peregrine falcon.
Unit 12, Punctuation, Abbreviations, and Numbers
259
Name ___________________________________________________ Class _________ Date ____________________
C
11. Is that new video store at 2240 Lee Road?
12. The last day to sign up for camp is Monday, June 5.
C
13. My friend Marilyn and her daughters will spend the summer in Antigua, Guatemala.
C
14. I think this blurred address reads 642 Shankland Ave., Metarie, Louisiana.
15. Please have your reports to me no later than Monday, May 6.
C
16. Ho Chi Minh City, Vietnam, used to be called Saigon.
17. Dr. Richards,the veterinarian,preformed delicate surgery on my cat.
18. Our tour will visit Atlanta,Georgia, and Charleston, South Carolina.
C
19. Our championship game will be played in December 1996.
C
20. School starts later next year, on September 10.
21. I thought you said we had until July, 15 to apply.
22. Fannie Lewis, is a city councilwoman.
23. There is a good outdoor equipment shop in San Francisco, California.
24. Carl Sagan discusses the Voyager spacecraft discoveries in his book Cosmos, pages
137–166.
Mechanics
C
26. My aunt’s address is 126 Sapps Road, Danville, Ohio 43014.
27. I will visit my friend Susan in Portland, Maine, in June, 1996.
28. Elizabeth II,queen of England,has ruled since 1952.
29. Please have your reports ready by April 5, 1996.
30. We hope to be completely moved by the end of October, 1996.
C
31. I used to have a pen pal in Rio de Janiero, Brazil.
32. Joseph Wood Krutch quotes from John Wesley Powell, the explorer, in his book Grand
Canyon,pages 97–98.
33. Boston, Massachusetts,is the setting for many of Robert Parker’s mysteries.
34. K-Mart used to have two stores in Bloomington, Indiana, but I think one has closed.
35. Bruce Springsteen,the “Boss,” has been popular as a musician for many years.
C
36. My doctor is Barry Brooks, M.D.
260 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
25. Linda Schele,the Maya anthropologist, will lecture here next week.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 84
Commas with Direct Address and in
Tag Questions and Letter Writing
Use commas to set off words or names in direct address.
Yuji, did you write this poem?
See, Jerry, you can do the backstroke.
Use commas to set off a tag question.
The store opens at 10 A.M., doesn’t it?
You haven’t been here before, have you?
Use a comma after the salutation of an informal letter and after the closing of all letters.
Dear Herb,
Dear Mr. Randall,
Sincerely,
As always,
Use commas in the heading of a letter as follows:
Exercise 1 Insert commas where necessary in the following letter. Write C in the blank if
commas are used correctly or if no commas are needed.
Marcy, have you written to Satchi lately?
C
1. Satchi Kwan
C
2. 444 Randall Parkway
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
123 Elm Street
Springfield, Ohio 45313
June 6, 1997
3. Portland,Maine 04101
4. March 12,1995
5. Dear Satchi,
6. Welcome to your new home, my friend.
7. We want to hear all about your move, but we really miss you, you know?
8. Satchi,you’ll be surprised to hear that Mona has moved, too.
9. Her mother was transferred to the company branch in Dallas, Texas.
C
10. Pretty soon no one will be left of the old gang.
11. Writing to you will improve my computer skills, won’t it?
12. You,after all,have always kidded me about my distrust of computers.
13. You were the first in our class to have an e-mail address, weren’t you?
Unit 12, Punctuation, Abbreviations, and Numbers
261
Name ___________________________________________________ Class _________ Date ____________________
C
14. Well, Satchi, you’ll just have to wait until I get a modem.
15. Oh, you should know that Sisay just got back from Salinas, California.
16. You visited there once,didn’t you?
17. The news about the terrible floods was in your paper,wasn’t it?
18. Well,pal,that’s all the time I have for now.
19. Your friend,
C
20. Marcy
Exercise 2 Insert commas where necessary in the following letter. Write C in the blank if
commas are used correctly or if no commas are needed.
May 16, 1995
C
1. Mrs. Benito Salazar
C
2. 749 Delgado St.
C
3. Orlando, Florida 32821
4. Dear Grandmama,
C
6. I know you would have enjoyed a trip to the art museum.
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7. But the trip on the lake freighter was neat, wasn’t it?
8. I really should become a tour guide, shouldn’t I?
C
C
9. Mom wants me to take her to the botanical gardens.
10. Mirna, she says, you know more about the city than I do.
11. In the meantime,Grandmama,I am transcribing the tape you made.
C
12. I love hearing about your early life with Grandpapa Diego.
13. You and he have lived in many different places, haven’t you?
C
14. When you talked about the church where you were married, I felt as if I were there.
15. Florida was very different when you were young, wasn’t it?
16. When I get the tape transcribed, I will send you a copy, okay?
17. Grandmama, I wish we still lived in the same town.
18. But until we see each other again, you will take care,won’t you?
19. Your loving granddaughter,
C
20. Mirna
262 Grammar and Language Workbook, Grade 11
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5. Your visit with us ended much too soon, don’t you think?
Name ___________________________________________________ Class _________ Date ____________________
Lesson 85
Misused Commas
Do not use a comma alone to join two main clauses. This forms a run-on sentence. Use a
comma before a coordinating conjunction or use a semicolon.
Incorrect:
Correct:
Correct:
The curtain rose slowly, the performance began.
The curtain rose slowly, and the performance began.
The curtain rose slowly; the performance began.
Do not use a comma before a conjunction that connects the parts of a compound
predicate in a simple sentence.
Incorrect:
Correct:
That doctor never turns away anyone, but welcomes every patient.
That doctor never turns away anyone but welcomes every patient.
Do not use commas between a subject and its verb or between a verb and its complement.
Everything I like to snack on, is bound to have too much sugar.
Everything I like to snack on is bound to have too much sugar.
The recipe for chili contains, tomatoes, beans, and peppers.
The recipe for chili contains tomatoes, beans, and peppers.
Exercise 1 Delete ( ) any commas used incorrectly, and correct the sentence. If the sentence is
correct, write C in the blank.
; or , and
I had not seen Yosemite before, it took my breath away.
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Incorrect:
Correct:
Incorrect:
Correct:
^;
1. I hope the Andrewses can come, I’ve invited the whole family.
^
2. Every sport you like, is one that I don’t play.
;
3. I called the company for help, their ad gave a toll-free number.
C
^
4. We don’t watch television news but read the newspapers.
5. My favorite courses include, geology, algebra, and art.
6. The dog refused to chase the cat, but instead ate its food.
7. The art you call avant-garde, is art I call silly.
8. I came to pick you up for the party, you were gone.
9. The senator spoke at our graduation, his speech was very inspiring.
10. These vegetables contain, Vitamin A, Vitamin C, and several minerals.
Unit 12, Punctuation, Abbreviations, and Numbers
263
Name ___________________________________________________ Class _________ Date ____________________
C
11. The things you consider old-fashioned are dear to me.
12. The audience cheered the recipient of the award, and called for a speech.
but
13. Sarah was exhausted by noon, she kept going.
^
C
14. Each bibliography entry should include author, title, and publisher.
15. Sheila had never come in first before, but usually won a second prize.
and
16. The starter fired the gun, the runners were off.
^
C
17. Whatever you’re thinking about my grade is wrong.
but
18. The supernova was quite distant, it shined brighter than everything else in the sky.
^
19. I tried to beat the storm home, I lost.
C
20. My backpack includes an army knife, cooking utensils, and waterproof matches.
; or , and
21. Socrates achieved fame as a philosopher, people still study his teachings today.
^
22. Whoever crosses the finish line first, gets the trophy.
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24. The audience burst into applause, they kept applauding for ten curtain calls.
25. The spy hoped to exit through the kitchen, the door was locked.
26. Which grocery sack contains, the potatoes, rice, and beans?
but
27. We tried to clean up the river, it was too severely polluted.
^
28. I hope we’re including, Ralph, Manny, and Paul on the list.
;
29. He will never forget that performance, it made him laugh till he cried.
^
C
30. Suellen finished first in the race and also broke the record.
31. I never would have believed it, had I not seen it.
32. We heard about the tragic accident, an eyewitness told us the tale.
;
33. I love homework more than watching TV, well, there are some good shows on.
^
C
34. The king assembled his dukes, barons, and earls in a parliament.
264 Grammar and Language Workbook, Grade 11
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23. The squirrel isn’t satisfied with its sunflower seeds, but tries to get into the bird feeder.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 86
Commas in Review
Exercise 1 Add commas where necessary and delete ( ) any that are not needed. If the
sentence is correct, write C in the blank.
If you want to study deserts, you should move to the Southwest, don’t you think?
1. Hari and Kirti are both good singers, but Kirti is a better guitar player.
2. I talked, and June listened.
3. Alice Walker writes poetry, essays, and short stories about African American women’s
experience.
4. I don’t think, Jason, that the two cases are at all alike.
C
5. The villain really should be more terrifying, don’t you think?
6. The man who heads up the legal department, is a Harvard graduate.
C
8. James Earl Jones was in John Sayles’s film Matewan.
C
9. Josh is a better dancer than Sergei, and I much prefer Josh’s acting.
10. Toward the horizon, sped the jet plane.
Mechanics
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
7. In the room over the garage, Celeste worked on her painting.
11. That chair is lovely, and expensive, and chic, but I don’t want to sit in it.
C
12. Your old, torn pants indicate that this is not a formal visit.
13. It’s not a good idea to use your computer during a storm, you know?
C
14. After the long game we went out for hot chocolate.
15. I’ll tell you, since you ask, that I think the film lacks merit.
C
16. The person who gave you that information is mistaken.
17. We need to leave soon, don’t we?
18. Giggling, the children watched the antics of the clown.
19. You can either accept the judges’ decision, or you can contest it.
20. I didn’t read his best-seller; moreover, I haven’t read any of his books.
C
21. Aunt Emma, who runs the sales department, said she would hire me for the summer.
22. Are you a ham, and eggs kind of person, or a rice, and beans kind?
23. Prescott, Arizona, unlike Tucson, is not excessively hot.
Unit 12, Punctuation, Abbreviations, and Numbers
265
Name ___________________________________________________ Class _________ Date ____________________
24. During the semester, we hosted speakers from several political parties.
25. Starting out in the mail room, she soon became the head buyer for our company.
26. For your salad dressing you can choose one of the following: oil and vinegar, garlic and
oil, or yogurt and spices.
C
27. On March 17, 1995, my father had open heart surgery in Mercy Hospital.
C
28. Jamil ran triumphantly under the high, wide goalposts to score the winning touchdown.
29. I think, in fact, that you would be very good as the hero of the play.
C
30. To make such a splendid bowl takes extraordinary pottery skills.
31. Albany, not New York City, is the capital of New York state.
32. Christa, before going to college, scored very high on her SATs.
33. The rescuers, racing against the clock, lowered the stretcher into the mouth of the cave.
34. She used to live at 4030 Lander Road, Chagrin Falls, Ohio 44022.
35. We hope to visit London, England, and several cities in Yorkshire.
36. Toshiro Mifune, who has acted in so many wonderful Japanese films, was actually born
in China.
37. Sprinting the last few yards, Ayita ran for the ball.
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38. Our school picnic last year was better than the one in June, 1994.
39. Jake, what took you so long?
40. The best-loved book, written by E.B. White, is probably Charlotte’s Web.
C
41. The puppy is a growling, chewing, eating terror.
C
42. I should try to do my homework, shouldn’t I?
43. She didn’t finish the portrait, but put the paints aside for later.
44. Well, I never thought I’d hear you say that, Gene.
45. The player everyone else thought was so good, seemed ordinary to me.
46. When I have something to say, no one ever listens.
47. For dinner tonight we plan to eat, hamburgers, french fries, and pecan pie.
C
48. My grandfather and I used to go fishing, but that was some time ago.
49. You didn’t look, did you, when I asked you to?
50. I thought she was, beautiful, wise, and intelligent.
266 Grammar and Language Workbook, Grade 11
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C
Name ___________________________________________________ Class _________ Date ____________________
Lesson 87
Dashes to Signal Change and to Emphasize
Use a dash to indicate an abrupt break or change in thought within a sentence.
Have a seat in the dining—well, look who’s coming up the walk!
Use a dash to emphasize appositives, or to set off a series of them.
We’ll meet the new coach—James Greer—after lunch.
We’ll meet the replacements—Harkins, Snell, and Kirk—tomorrow.
Use a dash to emphasize a parenthetical clause.
Her new book—I think it’s called Life in Space—is on order.
Use a dash to show hesitation.
Exercise 1 Insert a dash where necessary.
—
—
The Spanish word for mustang mestengo means “wild.”
^
— ^
1. I’ll be studying with Corrine did you see her goal in the game today?
^—
—
2. The cats we call them the herd will come running for dinner now.
^
^
——
3. I I I can’t remember what I was doing last Tuesday.
^^
—
—
4. The basic tools hammer, wrench, and screwdriver are all in your kit.
^
^
—
—
5. Her book you must have read it has been on the best seller list for weeks.
^
^
—
6. I think your scarf is in the oh, I don’t know where it is!
^
—
—
7. A neutron star a small, very dense star weighs an incredible amount.
^
^
—
8. She she’s the one I saw driving away from the crash scene!
^
—
—
9. The signs of spring robins, daffodils, and spring peepers are in evidence.
^
^
—
—
10. The two finalists Amy and Namid will compete for first prize.
^
^
—
—
11. Two of the brothers Lash and Karl are pianists for our town’s orchestra.
^
—
12. Please make yourself at home do you smell something burning?
^
—
—
13. My favorite character the one who really solves the mystery is Rob MacCracken.
^
^
—
—
14. The mezzanine from the Latin for “middle” is the seating area between the main floor and
^
^
the balcony.
—
—
15. What what what have you done?
^
^
Unit 12, Punctuation, Abbreviations, and Numbers
267
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
You—you mean you didn’t get my letter? But—but that’s impossible!
—
16. Halle, this is oh, I didn’t know you two had met.
^ —
—
17. Jim’s grandfather he’s our mayor, as you know will speak at commencement.
^
^
—
18. The heroine of the book is a war photographer, and she sorry, I have to get the phone.
^
—
19. You you shouldn’t have jumped out at me like that!
^
—
—
20. Names of animals many of them from Native American languages are usually very colorful.
^
—
21. We held dinner for you oh my, what did you do to your arm?
^
—
—
22. Mrs. Carter she’s Adam’s grandmother, you know is our science teacher this year.
^
^
— —
23. He he he almost ran into the garage wall!
^ ^
—
—
24. Many animal names burro, bronco, and pinto are three come from the Spanish language.
^
—^
—
25. Do you want to eat what’s the score, by the way? while you watch the rest of the game?
^
^
—
26. You you mean you knew it was Jack all the time?
^
—
27. Now, when you divide fractions, you is that the baby crying?
^
—
—
28. Jean’s brother you met him at the game is going to Cornell University in Ithaca, New York.
^
^
—
—
29. Shanna exercises every day an hour each morning to prepare for the track meet.
^
^
—
30. The movie was directed by Steven Spielberg but you know that.
^
—
—
31. There there there must be some mistake!
^
^
—
32. The Dutch have given us words that name pastries cookie, cruller, and waffle, for example.
^
—
—
33. The rainy season in India it’s called the monsoon season is about to begin.
^
^
—
—
34. Our mail comes every day but Saturday, that is just after noon.
^
^
—
35. What what do you mean by that?
^
—
—
36. Early outlaws Billy the Kid and Jesse James, for example are very popular subjects for movies.
^
^
—
—
37. A planet’s orbit that is, its path around the sun is elliptical, not circular.
^
^
——
38. I I I’m sorry I hurt your feelings, Caroline; can you forgive me?
^^
—
—
39. Some words laundromat and smog are examples are compounds made from two other words
^
^
while dropping some letters.
—
—
40. The strings I mean the violins, violas, and cellos are my favorite instruments.
^
^
—
—
41. That huge wave Asford, what are you doing? is going to hit us!
^
^
—
—
42. The horse oh, look how swiftly he runs is coming this way.
^
^
—
—
43. The movie started why couldn’t you be here on time? so you missed the opening scenes.
^
^
—
—
44. We saw the iceberg how enormous it looked float past us.
^
^
268 Grammar and Language Workbook, Grade 11
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Mechanics
Name ___________________________________________________ Class _________ Date ____________________
Name ___________________________________________________ Class _________ Date ____________________
Lesson 88
Parentheses, Brackets, and Ellipsis Points
Use parentheses to set off supplemental material, that is, material not closely related to
the rest of the sentence.
Anna Pavlova (1881–1931) was a famous Russian ballerina.
If material within parentheses is a complete sentence, but is part of a larger sentence, do
not add end punctuation. If a sentence in parentheses stands by itself, use both a capital
letter and end punctuation.
Anna Pavlova (she was known as the “Dying Swan”) was born in St. Petersburg.
Anna Pavlova was born in St. Petersburg. (St. Petersburg was renamed Leningrad
during the period of the Soviet Union.)
Place a period, question mark, or exclamation point inside the parentheses if it is part of
the parenthetical expression. Place a period, question mark, or an exclamation point
outside the parentheses if the parenthetical expression is part of the whole sentence.
Anna Pavlova was prima ballerina of the Imperial Ballet Company in Russia. (Later,
after leaving Russia, she formed her own company.)
Exercise 1 Insert parentheses where necessary.
Flannery O’Connor (1925–1964) wrote many excellent short stories.
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Pavlova was known for her graceful movements (which contributed to her nickname).
1. Ms. Star(my teacher)wants us to enter our themes in the contest.
2. I can’t imagine(and I’ve tried!)Jeremy in that role.
3. The President will speak at 10:00 A.M. Eastern(9:00 A.M. Central).
4. Rollerblading is very popular now(even though I get dizzy just watching someone do it).
5. Will you return these videos(they’re due today)on your way to work?
6. Rachel told me(not that it’s any secret)that she’s thinking of changing her major.
7. If you like nuts(and I know you do,)you’ll love this selection.
8. Today is the birthday of composer Wolfgang Amadeus Mozart(1756–1791).
9. Theodore Roosevelt(known as T.R.)was an avid conservationist.
10. Jo put the props(dishes, water glasses, tray)on the backstage table before the performance.
11. We will visit Great Britain(England, Wales, and Scotland)next year.
12. The thermometer read –30°(yes, 30° below zero).
Unit 12, Punctuation, Abbreviations, and Numbers
269
Name ___________________________________________________ Class _________ Date ____________________
Use brackets to enclose information that you, the writer, insert to clarify a quotation from
someone else’s work.
“We want full manhood suffrage [voting rights], and we want it now, henceforth and
forever.” Booker T. Washington
Use brackets to enclose a parenthetical phrase that appears within parentheses.
The word bacteria comes from the Greek baktron (meaning “rod” [from its shape]).
Use ellipsis points, or ellipses, a series of three spaced points, to indicate that material
from a quotation has been left out. Use three ellipsis points if the omitted material occurs
at the beginning of a sentence. If the material is omitted in the middle or at the end of a
sentence, use any necessary punctuation plus the ellipsis points.
“. . . In short, our school needs a new gymnasium,” Emily said.
Bill began his poem, “A light shone in the window. . . .”
Exercise 2 Insert parentheses, brackets, and ellipsis points where necessary. Use the marks of
punctuation named at the end of each sentence.
1.
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3.
4.
5. The teacher said, “This[pointing to Japan on the map]is our biggest challenge in business for
the next decade.” (brackets)
6. The mayor, a Republican, was quoted as saying, “We will fight the opposition[Democrats]on
this important issue.” (brackets)
7. He stated, “We know the enemy,[here referring to passivity,]and we will fight it.” (brackets)
8. My sister is a well-known biologist.(She writes for Discovery magazine.)(parentheses)
9. We studied mushrooms(members of the fungus family)last week. (parentheses)
10. Our star, the sun, is about 150 million kilometers(93 million miles)from Earth. (parentheses)
11. The review stated, “The sisters, played by Joy and Alice Hollis(who are sisters themselves,)
were strong and believable.” (parentheses)
...
12. Help me finish this Shakespearean sonnet, “When in disgrace with fortune and men’s eyes,”
^
(ellipses)
270 Grammar and Language Workbook, Grade 11
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2.
My grandpa (people called him “Doc”) was a veterinarian. (parentheses)
...
What comes next after “Roses are red, violets are blue”? (ellipses)
^
James Earl Jones(the voice of Darth Vader)is in a new television drama. (parentheses)
...
The campaigner ended his speech with “ and if elected, I promise to lower taxes.” (ellipses)
^
George S. Patton(“Old Blood and Guts”)was one of our most famous generals. (parentheses)
Name ___________________________________________________ Class _________ Date ____________________
Lesson 89
Quotation Marks for Direct Quotations
Use quotation marks to enclose a direct quotation. When a quotation is interrupted by
explanatory words such as he said or she wrote, use two sets of quotation marks. Use two
punctuation marks, such as two commas or a comma and a period, to separate each part
of the quotation from the intervening phrase. If the second part of the quotation is a
complete sentence, begin it with a capital letter.
“I’m not sure,” replied Mark, “that I want to go to the game tonight.”
“We can leave early,” said his sister. “I know you have to get up at five o’clock.”
Do not use quotation marks if you do not repeat a person’s exact words.
Thoreau said that truth requires two people, one to say it and the other to hear it.
Use single quotation marks around a quotation within a quotation.
The speaker said, “I know you’ve all heard James Thurber’s cartoon caption, ‘Well, if I
called the wrong number, why did you answer the phone?’”
“Why are you skipping those rocks across the river?” I asked, idly watching the clouds.
“My father used to do it,” he replied. “I’m trying to beat his record.”
Exercise 1 Insert quotation marks where necessary.
John Muir, renowned American explorer and conservationist, said of his school days, “We
were simply driven pointblank against our books like soldiers against the enemy. . . . ”
“
1. Born in Scotland, Muir loved the natural world, where, as he says, Wildness was ever sounding
”
in our ears, . . .
“
2. Muir remembers his journey to America in 1849 with his brothers and father as the first grand
adventure of my life.
”
“
”
3. John was creative, crafting dozens of clocks— There’s nothing else like them in the world,
exclaimed a neighbor—and other devices.
“
4. Muir began to travel and study and to continue inventing, saying, Living is more important than
getting a living.
”
“
5. When he invented new machines for a broom- and rake-making factory, his employer said, It
”
was a delight to see those machines at work.
Unit 12, Punctuation, Abbreviations, and Numbers
271
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
When you write dialogue, begin a new paragraph and use a new set of quotation marks
each time the speaker changes.
Name ___________________________________________________ Class _________ Date ____________________
“
”
“
6. Flowers are born every hour, Muir wrote to a friend; living sunlight is poured over all, and
”
every thing and creature is glad.
“
7. Muir soon began walking over the natural paths of America; I might have become a
”
“
”
millionaire, he later said, but I chose to become a tramp!
“
”
“
8. I’ll acquaint myself with the glaciers and wild gardens, he wrote, and get as near the heart of
the world as I can.
”
Exercise 2 Insert quotation marks where necessary. Write C in the blank if the sentence is
correct.
When she was a child, Rachel Carson said, “I spent long days out of doors . . . happiest
with the wild birds and creatures as companions.”
C
1. Carson’s mother taught her daughter that intelligence and personal worth were more
valuable than money or success.
C
2. Her biographer, Philip Sterling, said that Rachel Carson did not make friends readily or
carelessly.
3. The young Carson wrote poems and stories, and when a story was accepted by a
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C
4. Once in college, she was drawn to science, but her friends told her to stick to writing
because there was no future for a woman in science.
“
”
“
5. I thought I had to be one or the other, she wrote. It never occurred to me . . . that I could
combine the two careers.
”
6. When her studies in biology and zoology led her to write scripts for a radio program,
“
she said, It dawned on me that by becoming a biologist I had given myself something to
write about.
C
”
7. Learning to scuba dive, Carson wrote about the colors and animals she observed under
the waters off the Florida Keys.
“
”
8. Miss Carson’s science cannot be questioned, said oceanographer William Beebe.
“
9. But when Carson wrote her classic Silent Spring, Time magazine labeled the book, an
”
emotional and inaccurate outburst.
“
”
10. It was a spring without voices, she said in the introduction to the book that described
how the pesticide DDT damaged current and future generations of both animals and
humans.
272 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
“
”
magazine, she wrote, The pay, I believe, was a cent a word.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 90
Quotation Marks with Titles of Short Works,
Unusual Expressions, Definitions, and with
Other Marks of Punctuation
Use quotation marks to enclose titles of short works, such as short stories, short poems,
essays, newspaper and magazine articles, book chapters, songs, and single episodes of
television series.
“Raymond’s Run” (short story)
“Nature” (essay)
“Brothers and Sisters” (chapter)
“Annabel Lee” (poem)
“Instant Theater” (newspaper article)
“Bridge Over Troubled Water” (song)
Use quotation marks to enclose unfamiliar slang and unusual or original expressions.
A slang phrase for died is “bought the farm.”
Use quotation marks to enclose a definition that is stated directly.
Merganser comes from two Latin words meaning “diving goose.”
Place a comma or period inside closing quotation marks.
Place a semicolon or a colon outside closing quotation marks.
Alice Walker wrote the poem “In Love and Trouble”; it was also the title of one of her
books of poetry.
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
“It’s dishonest,” said Mack, “and I want no part of it.”
Place a question mark or exclamation point inside the closing quotation marks when it is
part of the quotation.
I’d like to memorize Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day?”
Place a question mark or exclamation point outside the closing quotation marks when it
is part of the entire sentence.
Do you understand Henry James’s story “The Beast in the Jungle”?
Exercise 1 Insert quotation marks wherever necessary. Write C in the blank if the sentence is
correct.
Our class is doing reports on various aspects of American culture, from Emerson’s
essay “Nature” to contemporary music.
“
”
1. Angel is researching the original sound films, known as talkies.
“
”
“
2. Many silent stars could not make the transition, he says, because they did not have good
”
speaking voices.
Unit 12, Punctuation, Abbreviations, and Numbers
273
Name ___________________________________________________ Class _________ Date ____________________
C
3. The Jazz Singer, about Al Jolson, was the first sound film.
4. Doraline is reading the work of Ernest Hemingway, one of the group of writers in Paris
“
”
whom writer Gertrude Stein named the lost generation.
5. When Hemingway wrote for the Kansas City Star, the newspaper’s style sheet instructed
“
”
him to . . . write short sentences, . . . short first paragraphs, . . .and vigorous English.
“
”
6. Hemingway said, These were the best rules I ever learned. . . .
7. Three students will research and report on the life of Walt Whitman, who was
“
”
nicknamed Good Gray Poet by one of his disciples.
“
”
8. The three—Jackie, Myron, and Shanna––will read Whitman’s poem Song of Myself
from his most famous work, Leaves of Grass.
C
9. Whitman loved America and said, “The proof of a poet is that his country absorbs him
as affectionately as he has absorbed it.”
10. Binte is looking into the history of jazz, starting with New Orleans, which is often
“
”
called the cradle of jazz.
“
”
“
”
11. W. C. Handy composed the first blues numbers, Memphis Blues and St. Louis Blues.
“
”
13. Duke Ellington recorded a song called It Don’t Mean a Thing If It Ain’t Got That Swing,
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“
”
which ushered in the era known as swing.
“
”
14. Did you know Benny Goodman became known as the King of Swing?
15. Amiri will be talking about Langston Hughes, an African American writer who
“
”
contributed to the Harlem Renaissance, which began in the 1920s.
C
16. Ninety percent of his poetry was written, in Hughes’s own words, “to explain and
illuminate the Negro condition in America.”
“
”
17. Amiri’s favorite of Hughes’s poems is The Negro Speaks of Rivers.
“
”
“
18. I myself like Mother to Son, in which a mother tells her son, Life for me ain’t been no
”
crystal stair.
“
”
19. James Baldwin wrote the long essay, The Fire Next Time, according to our teacher.
“
”
20. Baldwin helped create what is now called the protest novel.
For item 20 also accept as correct “the protest novel.”
274 Grammar and Language Workbook, Grade 11
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“
”
“
”
12. Other big names were Thomas Waller, known as Fats, and Jelly Roll Morton.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 91
Italics
Italics is a form of type. It looks like this. When you type, you indicate italics type by
underlining, like this.
Use italics for the titles of books, lengthy poems, plays, films, television series, paintings,
sculpture, and long musical compositions. Also italicize the names of court cases (but
not the “v.”), newspapers, magazines, ships, trains, airplanes, and spacecraft.
Emma (book)
Mona Lisa (painting)
Chicago Zephyr (train)
Concorde (airplane)
Gilgamesh (long poem)
The Thinker (sculpture)
Lusitania (ship)
Discovery (spacecraft)
Nova (television series)
Marbury v. Madison (court case)
Washington Post (newspaper)
E.T. (film)
Italicize foreign words and expressions that are not used frequently in English, but not
those that are in common usage.
The scientific name for the red maple is acer rubrum.
That restaurant has particularly good chop suey.
I use the word very too much.
My small a’s always look like e’s.
There are three 4’s in my address.
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Italicize words, letters, and numerals used as themselves.
Exercise 1 Underline each word or phrase that should be italicized.
I think Don Quixote is far better than any modern novel.
1. The National Geographic Special airing tonight is a documentary about elephants.
2. Which of the three Alien movies did you like best?
3. My sister’s name is Helene, with an e.
4. Agnes de Mille’s ballet Rodeo was a smashing success.
5. Can we get the Wall Street Journal newspaper here?
6. I prefer the Guardian, from London, for international and European news.
7. Smithsonian is a great magazine for articles in all fields of endeavor.
8. They’ve made a film about the Apollo 13 near disaster on the way to the moon.
9. I loved the Star Trek: The Next Generation episode called “I, Borg,” about a lost alien.
10. My grandmother was born in 1912, the same year the Titanic sank in the North Atlantic.
11. Tom Stoppard’s play Hapgood, about quantum mechanics, must be fascinating!
Unit 12, Punctuation, Abbreviations, and Numbers
275
Name ___________________________________________________ Class _________ Date ____________________
12. Do you have the latest copy of Cultural Survival, the magazine about indigenous cultures?
13. That restaurant has such an air of gemütlichkeit, or “coziness,” as the Germans would say.
14. She uses like and you know too often in her speech.
15. I hate subtracting 9’s!
16. My favorite Thomas Hardy novel is Jude the Obscure.
17. Verdi wrote the opera Falstaff when he was eighty years old.
18. Our school is doing a production of the play Arsenic and Old Lace.
19. There is no k in the word accelerate, is there?
20. The documentary is about the battle between the warships Monitor and Merrimack.
21. My new copy of Astronomy magazine came today.
22. Few television shows have become popular more quickly than E.R.
23. We read several chapters of Sherwood Anderson’s novel Winesburg, Ohio.
24. The play we saw last night is based on Edward Lee Masters’s Spoon River Anthology, a
collection of poetry.
25. Wasn’t Thomas Hardy’s novel Far From the Madding Crowd made into a movie?
Mechanics
Arizona.
27. The word decorations is misspelled on this list of tasks.
28. Mozart’s opera The Magic Flute has some astonishing characters in it.
29. The crew aboard the Endeavor space shuttle repaired the Hubble Space Telescope.
30. Our local ballet company performed Leo Delibes’s work Coppelia.
Writing Link Write a paragraph about your favorite book, film, or television program. Use
underlining to indicate which parts of your sentences should be italicized.
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26. An arrested person’s rights were strengthened under the Supreme Court’s case Miranda v.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 92
The Apostrophe
Use an apostrophe and -s to form the possessive of singular nouns, singular indefinite
pronouns, and plural nouns that do not end in -s. Use an apostrophe alone to form the
possessive of a plural noun that ends in -s.
the bus’s horn
each one’s alibi
the books’ covers
the children’s room
Put only the last word of a compound noun in the possessive form. If two or more persons
possess something jointly, use the possessive form for the last person named. If two or
more persons possess an item individually, put each one’s name in the possessive form.
Also use the possessive form to express amounts of money or time that modify a noun.
my sister-in-law’s recipe
Rita’s and Mark’s reports
Lewis and Clark’s journeys
six hours’ difference
Use an apostrophe in place of the letters omitted in contractions:
I will = I’ll
She is = She’s
They would = They’d
Use an apostrophe in place of numerals omitted from a year, but not with the plural of
full dates.
the Depression of the 1930s
Use an apostrophe and -s to form the plural of letters and words used as themselves.
Italicize only the letter or word, not the apostrophe or -s.
The o’s in Ohio look very much alike in that script.
Exercise 1 Write in the blank any word that requires an apostrophe or an apostrophe and -s.
crusader’s
Marjory Stoneman Douglas was born with a crusaders spirit.
Marjory’s
1. Marjorys birth took place over a century ago, in 1890.
couldn’t
2. She grew up in Massachusetts, where, she says, “You couldnt
drag me away from books. . . .”
grandparents’ or grandparent’s
women’s
Louis’s
3. Soon Marjory and her mother went to live at her grandparents
house.
4. During her college years, Marjory became an advocate of
womens suffrage.
5. After college, Marjory worked for one of St. Louis well-known
department stores.
Unit 12, Punctuation, Abbreviations, and Numbers
277
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the ’93 Midwest floods
Name ___________________________________________________ Class _________ Date ____________________
Frank’s
6. After her marriage to Kenneth Douglas ended, Marjory moved
to Miami, Florida, to live with her father Frank and Franks new
wife, Lilla.
Miami’s, developers’
7. Frank Stoneman, the publisher of Miamis morning newspaper,
crusaded against developers plans for the Everglades.
didn’t
8. His editorials didnt stop the governor from a first assault on the
Everglades, however.
family’s, friends’
9. Marjory responded to her familys and many friends affection.
Barton’s
10. During World War I, Marjory joined the American Red Cross,
Clara Bartons organization.
Cross’s
11. The Red Cross mission focused on helping wounded soldiers
and other war victims, regardless of which side they were on.
12. The volunteers duties were hard.
refugees’
13. Everywhere she went, Marjory saw the despair in refugees faces.
children’s
14. She visited childrens hospitals and clinics throughout France.
father’s
15. Since she had begun to write for her fathers newspaper, Marjory
filed several stories from France.
Parisians’
16. Stationed in Paris at the end of the war, she wrote of the
Parisians joy at the armistice.
Herald’s
17. Returning to Miami, Marjory became the Miami Heralds
assistant editor.
men’s, women’s
18. She and all the writers earned twenty dollars per week because
there was no difference between mens and womens wages at
the paper.
people’s
19. Marjory wanted her writing to open peoples eyes to social
problems, such as labor camps or children in poverty.
Everglades’
20. Eventually she met Ernest Coe, who wanted to protect the
Everglades unique characteristics.
panther’s
21. Marjory was impressed by Ernest because a panthers scream in
a thicket never bothered him.
Marjory’s
22. Soon the campaign became Marjorys crusade and Ernest’s
passion.
herons’, spoonbills’
23. Marjory and her friends would visit the Everglades to observe
herons nests, spoonbills flights, and egrets at rest.
doctor’s
24. Exhausted by the battle, Marjory took her doctors advice and
resigned from the paper.
Post’s
25. She wrote short stories, and soon the Saturday Evening Posts
editor began publishing her writings.
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volunteers’
Name ___________________________________________________ Class _________ Date ____________________
Lesson 93
The Hyphen
Use a hyphen to join a prefix to a proper noun or adjective, after the prefixes all-, ex-,
self-, anti- (when it joins a word beginning with i-), and vice- (except for vice president).
post-Vietnam years
anti-inflationary
all-seeing
vice-mayor
ex-astronaut
self-confident
Use a hyphen in a compound adjective that precedes a noun, but not one that follows the
noun. Also use a hyphen in compound adjectives beginning with well, ill, and little,
except if the compound adjective is modified by an adverb.
a well-known musician (The musician is well known.)
a little-understood theory (That is a very little understood theory.)
Do not hyphenate an expression that includes an adverb ending in -ly and an adjective.
a poorly made car
a wretchedly unhappy person
Use a hyphen in cardinal or ordinal numbers that are spelled out, up to ninety-nine, in
fractions used as adjectives, and to separate two numerals in a span.
a one-fifth increase
1941-1945
pages 7-24
Do not use a hyphen if numeral spans are separated by the word pairs from/to and
between/and.
from 1941 to 1945
between 1776 and 1789
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
sixty-six
Use a hyphen to divide words at the end of a line of type. If a word contains two
consonants between two vowels, or a double consonant, divide the word between the
two consonants.
Though it was late, the child’s mother couldn’t bear to interrupt his merriment by insisting he go to bed.
If a suffix has been added to a complete word that ends in two consonants, divide the
word after the two consonants.
Sally could not believe the race car driver’s rashness in taking the turn at such a great speed.
Exercise 1 Insert a hyphen where necessary. Write C in the blank if the sentence is correct.
We visited the post-impressionist show at the Art Museum.
1. Mona came in twenty-seventh in her Graduate Record Exams.
2. My brother thinks he is all-knowing and often tries to prove it.
3. Mr. Cobb is a well-intentioned person.
Unit 12, Punctuation, Abbreviations, and Numbers
279
Name ___________________________________________________ Class _________ Date ____________________
C
4. You just ate one third of the pie!
5. There’s a lot of antiintellectual feeling in our culture, it seems to me.
C
6. We need three fourths of the vote to win.
7. We counted sixty-three houses with flags on the Fourth of July.
8. The thief made off with his ill-gotten gains.
9. There are only fifty-one cards in this short deck.
10. Our new oven, which was delivered yesterday afternoon, is self-cleaning.
C
11. From 1861 to 1865, the United States fought a terrible civil war.
12. These colorful, amazing paintings are certainly post-Dadaist!
13. “Seventy-Six Trombones” is the name of a famous song from the musical The Music Man.
C
14. This is a richly deserved award for you to receive, Asford.
15. You’ll find the information about Mars on pages 760-792.
16. Do we say former President Carter or ex President Carter?
17. Persons who see the good in everything are said to look at the world through rosecolored glasses.
Mechanics
Western musical history.
C
19. My new pants are red striped.
20. We will surely win the all-Scholastic tournament this season!
Exercise 2 Rewrite each word with a hyphen to indicate where it would be divided.
wobble
wob-ble
1. lassos
las-sos
10. carton
car-ton
2. cookies
cook-ies
11. baffle
baf-fle
3. circus
cir-cus
12. guesses
guess-es
4. curtain
cur-tain
13. tender
ten-der
5. annexes
an-nexes
14. pictured
pic-tured
6. boxes
box-es
15. fiddle
fid-dle
7. tarnish
tarn-ish
16. priceless
price-less
8. insect
in-sect
17. engines
en-gines
9. yellow
yel-low
18. office
of-fice
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18. Many people consider Ludwig van Beethoven (1770-1827) the greatest composer in
Name ___________________________________________________ Class _________ Date ____________________
Lesson 94
Abbreviations
Capitalize the abbreviations of proper nouns, including titles.
Wed.
Oct.
Jr.
Ph.D.
Ms.
Mr.
Dr.
Use all capital letters and no periods for abbreviations that are pronounced letter by letter
or as words. Exceptions are U.S. and Washington, D.C., which do use periods.
IRS
PIN
NCAA
SAT
YWCA
NASA
Abbreviations for a person’s first and middle names require periods and spaces after each
initial. Three initials used together require no periods and no spaces between initials.
Ulysses S. Grant
F. Scott Fitzgerald
T.S. Elliot
JFK
FDR
Use the abbreviations A.M. (ante meridiem, “before noon”) and P.M. (post meridiem, “after
noon”) for exact times. For dates use B.C. (before Christ) and, sometimes, A.D. (anno
Domini, “in the year of the Lord,” after Christ).
Abbreviations for units of measure are generally used only in scientific writing, not in
ordinary prose. Note that the metric abbreviations use no periods. Each abbreviation
stands for both the singular and plural forms.
ENGLISH SYSTEM
ft.
foot
gal.
gallon
in.
inch
lb.
pound
mi.
mile
oz.
ounce
pt.
pint
qt.
quart
tbsp.
tablespoon
tsp.
teaspoon
yd.
yard
METRIC SYSTEM
cg
centigram
cl
centiliter
cm
centimeter
g
gram
kg
kilogram
km
kilometer
l
liter
m
meter
mg
milligram
ml
milliliter
mm
millimeter
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The bus leaves at 2:20 P.M.
The novel was set in A.D. 250.
Exercise 1 Write the correct abbreviation for each of the following.
1. February
Feb.
2. anno Domini
A.D.
3. Saturday
Sat.
4. North Atlantic Treaty Organization
NATO
5. Public Broadcasting System
PBS
Unit 12, Punctuation, Abbreviations, and Numbers
281
6. Medical Doctor
M.D.
7. ante meridiem
A.M.
8. National Aeronautics and Space Administration
NASA
9. kilometer
km
10. Junior
Jr.
11. American Automobile Association
AAA
12. teaspoon
tsp.
13. National Collegiate Athletic Association
NCAA
14. kilogram
kg
15. post meridiem
P.M.
16. John Fitzgerald Kennedy
JFK or John F. Kennedy
17. Internal Revenue Service
IRS
18. Zoning Improvement Plan
ZIP
19. Thursday
Thurs.
20. Franklin Delano Roosevelt
FDR or Franklin D. Roosevelt
21. Scholastic Aptitude Test
SAT
22. intelligence quotient
IQ
23. Doctor of Veterinary Medicine
D.V.M.
24. Occupational Safety and Health Administration
OSHA
25. December
Dec.
Exercise 2 Using the abbreviation for each word in parentheses, complete the following chart.
Measurement Equivalents
1
yd.
(yard)
=3
ft.
(feet)
= 36
in.
(inches)
1
gal.
(gallon)
=4
qt.
(quarts)
=8
pt.
(pints)
1 ton
= 2000
lb.
(pounds)
= 32,000
oz.
(ounces)
1
m
(meter)
= 100
cm
(centimeters)
= 1,000
mm
(millimeters)
1
l
(liter)
= 100
cl
(centiliters)
= 1,000
ml
(milliliters)
1
g
(gram)
= 100
cg
(centigrams)
= 1,000
mg
(milligrams)
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Mechanics
Name ___________________________________________________ Class _________ Date ____________________
Name ___________________________________________________ Class _________ Date ____________________
Lesson 95
Numbers and Numerals
Some numbers are spelled out and others are expressed in figures. Those expressed in
figures are called numerals.
In general, spell out cardinal and ordinal numbers that can be written as one or two words.
Spell out any number that occurs at the beginning of a sentence, even if it is longer than
two words.
one
twelve
twenty-six
ninety-nine
fifty-first
Four hundred seventeen runners entered the marathon.
thirty-second
Write large numbers as numerals followed by a noun of amount, such as million or billion.
The planet Neptune is about 2.8 million miles from the sun.
In a sentence, if one number is in numerals, related numbers must be in numerals.
We had only collected 69 signatures by Friday, but over the weekend, we reached 529.
We’ll need about 3.5 gallons of paint.
The total is fifty-five dollars.
Of the voting population, 30 percent went to the polls.
The shirt cost $9.95.
Use numerals to express the year and day in dates and to express the exact time, and with
the abbreviations A.M. and P.M. Spell out expressions of time that do not use A.M. or P.M.
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Use numerals to express decimals, percentages, and amounts of money involving both
dollars and cents; write out amounts of money that can be written in one or two words.
My birthday is April 17, 1981.
The court session opens at 9:15 A.M.
I thought we were supposed to meet at around nine o’clock.
To express a century with the word century, spell out the number. To express a decade
when the century is clear, spell out the number.
The twentieth century experienced a decade known as the “roaring twenties.”
When a century and a decade are expressed as a single unit, use numerals followed by -s.
The Great Depression reached its peak in the 1930s.
Use numerals for streets and avenues above ten and for house, apartment, and room
numbers. Spell out numbered streets and avenues with numbers of ten or under.
The parade will proceed down Fourth Avenue.
Room 2173 at 1200 East 26th Street
Unit 12, Punctuation, Abbreviations, and Numbers
283
Name ___________________________________________________ Class _________ Date ____________________
Exercise 1 Write in the blank any numbers or numerals that are incorrectly. Write C if
the sentence is correct.
Three hundred
350
93 million
50
300 people attended the meeting.
1. There are three hundred and fifty fruit trees in the orchard.
2. The sun is about ninety-three million miles distant.
3. The shorter buildings are only about fifty feet high and are
overshadowed by the taller ones, some as high as 450 feet.
$17.95
4. I thought that book cost seventeen dollars and ninety-five cents.
C
5. One mile equals 1.6 kilometers.
C
6. Only 26 percent of the students have cable.
Seven hundred sixty-two
7. 762 transactions took place in the first hour.
75
8. The weekly tests averaged about seventy-five multiple-choice
questions, but the final had over 150!
2.9
10. Did your great aunt really live to the age of 102?
12.5
11. This package weighs twelve and a half ounces.
$3.26
12. You owe me three dollars and twenty-six cents change, right?
six trillion
13. You won 5,000 dollars in the lottery?
14. A light-year is the distance light travels in a year, about
6,000,000,000,000 miles.
12
15. I bought my house when the interest rate was twelve percent!
C
16. I need another twenty-seven cents to pay for this notebook.
28, 1974
275
17. Mark’s birthday is April twenty-eighth, nineteen seventy-four.
18. We drove two hundred seventy-five miles on the first day of our
vacation.
1970s
Seventh
19. People call the nineteen seventies the “Me” decade.
20. Our new office is on 7th Avenue.
1860s
21. The Civil War was fought in the eighteen sixties.
$3.75
22. The afternoon movies are cheaper—only three dollars and seventyfive cents.
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C
five thousand
Mechanics
9. Australia has about two point nine million square miles in land area.
Name ___________________________________________________ Class _________ Date ____________________
Unit 12 Review
Exercise 1 Add all necessary punctuation marks, including end punctuation. Draw a line
under words or phrases that should be in italics.
?
“
”
Robert Frost, who wrote the poem The Road Not Taken —have you read it — is one of my
favorite poets.
“
1. In musical notation the word vivace, from the Italian, means played in a lively manner or with
”
great speed.
’
2. George Gershwin s musical Of Thee I Sing (1931), written over sixty years ago, is still
;
popular our local playhouse performed it just last year.
’
“
3. Poet Robert Frost, who read a poem at JFK s inauguration, said of poetry, We play the words as
”
we find them.
’
4. Adrienne Rich s name is not as well known as that of other American poets, which is a shame
“
5. Nikos Kazantzakis, who wrote the novel Zorba the Greek, declared, I am a mariner of Odysseus
”
(wasn’t he the Greek hero?) with heart of fire but with mind ruthless and clear.
; or ,
’
6. Shakespeare s Much Ado About Nothing has been made into a film like many of his
or ;
—
comedies, is a tale of love, conspiracy, mistaken identity, and oh, see it for yourself!
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because her collection Diving into the Wreck is splendid.
“
”
7. Percy Bysshe Shelley wrote the poem Ode to the West Wind (1820), from which comes that
“
wonderful line If winter comes, can spring be far behind?”
’
8. The magazine we know as Harpers Magazine has had two other names: Harper’s New Monthly
Magazine(between 1850 and 1900)and Harper’s Monthly Magazine (between 1900 and 1925).
“
’
’
9. The famous refrain A boy s will is the wind s will, And the thoughts of youth are long, long
”
’
“
”
thoughts comes from Longfellow s poem My Lost Youth (1855).
10. Musicals that deal with the lives of ordinary persons—Hair, Grease, and Chorus Line are
—
three have become more popular in recent decades.
11. At Gettysburg, Pennsylvania, the Union troops of Gen. George Meade beat back Gen. Robert
(
)
E.Lee and the Army of Northern Virginia during three days of battle July 1– 3, 1863 .
’
“
”
12. Have you read Shirley Jackson s hair raising short story The Lottery ?
Unit 12, Punctuation, Abbreviations, and Numbers
285
Name ___________________________________________________ Class _________ Date ____________________
Cumulative Review: Units 1–12
Exercise 1 Underline the word in parentheses that best completes each sentence.
The speaker started out (bad, badly).
1. I finished my homework (already, all ready).
2. This dessert tastes (all together, altogether) too sweet for my teeth!
3. I (can’t hardly, can hardly) stand it when people scratch a blackboard with their fingernails.
4. When was this warning (hanged, hung) on the wall?
5. Don’t (loose, lose) your hall pass, or the guard will stop you.
6. We won’t be there for (a while, awhile), so go ahead and eat without us.
7. Alice (doesn’t, don’t) live here anymore.
8. Well, the refrigerator is practically empty, so I guess someone (must of, must have) been
really hungry!
9. Meet me for basketball practice (in, into) the gym.
10. Standing up here so high, I can hardly believe a major river (lays, lies) far below.
Mechanics
12. I don’t know if I (can, may) make it up that cliff.
13. Well, this is certainly (a, an) inconvenience, Stanley!
14. The sporting event will take place (irregardless, regardless) of the weather.
15. Your twin sister Anastasia acts very (different than, different from) you, Alice.
16. Even from the air, we could see that the damage from the earthquake looked (bad, badly).
17. I don’t like (these kinds, this kind) of pencils because they smear.
18. The grand jury will look into the matter (farther, further).
19. (Take, Bring) this video back when you go to the store.
20. I don’t know what else to do (accept, except) to admit I was wrong.
Exercise 2 Underline the verb form in parentheses that best completes each sentence.
Billy and Sheila always (mislays, mislay) their toys.
1. The mayor, together with his staff, (has, have) left for the day.
2. The highest wave during the storm (was, were) ten feet!
3. The long-term effects of pollution (remains, remain) unknown.
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11. (Besides, Beside) your cello lessons, what else do you do after school?
Name ___________________________________________________ Class _________ Date ____________________
4. In a case at the back of the antique store (sits, sit) several priceless vases.
5. Ashford (has, have) the mumps!
6. The students painted the mural that (covers, cover) those three walls of the cafeteria.
7. I think she (gives, give) too much money for her clothes.
8. Every article, advertisement, and graphic (was, were) checked for accuracy.
9. Each of the violinists (plays, play) at least one other instrument in the youth orchestra.
10. My hat, in addition to my gloves and pants, (is, are) caked with mud from the horseback ride
in the rain.
11. A group of several hundred protesters (gathers, gather) in front of the courthouse.
12. Neither the driver nor the passenger (seems, seem) hurt in the crash.
13. None of the boys on the team (likes, like) their last defeat at the hand of their archrivals.
14. Can you believe that some of these clothes (has, have) already faded?
15. Several members of our carpool (wants, want) to start biking.
16. Either an opossum or some raccoons (strews, strew) the garbage all over the porch.
18. Either the radio or the newspapers (covers, cover) all our championship games.
19. Neither of those talk shows that you insist on listening to all the time (interests, interest) me at all!
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17. Where (does, do) these shoes go?
20. (Is, Are) either of the office telephones in the conference room free just now?
Exercise 3 Add all necessary punctuation marks, including end punctuation. Draw a line
under words or phrases that should be in italics. Answers may vary.
’
If you want to read a weird novel, and I know you do, try Thomas Pynchon s V.
1. The blues a specifically American form of music was popularized by three giants Bessie
Smith Ma Rainey and Louis Armstrong.
)
“
”
2. Scott Joplin composer of the song Maple Leaf Rag 1899, is the best known composer of the
“
”;
music known as ragtime surely you remember his music from the movie The Sting.
3. Onomatopoeia is the forming of words that imitate sounds buzz hiss and twitter are good
examples.
(
’
4. J.M.Barrie wrote Peter Pan or the Boy Who Wouldnt Grow Up yes it s a long title which is why
)
everyone just calls it Peter Pan .
Unit 12, Punctuation, Abbreviations, and Numbers
287
Name ___________________________________________________ Class _________ Date ____________________
(
)
5. Mary Renault pen name of Mary Challans 1905 1983 wrote wonderful historical novels about
Athens and Sparta including The King Must Die.
6. William Kennedy wrote a novel Ironweed that became a film and also wrote the script for
(
)
’
Francis Ford Coppola s film The Cotton Club 1984 .
7. Big jazz festivals are held in Newport R. I., and Monterey California.
8. Jack Kerouac wrote the novel On the Road which has become synonymous with the period of
“
”
American writing known as the beat movement.
––
––
’
9. Can there be a movie called Alien 4 if the heroine you know Sigourney Weaver s Ripley died
^
^
in Alien 3?
(
)
’
“
10. Aren t you confusing Francis Scott Key 1779 1843 ,who wrote The Star-Spangled Banner with
,
(
)
Francis Parkinson Keyes 1885 1970 the novelist who wrote Dinner at Antoines (1948)?
11. When the writer Thoreau was arrested for refusing to pay taxes to support the Mexican War his
“
”
friend Emerson visited and said Henry what are you doing in here?
12. Supposedly they are making Star Wars movies that predate the current on for example I guess
Mechanics
“
”
with one of his short stories, The Secret Life of Walter Mitty.
“
14. Bill Haley and His Comets were the first famous rock band and their recording of Rock Around
(
)
the Clock from the film Blackboard Jungle 1955 was a major hit.
15. A. A. Milne’s characters Pooh Tigger Roo and Piglet are some of the most beloved in all of
fantasy literature.
(
)
—
’
’
16. Georgia O Keeffe 1887 1986 painted haunting pictures of the Southwest and hey you re not
listening to a thing I say are you?
(
)
’
17. Do you know if it s Jim or Tim the one with the beard who published a story in The Antioch
Review?
18. Nina a member of the seraph society is the headstrong heroine in a Teresa Vitale book.
288 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
’
we ll get to know the ancestors of Luke Skywalker and Han Solo.
(
)
13. American humorist James Thurber cartoonist for the New Yorker for years is often identified
Vocabulary
and Spelling
Vocabulary and Spelling
289
Name ___________________________________________________ Class _________ Date ____________________
Unit 13: Vocabulary and Spelling
Lesson 96
Building Vocabulary: Learning from Context
Many times you can determine the meanings of new words by clues from the context.
Specific clue words often provide contextual help as follows:
Restatement—An unfamiliar word explained by a more familiar expression. Clue words
include or, in other words, also known as, and also called.
During our tour of the palace, we saw the king’s diadem, or crown.
Contrast—Unfamiliar words shown as opposites of familiar words. Clue words include
whereas, but, although, on the contrary, however, on the other hand, and in contrast to.
Katya was very lethargic in contrast to her usual bubbly manner.
Comparison—Gives clue by likening unfamiliar words to familiar ones. Clue words
include like, also, likewise, similarly, in the same way, similar to, resembling, and as.
Cause and effect—Unfamiliar cause explained by familiar effect. Clue words include
because, as a result, therefore, when, and consequently.
The man was indigent and therefore could not afford food, clothing, or shelter.
Definition—Unfamiliar word is actually defined after a clue word. Clue words include
which is, which means, and that is.
Hope is a numismatist, which means that she collects coins.
Example—Illustrates unfamiliar words. Clue words include like, such as, for example,
for instance, these, including, and especially.
Mr. Maxwell raised several ovine species such as Caracul sheep.
Vocabulary and
Spelling
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The repugnant scamp tried to hide among his likewise disgusting friends.
Exercise 1 Draw a line under the clue words. Write a definition for the italicized word.
Most of the soldiers were eager volunteers, but some of the regiment were conscripts.
soldiers that were forced into service
1. The alarm system was very sophisticated, in other words, complicated. complicated, complex
2. Cheryl truncated her speech because she ran out of time. shortened
3. Whereas the courts have abrogated the helmet laws, the seat belt laws are strictly enforced.
abolished
Unit 13, Vocabulary and Spelling
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Name ___________________________________________________ Class _________ Date ____________________
4. Terrence’s injury was euplastic; on the other hand, Mickey’s twisted knee took three weeks
longer to heal. readily healed
5. The parks were replete with deer, which means that the deer population was extremely high.
completely filled; abundant
6. Stella was blessed with a pacific nature including the ability to stay calm under pressure.
peaceful, calm, relaxed
7. Remnants of ancient cultures, like mounds, tell us much of their way of life. things left over;
surviving traces
8. Her good reputation was sullied as a result of the vicious rumors. marred, made dirty
9. During the war, Mr. Orton was a liaison officer, which is a person who is in charge of
cooperation and communication. connection, cooperation, interaction
10. Emilio had made several overtures of friendship, in contrast to Frieda, who ignored the
newcomer. opening or beginning statements or acts signifying a readiness for a course of action or a
relationship
11. Jason gorged himself on the snacks and, similarly, Yoshika overate until she felt
12. The agency kept a dossier, or a personal file, on each employee. a collection of documents
pertaining to a person or a subject
13. Winona was in the vanguard of the reform movement, while Marta held back till she saw that
things were going well. the foremost or leading position
Vocabulary and
Spelling
14. The introverted Mr. Keung, however, appeared on television to make his case for the bond
issue. inward, prone to avoiding the spotlight, not liking attention
15. The suspect had no record of felonious activity, even though he had been seen leaving the
scene of the crime. pertaining to a major crime
16. Eileen seemed very culpable because of her suspicious actions. responsible for wrong; deserving
of blame
17. Because Lonnie would not eschew gossip, his loose tongue got him into trouble.
shun, avoid, refrain from
18. Ms. Alvarez was ambiguous in her instructions, which means that her directions were not
clear. unclear, easily misinterpreted
292 Grammar and Language Workbook, Grade 11
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uncomfortable. stuffed, overfilled
Name ___________________________________________________ Class _________ Date ____________________
Lesson 97
Building Vocabulary: Word Roots
ROOTS
aqua, aqui
astr, astro
biblio
bio
chron
clin
cogn
crypt
culp
fin
fix
gen
graph, gram
jac, ject
jud
MEANINGS
water
star
book
life
time
bend, lean
know
hidden, secret
fault, blame
end, limit
fasten
birth, kind
write, writing
throw, cast, hurl
judge
ROOTS
junct
jur, jus
log, logy
meter, metr
nym
op, oper
path, patho
ped
psych
reg, rig
scop
spect
terr
verb
vid, vis
MEANINGS
join
law
word, thought, speech
measure
name
work
suffering
foot, child
soul, mind
rule, straight
examine, instrument
sight
earth
word
see
Exercise 1 Draw a line under the root of each word. Define each word, using a dictionary when
needed. When there is more than one definition, use one that emphasizes the meaning of the root.
incandescent emitting a visible white glow as a result of being heated
1. nurture
to nourish; feed
2. incline
lean toward
3. abject
Vocabulary and
Spelling
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The main part of a word is called its root. When the root is a complete word, it is called a
base root. The root supplies the basic meaning of a word. Roots are often combined with
a prefix (a syllable preceding the root), a suffix (a syllable following a root), or another
root. These syllables change the direction of a word’s meaning. Here is a list of some
common roots.
cast down in spirit
4. intercede
go between; act as a mediator
5. visage facial expression
6. anhydrous free from water
7. epigram a short and cleverly worded statement
8. autonomy
self-government
9. chronograph
an instrument that registers or records time intervals
10. verbose using or containing an excessive number of words
Unit 13, Vocabulary and Spelling
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Name ___________________________________________________ Class _________ Date ____________________
11. aquamarine the color of seawater
of the earth
12. terrestrial
the act of looking back on words or deeds
13. retrospection
14. regimen
a procedure or set of rules for regulating life or achieving some end
any mental disorder characterized by partial or complete withdrawal from reality
15. psychosis
16. peddler
17. aster
one who travels about selling wares
a star-shaped flower
18. conjunct joined; united
19. empathy the act of feeling or understanding another person’s suffering
20. aquarelle
a drawing in transparent watercolors
21. cognizant
knowing the situation; aware
present at birth
22. congenital
23. transfix render motionless
24. crypto grapher
one who studies or works with codes
a book lover
26. injudicious
not wise; without regard to rules
27. anonymity the state of being without a name
28. culpable blameworthy, guilty
29. psychotherapy the treatment of emotional or mental disorders
30. introspection
the act of looking or searching within oneself
Vocabulary and
Spelling
31. trilogy a group of three related writings or other works
an abundance of words
32. verbiage
33. seismograph
a device that records the strength of earth tremors
34. pseudonym
a false or fictitious name
35. psychopath
one who is mentally ill
36. dialogue
a conversation between two or more people
37. conjecture
38. chronometer
39. pedometer
40. cryptogram
a conclusion arrived at by guesswork
a device that measures time
an instrument that measures the approximate distance traveled by foot
a message written in code
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25. bibliophile
Name ___________________________________________________ Class _________ Date ____________________
Lesson 98
Building Vocabulary: Prefixes and Suffixes
Prefixes are attached to words to change their meaning. They may show quantity, size,
time, direction, or position. Some prefixes have more than one meaning.
PREFIX
postrea-, ande-, dissemi-, hemiuni-, monocircumsub-
MEANING
after
again
not, without
do the opposite
half
one
around
below, outside of
PREFIX
pre-, prosynant-, antinon-, unbi-, dicentin-, imtrans-
MEANING
before
together
against
not
two
hundred
into
across, over
SUFFIX
-ee
-ant, -eer
-ness
-ate
-ify
-ic
-ial
-ly
MEANING
receiver of action
agent, doer
action, state
become, form
cause, make
characteristic of
relating to
akin to
SUFFIX
-ance, -ence
-ist
-tion, -ion
-en
-ize
-ous, -ful
-al
-less
MEANING
state, quality
one who
the act of
make, cause to be
make, cause to be
full of, having
characterized by
lacking
Exercise 1 Draw a line under the prefix in items 1 through 10 and under the suffix in items 11
through 18. Write the meaning of the prefix or suffix and the meaning of the word in the blank.
Use a dictionary if necessary.
Vocabulary and
Spelling
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Suffixes each have their own meaning. They are added to the end of a root word to create
a new word with a new meaning. Suffixes may change the part of speech of a word.
defrost do the opposite; to remove from being frosted or frozen
1. circumnavigate around; to sail or fly completely around
2. bistate two; of or relating to two states
3. amoral without; having no morals, outside the sphere of morality
4. synergistic together; working or acting together to achieve something greater than the sum of the individual
parts
Unit 13, Vocabulary and Spelling
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Name ___________________________________________________ Class _________ Date ____________________
5. trilateral three; having three sides
6. intercede between; to act as mediator in a dispute
7. antebellum before; belonging to a period prior to a war
8. prologue before; an introduction
9. peristyle around; a series of columns surrounding a building or court
10. monocle one; a single lens correcting the vision for one eye
11. culpable capable of; deserving of or capable of being blamed
12. somnambulist one who; a person who walks in his or her sleep
14. scurrilous full of; coarse, abusive
Vocabulary and
Spelling
15. ablution act of; act of washing or cleansing the body
16. proliferate become, form; to increase or spread at a rapid rate
17. spastic characteristic of; pertaining to or characterized by spasms
18. reverence state, quality; a feeling of profound awe and respect
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13. nullify cause or make; to make null; to make void
Name ___________________________________________________ Class _________ Date ____________________
Lesson 99
Basic Spelling Rules: I
Adding a prefix does not change the spelling of the original word. Use a hyphen only
when the original word is capitalized or with the prefix ex- meaning previous or former.
anti- + social = antisocial
non- + Celtic = non-Celtic
un- + stable = unstable
ex- + director = ex-director
Most words do not change spelling when a suffix is added. When adding -ly to a word
that ends in a single l, keep the l. If the word ends in a double l, drop one l. If the word
ends in a consonant + le, drop the le.
partial + -ly = partially
dull + -ly = dully
dangle + -ly = dangly
Drop a final silent e before a suffix that begins with a vowel.
line + -er = liner
value + -able = valuable
Keep the silent e before a suffix beginning with a consonant.
due + -ly = duly
Keep the final e when the word ends in -ee or -oe, before the suffix -ing, and with words
ending in -ce or -ge that have suffixes beginning with a or o.
see + -ing = seeing
woe + -ful = woeful
trace + -able = traceable
Double the final consonant if:
• the original word is a one-syllable word
(stop, stopping)
• the accent remains on the last syllable of the original word after the suffix is added
(defer, deferred)
• the original word is a prefixed one-syllable word (regret, regretting)
Do not double the final consonant if:
Vocabulary and
Spelling
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infinite + -ly = infinitely
trite + -ness = triteness
Exceptions: silent e after u or w: argue + -ment = argument
• the accent is not on the last syllable or the accent shifts when the suffix is added
(confer, conference)
• the final consonant is x or w
(row, rowing)
• the original word ends in a consonant and the suffix begins with a consonant
(ship, shipment)
Exercise 1 Write the word that results when the given prefix or suffix is added to the root
word. Check your dictionary for variations in spelling.
define + -ing
1. final + -ly
defining
finally
2. probable + -ly
probably
Unit 13, Vocabulary and Spelling
297
Name ___________________________________________________ Class _________ Date ____________________
hoeing
22. rebel + -ion
rebellion
4. repel + -ent
repellent
23. confine + -ment
confinement
5. sew + -ing
sewing
24. contend + -ing
contending
6. home + -ly
homely
25. befit + -ing
befitting
7. swift + -ly
swiftly
26. cage + -y
cagey or cagy
8. un- + American
un-American
27. shoe + -ing
shoeing
9. grace + -ful
graceful
28. full + -ly
fully
10. shrill + -ly
shrilly
29. refer + -ence
reference
11. sit + -ing
sitting
30. ex- + claim
exclaim
12. defer + -ence
deference
31. change+ -able
changeable
13. annul + -ment
annulment
32. fatal + -ly
fatally
14. precut + -ing
precutting
33. pop + -er
popper
15. free + -ing
freeing
34. make + -er
maker
16. advise + -er
adviser
35. singe + -ing
singeing
17. awe + -ful
awful
36. neat + -ness
neatness
18. hope + -ful
hopeful
37. common + -ness
commonness
19. terrible + -ly
terribly
38. argue + -ment
argument
20. ex- + president
ex-president
39. dis- + like
dislike
21. tax + -ing
taxing
40. accuse + -er
accuser
Vocabulary and
Spelling
Writing Link Write several sentences about opposite things, such as matter and antimatter or
aliens and nonaliens.
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3. hoe + -ing
Name ___________________________________________________ Class _________ Date ____________________
Lesson 100
Basic Spelling Rules: II
Plurals Add -s to most nouns (including proper nouns) to form the plural. Add -es to
nouns ending in -ch, -s, -sh, -x, or -z. When a noun ends in a consonant + y, change the y
to i and add -es. Some nouns ending in -f (especially -lf ) become plural by changing the f
to v and adding -es.
atom + -s = atoms
chief + -s = chiefs
box + -es = boxes
cliff + -s = cliffs
bush + -es = bushes
loaf + -es = loaves
candy + -es = candies
half + -es = halves
Some nouns have irregular formations for the plural and some have the same form for
both singular and plural.
child = children
woman = women
physics = physics
sheep = sheep
Words with ie and ei The i comes before the e except when both follow a c or when they
are sounded together as an a– sound. However, there are many exceptions.
believe (i before e)
deceive (e before i )
neighbor (a– sound)
seize (exception)
Words with -ceed and -cede Most words that end in a -sede sound use the suffix -cede.
Supersede is the one word with the -sede suffix. Proceed is a spelling exception.
recede
intercede
An unstressed vowel is a vowel that is not emphasized in pronunciation. To determine
correct spelling, think of a related word where the vowel or syllable is stressed.
magnet - magnetic
medicine - medicinal
Compound words usually do not change spelling when they are formed; however, some
form one word, some use a hyphen, and some remain as two words.
bare + foot = barefoot
know + how = know-how
cross + section = cross section
Many spelling challenges exist with words that are homonyms or near homonyms. Other
words contain unusual combinations of letters. The dictionary is the source to end the
confusion. Be aware that computer spell checkers do not find wrong word choices or errors
that result in a correct word that is wrong for the context. Proofreading is still necessary.
Vocabulary and
Spelling
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
concede
Exercise 1 Write the new word in the blank. Use a dictionary to check your answers.
beaches
plural of beach [
shoemaker
shoe + maker
1. plural of calf
calves
5. plural of clock
clocks
2. plural of parody
parodies
6. plural of matrix
matrices
3. sun + set
sunset
7. soft + drink
soft drink
4. plural of rich
riches
8. plural of legacy
legacies
Unit 13, Vocabulary and Spelling
299
Name ___________________________________________________ Class _________ Date ____________________
highchair
21. cheer + leader
cheerleader
10. plural of chief
chiefs
22. plural of stress
stresses
11. plural of doe
does
23. plural of sheaf
sheaves
12. vice + president
vice president
24. plural of fox
foxes
13. thunder + head
thunderhead
25. jewelry + box
jewelry box
26. plural of deer
deer
27. plural of grass
grasses
buzzes
9. high + chair
14. plural of dispatch dispatches
15. plural of mathematics
mathematics
16. book + keeper
bookkeeper
28. plural of buzz
17. plural of goose
geese
29. mother + in + law mother-in-law
18. plural of clef
clefs
30. plural of rash
rashes
19. wind + shield
windshield
31. after + math
aftermath
20. plural of peach
peaches
32. plural of ravine
ravines
Exercise 2 Write the missing letter or letters in each word.
re[ cede
com[ a tose
1. pun[ i tive
15. col[ o ny
29. retr[ ie ve
2. h[ ei ght
16. ex[ ceed
30. rec[ ei pt
3. antece[ de
17. conc[ ei ve
31. comb[ i nation
4. l[ ei (garland)
18. h[ ei r
32. con[ cede
5. succe[ ed
19. sed[ a tive
33. f[ ei gn
6. pr[ ie st
20. proce[ ed
34. ch[ ie f
7. magn[ e tize
21. ach[ ie ve
35. dec[ ei t
8. interce[ de
22. v[ ei n
36. [ ei ght
9. perc[ ei ve
23. dram[ a tize
37. effic[ ie nt
10. fr[ ei ght
24. super[ sede
38. rec[ ede
11. fall[ a cy
25. w[ ei gh
39. bel[ ie f
12. pre[ ce de
26. dec[ ei ver
40. crit[ i cism
13. s[ ie ve
27. com[ e dy
41. n[ ie ce
14. gr[ ie f
28. ac[ cede
42. fant[ a sy
300 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Vocabulary and
Spelling
rec[ ei ve
Name ___________________________________________________ Class _________ Date ____________________
Unit 13 Review: Building Vocabulary
Exercise 1 Write the definition of the word in italics. Draw a line under any clue words.
Answers may vary.
The audience rose in unison; that is, they stood up at the same time.
altogether; as one
1. Building a racer is unfathomable to me because I know nothing about engines.
unimaginable; completely foreign
2. Mario enjoyed his work as a typographer, especially when the owner of the print shop assigned
him to design advertising brochures.
one skilled in the design or layout of printed materials
3. The country was ruled by a triumvirate consisting of a general, a politician, and an economist.
a group of three who govern jointly
4. Because of her outstanding work, Eileen’s supervisor wrote a glowing testimonial for her
a written statement praising a person’s character
or ability
an inclination to
5. Pablo showed a tendency toward kindness while An-Li was usually glum.
think, act, or behave in a certain way
6. The Johnsons found the movie tedious in contrast to the thrills experienced by the Sanchez
family.
tiresome or uninteresting
7. The judge sustained the defense objections; consequently, the prosecution could not introduce
the new evidence.
affirmed the validity of
8. Jaleel’s voice was rich and resonant like that of a professional announcer.
strong and deep
in tone
9. The driveway became a quagmire because of the heavy rains during the month.
a swamp
or marsh
10. Mr. Bearclaw prunes his rosebushes every fall while Ms. Ramirez allows hers to grow at will.
cuts back; trims away excess or unwanted growth
11. The speaker’s opulence was evident; for example, she arrived in a chauffeur-driven limousine.
great wealth
Unit 13, Vocabulary and Spelling
301
Vocabulary and
Spelling
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
portfolio when she moved to California.
Name ___________________________________________________ Class _________ Date ____________________
12. The choir so completely mesmerized the audience that, when the concert was over, no one
rose to leave.
captivated completely; hypnotized
13. All of the woman’s knowledge was notional rather than based strictly on facts.
speculative
or theoretical
14. My subscription to that newsletter lapsed because I forgot to renew it.
15. All our kindred, or relatives, attended the reunion.
ended; ceased
relatives
16. Soon after completing his apprenticeship, the young man became a respected journeyman for
an employee highly skilled in his trade
the Wurlitzer Company.
17. Andrea attempted to fix the washer in spite of her mother’s opinion that it was irreparable.
unable to be fixed; beyond repair
18. Sally abandoned her humanitarian concerns after she became preoccupied with becoming
famous.
concerned with the well-being of humankind and the alleviation of suffering
19. While the rest of the group fell asleep, Kendra maintained her vigilance throughout the night.
alertness; watchfulness
a cabinet used for storing clothes
21. Despite his extensive world travel, Mr. Mitchell remained a xenophobe.
a person who has
an undue fear or dislike of foreigners or foreign cultures
22. Although her husband was content with the old sedan, Mrs. Smith had a yen to buy a
Vocabulary and
Spelling
conversion van.
desire; longing
23. Each of the council members provided zonal representation except for Kim and Teresa, who
were elected as members at large.
pertaining to a specific zone or area
24. Mary’s thoughts were so confounded by the conflicting stories, so that consequently she could
make no decision.
confused; befuddled
25. Mr. Franco enjoyed the chance to revisit his childhood haunt, which means his favorite hang-out.
a frequently visited place
26. Merry spent the entire evening trying to impress the conductor, while Joan was less gushy.
overdone display of sentiment or enthusiasm
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20. Because of the lack of closet space in the old house, the Chins put a wardrobe in each bedroom.
Name ___________________________________________________ Class _________ Date ____________________
Unit 13 Review: Basic Spelling Rules
Exercise 1 Draw a line under the correct spelling of the word in parentheses. Use a dictionary
if necessary.
How many (correcttions, corrections) were necessary?
1. President Lincoln was (fatally, fataly) wounded in Ford’s Theater.
2. The letter expressed his congratulations and best (wish’s, wishes).
3. Harley conducted himself with an impeccable (mein, mien).
4. When did King Edward VIII (abdicate, abdacate) his throne?
5. Because of a lack of cash flow, the future of our company is (un-stable, unstable).
6. Juan detests (hoing, hoeing) the garden.
7. Grandad designed the kitchen with plenty of cabinets and (shelfs, shelves).
8. The seminar dealt with handling (grief, greif) and sorrow.
10. Is Ms. Giles (arrangeing, arranging) a meeting for Tuesday?
11. Miette viewed the entire ridiculous situation as (humerous, humorous).
12. Kang (percieved, perceived) a faint cry coming from the cellar.
13. The scholarship was sponsored by the faculty (wifes, wives).
14. Are carry-out food orders (taxxable, taxable)?
15. Keep a copy of your sales slip to (verafy, verify) your purchase if you decide to return it.
16. The radical group espoused several (unAmerican, un-American) principles.
Vocabulary and
Spelling
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9. This light bulb has a tungsten (filiment, filament).
17. There is no room for (deciet, deceit) in a friendship.
18. The menu was the result of recipes collected from three famous (cheffs, chefs).
19. Wise use of cosmetics enhanced Kara’s already (comly, comely) appearance.
20. Teresa’s presence gave Mikhail a (tingley, tingly) sensation.
21. Have you ever ridden in a horse-drawn (sliegh, sleigh)?
22. Ms. Hughes’s bid for the Senate was supported by several (exmembers, ex-members).
23. Four stone (quarrys, quarries) are located in Greenfield County.
24. The (play ground, playground) is only a block from our house.
25. Diana doesn’t like going down the (basment, basement) steps.
Unit 13, Vocabulary and Spelling
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Name ___________________________________________________ Class _________ Date ____________________
26. Yolanda has the (knowhow, know-how) to plan a successful campaign.
27. Ali could not fix the tire because he was out of (patches, patchs).
28. This emerald (wieghs, weighs) over three carats.
29. (Anti-social, Antisocial) behavior will not be tolerated.
30. In her speech, Willa made several (referrences, references) to Kathy’s expertise.
31. High mountain (pass’s, passes) in the Rockies are open only a few months each year.
32. Carlos spent most of his time on the fairway (replaceing, replacing) his divots.
33. The War of 1812 (preceeded, preceded) the Civil War.
34. Larry and Gary are going (skiing, sking) this weekend.
35. Who is your (adviseor, adviser) for your science project?
36. Are any of your (greatgrandparents, great-grandparents) living?
37. By 7:00 A.M., Martin was shaved and (fuly, fully) dressed.
38. The royal party included two (princeses, princesses).
39. Ms. Chung will not (consede, concede) any possibility of defeat.
40. My time is (arrangable, arrangeable) to suit your schedule.
42. Is the (steeringwheel, steering wheel) on this model adjustable?
43. Wu’s Cafe is the best (dinner, diner) in town.
44. My doctor (refered, referred) me to a skin specialist.
45. This new song has an (unforgetable, unforgettable) melody.
Vocabulary and
Spelling
46. Each (contestant, contestent) had to answer ten questions.
47. Cameron’s essay explains his (beliefs, believes) quite thoroughly.
48. The sky turned a (strangely, strangly) beautiful shade of blue.
49. The Drama Club is (planing, planning) a reception for the first-night audience.
50. Troy and Julio will monitor the debate (fairly, farely).
304 Grammar and Language Workbook, Grade 11
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41. We will have no job openings in the (foreseable, foreseeable) future.
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Composition
305
Name ___________________________________________________ Class _________ Date ____________________
Unit 14: Composition
Lesson 101
The Writing Process: Prewriting
In the prewriting stage you decide what you want to say (topic), how to say it (purpose),
and to whom you want to say it (audience). First you need to decide on your topic, the
subject of your piece of writing. You can decide on a topic using any of the following
techniques.
Freewrite Begin writing about anything that comes into your mind. You can think of
freewriting as having a conversation with yourself or thinking on paper.
Collect Gather facts and information from various sources. Ponder the information,
compare facts, and see what interesting topics emerge.
List Make a list of events, experiences, people, ideas, or even words that interest you.
Use this list as a starting point.
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Ask Think of questions that you would like to explore. Ask What if...? How...? Is it
possible that...?
Exercise 1 Spend 10 minutes prewriting, using any of the techniques described above.
Composition
Unit 14, Composition
307
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Identify five possible topics you could write about based on the prewriting in
Exercise 1. Be specific.
Make sure your topic is narrow, or specific, enough to cover thoroughly. If you are
writing a three-page essay about the history of basketball, “Great Teams of the 1990s,”
while still far too broad, would be a more manageable topic than “50 Years of NBA
Champions.” Further narrow the topic to an essay about a championship game of the
1990s, and you’ll have a solid topic that fits the available space.
Next, decide on a purpose for your writing. What do you want to do with your topic? Do
you want to inform? amuse? describe? persuade? A single piece of writing may have
more than one purpose. Think of the purpose as a way of narrowing the topic.
Exercise 3 Rewrite each sentence to match the indicated audience. Answers will vary;
suggested answers are given.
How do you do? (your sister)
How’s it going?
1. Thanks a million for giving me a hand. (person to whom you have written a letter of complaint)
Thank you for your attention to this matter.
2. I think if you believe that you must be out of your mind! (grandparent) I guess we have a
difference of opinion on that issue.
3. The player hyperextended the anterior cruciate ligament in his left knee. (a friend) The player
Composition
hurt his knee.
4. Mozart wrote symphonies, rondos, sonatas, concertos, oratorios, and comic operas. (person who
knows very little about classical music) The composer Mozart wrote classical music in many different
forms and styles.
5. My grades are OK, pretty decent, actually. (potential employer) I’ve worked hard to earn a 3.3 grade
average.
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Finally, decide on your audience. Who do you want to read your piece? Knowing who
your intended audience is before you begin writing will help you decide what style, tone,
and vocabulary to use.
Name ___________________________________________________ Class _________ Date ____________________
6. The enemy tank is over there somewhere and going pretty fast toward the east or whatever.
(a fighter pilot to whom you are reporting critical information) The enemy tank is 290 yards from
point X and proceeding due east at 24 miles per hour.
7. The flat thing that you push on with your foot to make the car go is sticking. (a car mechanic)
The accelerator pedal sticks.
8. Put some of that stuff in the test tube. (your lab partner for a chemistry experiment)
Put 3 milliliters of carbolic acid into the test tube.
9. That poor section of town is a real dump; nobody goes there. (a descriptive brochure for
visitors to your city)
That section of town shows the effects of years of poverty and neglect; tourists may
wish to concentrate on other areas of the city.
10. The quarterback threw three interceptions! (a foreign student in your high school who has
never seen a football game) Three passes that the quarterback, the player who directs the offense,
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
intended for his own teammates were caught instead by his opponents.
Exercise 4 Write a sentence that conveys the topic and purpose and is appropriate for the
audience listed.
Topic: the advantages of being computer-literate; Purpose: describe; Audience: a grandparent
Computers are everywhere these days, Grandma, and if I want to get a good job, I need to know how to use
them.
1. Topic: roller blading; Purpose: persuade; Audience: high school students Smart bladers always
wear their safety equipment.
2. Topic: new movies; Purpose: inform; Audience: city newspaper readers Among this month’s new
films are several that will appeal strongly to movie fans.
3. Topic: an embarrassing incident; Purpose: amuse; Audience: group of friends Imagine this: just as
you-know-who walks by, I wave, slip on the ice, and fall flat on my back!
Composition
4. Topic: great fictional detectives; Purpose: describe; Audience: a mystery readers book club
This new sleuth is in the tradition of Miss Marple and other notable English detectives.
Unit 14, Composition
309
Name ___________________________________________________ Class _________ Date ____________________
5. Topic: need for building a new middle school; Purpose: persuade; Audience: members of the
school board Ladies and gentlemen, I know you will agree with me that a school built for 900 students—
and now used by 1400—is not adequately fulfilling the educational mission of our community.
6. Topic: the most exciting basketball game of the season; Purpose: narrate; Audience: a friend
who missed the game The crowd couldn’t bear to look as Jodie stood at the foul line, bouncing the ball
and taking deep breaths—she knew what that shot could mean.
7. Topic: traffic safety; Purpose: persuade; Audience: third-graders Remember, always look both
ways before you cross the street.
8. Topic: the most fantastic car you’ve ever seen; Purpose: describe; Audience: high school
students
Imagine a bright red Maserati convertible parked in your driveway, the keys in the ignition—
awesome!
9. Topic: practical jokes you have played; Purpose: amuse; Audience: a stranger I enjoy playing
harmless practical jokes on my friends, and I can also laugh at myself when they play tricks on me.
10. Topic: why you need a larger allowance; Purpose: inform; Audience: a parent Come on, Mom,
my expenses are a lot higher now that I’m in the eleventh grade, and my allowance is the same as when I was
Exercise 5 Choose one of the audiences below, and write a paragraph that reflects the purpose
listed.
your family doctor (to describe a typical exercise workout)
a group of your friends (to entertain with an amusing story)
readers of the community newspaper (to inform about the need to build a jogging
track in a park)
adults who do not get enough exercise (to persuade them about the need to exercise)
Composition
Answers will vary
310 Grammar and Language Workbook, Grade 11
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a ninth-grader!
Name ___________________________________________________ Class _________ Date ____________________
Lesson 102
The Writing Process: Drafting
The next step after prewriting is drafting, or writing the piece in paragraph form. Based
on the topic and the purpose, develop a theme, the main point you want to make in the
piece. State this theme in a thesis statement in the first paragraph. Each paragraph is
made of a topic sentence, which states a main idea related to the theme, and sentences
that support the main idea with details. You may adopt a different style or voice,
depending on your theme, audience, and purpose. The writing style or tone gives the
piece its “feel.”
Exercise 1 Write a thesis statement that is appropriate for the topic and purpose indicated.
Answers will vary; suggested answers are given.
Topic: violence on television; Purpose: to persuade. Programs containing violence should carry a
warning to viewers.
1. Topic: getting a driver’s license; Purpose: to entertain and to inform.
An important fact to
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remember when taking your driver’s test is don’t run down or seriously frighten any pedestrians.
2. Topic: preparing a meal at our house; Purpose: to entertain. The last time our family made popcorn, I
thought the governor would declare our kitchen a disaster area.
3. Topic: sports; Purpose: to persuade. Because they run so much during a game, basketball players have
to be in the best shape of all athletes.
4. Topic: frying an egg; Purpose: to narrate.
Frying an egg is simple if you just follow a few easy steps.
5. Topic: hair styles; Purpose: to describe.
The popularity of easy-to-care-for hair styles has never been
greater.
6. Topic: pets; Purpose: to entertain. Although my cat Max is a great tree climber, once he is in a tree, he
seems to forget how to get back down.
7. Topic: money; Purpose: to persuade. It is important to establish a regular savings plan and do your best
to stick to it.
Composition
8. Topic: the most influential person in my life; Purpose: to describe.
I have always admired my
grandfather, who taught me the importance of kindness.
Unit 14, Composition
311
Name ___________________________________________________ Class _________ Date ____________________
9. Topic: my most embarrassing moment; Purpose: to entertain. If you agree with me that cream pies
should be eaten and not worn, you’ll understand my embarrassment about what happened at the party.
10. Topic: recycling; Purpose: to persuade. Recycling such materials as newspapers, glass, and aluminum
cans is a great way to conserve resources and energy.
Exercise 2 Draft a brief paragraph that begins with the thesis statement provided. Choose an
appropriate writing style and tone.
1.
The Art Club is looking for anyone interested in painting, drawing, printmaking, or any other
fine art to become a member of the best club at Rodgers High! The style and tone should be informal
and relaxed.
2.
I am responding to your ad in the Daily News for a lawn care worker. The style and tone should be
formal and businesslike.
I am writing in regards to a defective compact disc player that I recently purchased at your store.
The style and tone should be firm but polite and nonthreatening.
Composition
4.
Thanks a million, Aunt Patricia, for the new baseball cap. The style and tone should be friendly and
informal.
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3.
Name ___________________________________________________ Class _________ Date ____________________
5.
You would think that opening a can of cat food would not be beyond the capabilities of a
relatively intelligent, reasonably coordinated eleventh-grader. The style and tone should be informal
and humorous.
Exercise 3 Write a paragraph containing four related sentences that provide details to support
the topic sentence below.
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Studying history can help people avoid the mistakes of the past.
Exercise 4 Draft a brief paragraph on each theme. State the main idea in a topic statement.
Include several sentences that provide details to support the main idea.
1. Theme: to request information about vacation cruises. The style and tone should be appropriate to
the theme and audience.
2. Theme: to urge a network not to cancel your favorite television program. The style and tone
should be appropriate to the theme and audience.
Composition
Unit 14, Composition
313
Name ___________________________________________________ Class _________ Date ____________________
3. Theme: to describe what you like about your neighborhood. The style and tone should be
appropriate to the theme and audience.
4. Theme: to express an opinion on a community or national issue. The style and tone should be
appropriate to the theme and audience.
5. Theme: to thank a good friend for doing you a big favor. The style and tone should be appropriate to
the theme and audience.
Composition
appropriate to the theme and audience.
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6. Theme: to give an account of an exciting or humorous experience. The style and tone should be
Name ___________________________________________________ Class _________ Date ____________________
Lesson 103
The Writing Process: Revising
After you have completed your draft, the next step is to revise, or improve, your writing.
First, check for meaning. Does your thesis statement communicate the point you wanted
to make? Have you included all the important details needed to support your thesis?
Next, check for unity. Is the organization logical? Do the details clearly support your
thesis? Last, check for coherence. Is each sentence clear? Does the writing flow smoothly
from one part to the next? Have you provided transitions?
Exercise 1 Revise and rewrite each paragraph below for meaning, unity, and coherence.
Doing this will solve the burnt toast problem in most cases. My mom likes her toast pretty dark,
but I definitely don’t. The thermostat is usually a screw or knob on the bottom of the toaster.
Readjusting a toaster thermostat is not difficult. It is often responsible for charred toast. It is very
important to follow a few safety rules. Always unplug the toaster before working on it, and never
stick any metal object like a fork or knife into a toaster. Turn the thermostat adjustment knob so
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
that its tip is about a quarter-inch from the keeper release switch contact. You’ll probably have to
turn the toaster upside down and open the crumb tray.
Readjusting a toaster thermostat, which is often responsible for charred toast, is not difficult. However, it is
very important to follow a few safety rules. Always unplug the toaster before working on it. Never stick any metal
object, like a fork or knife, into a toaster. The thermostat is usually a screw or knob on the bottom of the toaster. To
get at it, you’ll probably have to turn the toaster upside down and open the crumb tray. Turn the thermostat
adjustment knob so that its tip is about a quarter-inch from the keeper release switch contact. Doing this will
solve the burnt toast problem in most cases.
Composition
Unit 14, Composition
315
Name ___________________________________________________ Class _________ Date ____________________
Mark Isambard Brunel was an industrialist and inventor. He became Chief Engineer of New York
and started a cannon factory. He is one of the most fascinating figures of the early nineteenth
century. His production line became the marvel of its time. It was one of the most popular tourist
attractions of the day, too. Mark Isambard Brunel is also a father of modern industrial development.
Born in France in 1769, Brunel received a technical education. After that, he moved to the young
United States. Because he grew up speaking French, he had to learn English, which is quite
different from his native language. One of his friends was Alexander Hamilton. One day he was
eating dinner with Hamilton in 1798. They talked and he learned that the British Royal Navy had a
severe problem. They couldn’t obtain enough wooden blocks. They needed 100,000 blocks a year
to rig sailing ships each year. Brunel moved to Portsmouth, England. He set up the world’s first
automated production line. Using specially designed machines to cut, shape, polish, and finish the
wooden blocks. It was so well designed and built that one of Brunel’s machines was still
manufacturing blocks almost two hundred years later! It was operated by 10 workers. It replaced
110 expert artisans.
Industrialist and inventor Mark Isambard Brunel is one of the most fascinating figures of the early nineteenth
education and moved to the young United States. He became Chief Engineer of New York and started a cannon
factory. While eating dinner with his friend Alexander Hamilton in 1798, he learned that the British Royal Navy had
a severe problem obtaining the 100,000 wooden blocks needed to rig sailing ships each year. Brunel moved to
Portsmouth, England, and set up the world’s first automated production line, using specially designed machines to
cut, shape, polish, and finish the wooden blocks. Operated by 10 workers, it replaced 110 expert artisans. His
production line became the marvel of its time and one of the most popular tourist attractions of the day. It was so
well designed and built that one of Brunel’s machines was still manufacturing blocks almost two hundred years
Composition
later!
316 Grammar and Language Workbook, Grade 11
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century and a father of modern industrial development. Born in France in 1769, Brunel received a technical
Name ___________________________________________________ Class _________ Date ____________________
Lesson 104
The Writing Process: Editing
After you have revised your work, the next step is to edit what you have written. As you
edit, look for correct word usage, subject-verb agreement, correct verb tenses, clear
pronoun references, run-on sentences, and sentence fragments. You can cross out weak or
inappropriate words and write better ones in the margins or spaces between the lines.
Next, proofread your writing to correct spelling, punctuation, and capitalization errors.
Use the following proofreading marks:
s
insert
disater
^
^
delete
(
^
close up space
)
#
( )
insert space
electricall
#
mostoutlandish
^
over protective
capitalize
Empire state building
make lowercase
Director
sp
check spelling
Plymoth
switch order
yellow little
new paragraph
. . . in three places. Next on the list. . . .
Exercise 1 Edit each sentence for clarity and correct grammar.
I suggest ordering the freid chicken, the fish, or the roast beef.
)
s
#
1. Your gumchewing bother almost every one here.
^
^
(
)
(
)
e
2. What time you do think ashley and I should arriv?
^
’
3. If you were to visit Holmes county, Ohio, youd see many Amish people.
^
’
4. It’s quite important to get a good nights sleep before takeing a test.
^
5. The very first hollywood movie was filmmed in 1911.
(
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sp
n
grow.
^
Unit 14, Composition
317
Composition
6. Two important civil war battles were fought at bull run, also known as Manassas.
a
n
sp are
’ve
7. If you never see a person ride a unacycle, you in for a real treet.
^
^
^
^
sp
8. Darnell was suprised to learn that hawaii is the only place in the United States where Coffee is
Name ___________________________________________________ Class _________ Date ____________________
(
)
i
#
9. The humble fruit fly has made some important contributons to ourunderstanding of genetics.
^
^
sp
10. We took my Sister Janelle to the air port, where she caught her plain to Miami.
Exercise 2 Edit the following paragraph, then rewrite the paragraph based on your editing
marks.
(
(
)
)
(
)
#
an
My grandmother is avid gardener. Eachwinter she pores over gardening boooks, trying to decide
^
^
#
n
t
what to plan in the spring. She al ways chooses plats that will blend witht he perennials already in
^
^
^
her garden. every year adds she more flowers—hyacinths, pansies, tulips, and snapdragons. each
)
has its
she
sp
have their specail place. This year is adding purple petunias and more white Snapdragons.
^
^
(
grandmother’s garden is all ways a peace ful retreat from bustling the city.
My grandmother is an avid gardener. Each winter she pores over gardening books trying to decide what to
plant in the spring. She always chooses plants that will blend with the perennials already in her garden. Every
year she adds more flowers—hyacinths, pansies, tulips, and snapdragons. Each has its special place. This
year she is adding purple petunias and more white snapdragons. Grandmother’s garden is always a peaceful
Composition
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retreat from the bustling city.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 105
The Writing Process: Presenting
After completing a piece of writing, you may want to present, or share your work with
others. You can begin thinking about presentation as early as the prewriting stage when
you define your audience. The nature of your piece also affects how and where you
might present your writing.
An outlet for presenting your writing to a specific audience is called a market. As an
eleventh-grade student, several markets are available to you. Some of these markets are
school forums, such as school newspapers and classroom presentations; community
forums, such as local organizations and community newspapers; contests, often
sponsored by magazines; and open-market forums, such as special-interest magazines
and newsletters. The Market Guide for Young Writers, available in many libraries, will
provide many ideas for marketing your work.
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To decide how to present your writing, first analyze the piece and pinpoint the
audience. Then search for an outlet that serves that audience. Some outlets, such as
classroom presentations, radio programs, community productions, or speech contests,
offer a chance for oral presentation. In these cases, visual aids can add to your
presentation.
Exercise 1 Suggest an outlet or market for each piece of writing described below.
a short story
a school literary magazine or national student literary publication
1. a review of a current movie or video release the school newspaper or community newspaper
2. a how-to article on preparing a farm animal for the state fair livestock show a local or national
4-H or Future Farmers of America magazine
3. an essay on what you have learned from your grandparents a family magazine or church,
synagogue, or mosque newsletter
4. an adventure story with sound effects a school or community radio program
5. a speech about the value of recycling programs a community group meeting or a school assembly
6. a description of a typical day at your school a local cable television channel or community newspaper
7. an editorial on an important community issue a local newspaper or the school paper
Composition
8. a review of new computer software an online computer bulletin board or a computer magazine
9. a listener’s guide to new music CDs a community or school newspaper
10. a poem about the seasons
a school literary magazine or national poetry journal
Unit 14, Composition
319
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Suggest a visual aid to increase the effectiveness of each presentation below.
an oral reading of a poem written in dialogue costumes or props for the readers
1. a classroom presentation about sports-card collecting actual cards from your collection
2. a cable-television commercial to raise money for a new animal shelter photographs of puppies
and kittens
3. a presentation about Appalachian folk music cassette tapes of folk songs
4. a speech to the student body about your qualifications for student office a list of qualifications
on an easel
5. a report on various devices used by people who are physically challenged examples of devices
such as a wheel chair or hearing aid
6. the steps of the publishing process
examples of a book or magazine at different stages of its
production
7. a discussion of different painting techniques
art materials for showing different techniques
8. a presentation about foods from different parts of Asia samples of food or slides of different dishes
and a map
10. a research paper on the Great Pyramid
a model of the pyramid or slides
Exercise 3 Draft a topic, purpose, and theme for a piece of writing intended for a specific
audience or market. Then describe how and to whom you might present the piece.
Topic:
Purpose:
Theme:
Composition
Intended audience:
Form of presentation:
Reasons for choice of presentation:
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9. a report on the population growth of your state or city a graph or map
Name ___________________________________________________ Class _________ Date ____________________
Lesson 106
Outlining
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Outlining is a method for organizing the information in a piece of writing. It is often
helpful to begin an outline after the prewriting phase, before you start drafting your
piece. One handy way to make an outline is to transfer information from your prewriting
material to index cards. You can then arrange the cards by main topic and supporting
details. In your outline, use Roman numerals to indicate main topics. Use capital letters
for subtopics. Under each topic, you can list details (called subdivisions) using regular
numbers. (If you use subtopics or subdivisions, always give at least two.) Part of an
outline for an informational piece on in-line skating might look like this:
I. Important Techniques
A. Stopping
1. First bend knees
2. Move left foot backward
3. Move right foot forward
B. Maintaining balance
1. Keep knees slightly bent
2. Put pressure on balls of feet
3. Look straight ahead
C. Skating with safety
1. Wear protective pads
2. Don’t skate at night or in traffic
3. Watch your speed
II. Safety Equipment
Composition
Exercise 1 Evaluate the outline below.
I. String instruments
A. Made of wood, use strings of nylon or sheep gut
B. Played with bows of horsehair
C. Members
1. Violin
2. Viola
3. Cello, contrabass
D. Most numerous section in orchestra
1. Most orchestras have about 100 musicians
II. Brass family
A. Includes trumpet, trombone, French horn, tuba
1. Tuba is lowest
B. Trombone is loudest
C. Made of metal tubes of different lengths
1. The longer the tube, the lower the instrument
D. Tuba can be 35 feet long
Unit 14, Composition
321
Name ___________________________________________________ Class _________ Date ____________________
Order should be changed to follow a logical sequence, and treatment of the two main topics should be identical.
“Use strings of nylon or sheep gut” and “Played with bows of horsehair” should be subtopics of (I). “Contrabass”
should have its own subdivision. ID(1) should be eliminated. Organization of (II) should be similar to (I). (B) could be
deleted, (D) should be a subdivision of (C), and (A) should be “Members” and organized as in (I).
Exercise 2 Organize the following topics and details into an outline for a piece about the
Andean countries of South America.
Venezuela is one of the wealthiest countries in South America, while Bolivia is poor and
landlocked. Colombia and Bolivia are two of the world’s most important coffee producers. Mineral
exports from this region include tin from Bolivia; oil from Venezuela (one of the world’s largest oil
exporters), Ecuador, Peru, and Colombia; zinc from Peru; bauxite from Venezuela; and coal from
Colombia and Venezuela. Ecuador produces bananas, while Peru and Ecuador are important
sources of fish. Bauxite is used to make aluminum. Capital cities of the countries are La Paz,
Bolivia; Caracas, Venezuela; Bogotá, Colombia; Quito, Ecuador; and Lima, Peru.
I. Venezuela
A. One of the wealthiest countries in South America
B. Exports
1. Oil (one of world’s largest producers)
3. Coal
C. Capital is Caracas
II. Bolivia
A. Poor and landlocked
B. Exports
1. Coffee (one of world’s most important producers)
2. Tin
3. Oil
C. Capital is La Paz
III. Colombia
Composition
A. Exports
1. Coffee (one of world’s most important producers)
2. Oil
3. Coal
B. Capital is Bogotá
322 Grammar and Language Workbook, Grade 11
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2. Bauxite (used to make aluminum)
Name ___________________________________________________ Class _________ Date ____________________
Lesson 107
Writing Effective Sentences
Effective sentences are one of the most powerful tools a writer can use. You can vary the
tone and style of a piece by changing the patterns of your sentences. When writing,
consider these strategies for making your sentences as effective as possible. Vary the
length of your sentences. Don’t use all long sentences or all short sentences. Also vary
the structure of the sentences. Following a rigid sentence pattern quickly becomes
repetitive and boring. Parallelism is deliberate repetition of certain words, phrases, or
sentence structures to achieve certain effects. Another strategy is to use interruption for
emphasis. A sudden break in thought calls attention to itself. Use this device to
emphasize an important point or detail. One more way to add emphasis is to use an
unusual sentence pattern that stands out from all the other sentences.
A topic sentence states the main idea of the paragraph. Be sure it is specific and
interesting enough to arouse the reader’s interest.
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Use the active voice as often as possible. In a sentence in the active voice, the subject
performs the action (It eats). In a passive-voice sentence, the subject is acted on
(It is eaten). Active verbs are stronger than passive verbs. As a general rule, only use
passive when the “doer” of an action is not known, is unimportant, if you do not wish
the doer to be known, or when you want to emphasize something other than the subject.
Exercise 1 Reword the sentences below into an effective topic sentence of a paragraph.
Answers will vary; suggested answers are given.
Silk has been cultivated from silkworms for thousands of years. It is one of nature’s marvels.
Cultivated from silkworms for thousands of years, silk is one of nature’s marvels.
1. Knowledge of color is important. Interior decorators have to know all about it. They use it in
their work. Their work is designing rooms. In designing rooms, interior decorators depend on their
extensive knowledge of color.
2. Santa Fe is fascinating. It is the capital of New Mexico. It has been strongly influenced by three
cultures. They are Native American, Hispanic, and Anglo-American. Santa Fe, the fascinating
capital of New Mexico, has been strongly influenced by Native American, Hispanic, and Anglo-American
3. Being a lifeguard is not one big party. Many people think this. Lifeguards have important
responsibilities. They may be called on to save a life at any time. Many people think otherwise, but
lifeguards have important responsibilities. A lifeguard must be prepared to save a life at any time.
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cultures.
Name ___________________________________________________ Class _________ Date ____________________
4. Charles Babbage was a great inventor. He is little known today. He developed a “Difference
Engine.” It was one of the world’s first computers. The great inventor Charles Babbage, developer of
the “Difference Engine,” one of the world’s first computers, is little known today.
5. My mom and I visited colleges. We visited several. I liked Piedmont College best. Mom
preferred Southern Tech.
Of the several colleges my mom and I visited, she preferred Southern Tech
while I liked Piedmont College.
6. Chariot races were popular in Ancient Rome. People cheered for one of the four teams. The
four teams were the Blues, Greens, Reds, and Whites. They were all owned by the emperor.
In Ancient Rome’s popular chariot races, people cheered for one of the emperor’s teams—the Blues, Greens,
Reds, or Whites.
7. The door of the house creaked open. It was extremely dark. I couldn’t see anything. I began to
more than a little frightened.
8. Kangaroos are marsupials. They are the largest members of this order. They have become a
symbol of Australia. Australia is the only country where they are found. Kangaroos, the largest
of the marsupials, have become a symbol of Australia, the only country where they are found.
9. Jeanine stood at the free throw line. Her team was down by one point. She had two foul shots.
There was no time left on the clock.
With her team down by one point, with no time left on the clock,
Composition
Jeanine stood at the free throw line to take a pair of foul shots.
10. More and more people are working at home. It is more convenient. It cuts down on commuting
time. Computers have made much of this possible. Due in large part to computers, more and more
people are saving time and effort by working at home.
324 Grammar and Language Workbook, Grade 11
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feel more than a little frightened. As the door of the totally dark house creaked open, I began to feel
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Write an effective sentence or group of sentences using the strategy indicated.
Answers will vary; suggested answers are given.
(repetition of words)
“No,” said the man at the video store. “No,” said the woman at the bakery; I was
beginning to think they were trying to tell me something!
1. (unusual pattern) If by his statement anyone is harmed, never will he forgive himself.
2. (varied sentence length) As the captain read the names of all the soldiers recommended for promotion,
they filed slowly out of the room. I was not among them.
3. (interruption for emphasis) The poor waiter dropped—can you believe it?—an entire tray of shrimp
right in front of the senator’s table.
4. (varied sentence length) We stopped. We looked. We scampered across the street as fast as our legs
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would carry us.
5. (varied sentence structure)
After the game, we all met for a pizza. It became a tradition, something I
looked forward to every week.
6. (appropriate use of passive voice) The letter was mysteriously removed from the drawer.
7. (unusual sentence for emphasis) Kuthunk! The bucket made a hollow sound as it hit the bottom of
the dry well.
8. (interruption for emphasis) The steer—a magnificent creature—that won the blue ribbon at the county
fair was sold for $4,500.
Hard times in New England, hard times in the South, and hard times in the
Composition
9. (repetition of phrases)
Midwest; what is the country coming to?
10. (parallelism) Many in the audience applauded thunderously, while others sat staring silently at the
speaker.
Unit 14, Composition
325
Name ___________________________________________________ Class _________ Date ____________________
Exercise 3 Rewrite the paragraph using effective sentences.
Louis Armstrong was a pioneer of jazz. His nickname was Satchmo. Louis Armstrong was one of
the most respected of all jazz trumpeters. He joined the New Orleans band of King Oliver when he
was quite young. He formed his own jazz band in 1927. Then he went on to worldwide fame.
Armstrong’s trademark was his raspy, but expressive voice. Everyone recognizes it immediately as
the voice of Satchmo the Great!
Louis “Satchmo” Armstrong, one of the pioneers of jazz, was one of the most respected trumpeters of all time.
While still quite young, Armstrong joined the band of New Orleans bandleader King Oliver. Then, after forming his
own band in 1927, Satchmo went on to worldwide fame. His trademark raspy, but expressive, voice became one of
the most instantly recognizable voices in the world!
Composition
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326 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Lesson 108
Building Paragraphs
You can arrange the supporting details in a paragraph in chronological order, which
places events in the order in which they happened; in spatial order, the way in which
objects appear to an observer; or in compare/contrast order, which shows similarities
and differences between the items you are writing about.
The following example uses spatial order in the first paragraph, chronological order in
the second paragraph, and compare-and-contrast order in the third paragraph.
My brother and I paid our admission and entered the park. Turning left past the
concession stand, we headed straight toward the Shrieker, the new roller coaster we’d
heard so much about. There, looming ahead of us, towering above the ferris wheel on
the right and the log ride on the left, was the biggest coaster I’d ever seen!
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The first thing was to get our tickets. After waiting in line about ten minutes, we
reached the booth and plunked down our money. An attendant directed us to the
loading ramp. Then, as the screams of riders grew louder, the Shrieker appeared at the
end of the track and zoomed up next to us.
The Shrieker was incredible! It’s not quite as fast as the Banshee, but it twists and
turns more often. We went upside down four times, which is one more than on the
Blue Beast. In all, my brother and I gave the Shrieker an A plus, a grade matched only
by the legendary Sea Dragon.
Exercise 1 Use compare/contrast order to write a paragraph about one of the following topics.
two of your favorite sports
writing with a pencil and paper versus writing on a computer
paintings and photographs
what you enjoy in a movie
the ideal pet
Composition
Unit 14, Composition
327
Name ___________________________________________________ Class _________ Date ____________________
Exercise 2 Write the following paragraph in chronological order.
The sheep have to be dry when they’re sheared; otherwise the wool goes into the bag wet and
never dries out. If it looks like rain, we have to gather the sheep inside the barn. After arranging a
time for the shearer to come, we have to watch the skies. When the shearer arrives, my father and I
help him set up his equipment and make sure the sheep are gathered. He takes about three minutes
on each animal, then we push them out into a new pasture. And no, it doesn’t hurt them at all to be
sheared! After they’re sheared they look a little funny, but believe me, they feel light and easy.
Once he starts shearing, it’s our job to ensure a smooth flow of sheep. Getting our flock of sheep
ready for the shearer is a big job.
Getting our flock of sheep ready for the shearer is a big job. After arranging a time for the shearer to come, we
have to watch the skies. If it looks like rain, we have to gather the sheep inside the barn. The sheep have to be dry
when they’re sheared; otherwise the wool goes into the bag wet and never dries out. When the shearer arrives, my
father and I help him set up his equipment and make sure the sheep are gathered. Once he starts shearing, it’s our
job to ensure a smooth flow of sheep. He takes about three minutes on each animal, then we push them out into a
new pasture. After they’re sheared they look a little funny, but believe me, they feel light and easy. And no, it
Composition
328 Grammar and Language Workbook, Grade 11
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doesn’t hurt them at all to be sheared!
Name ___________________________________________________ Class _________ Date ____________________
Exercise 3 Write the following paragraph in spatial order.
The first floor windows to either side of the door reached almost to the ground. Up on the
second floor, the curtains in the windows had always been closed tightly, sealing in whatever
secrets they held. As long as he could remember, Anthony had been fascinated by the old house at
the end of the street. “I intend to remain a mystery,” the tower seemed to whisper. “Leave me my
secrets.” Maybe it was the color, a dirty gray that reminded him of old newspapers. Finally, the
tower that jutted up into the sky always seemed to be warning him away. It was difficult to imagine
dance music and happy laughter streaming out of them on a summer’s evening. There was
something about its appearance that, somehow, just didn’t seem right. The front door, too, looked
like it had seen grander days, when guests would have been proud to walk through it.
As long as he could remember, Anthony had been fascinated by the old house at the end of the street. There was
something about its appearance that, somehow, just didn’t seem right. Maybe it was the color, a dirty gray that
reminded him of old newspapers. The front door, too, looked as if it had seen grander days when guests would
have been proud to walk through it. The first floor windows to either side of the door reached almost to the ground.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
It was difficult to imagine dance music and happy laughter streaming out of them on a summer’s evening. Up on
the second floor, the curtains in the windows had always been closed tightly, sealing in whatever secrets they
held. Finally, the tower that jutted up into the sky always seemed to be warning him away. “I intend to remain a
mystery,” the tower seemed to whisper. “Leave me my secrets.”
Composition
Unit 14, Composition
329
Name ___________________________________________________ Class _________ Date ____________________
Exercise 4 Write a two-paragraph essay about a subject that interests you. Choose an
appropriate method of ordering paragraphs in your essay, and explain your choice.
Composition
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330 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Lesson 109
Paragraph Ordering
When you revise a first draft, check the unity and coherence of paragraphs. Each
paragraph should include a topic sentence, which states the main idea of the paragraph,
as well as supporting details related to the topic sentence. Be sure the comparisons are
understandable. Check chronological details for proper order and make sure that spatial
details are clear. (See Lesson 108.) Finally, link the ideas together properly by using
effective transitions.
Exercise 1 Revise the following paragraphs for unity and coherence. Rewrite the paragraphs
based on your revisions.
The armadillo’s armor covers the creature from head to toe to the tip of its tail, which is
protected by bony rings. The animal’s most distinctive feature is the hard, bony shield that protects
its soft body from a host of predators. Most mammals are covered with fur, hair, or wool. The shield
is formed of bony plates connected by skin. Without a doubt, one of the oddest animals of the
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Western Hemisphere is the armadillo, found in North, Central, and South America, primarily in
dry climates.
While different species of armadillos have different plate placement, many are able to fit head
and tail armor tightly together. To render it even more difficult for a predator to make a meal of it,
the armadillo can roll its body into a tight ball. It is an almost impregnable barrier to an attacker.
Perhaps the most unusual member of the family is the little fairy armadillo. It sports a pink shell,
attached only at the ridge of its back. Under the shell is long, soft white fur. The animal uses this
broad tail to block the entrance to its underground burrow in case of danger. The fairy armadillo’s
tail is large and flat—so heavy, in fact, that it cannot be lifted. Particular species of armadillos have
some odd habits and capabilities, in keeping with their unusual appearance. For example, the
female nine-banded armadillo always gives birth to a litter of identical quadruplets.
The creatures are extremely good diggers, often able to bury themselves so firmly that people
another layer of defense. Perhaps the only attacker that armadillos need fear is the automobile; the
highways of the American Southwest often witness the truth of this statement. Armadillos spend
most of the daylight hours in underground burrows, emerging at night to feed on insects and
plants.
Unit 14, Composition
331
Composition
need shovels or picks to break through the dirt. By covering themselves with dirt, armadillos add
Name ___________________________________________________ Class _________ Date ____________________
Students’ revisions of Exercise 1 will differ.
Without a doubt, one of the oddest animals of the Western Hemisphere is the armadillo, found in North, Central,
and South America, primarily in dry climates. The animal’s most distinctive feature is the hard, bony shield that
protects its soft body from a host of predators. The bony armor is in contrast to most mammals, which are covered
with fur, hair, or wool. The shield is formed of bony plates connected by skin. The armadillo’s armor covers the
creature from head to toe to the tip of its tail, which is protected by bony rings.
To render it even more difficult for a predator to make a meal of it, the armadillo can roll its body into a tight
ball. While different species of armadillos have different plate placement, many are able to fit head and tail armor
tightly together. This arrangement presents an almost impregnable barrier to an attacker.
Armadillos spend most of the daylight hours in underground burrows, emerging at night to feed on insects and
plants. The creatures are extremely good diggers, often able to bury themselves in dirt so firm that people need
shovels or picks to break through it. By covering themselves with dirt, armadillos add another layer of
defense. Perhaps the only attacker that armadillos need fear is the automobile; the highways of the American
Southwest often witness the truth of this statement.
Particular species of armadillos have some odd habits and capabilities, in keeping with their unusual
Perhaps the most unusual member of the family is the little fairy armadillo. It sports a pink shell, attached only at
the ridge of its back. Under the shell is long, soft white fur. The fairy armadillo’s tail is large and flat—so heavy, in
fact, that it cannot be lifted. The animal uses this broad tail to block the entrance to its underground burrow in
Composition
case of danger.
332 Grammar and Language Workbook, Grade 11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
appearance. For example, the female nine-banded armadillo always gives birth to a litter of identical quadruplets.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 110
Personal Letters
A personal letter is frequently a letter to a friend or a relative. Personal letters describe
recent events in your life, as well as your opinions, thoughts, and feelings about various
topics. They also ask the person to whom you are writing questions about his or her life.
Personal letters can maintain friendships and deepen understanding. Invitations and
thank-you notes are other kinds of personal letters.
Personal letters are usually written in indented form. Each paragraph is indented, as well
as each line in the heading and the signature line.
Exercise 1 Read the following personal letter. Answer each question.
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450 Browning Boulevard
Dubuque, IA 52001
March 6, 1996
Dear Dan,
Are you still working as hard as ever? I know I am. With school, studying, choir, and
working at the grocery store, I don’t have a lot of free time left—about five minutes a
day, I think!
The reason I’m writing is to get your opinion on something. I have the chance to
buy a second-hand car. It’s a good car, and I know the owner has taken good care of it.
Do you think it’s a good idea? It would be great to have a car, but I’m hesitating
because I’m afraid having a car would take up too much time and money. You know
I’m saving for college. You had a car when you were in high school. Did you run into
(ha-ha, pun intended) any of these problems with your car? Please let me know what
you think as soon as you can.
Your buddy,
Kwame
1. What do you think is the relationship between Kwame and Dan? They could be brothers, cousins, or
other relatives, or Dan could be an older friend of Kwame’s.
2. What is Kwame’s attitude about having a car? Why is he asking Dan’s opinion? He’d like to have
one but is afraid car ownership may have some disadvantages. He wants Dan’s opinion because he was in a
similar position himself.
an informal, friendly tone and style. It includes news of what the writer is doing and asks for news in return. It
expresses thoughts and feelings and asks for a favor. It is written in the form of a personal letter.
Unit 14, Composition
333
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3. How is this a good example of a personal letter? It is written from one friend or relative to another in
Name ___________________________________________________ Class _________ Date ____________________
4. What might Dan include in a response to Kwame’s letter? Dan will answer Kwame’s questions based
on his own experiences. He may describe events in his own life, and ask about mutual friends and news.
Exercise 2 Write a personal letter to a friend.
Students’ letters should be informal in tone and written in indented form. The letters should include information
about recent events in the writer’s life, express opinions, thoughts, and feelings, and inquire about events in the
recipient’s life.
Composition
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334 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Different situations call for different kinds of personal letters. You would probably use a
different tone and style in writing to an adult relative than you would in writing to your
best friend. In writing to your relative, your tone would probably be more formal, while
you might use slang or secret code words when writing to your best friend. You would
also write differently to a favorite author, performer, or sports figure.
Exercise 3 Write a letter to an adult relative describing the ups and downs of your school year
so far. Explain what successes you have enjoyed, as well as what you would like to improve.
Students’ letters should be semiformal in tone and style and avoid slang and potentially disrespectful comments.
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Letters should sound natural and friendly while avoiding inappropriate details.
Composition
Unit 14, Composition
335
Name ___________________________________________________ Class _________ Date ____________________
Exercise 4 Write a letter to a class of seventh-graders persuading them to stay in school.
Include appropriate information on the advantages of graduating from high school and the
disadvantages of dropping out. Use a tone and style that match your intended audience.
Students’ letters should be casual and friendly in tone and style, while avoiding inappropriate slang. Letters should
be age-appropriate.
Composition
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336 Grammar and Language Workbook, Grade 11
Name ___________________________________________________ Class _________ Date ____________________
Lesson 111
Business Letters: Letters of Request or Complaint
A letter of request asks for information or services. It is important to be both clear and
courteous when writing a letter of request. Make sure to explain what information you
need and why you need it. Be sure to include any information the receiver may need to
answer your request.
Business letters are usually written in block form or semiblock form. In block form,
everything is lined up with the left margin. In semiblock form, the heading,
complimentary close, and the signature are indented.
Exercise 1 Examine the following letter. Is it a good example of a letter of request? Why or why
not? Write your critique below.
Dear Sonic Solutions:
I need to be able to plug my CD player into the car radio. Get into my tunes on long
trips. The guy at the music store said I could write to you for the part I need. Can you
send it to me right away at the adress on the outside of this envelope?
Sincerly,
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Kyle Lorenzo
This is not a good example for several reasons. It is not very courteous, appears demanding, and contains two
misspellings, a sentence fragment, and slang. The writer does not thank the receiver and did not bother to find out
the receiver’s name. He does not give the receiver the brand or model number of his CD player or the type
of car radio he plans to connect it to. The letter has no heading or inside address.
Exercise 2 Write a short letter of request for one of the following topics. Be sure to use proper
business letter format.
requesting information from a military recruiter on how to join the service after
graduation
requesting information from a computer manufacturer on accessories it offers for your
computer
requesting information from a local college on how to buy tickets to an upcoming play
requesting information on an after-school volunteer tutoring program you want to join
Students’ letters should follow proper business letter form, be courteous and clear, and follow the other guidelines
Composition
provided in this lesson.
Unit 14, Composition
337
Name ___________________________________________________ Class _________ Date ____________________
A letter of complaint describes a problem or concern and sometimes requests a specific
action. It should be clear, concise, and reasonable. Never let your anger get the best of
you when you are writing a letter of complaint. Begin by stating the problem and telling
briefly how it happened. Provide supporting details as evidence of your problem.
Explain what you would like done about the matter. Always avoid insults and threats.
Exercise 3 Read the following letter of complaint. Describe any problems and suggest how to
correct them.
Dear rip-off artist:
Thanks for making me miss the concert of the year. When I ordered tickets for it,
you sent me ones with the wrong date when me and my friends got to the concert
they had the write ones. But I didn’t. I had to wait outside cause the jerk at the door
wouldn’t let me in. Thanks to your mistake. I’ll never buy tickets from you lousy
company again. I hope your happy.
A disatisfied customer
The letter is insulting, threatening, and shrill. It contains numerous grammatical and mechanical errors and does
not follow proper business letter format. The writer does not give his or her name, provide any information about
which concert the problem concerns, or suggest a solution to the problem. The letter has no heading or inside
Exercise 4 Revise and rewrite the above letter of complaint.
Answers will vary.
Dear Customer Relations Manager:
I recently ordered a ticket through your company for the April 13, 1998, Groove Boys concert at Sterling
Auditorium in Springfield. Unfortunately, I received the wrong ticket and was denied admission to the concert. I
was extremely disappointed because of the error and would like to receive either a full refund or a ticket to the
band’s next concert at the same location in August of this year. I hope to hear from you soon. Thank you very
much.
Sincerely,
Composition
Jonathan Davis
338 Grammar and Language Workbook, Grade 11
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address.
Name ___________________________________________________ Class _________ Date ____________________
Lesson 112
Business Letters: Résumés and Cover Letters
A résumé is a summary of your work experience, school experience, talents, and
interests. You use your résumé when applying for a job or for admittance into a school or
an academic program. A résumé should be clear, concise, expressive, and informative.
Use expressive language to describe your accomplishments and abilities (supervised four
people, computer-literate). Because a résumé is a summary, it is not necessary to use
complete sentences. However, use a consistent format, as in the following example.
William Ramirez
2225 Martin Street
Austin, TX 78746
(512) 784-0985
Objective:
Training:
Education:
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Awards:
References:
Full-time summer employment as a lifeguard
Junior and Senior Lifesaving Course, Austin YMCA, 1995, 1996
Austin East High School, August 1995 to present, 3.1 grade point
average
Decatur Middle School, August 1992-June 1995, 3.2 grade point
average
Most Improved Sophomore Swimmer, Austin East High School swim team
Elizabeth Hollings, teacher, Austin East High School, (512) 555-489-2911
Robert Steinberg, water safety instructor, Austin YMCA, (512) 555-4862
Exercise 1 Answer each question.
1. How might the headings (Objective, Training, Education, and so on) be ordered if William were
applying for an academic program? Why? What else might he include if he were applying for a
school program? Education would come first because his academic record would be important to applying
for an education program. He might include more information about the specific subjects he has taken that are
relevant to the program he is applying for. He might omit his swimming award and lifesaving courses and add
hobbies or interests that support his qualifications for the program.
2. The headings William used are not the only ones you can use on a résumé. What are some
others? Work Experience and Responsibilities, Activities, Interests and Hobbies
Composition
Unit 14, Composition
339
Name ___________________________________________________ Class _________ Date ____________________
3. If you were the manager of a swimming pool considering hiring William, would you be
impressed by his résumé? Why or why not? Answers will vary. Most will say William’s résumé is
impressive and appropriate. His training is relevant to the job he is applying for, he is a good swimmer, and his
grades are good. His résumé contains no grammatical, mechanical, or usage errors.
4. Who are some other people William might have used as references? Why is it a good idea to get
permission before you use someone as a reference? He could have listed his swimming coach and
other adult authority figures who know him and are familiar with his work or personal qualities. These might
include employers or religious leaders, usually not relatives. Ask permission first as a courtesy and also so that
references are prepared to talk about you.
a position on an important school committee
an internship with a local television station
a summer job as a recreation program assistant for physically challenged children
a special advanced study program in a field that interests you
a part-time job at a fast-food restaurant
Composition
Freewrite for ten minutes about the information you would want to include in your
résumé.
340 Grammar and Language Workbook, Grade 11
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Exercise 2 You are applying for one of the following:
Name ___________________________________________________ Class _________ Date ____________________
Exercise 3 Write your résumé.
Résumés should follow the structure of the sample; include a reasonable and appropriate objective; supply
relevant information; and contain no grammatical, mechanical, or usage errors.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A cover letter is a letter of introduction that often accompanies a résumé. In your cover
letter, say what you are applying for and where you can be contacted. You may also want to
refer the reader to specific sections of your résumé that you feel are especially appropriate
for the job or program you are applying for. By using your cover letter to call attention to, or
highlight, certain abilities, interests, and experiences, you can create a “customized”
presentation, one that is tailored to the specific job or program you are interested in.
The following is an example of a well-formatted, concise cover letter. Note that the letter follows
business letter style rules and that it is directed to a specific person. Note also how William highlights
his swimming award and lifesaving classes to tailor his application to the specific job. Finally, notice
that he is beginning his summer job search several months before he wants to begin working.
2225 Martin Street
Austin, TX 78746
April 19, 1996
Ms. Natalie O’Shaughnessy
Personnel Director, Oak Hills Swim Center
7906 Wright Boulevard
Austin, TX 78746
Composition
Dear Ms. O’Shaughnessy:
I am a student and swimming team member at East High School. I am interested in
full-time summer employment as a lifeguard. I feel my extensive training in water
safety, as well as my abilities as a swimmer, makes me a strong candidate for
employment at Oak Hills. When I received the swimming award last winter, Coach
Halsey praised my work ethic and willingness to do whatever it takes to get the job
done. I would like to put these qualities to work to help make this the safest summer
yet at Oak Hills.
Enclosed is a copy of my résumé. I hope you agree that I am well qualified to
become a member of your staff. Please feel free to contact me if you have any
questions. I hope to hear from you soon.
Sincerely,
William Ramirez
Unit 14, Composition
341
Name ___________________________________________________ Class _________ Date ____________________
Exercise 4 Write a cover letter to send with your résumé for the position you chose in
Exercises 2 and 3.
Cover letters should follow the structure of the sample; supply relevant information; and contain no grammatical,
mechanical, or usage errors. If appropriate, they should highlight specific sections of the résumé that pertain to
the job or program.
Composition
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342 Grammar and Language Workbook, Grade 11
Index
Index
343
Index
A
pronoun-antecedent, 8–9, 30–31,
183, 185, 187, 189
subject-verb, 8, 26-29, 153, 155,
157, 159, 161, 163, 165, 167,
169
Ain’t, avoiding, 11, 218
All ready, already, 11, 218
All right, not alright, 11, 218
All together, altogether, 11, 218
Allusion, illusion, 11, 219
A lot, not alot, 10, 217
Already, all ready, 11, 218
Altogether, all together, 11, 218
Among, between, 11, 219
Antecedents, defined, 3, 9, 51, 183
agreement of pronouns with,
8–9, 30–31, 183, 185, 187, 189
clear pronoun reference, 9,
32–33, 189
Antithetical phrases, 257
Anyways, somewheres, avoiding, 11
Anywheres, everywheres, avoiding,
11, 219
Apostrophes, rules for using, 16,
40–41, 277
in contractions, 16, 41, 277
in possessive nouns and
pronouns, 16, 40–41, 277
in special plurals, 16, 40, 277
Appositive phrases, 6, 43, 90
Appositive pronouns, 6, 177
Appositives, defined, 6, 90, 177
commas with, 43, 253
Articles, 4, 10, 61
As, as if, like, 12, 223
Audience, 18, 308
Auxiliary (helping) verbs, defined,
3, 59
list, 59
A while, awhile, 10, 217
B
Bad, badly, 11, 201, 219
Base form, verbs, 3–4, 131, 133
Base root, 17, 293
Being as, being that, avoiding, 11,
219
Beside, besides, 11, 219
Between, among, 11, 219
Block form for letters, 19, 337
Borrow, lend, loan, 11, 220
Brackets, 15, 270
Bring, take, 11, 220
344 Grammar and Language Workbook, Grade 11
Business letters, 19–20, 337–339,
341
cover letters, 20, 341
letters of complaint, 20, 338
letters of request, 20, 337
opinion letters, 20
résumés, 20, 339
But
as preposition, 5, 65
as coordinating conjunction, 67
C
Can, may, 11, 220
Can’t hardly, can’t scarcely,
avoiding, 11, 220
Capitalization, rules for, 13–14, 233,
235–237,
in direct quotations, 13, 233,
271
in family names and titles of
persons, 13, 235
of first words of sentences, 13,
233
of pronoun I, 13, 233
of proper adjectives, 5, 14, 61,
237
of proper nouns, 2, 13–14, 49,
235
of sections of country, 14, 236
of titles, 14, 235-236
Case of pronouns, 2, 51, 175
Chronological order, 18, 327
Clauses, defined, 7, 97
diagraming, 123–124
See also Adjective clauses,
Adverb clauses, Dependent
clauses, Independent clauses,
Main clauses, Noun clauses,
Subordinate clauses
Clue words, 17, 291
Coherence, in writing, 18, 315, 331
Collective nouns, defined, 2, 49,
161
agreement with, 2, 27, 49, 161,
183
Colons, rules, 14, 16, 245
Commas, rules, 15, 42–44, 249, 251,
253, 255, 257, 259, 261, 263
with addresses and dates, 15,
259
and adjective clauses, 42, 253
and adverb clauses, 257
and antithetical phrases, 257
with appositives, 15, 43, 90, 253
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A, an (usage), 10, 217
A, an, the (articles), 4, 10, 61
Abbreviations, correct use of,
16–17, 281
Absolute phrases, 7, 88
Abstract nouns, defined, 2, 48
Accept, except, 11, 217
Action verbs, defined, 3, 55
Active voice, explained, 4, 145,
323
in writing, 145, 323
Adapt, adopt, 11, 217
Adjective clauses, defined, 7,
103–104
commas with, 42, 253
essential, 104
nonessential, 104
agreement in, 8, 169
Adjective phrases
as infinitive phrases, 7, 91
as participial phrases, 7, 87
as prepositional phrases, 6, 85
Adjectives, defined, 4–5, 9–10, 61
articles as, 4, 10, 61
comparative forms of, 9–10, 61,
195, 197
coordinate, 15, 251
hyphen in compound, 16, 279
kinds of, 4–5, 9–10, 61
object complement, 6, 81
possessive nouns as, 61
possessive pronouns as, 61
predicate, 6, 82
proper, 5, 61
capitalization of, 14, 237
Adopt, adapt, 11, 217
Adverb clauses, 7, 105
commas with, 257
Adverb phrases
as infinitive phrases, 7, 91
as prepositional phrases, 6, 85
Adverbs, defined, 5, 9–10, 63
comparative forms of, 9–10, 195,
197
conjunctive, 5, 69, 257
negative words as, 10, 63
only, 10, 207
standard usage of rules for, 9–10,
63
Advice, advise, 11, 217
Affect, effect, 11, 218
Agreement
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
and compound sentences, 15,
249
and conjunctive adverbs, 253
between coordinate adjectives,
15, 251
in direct address, 15, 261
in direct quotations, 15–16, 271
and interjections, 43, 253
and introductory phrases, 42, 255
with nonessential elements, 15,
42–43, 253
with numbers, 259
for parenthetical elements, 15,
43, 253
in references, 15, 259
after salutations and closings in
letters, 15, 261
in series, 15, 44, 251
in tag questions, 15, 261
with titles of persons, 259
Common nouns, defined, 2, 47
Comparative degree (form),
modifiers, 9–10, 195, 197
Compare/contrast order, 18, 327
Comparison
of adjectives, 9–10, 61, 195, 197
of adverbs, 9–10, 195, 197
double and incomplete, 10, 199
irregular, 10, 197
Complements, 6, 79, 81–82
diagraming, 119
direct objects, 6, 79
indirect objects, 6, 79
object, 6, 81
subject, 6, 82
Complete predicates, defined, 6, 74
Complete subjects, defined, 6, 74
Complex sentences, defined, 7, 101
Compound elements
numbers, hyphens in, 16, 279
predicates, 6, 75
prepositions, 5, 65
sentences, 7, 99, 249
subjects, 5, 75, 163
Compound-complex sentences, 7,
101
Concrete nouns, defined, 2, 47
Conjunctions, defined, 5, 67
conjunctive adverbs, 5, 69, 257
coordinating, 5, 67
correlative, 5, 67
list, 67
subordinating, 5, 67, 97
list, 67, 97
Conjunctive adverbs, 5, 69, 257
Context clues, 17, 291
Continual, continuous, 12, 220
Conversations, punctuating, 15–16,
271
Coordinate adjectives, 15, 251
Coordinating conjunctions, 5, 67
Correlative conjunctions, 5, 67
Could of, might of, must of, should
of, would of, avoiding, 12, 220
D
Dangling modifiers, avoiding, 10,
38–39, 207
Dashes, 15, 267
Dates, punctuating, 15, 283
Declarative sentences, defined, 8,
109
Definite article, 61
Degrees of form (comparison), 9–10,
61, 195, 197
Demonstrative pronouns 2, 54
Dependent (subordinate) clauses, 7,
97, 101, 103–105, 107, 257
punctuating, 257
Diagraming
sentences with clauses, 123–126
simple sentences, 119–120
simple sentences with phrases,
121–122
Different from, not different than,
12, 221
Direct address, 15, 235
Direct objects, defined, 6, 79
Doesn’t, don’t, 12, 221
Double comparisons, avoiding, 10,
199
Double negatives, avoiding, 10, 203
Drafting, 18, 311
chronological order, 18, 327
compare/contrast order, 18, 327
spatial order, 18, 327
style, voice, 311
theme, 311
thesis statement, 311
topic sentence and related
sentences, 311
E
Each, agreement with, 8, 29, 31 ,167
Editing, 18, 317
proofreading marks, 317
Effect, affect, 11, 218
Either, agreement with, 167
Ellipses (ellipsis points), 15, 270
Emigrate, immigrate, 12, 221
Emphatic verbs, defined, 4, 142
Everywheres, anywheres, avoiding,
11, 219
Except, accept, 11, 217
Exclamation points, 14, 109, 243
and quotation marks, 16, 273
Exclamatory sentences, defined, 8,
109
F
Farther, further, 12, 221
Fewer, less, 12, 221
Fragments, sentence, defined,
22–23, 111
Freewriting, 18, 307
Further, farther, 12, 221
Future perfect tense, 3, 137, 139
Future tense, 3, 135, 139
G
Gerund phrases, 7, 89, 93
Gerunds, defined, 7, 89
Good, well, 12, 201, 222
H
Had of, avoiding, 12, 222
Hanged, hung, 12, 222
Hardly, in double negatives, 220
Helping (auxiliary) verbs, 3, 59
Hung, hanged, 12, 222
Hyphens, rules, 16, 279
I
Illusion, allusion, 11, 219
Immigrate, emigrate, 12, 221
Imperative mood, verbs, 4, 147
Imperative sentences, defined, 8,
109
In, into, in to, 12, 222
Incomplete comparisons, avoiding,
10, 199
Indefinite articles, 61
Indefinite pronouns, defined, 2, 54,
167
agreement with verb, 8, 29, 167
as antecedents 31, 187
list, 54, 167
Independent (main) clauses, 7, 97,
99, 101
Indicative mood, verbs, 4, 147
Indirect objects, defined, 6, 79
Indirect quotations, 233, 271
Infinitive phrases, 7, 91, 93
Infinitives, defined, 7, 91
as adjectives, 7, 91
as adverbs, 7, 91
as nouns, 7, 91
Index
345
Inquiry, letters of, 20, 337
Inside addresses in letters, 19–20
Intensive pronouns, 2, 52, 179
Interjections, 5, 43, 69, 253
Interrogative pronouns, 2, 53, 181
list, 53
who, whom, 53, 181
Interrogative sentences, defined, 8,
109
Into, in, in to, 12, 222
Intransitive verbs, defined, 3, 55
Inverted order in sentences, 8,
26–27, 77, 159
Irregardless, avoiding, 12, 222
Irregular comparisons, modifiers,
10, 197
Irregular verbs, 3–4, 133
Italics (underlining), 16, 275
Its, it’s, 41, 175, 277
L
M
Main (independent) clauses, 7, 97,
99, 101
Markets, in writing, 319
May, can, 11, 220
Misplaced modifiers, 10, 38–39, 207
Modifiers
adjective clauses, 7, 103–104
adjectives, 4–5, 9–10, 61
N
Negative words as adverbs, 63
Negatives, double, avoiding, 10, 203
Neither, with compound subjects,
28, 67
Nominative case, pronouns, 2, 8–9,
175, 177
Nonessential elements,
commas with 15, 42–43, 104,
253
Nor, with compound subjects, 28, 67
Noun clauses, 7, 107
Nouns, defined, 2, 47
abstract, 2, 48
as appositives, 6, 90
collective, 2, 49, 161, 183
common and proper, 2, 47
concrete, 2, 48
as direct objects, 79
as gerunds, 89
as indirect objects, 79
as infinitives, 7, 91
as objects of prepositions, 6, 85
plural, 2, 47, 299
possessive, 2, 16, 40, 47, 61, 277
proper, 2, 49, 235
singular, 2, 47
as subjects, 5–6, 73–75
Numbers and Numerals, 16–17, 283
and commas, 15, 259
and hyphens, 17, 279
O
Object complements, 6, 81
Objective case, pronouns, 2, 9, 175,
177
Objects of prepositions, defined, 6,
65, 85
Of, misused for have, 12, 220, 222
Only, placement of, 10, 207
Outlines, writing, 19, 321
P
Paragraphs, building, 18, 327
chronological order, 18, 327
346 Grammar and Language Workbook, Grade 11
compare/contrast order, 18,
327
spatial order, 18, 327
Paragraphs, ordering, 18, 331
coherence, 18, 315, 331
unity, 18, 315, 331
Parallelism, sentences, 323
Parentheses, 15, 233, 269
punctuation with, 15, 269
Participial phrases, defined, 7, 87,
93
comma after, 42, 255
Participles
as adjectives, 7, 42, 87, 255
as verbs, 3–4, 36–37, 131, 133
Passed, past, 13, 224
Passive voice, 4, 145
in writing, 145, 323
Past form, verbs, 3–4, 36–37, 131,
133
Past perfect tense, 3, 137, 139
Past tense, 3, 135, 139
Past, passed, 13, 224
Periods, rules, 14, 243, 281
Personal letters, 19–20, 333–335
invitations, 20, 333
thank-you notes, 20, 333
Personal pronouns, defined, 2, 51,
175
cases, 2, 8–9, 51, 175, 177
first person, 2, 51,
gender, 9, 30, 183, 185, 187
list, 2, 51, 175
nominative, 2, 8–9, 175, 177
objective, 2, 9, 175, 177
possessive, 2, 9, 41, 51, 61, 175
second person, 2, 30-31, 51
third person, 2, 30–31, 51
Phrases, defined, 6–7, 85, 87–91, 93
diagraming, 121
See also Absolute phrases,
Appositive phrases, Gerund
phrases, Infinitive phrases,
Participial phrases,
Prepositional phrases, Verbal
phrases
Plural nouns, 2, 47, 299
Plurals, spelling of, 18, 299
Positive degree (form), modifiers,
9–10, 61, 195, 197
Possessive apostrophes, 16, 40–41,
277
Possessive pronouns, 2, 9, 41, 51,
61, 175
Possessive nouns, 2, 16, 40, 47, 61,
277
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Lay, lie, 12, 223
Learn, teach, 12, 223
Leave, let, 12, 223
Lend, borrow, loan, 11, 220
Less, fewer, 12, 221
Let, leave, 12, 223
Letter writing, 19–20, 333, 335,
337–339, 341
business, 19–20, 337–339, 341
cover letters, 20, 341
letters of complaint, 20, 338
letters of request, 20, 337
opinion letters, 20
résumés, 20, 339
personal, 19–20, 333–336
invitations, 20, 333
thank-you notes, 20, 333
See also Business letters;
Personal letters
Lie, lay, 12, 223
Like, as, as if, 12, 223
Linking verbs, 3–4, 57, 157
list, 3–4, 57
Loan, borrow, lend, 11, 220
Loose, lose, 13, 224
adverb clauses, 7, 105, 257
adverbs, 5, 9–10, 63
comparisons, degrees, 9–10, 195,
197
comparisons, double and
incomplete, 10, 199
comparisons, irregular, 10, 197
misplaced or dangling, 10,
38–39, 207
Moods of verbs, 4, 147
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Precede, proceed, 13, 224
Predicate adjective, 6, 82
Predicate nominative, defined, 6, 82
Predicates
complete, 6, 74
compound, 6, 75
simple, 6, 73
Prefixes, 17, 295
and hyphens, 16, 279, 297
Prepositional phrases, defined, 6,
65, 85
as adjectives, 6, 85
as adverbs, 6, 85
commas with, 255
object of the preposition, 6, 65,
85
recognizing, practice in, 65–66,
85–86
subject-verb agreement, 3, 26,
155
Prepositions, defined, 5, 65
compound, 5, 65
list, 5, 65, 85
objects of, 6, 65, 85
recognizing, 65
Present perfect tense, 3, 137, 139
Present tense, 3, 135, 139
Presentation, of writing, 18, 319
market, 319
Prewriting, 18, 307–308
audience, 18, 307–308
freewriting, 18, 307
purpose, 18, 307–308
topic, 18, 307–308
Principal parts of verbs, 3–4, 131,
133
Proceed, precede, 13, 224
Progressive verbs, defined, 4, 141
Pronouns, defined, 2, 51–53, 175
after than and as, 9, 177
agreement with, 8, 30–34, 183,
185, 187, 189
antecedents of, 3, 9, 30–34, 51,
183, 185, 187, 189
as appositives, 6, 177
cases of, 2, 8–9, 51, 175, 177
demonstrative, 2, 54
gender of, 9, 30, 183, 185, 187
incorrect shifts, 34, 185, 187
indefinite, 2, 29, 54, 167, 187
intensive, 2, 52, 179
interrogative, 2, 53, 181
personal, 2, 8–9, 30–31, 51, 175,
177
possessive, 2, 9, 41, 51, 61, 175
reflexive, 2, 9, 52, 179
relative, 2, 53, 103
who, whom, 9, 13, 181, 225
Proofreading, 317
Proper adjectives, 5, 14, 61, 237
Proper nouns, 2, 13–14, 49, 235
Punctuation rules. See specific
types.
Purpose, prewriting, 18, 307–308
Q
Question marks, 14, 243
and quotation marks, 16, 273
Quotation marks, 15–16, 271, 273
with colons or semicolons, 16,
273
with commas or periods, 16, 271,
273
with definitions, 15, 273
in direct quotations, 15, 271
in indirect quotations, 235, 271
with question marks or
exclamation points, 16, 273
within a quotation, 15, 271
with titles of short works, 15,
273
with unusual expressions, 15,
273
Quotations, capitalizing, 13, 233
R
Raise, rise, 13, 224
Reason is because, avoiding, 13,
224
Reflexive pronouns, 2, 9, 52, 179
Regardless, not irregardless, 12,
222
Regular verbs, principal parts, 3–4,
131
Relative pronouns, 2, 53, 103
list, 53, 103
Respectfully, respectively, 13, 225
Résumés, 20, 339
Revising, 18, 315
coherence, 18, 315
meaning, 315
unity, 18, 315
Rise, raise, 13, 224
Roots of words, 17, 293
Run-on sentences, defined, 24–25,
113, 263
S
Said, says, 13, 225
Scarcely, in double negatives, 220
Semiblock form of letters, 19, 337
Semicolons, 14–16, 99, 113, 247
to correct run-on sentences,
24–25, 113, 247
Sentence fragments, 22–23, 111
Sentence outlines, 19
Sentence structure
complex, 7, 101
compound, 7, 99
compound-complex, 7, 101
simple, 7, 99
Sentences, effective, 323
active voice, 145, 323
interruption, 323
parallelism, 323
passive voice, 145, 325
unusual patterns, 18, 325
varied length, 323
varied structure, 18, 323
Sentences, kinds of
declarative, 8, 109
exclamatory, 8, 109
imperative, 8, 109
interrogative, 8, 109
Sentences, inverted, 8, 26–27, 77,
159
Sentences, run-on, 24–25, 113, 263
Series
commas in, 15, 44, 251
colon before, 245
Set, sit, 13, 225
Simple predicates, defined, 6, 73
Simple sentences, defined, 7, 99
Simple subjects, defined, 5, 73
Singular nouns, 2, 47
Sit, set, 13, 225
Spatial order, 18, 327
Spelling
adding -ly and -ness, 18, 297
doubling the final consonant, 18,
297
forming compound words, 18,
299
of -cede, -ceed, and -sede, 17,
299
of ie and ei, 17, 299
of plural nouns, 18, 299
with prefixes, 16–17, 279, 295,
297
with suffixes, 17–18, 295, 297,
299
of unstressed vowels, 17, 299
Style or voice, 311
Subject complements, 6, 82
predicate nominatives, 6, 82
predicate adjectives, 6, 82
Index
347
T
Take, bring, 11, 220
Teach, learn, 12, 223
Tenses, defined, 3, 35–37, 135, 137,
139
compatibility, 143
future, 3, 135, 139
future perfect, 3, 137, 139
past, 3, 135, 139
past perfect, 3, 137, 139
present, 3, 135, 139
present perfect, 3, 137, 139
shifts in, avoiding, 35, 143
Than, then, 13, 225
That there, this here, avoiding, 13,
225
Theme, writing, 18, 311
Then, than, 13, 225
Thesis statement, writing, 18, 311
This here, that there, avoiding, 13,
225
This kind, these kinds, 12, 223
Topic outlines, 19, 321
Topic, prewriting, 18, 307–308
Topic sentences, 311, 323, 331
Transitive verbs, defined, 3, 55
U
Underlining, 16, 275
Understood subject, 77, 109
Unity, in writing, 18, 315, 331
V
Verb phrases, defined, 3, 6, 59
Verbal phrases, 7, 87, 89, 91, 93
Verbals, defined, 7, 93
See also Gerunds, Infinitives,
Participles
Verbs, defined, 3, 55
action verbs, 3, 55
intransitive, 3, 55
transitive, 3, 55
agreement with subjects, rules, 8,
26–29, 153, 155, 157, 159,
161, 163, 165, 167, 169
auxiliary (helping), 3, 59
348 Grammar and Language Workbook, Grade 11
emphatic, 4, 142
intransitive, 3, 55
irregular, regular, 3–4, 131, 133
linking, 3, 57, 157
list, 3–4, 57, 133
moods of, 4, 147
principal parts of irregular, 3–4,
133
principal parts of regular, 3, 131
progressive, 4, 141
tenses of, 3, 35–37, 135, 137,
139
See Tenses
compatibility, 143
shifts in, avoiding, 35, 143
transitive, 3, 55
voice of, active and passive, 4,
145, 323
Vocabulary building, 17–18, 291,
293, 295
from context, 17, 291
prefixes and suffixes, 17–18,
295
word roots, base words, 17, 293
Voice of verbs, defined, 4, 145,
323
active, 4, 145, 323
effective use of, 145, 323
passive, 4, 145, 323
Voice or style, 311, 323
W
Well, good, 12, 201, 222
Who, whom, 9, 13, 181, 225
Writing letters, 19–20, 333, 335,
337–339
Writing paragraphs, 18, 327, 331
Writing process. See specific steps.
Writing sentences, 323
Y
You, as understood subject, 77,
109
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Subject-verb agreement, 8, 26–29,
153, 155, 157, 159, 161, 163, 165,
167, 169
in adjective clauses, 8, 169
and collective nouns, 2, 27, 49,
161
and compound subjects, 8, 28,
163
and indefinite pronouns, 8, 29,
167
and intervening expressions, 8,
29, 165
in inverted sentences, 8, 26, 77,
159
and linking verbs, 12, 26, 157
and predicate nominatives, 8, 26,
157
and prepositional phrases, 8, 26,
155
and special subjects, 8, 161
with titles, 8
Subjects
agreement of verb with, 8, 26–29,
153, 155, 157, 159, 161, 163,
165, 167, 169
complete, 6, 74
compound, 5, 75, 163
gerunds and infinitives as, 7, 89,
91
noun clauses as, 7, 107
simple, 5, 73
Subjunctive mood, verbs, 4, 147
Subordinate (dependent) clauses, 7,
97, 101, 103–105, 107, 257
Subordinating conjunctions, 5, 67,
97
list, 67, 97
Suffixes, 17, 18, 295, 297, 299
Superlative degree (form), 9–10, 61,
195, 197
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Table of Contents
at a Glance
Part 1 Ready Reference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Usage Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Abbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Part 2 Grammar, Usage, and Mechanics . . . . . . . . . . . . . . . . . . . 94
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Parts of the Sentence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Clauses and Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Verb Tenses and Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Using Pronouns Correctly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Using Modifiers Correctly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Diagraming Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Capitalizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Punctuation, Abbreviations, and Numbers . . . . . . . . . . . . . . . . . . 317
Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Spelling and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Part 3 Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19
Chapter 20
Argumentative Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Response Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Analytical Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Research Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
MLA Style Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
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Part 4 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
Chapter 21 The Library or Media Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520
Chapter 22 Using Print and Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . 524
Chapter 23 Accessing Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
Common Core State Standards Correlations Grade 11 . . . . . . . . . . . . . . . . 563
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573
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Table of Contents
Table of
Contents
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Part 1
Ready Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Usage Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Part 2
Grammar, Usage, and Mechanics . . . . . . . . . 94
Chapter 1 Parts of Speech
96
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 1.1 Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
• Concrete and Abstract Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
• Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
• Possessive Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
• Compound Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
• Common and Proper Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
• Collective Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 1.2 Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Personal and Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . .
• Reflexive and Intensive Pronouns. . . . . . . . . . . . . . . . . . . . . . . .
• Demonstrative Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Interrogative and Relative Pronouns . . . . . . . . . . . . . . . . . . . . .
• Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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102
104
105
106
107
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Chapter 2 Parts of the Sentence
130
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 2.1 Simple Subjects and Simple Predicates . . . . . . . . . . . . . 131
Lesson 2.2 Complete Subjects and Complete Predicates . . . . . . . . 133
Lesson 2.3 Compound Subjects and Compound Predicates. . . . . . 134
Lesson 2.4 Order of Subject and Predicate. . . . . . . . . . . . . . . . . . . . 136
Lesson 2.5 Complements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
• Direct Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
• Indirect Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
• Object Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
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Lesson 1.3 Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
• Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
• Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
• Verb Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 1.4 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
• Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
• Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
• Proper Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 1.5 Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
• Position of Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
• Negative Words as Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
• Adverbs That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson 1.6 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 1.7 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
• Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
• Correlative Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
• Subordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
• Conjunctive Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Lesson 1.8 Interjections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
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• Subject Complements (Predicate Nominatives, Predicate
Adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 3 Phrases
144
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 3.1 Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 3.2 Appositives and Appositive Phrases . . . . . . . . . . . . . . . .
Lesson 3.3 Verbals and Verbal Phrases. . . . . . . . . . . . . . . . . . . . . . .
• Participles and Participial Phrases . . . . . . . . . . . . . . . . . . . . . . .
• Gerunds and Gerund Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . .
• Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 3.4 Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
144
146
148
150
150
152
153
156
158
Chapter 4 Clauses and Sentence Structure
161
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Lesson 4.1 Main Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Lesson 4.2 Subordinate Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 4.3 Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4.4 Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4.5 Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4.6 Four Kinds of Sentences . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4.7 Simple and Compound Sentences . . . . . . . . . . . . . . . . .
Lesson 4.8 Complex and Compound-Complex Sentences . . . . . . .
Lesson 4.9 Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4.10 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
167
168
Chapter 5 Verb Tenses and Voice
182
169
170
172
174
176
177
180
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 5.1 Principal Parts of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . 185
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Lesson 5.2 Regular and Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . 187
Lesson 5.3 Tense of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
•P resent Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
• Past Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
• Future Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Lesson 5.4 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
• Present Perfect Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
• Past Perfect Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
• Future Perfect Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lesson 5.5 Progressive and Emphatic Forms . . . . . . . . . . . . . . . . . . 204
Lesson 5.6 Consistency of Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson 5.7 Voice of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Lesson 5.8 Mood of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
213
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 6.1 Agreement of Subjects and Verbs. . . . . . . . . . . . . . . . . .
Lesson 6.2 Intervening Phrases and Clauses . . . . . . . . . . . . . . . . . .
Lesson 6.3 Agreement with Compound Subjects. . . . . . . . . . . . . . .
Lesson 6.4 Agreement with Special Subjects . . . . . . . . . . . . . . . . . .
• Collective Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Special Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Many a, Every, and Each . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Nouns of Amount. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Countries and Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 6.5 Indefinite Pronouns as Subjects . . . . . . . . . . . . . . . . . . .
Lesson 6.6 Phrases and Clauses as Subjects. . . . . . . . . . . . . . . . . . .
Lesson 6.7 Agreement in Inverted Sentences. . . . . . . . . . . . . . . . . .
Lesson 6.8 Agreement with Subject, Not Predicate Nominative . . .
Lesson 6.9 Agreement in Adjective Clauses . . . . . . . . . . . . . . . . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
213
215
216
218
220
220
220
221
221
222
222
223
225
226
228
228
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Chapter 6 Subject-Verb Agreement
Chapter 7 Using Pronouns Correctly
232
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Lesson 7.1 Case of Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . 234
Lesson 7.2 Pronouns with And as Appositives . . . . . . . . . . . . . . . . . 236
Lesson 7.3 Pronouns After Than and As . . . . . . . . . . . . . . . . . . . . . . 239
Lesson 7.4 Reflexive and Intensive Pronouns . . . . . . . . . . . . . . . . . . 240
Lesson 7.5Who and Whom in Questions and Subordinate
Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Lesson 7.6 Pronoun-Antecedent Agreement . . . . . . . . . . . . . . . . . . . 244
Lesson 7.7 Clear Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . . . . 250
• Vague Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
• Unclear and Indefinite Pronoun Reference . . . . . . . . . . . . . . . . . 252
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Chapter 8 Using Modifiers Correctly
256
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Lesson 8.1 The Three Degrees of Comparison . . . . . . . . . . . . . . . . . 258
Lesson 8.2 Irregular Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Lesson 8.3 Correcting Double Comparisons . . . . . . . . . . . . . . . . . . . 262
Lesson 8.4 Correcting Incomplete Comparisons . . . . . . . . . . . . . . . . 263
Lesson 8.5 Good or Well; Bad or Badly . . . . . . . . . . . . . . . . . . . . . . . 265
Lesson 8.6 Correcting Double Negatives . . . . . . . . . . . . . . . . . . . . . . 267
Lesson 8.7 Correcting Misplaced and Dangling Modifiers . . . . . . . . 269
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Chapter 9 Diagraming Sentences
275
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Lesson 9.1 Diagraming Simple and Compound Sentences . . . . . . . 276
• Subjects and Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
• Compound Subjects and Compound Verbs . . . . . . . . . . . . . . . . 277
• Nouns of Direct Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
• Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
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279
280
282
282
283
284
284
286
287
Chapter 10 Capitalizing
296
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 10.1 Capitalizing Sentences and Quotations . . . . . . . . . . . . .
Lesson 10.2 Capitalizing Letter Parts and Outlines . . . . . . . . . . . . . .
Lesson 10.3 Capitalizing Proper Nouns and Proper Adjectives. . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
296
297
300
302
315
Chapter 11 Punctuation, Abbreviations, and Numbers
317
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.1 The Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.2 The Exclamation Point . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.3 The Question Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.4 The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Colons to Introduce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Other Uses of Colons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
317
319
320
320
321
321
323
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290
291
294
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• Sentences Beginning with Here or There. . . . . . . . . . . . . . . . . .
• Direct Objects and Indirect Objects . . . . . . . . . . . . . . . . . . . . . .
• Subject Complements and Object Complements . . . . . . . . . . .
• Appositives and Appositive Phrases . . . . . . . . . . . . . . . . . . . . . .
• Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Participles and Participial Phrases . . . . . . . . . . . . . . . . . . . . . . .
• Gerunds and Gerund Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . .
• Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . .
• Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 9.2 Diagraming Complex and Compound-Complex
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Compound-Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Lesson 11.5 The Semicolon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Semicolons to Separate Main Clauses. . . . . . . . . . . . . . . . . . . .
• Semicolons and Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.6 The Comma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Commas in a Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Commas and Coordinate Adjectives . . . . . . . . . . . . . . . . . . . . .
• Commas and Compound Sentences . . . . . . . . . . . . . . . . . . . . .
• Commas and Nonessential Elements. . . . . . . . . . . . . . . . . . . . .
• Commas with Interjections, Parenthetical Expressions,
Conjunctive Adverbs, and Antithetical Phrases . . . . . . . . . . . . .
• Commas with Other Elements . . . . . . . . . . . . . . . . . . . . . . . . . .
• Additional Uses of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Misuse of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.7 The Dash. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Dashes to Signal Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Dashes to Emphasize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.8 Parentheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Parentheses to Set Off Supplemental Material . . . . . . . . . . . . .
• Parentheses with Other Marks of Punctuation . . . . . . . . . . . .
324
324
325
326
326
327
328
329
331
332
334
336
339
340
340
341
341
342
343
343
344
345
Lesson 11.9 Brackets and Ellipsis Points . . . . . . . . . . . . . . . . . . . . . . .
• Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Ellipsis Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 11.10 Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Quotation Marks with Direct Quotations. . . . . . . . . . . . . . . . . . 345
• Quotation Marks with Other Marks of Punctuation . . . . . . . . . 347
• Quotation Marks with Titles, Unusual Expressions, and
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Lesson 11.11 Italics (Underlining) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
• Italics with Titles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
• Italics with Foreign Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
• Italics with Words and Other Items Used to Represent
Themselves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Table of Contents
xi
Chapter 12 Sentence Combining
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12.1 Tips for Sentence Combining . . . . . . . . . . . . . . . . . . . . .
Lesson 12.2 Combining Sentences by Inserting Words . . . . . . . . . . .
Lesson 12.3 Combining Sentences by Inserting Phrases . . . . . . . . . .
370
370
371
374
375
Lesson 12.4 Combining Sentences Using
Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . .
• Parallelism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12.5Combining Sentences Using Subordination in Adverb
Clauses, Adjective Clauses, and Noun Clauses . . . . . . .
• Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xii
379
380
381
381
383
385
388
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Lesson 11.12 The Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
• Apostrophes to Show Possession . . . . . . . . . . . . . . . . . . . . . . . . 353
• Apostrophes in Contractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Lesson 11.13 The Hyphen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
• Hyphens with Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
• Hyphens with Compounds and Numbers . . . . . . . . . . . . . . . . . 358
• Hyphens to Divide Words at the End of a Line . . . . . . . . . . . . . 359
Lesson 11.14 Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
• Capitalizing Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
• Postal Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
• Abbreviations of Titles and Units of Measure . . . . . . . . . . . . . . 362
Lesson 11.15 Numbers and Numerals . . . . . . . . . . . . . . . . . . . . . . . . 364
• Numbers Spelled Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
• Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Table of Contents
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Chapter 13 Spelling and Vocabulary
390
Lesson 13.1 Spelling Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13.2 Spelling Difficult Words . . . . . . . . . . . . . . . . . . . . . . . . . .
• Frequently Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13.3 Expanding Your Vocabulary . . . . . . . . . . . . . . . . . . . . . .
• Learning from Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Using Specific Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Using General Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13.4 Roots, Prefixes, and Suffixes . . . . . . . . . . . . . . . . . . . . . .
• Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
390
401
402
406
407
407
409
410
412
425
430
Part 3
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Chapter 14 Argumentative Essay
440
Lesson 14.1 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14.2 Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14.3 Revise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14.4 Edit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14.5 Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
441
443
446
448
450
Chapter 15 Response Essay
452
Lesson 15.1 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
Lesson 15.2 Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Lesson 15.3 Revise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
Lesson 15.4 Edit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460
Lesson 15.5 Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Table of Contents
xiii
Chapter 16 Analytical Essay
462
Lesson 16.1 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Lesson 16.2 Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Lesson 16.3 Revise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Lesson 16.4 Edit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Lesson 16.5 Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
471
Lesson 17.1 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 17.2 Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 17.3 Revise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 17.4 Edit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 17.5 Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
472
476
480
482
483
Chapter 18 Narrative
484
Lesson 18.1 Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18.2 Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18.3 Revise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18.4 Edit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18.5 Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
485
489
490
492
494
Chapter 19 Graphic Organizers
495
Chapter 20 MLA Style Guide
512
Table of Contents
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xiv
Chapter 17 Research Report
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Part 4
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
Chapter 21 The Library or Media Center
520
Chapter 22 Using Print and Digital Resources
524
Lesson 22.1 Understanding Cataloging Systems . . . . . . . . . . . . . . . . . 524
Lesson 22.2 Locating Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536
• Dewey Decimal System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536
• Library of Congress System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
• Finding Information in Nonfiction Books . . . . . . . . . . . . . . . . . . 541
Lesson 22.3Locating Articles in Newspapers and
Magazines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
• Computer Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
• Readers’ Guide to Periodical Literature . . . . . . . . . . . . . . . . . . . . 543
Lesson 22.4 Using Other Reference Sources . . . . . . . . . . . . . . . . . . . . 545
• General Reference Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
• Planning Library Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Lesson 22.5 Making the Most of Word Resources . . . . . . . . . . . . . . . 548
• Kinds of Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 548
• Word Entries in General Dictionaries . . . . . . . . . . . . . . . . . . . . . 549
• Other Kinds of Information in General Dictionaries . . . . . . . . . 555
• Thesauruses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556
• Style Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559
Chapter 23 Accessing Digital Resources
560
• Understanding Addresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
• Accessing Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561
Common Core State Standards Correlations Grade 11 . . . . . . . . . . . 563
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573
Table of Contents
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Part One
The Ready Reference consists of three parts. The
Glossary of Terms is a quick reference to language
arts terms, defined and cross-referenced to relevant
lessons. The Usage Glossary lists pairs of words that
are easily confused and provides explanation for the
correct usage of each word. The third part is
Abbreviations, which consists of lists of many
commonly used abbreviations.
By day and night
I sing this song:
“All right’s all right,
Alright’s all wrong.”
— Willard R. Espy,
Say It My Way
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PHOTO: Comstock Images/Jupiterimages/Getty Images
Ready
Reference
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
PHOTO: (t)Lisa Fukshansky/The McGraw-Hill Companies, Inc.; (c)Adrien Dewisme/Flickr/Getty
Images; (b)Thomas Hawk/Flickr/Getty Images; (bkgd)Ryan McVay/Photodisc/Getty Images.
READY REFERENCE
GLOSSARY OF TERMS
A
abbreviation An abbreviation is a shortened form of a word.
Abbreviations save space and time and prevent unnecessary
wordiness. For instance, M.D. is more concise and easier to
write than Medical Doctor. Most abbreviations have periods. If you are unsure of how to write an abbreviation, consult a dictionary (pages 86, 360).
EXAMPLE
Gerry left at 8:00 A.M.
EXAMPLE
Did she really leave at 8:00 A.M.?
EXAMPLE
Their throats parched by the searing heat, the firefighters battled the blaze.
EXAMPLE
The fire [being] out, they coiled their hoses.
abstract noun An abstract noun names an idea, a quality, or a
characteristic (page 97). See concrete noun.
EXAMPLES
attitude
dignity
loyalty
sadness
temperature
action verb An action verb tells what someone or something
does. Some action verbs express physical action. Others
express mental action (page 109).
EXAMPLE
Ted waved the signal flag. [physical action]
EXAMPLE
He hoped for success. [mental action]
4
Ready Reference
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
absolute phrase An absolute phrase, also known as a nominative absolute, consists of a noun or a pronoun that is
modified by a participle or a participial phrase. An absolute
phrase has no grammatical relation to the rest of the sentence. An absolute phrase belongs neither to the complete
subject nor to the complete predicate of a sentence. It stands
“absolutely” by itself in relation to the rest of the sentence
(page 156).
EXAMPLE
READY REFERENCE
active voice An action verb is in the active voice when the
subject of the sentence performs the action (page 206). See
passive voice.
The brown bear caught a salmon.
adjective An adjective is a word that modifies a noun or a
pronoun by limiting its meaning. An adjective tells what
kind, which one, how many, or how much (page 112).
EXAMPLES
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
red barn
that notebook
cracked pitcher
adjective clause An adjective clause is a subordinate clause
that modifies a noun or a pronoun. An adjective clause may
begin with a relative pronoun (who, whom, whose, that, or
which) or the word where or when. An adjective clause normally follows the word it modifies (page 167).
EXAMPLE
Magazines that inform are best. [The adjective clause
tells what kind and modifies Magazines.]
adjective phrase An adjective phrase is a prepositional
phrase that modifies a noun or a pronoun (page 146).
EXAMPLE
Sally chose the sandwich with cheese. [adjective phrase
modifying a noun]
adverb An adverb is a word that modifies a verb, an adjective, or another adverb (page 116).
EXAMPLES
modifying verbs
Never swim alone.
verb
He has seldom complained.
verb
modifying adjectives
verb
The movie was very scary and too long.
adjective
Glossary of Terms
adjective
5
READY REFERENCE
modifying adverbs
She almost always waited quite patiently.
adverb
adverb
Adverbs modify by answering these questions:
EXAMPLES
When?
It should arrive Saturday.
Where?
Leave your coat there.
How?
He stacked the books quickly and neatly.
To what degree?
We were very sorry.
EXAMPLE
Before I took the test, I studied for hours. [The adverb
clause tells when and modifies the verb studied.]
adverb phrase An adverb phrase is a prepositional phrase that
modifies a verb, an adjective, or another adverb (page 147).
EXAMPLE
Lynne works well under pressure. [adverb phrase modifying the adverb well.]
agreement Agreement is the match between grammatical
forms. A verb must agree with its subject (page 215). A pronoun must agree with its antecedent (page 244).
EXAMPLE
The freshmen and sophomores are debating today.
[subject-verb agreement]
EXAMPLE
Lissa thanked her brother for driving her to the
dance. [pronoun-antecedent agreement]
antecedent An antecedent is the word or group of words to
which a pronoun refers or that a pronoun replaces. All pronouns must agree with their antecedents in number, gender,
and person (page 244).
6
Ready Reference
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
adverb clause An adverb clause is a subordinate clause that
modifies a verb, an adjective, or another adverb in the main
clause. It tells when, where, how, why, to what extent, or
under what conditions (page 168).
EXAMPLE
Octavio Paz is one of the greatest poets of his era.
[singular masculine pronoun]
Emily Dickinson wrote her poems on scrap paper.
[singular feminine pronoun]
EXAMPLE
Walt Whitman and Emily Dickinson are famous for
their poetry. [plural pronoun]
apostrophe An apostrophe (’) is a punctuation mark used in
possessive nouns, possessive indefinite pronouns, and contractions. In contractions it shows that one or more letters
have been left out (page 353).
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
Leon didn’t bring Celia’s book, so she needs to borrow
someone’s.
appositive An appositive is a noun or a pronoun that is
placed next to another noun or pronoun to identify it or
give additional information about it (page 148).
EXAMPLE
My friend Ethan works at a bookstore after school.
[The appositive Ethan identifies the noun friend.]
appositive phrase An appositive phrase is an appositive plus
any words that modify the appositive (page 148).
EXAMPLE
He is saving money to travel to Bogotá, the capital of
Colombia. [The appositive phrase, in blue type, identifies
Bogotá.]
article Articles are the adjectives a, an, and the. A and an are
called indefinite articles. They can refer to any one of a
kind of person, place, or thing. A is used before consonant
sounds, and an is used before vowel sounds. The is the definite article. It refers to a specific person, place, or thing
(page 115).
EXAMPLES
indefinite He found a ring.
I have a used computer.
I ate an egg.
It’s been almost an hour
since he left.
Glossary of Terms
7
READY REFERENCE
EXAMPLE
READY REFERENCE
definite
He found the ring.
I ate the egg.
I have the used computer. It’s almost the hour for
lunch.
auxiliary verb The most common auxiliary verbs are forms
of be and have. They help the main verb express time by
forming the various tenses (page 111).
EXAMPLE
We will weed the vegetable garden this morning.
EXAMPLE
Sandra has already weeded the peppers and the
tomatoes.
EXAMPLE
We were weeding the flower beds when the rain started.
The other auxiliary verbs are not used primarily to
express time. They are often used to emphasize meaning.
I should be leaving.
EXAMPLE
Could he have forgotten?
EXAMPLE
Marisa may already be finished.
B
brackets Use brackets ([ ]) to enclose information that you
have inserted into a quotation for clarity. Use brackets to
enclose a parenthetical phrase that already appears within
parentheses (page 343).
EXAMPLE
We cannot be free until they [all Americans] are.
—James Baldwin
EXAMPLE
The name Oregon comes from the French word ouragan (which means “hurricane” [referring to the
Columbia River]).
C
case Personal pronouns have three cases, or forms. The
three cases are called nominative, objective, and possessive.
8
Ready Reference
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
READY REFERENCE
The case of a personal pronoun depends on the pronoun’s
function in a sentence—that is, whether it’s a subject, a
complement, an object of a preposition, or a replacement
for a possessive noun (page 234).
PERSONAL PRONOUNS
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CASE
SINGULAR
PLURAL
FUNCTION
PRONOUNS
PRONOUNS
IN SENTENCE
nominative
I, you, she,
he, it
we, you, they
subject or
predicate
nominative
objective
me, you, her,
him, it
us, you, them
direct object,
indirect
object, or
object of
preposition
possessive
my, mine,
your, yours,
her, hers,
his, its
our, ours,
your, yours,
their, theirs
replacement
for possessive
noun(s)
clause A clause is a group of words that has a subject and a
predicate (verb). A clause can function as a sentence by itself
or as part of a sentence (page 163).
EXAMPLE
The curtain rose.
closing A closing is a way to end a letter. It begins with a
capital letter and is followed by a comma (pages 300, 335).
EXAMPLES
Yours truly,
Sincerely,
Your friend,
collective noun A collective noun is singular in form but
names a group (pages 100, 220).
EXAMPLES
family
audience
herd
troop
company
committee
band
jury
Glossary of Terms
team
flock
9
READY REFERENCE
colon A colon (:) is a punctuation mark. It’s used to introduce a list and to separate the hour and the minutes when
you write the time of day. It’s also used after the salutation
of a business letter (page 321).
EXAMPLE
We need these ingredients: milk, eggs, raisins, and
chopped pecans.
EXAMPLE
The race will start at exactly 2:15 P.M.
EXAMPLE
Dear Senator Mathers:
comma A comma (,) is a punctuation mark that’s used to
separate items or to set them off from the rest of a sentence
(page 326).
You’ll find spoons, forks, and knives in that drawer.
EXAMPLE
The clowns, who had crammed themselves into the
tiny car, all jumped out at once.
comma splice One type of run-on sentence, a comma splice,
occurs when two main clauses are joined by a comma only
(page 177).
EXAMPLE
comma splice
It rained the entire time the boys were on vacation, they still enjoyed the trip.
correct
It rained the entire time the boys were on vacation. They still enjoyed the trip.
correct
It rained the entire time the boys were on vacation, but they still enjoyed the trip.
correct
It rained the entire time the boys were on vacation; they still enjoyed the trip.
common noun A common noun is the general—not the particular—name of a person, place, thing, or idea (page 99).
See proper noun.
10
Ready Reference
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
EXAMPLES
person
thing
idea
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
comparative degree The comparative degree of an adjective
or adverb is the form that shows two things being compared (page 258).
EXAMPLE
Kim’s dog is smaller than my dog. [adjective]
EXAMPLE
My dog ran more swiftly than the cat. [adverb]
complement A complement is a word or a group of words
that completes the meaning of a verb (page 138). See also
direct objects, indirect objects, and subject complements
(predicate nominatives and predicate adjectives).
EXAMPLE
Carlos served dinner.
EXAMPLE
Maria admires him deeply.
complete predicate The complete predicate consists of the
simple predicate, or verb, and all the words that modify it or
complete its meaning (page 133).
EXAMPLE
The team will be going from Illinois to Rhode Island
by way of Cedar Point in Sandusky, Ohio.
complete subject The complete subject consists of the simple
subject and all the words that modify it (page 133).
EXAMPLE
The small black kitten in the top cage is the one for me.
complex sentence A complex sentence has one main clause
and one or more subordinate clauses (page 174).
Main Clause
EXAMPLE
I like Toni Cade Bambara’s stories
S V
Subordinate Clause
Subordinate Clause
because they have characters I can believe in.
S
V
S V
V
Glossary of Terms
11
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place
artist, uncle, poet
country, lake, park
shuttle, vehicle, play
era, religion, movement
Subordinate Clause
When I read her stories, I enjoy them
EXAMPLE
READY REFERENCE
Main Clause
S V
Subordinate Clause
S
V
because they are realistic.
S
V
compound-complex sentence A compound-complex sentence
has two or more main clauses and at least one subordinate
clause (page 174).
Main Clause
Subordinate Clause
I read Frankenstein, which Mary Shelley wrote,
EXAMPLE
S V
S
V
Main Clause
and I reported on it.
S
V
EXAMPLE
Maria opened her book, grabbed a pencil, and started
her homework.
EXAMPLE
Seagulls will glide or swoop down to the ocean.
compound preposition A compound preposition is a preposition that is made up of more than one word (page 120).
EXAMPLES
according to
because of
next to
ahead of
by means of
instead of
along with
except for
on account of
compound sentence A compound sentence contains two or
more main clauses (page 173).
Main Clause
EXAMPLE
Stories about the Old West are entertaining, and
S
Main Clause
V
stories set in foreign countries are interesting.
S
12
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V
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compound predicate A compound predicate (or compound
verb) is made up of two or more verbs or verb phrases that
are joined by a conjunction and have the same subject
(page 135).
Main Clause
EXAMPLE
Main Clause
Stories entertain me, and riddles amuse me, but
S
S
V
READY REFERENCE
V
Main Clause
poems are my favorite.
S
V
Main Clause
EXAMPLE
Comedies delight us;
S
V
Main Clause
tragedies often teach us something.
S
V
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compound subject A compound subject is made up of two
or more simple subjects that are joined by a conjunction
and have the same verb (page 134).
EXAMPLE
Tomatoes and carrots are colorful vegetables.
EXAMPLE
Tomatoes or carrots would add color to the salad.
EXAMPLE
Tomatoes, carrots, and peppers are healthful.
compound verb See compound predicate.
concrete noun A concrete noun names an object that occupies space or can be recognized by any of the senses (sight,
smell, hearing, taste, and touch) (page 97). See abstract noun.
EXAMPLES
air
melody
stone
aroma
heat
conjunction A conjunction is a word that joins single words
or groups of words (page 122). See coordinating conjunction,
correlative conjunction, and subordinating conjunction.
conjunctive adverb A conjunctive adverb is used to clarify
the relationship between clauses of equal weight in a sentence. Conjunctive adverbs are preceded by semicolons and
followed by commas (page 125).
Glossary of Terms
13
READY REFERENCE
EXAMPLES
to replace and
also, besides, furthermore, moreover
to replace but
however, nevertheless, nonetheless, still,
though
to state a result
accordingly, consequently, then, therefore,
thus
to state equality
equally, indeed, likewise, similarly
Janine is not very organized; accordingly, she carries
a day planner and consults it often.
EXAMPLE
EXAMPLES
is formed from
you’d
you had, you would
you’re
you are
who’s
who is, who has
coordinating conjunction A coordinating conjunction joins
words or groups of words that have equal grammatical
weight in a sentence (page 122).
and
but
or
so
nor
yet
EXAMPLE
One and six are seven. [two nouns]
EXAMPLE
Merlin was smart but irresponsible. [two adjectives]
EXAMPLE
for
Let’s put the note on the TV or on the refrigerator. [two
prepositional phrases]
EXAMPLE
I wanted a new sun hat, so I bought one. [two complete
thoughts]
EXAMPLE
He did not complain, nor did he object to our plan. [two
complete thoughts]
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contraction A contraction is a single word made up of two
words that have been combined by omitting letters.
Common contractions combine a subject and a verb or a
verb and the word not (page 355).
EXAMPLE
Lightning struck the barn, yet no fire started. [two
complete thoughts]
We didn’t explore the summit that night, for the climb
had exhausted us. [two complete thoughts]
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
correlative conjunction Correlative conjunctions work in
pairs to join words and groups of words of equal grammatical weight in a sentence (page 123).
both . . . and
just as . . . so
not only . . . but (also)
either . . . or
neither . . . nor
whether . . . or
EXAMPLE
Both he and I were there.
EXAMPLE
Either she will sew new curtains, or I will put up the
old blinds.
EXAMPLE
I not only scrubbed but also waxed the floor.
D
dangling modifier Dangling modifiers seem logically to
modify no word at all. To correct a sentence that has a dangling modifier, you must supply a word that the dangling
modifier can sensibly modify (page 270).
EXAMPLES
dangling
Working all night long, the fire was extinguished. [participial phrase logically modifying no word in the sentence]
clear
Working all night long, the firefighters extinguished
the fire. [participial phrase modifying firefighters]
dangling
Sleeping soundly, my dream was interrupted by the
alarm. [participial phrase logically modifying no word in
the sentence]
clear
Sleeping soundly, I had my dream interrupted by the
alarm. [participial phrase modifying I ]
Glossary of Terms
15
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EXAMPLE
READY REFERENCE
dash A dash (—) is a punctuation mark. It’s usually used in
pairs to set off a sudden break or change in thought or
speech (page 339).
EXAMPLE
Lionel Washington—he was my Boy Scout troop
leader—is running for city council.
declarative sentence A declarative sentence makes a statement. A declarative sentence usually ends with a period but
can end with an exclamation mark. This type of sentence is
the most frequently used in speaking and writing (page 170).
EXAMPLE
I have four pets.
EXAMPLE
Two of my pets are dogs.
EXAMPLE
That’s the cutest puppy I’ve ever seen!
EXAMPLE
Bring this ticket with you.
EXAMPLE
Give that ticket to a friend.
EXAMPLE
We’ll need these props for the show.
EXAMPLE
The director wrote those notes.
demonstrative pronoun A demonstrative pronoun points out
specific persons, places, things, or ideas (page 105).
DEMONSTRATIVE PRONOUNS
singular
this
that
plural
these
those
EXAMPLE
Bring this with you.
EXAMPLE
Give that to a friend.
EXAMPLE
We’ll need these for the show.
EXAMPLE
The director wrote those.
16
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demonstrative adjective A demonstrative adjective modifies a
noun and points out something by answering the question
which one? or which ones? This, that, these, and those are
demonstrative adjectives when they modify nouns (page 113).
dependent clause See subordinate clause.
EXAMPLE
Christie, do you like my haircut?
EXAMPLE
You can’t park here, buddy.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
direct object A direct object answers the question what? or
whom? after an action verb (page 138).
EXAMPLE
Carlos served dinner.
EXAMPLE
Paula called Carlos on the telephone.
direct quotation A direct quotation gives the speaker’s exact
words. It is preceded and followed by quotation marks
(page 298).
EXAMPLE
My little brother asked, “Why can’t I go too?”
double comparison Don’t use both -er and more. Don’t use
both -est and most. To do so would be an error called a
double comparison (page 262).
EXAMPLES
incorrect
A redwood grows more taller than an oak.
correct
A redwood grows taller than an oak.
incorrect
Aunt Ellie is my most kindest aunt.
correct
Aunt Ellie is my kindest aunt.
double negative A double negative is two or more negative
words used to express the same idea. Use only one negative
word to express a negative idea (page 267).
Glossary of Terms
17
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direct address Direct address is a name used in speaking
directly to a person. Direct address may also be a word or
phrase used in place of a name. Words used in direct address
are set off by commas (page 335).
READY REFERENCE
EXAMPLES
incorrect
I don’t have no stereo equipment.
correct
I don’t have any stereo equipment.
correct
I have no stereo equipment.
incorrect
We haven’t seen no concerts this year.
correct
We haven’t seen any concerts this year.
correct
We have seen no concerts this year.
E
“Listen, my children, and you shall hear. . . .”
EXAMPLE
—Henry Wadsworth Longfellow
emphatic forms of a verb The present tense and the past tense
have additional forms, called emphatic forms, that add special force, or emphasis, to the verb. You make the emphatic
forms by using do, does, or did with the base form of the
verb (page 204).
EXAMPLES
present emphatic
I do hope the train is on time.
Tom does have a plane to catch.
past emphatic
18
He did miss his plane the last time because of
a late train.
Ready Reference
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ellipsis points Use a series of three spaced points, called
ellipsis points ( . . . ), to indicate the omission of material
from a quotation. Use three spaced points if the omission
occurs at the beginning of a sentence. If the omission
occurs in the middle or at the end of a sentence, use any
necessary punctuation (for instance, a comma, a semicolon,
or a period) plus the three spaced points. When it is necessary to use a period, do not leave any space between the last
word and the first point, which is the period (page 344).
EXAMPLE
Here is your clean laundry.
EXAMPLE
Did you forget your jacket?
EXAMPLE
What a gorgeous salad that is!
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
essential clause Some adjective clauses are necessary to
make the meaning of a sentence clear. Such an adjective
clause is called an essential clause, or a restrictive clause. Do
not set off an essential clause with commas (page 167).
EXAMPLE
Magazines that have no substance bore me.
EXAMPLE
Many writers whose works have become famous began
their writing careers at the New Yorker magazine.
exclamation point An exclamation point (!) is a punctuation
mark used to end a sentence that shows strong feeling
(exclamatory). It’s also used after strong interjections
(page 320).
EXAMPLES
Yikes! We’ll be late!
exclamatory sentence An exclamatory sentence expresses
strong emotion and ends with an exclamation mark. Note
that exclamatory sentences can be declarative (first
example), imperative (second example), or interrogative
(third example) while expressing strong emotion. In writing,
exclamatory sentences should be used sparingly so as not to
detract from their effectiveness (page 171).
EXAMPLE
She is such a beautiful dog!
EXAMPLE
Don’t chew on that!
EXAMPLE
What do you think you are doing!
Glossary of Terms
19
READY REFERENCE
end mark An end mark is a punctuation mark used at the
end of a sentence. Periods, question marks, and exclamation
points are end marks (pages 319–320).
READY REFERENCE
F
future perfect tense Use the future perfect tense to express
one future action or condition that will begin and end
before another future event starts.
You form the future perfect tense by using will have or
shall have with the past participle of a verb: will have practiced, shall have flown (page 200).
By September I will have saved fifty dollars. [The
EXAMPLE
money will be saved by the time another future event, the
arrival of September, occurs.]
future tense Use the future tense to express an action or a
condition that will occur in the future (page 196).
Robby will order the supplies.
EXAMPLE
I will pack the car in the morning.
G
gender The gender of a noun may be masculine (male),
feminine (female), or neuter (referring to things) (page 244).
EXAMPLES
man (masculine) aunt (feminine) notebook (neuter)
gender-neutral language Language that does not assume the
gender of a noun is called gender-neutral language. Use
gender-neutral language when the gender is unknown or
could be either masculine or feminine (pages 245, 452–453).
EXAMPLE
An author must capture his or her readers’ interest.
EXAMPLE
Authors must capture their readers’ interest.
EXAMPLE
Authors must capture readers’ interest.
gerund A gerund is a verb form that ends in -ing and is used
in the same ways a noun is used (page 152).
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EXAMPLE
EXAMPLE
EXAMPLE
Cooking is an enjoyable activity. [gerund as subject]
My younger sister likes swimming. [gerund as direct
gerund phrase A gerund phrase contains a gerund plus any
complements and modifiers (page 152).
EXAMPLE
Cross-country skiing is good exercise.
EXAMPLE
Billie Holiday’s soulful singing delighted many
audiences.
H
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helping verb See auxiliary verb.
hyphen A hyphen (-) is a punctuation mark that’s used in
compound words (page 357).
EXAMPLE
Luis’s great-grandfather hung twenty-one bird feeders.
I
imperative mood The imperative mood expresses a command or makes a request (page 207).
EXAMPLE
Take the express train home.
EXAMPLE
Please don’t slam the door.
imperative sentence An imperative sentence gives a command
or makes a request. An imperative sentence usually ends with
a period but can end with an exclamation mark. In imperative
sentences, the subject you is understood (page 171).
EXAMPLE
Get off the table.
EXAMPLE
Duck!
indefinite pronoun An indefinite pronoun refers to persons,
places, things, or ideas in a more general way than a noun
does (page 107).
Glossary of Terms
21
READY REFERENCE
object]
READY REFERENCE
INDEFINITE PRONOUNS
always
singular
another
anybody
anyone
anything
each
always
plural
both
singular or all
plural
EXAMPLE
either
everybody
everyone
everything
much
neither
no one
nobody
nothing
one
other
somebody
someone
something
few
many
others
several
any
enough
most
none
some
Everybody needs food. [The indefinite pronoun
Everybody refers to people in general.]
EXAMPLE
Did you get enough to eat? [The indefinite pronoun
EXAMPLE
After two bowls of chili, I did not want another. [The
indefinite pronoun another has the antecedent bowls (of
chili).]
independent clause An independent clause has a subject and
a predicate and expresses a complete thought. It is the only
type of clause that can stand alone as a sentence. An independent clause is also called a main clause (page 163).
EXAMPLE
The curtain rose.
EXAMPLE
The cast bowed, and the audience applauded.
EXAMPLE
The curtains closed for several minutes, but the
applause continued.
indicative mood The indicative mood, the one used far more
often than the imperative mood or the subjunctive mood,
makes a statement or asks a question (page 207).
EXAMPLE
He takes the express train home.
EXAMPLE
She doesn’t slam the door.
22
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enough refers to a general, not a specific, amount.]
EXAMPLE
Tyrone served his sisters dinner.
EXAMPLE
Kim saved Rosa and Manuel seats.
READY REFERENCE
indirect object An indirect object answers the question to
whom? for whom? to what? or for what? after an action
verb (page 139).
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
indirect quotation An indirect quotation paraphrases a
speaker’s words and should not be capitalized or enclosed
in quotation marks (page 298). See direct quotation.
EXAMPLE
My brother asked why he couldn’t go.
EXAMPLE
She said that she wanted to leave early.
infinitive An infinitive is a verb form that is usually preceded by the word to and is used as a noun, an adjective, or
an adverb (page 153).
EXAMPLE
His goal is to graduate. [infinitive as predicate nominative]
EXAMPLE
They have the desire to win. [infinitive as adjective]
infinitive phrase An infinitive phrase contains an infinitive
plus any complements and modifiers (page 154).
EXAMPLE
We stopped to look at the beautiful scenery.
EXAMPLE
To be a good friend is my goal.
intensive pronoun An intensive pronoun ends with -self or
-selves and is used to draw special attention to a noun or a
pronoun already named (pages 104–105, 240).
EXAMPLE
He himself delivered the flowers.
EXAMPLE
You must sign the application yourself.
EXAMPLE
Mariko herself made the bridesmaids’ dresses.
Glossary of Terms
23
READY REFERENCE
interjection An interjection is a word or phrase that
expresses emotion or exclamation. An interjection has no
grammatical connection to other words (page 127).
EXAMPLE
Oh, my! What is that?
EXAMPLE
Ouch, it’s hot!
EXAMPLE
Yikes, I’ll be late!
EXAMPLE
Ah, that’s better.
interrogative pronoun An interrogative pronoun is used to
form questions (page 106).
who
whom
what
which
whoever
whomever
whatever
whichever
Who is at the door?
EXAMPLE
Whom would you prefer?
EXAMPLE
Whose is this plaid coat?
EXAMPLE
Whatever is that odd noise?
interrogative sentence An interrogative sentence asks a question. It usually ends with a question mark but can end with
an exclamation point if it expresses strong emotion (page 171).
EXAMPLE
How many pets do you have?
EXAMPLE
What in the world were you thinking!
intransitive verb An intransitive verb is not followed by a
word that answers the question what? or whom? (page 109).
See transitive verb.
EXAMPLE
The batter swung wildly. [The verb is followed by a word
that tells how.]
inverted order A sentence written in inverted order, in
which the predicate comes before the subject, serves to add
emphasis to the subject (pages 137, 226).
24
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EXAMPLE
whose
EXAMPLES
SUBJECT
Across the field galloped
the three horses.
In the distance flowed
a river.
irregular verb An irregular verb forms its past and past participle in some way other than by adding -ed or -d to the
base form (page 187).
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLES
BASE FORM
PAST FORM
PAST PARTICIPLE
be, am, are, is
was, were
been
swim
swam
swum
put
put
put
write
wrote
written
lie
lay
lain
italics Italics are printed letters that slant to the right. This
sentence is printed in italic type. Italics are used for the titles
of certain kinds of published works, works of art, foreign
terms, and other situations. In handwriting, underlining is a
substitute for italics (page 350).
EXAMPLE
This Newsweek magazine has an article about
Picasso’s painting Guernica.
EXAMPLE
Cicero’s saying Omnia praeclara rara can be translated
as “All excellent things are scarce.”
L
linking verb A linking verb links, or joins, the subject of a
sentence (often a noun or a pronoun) with a noun, a pronoun, or an adjective that identifies or describes the subject.
A linking verb does not show action. Be in all its forms—
Glossary of Terms
25
READY REFERENCE
PREDICATE
READY REFERENCE
am, is, are, was, were—is the most commonly used linking
verb (page 110).
EXAMPLE
The person behind the mask was you.
EXAMPLE
The players are ready.
EXAMPLE
Archery is an outdoor sport.
EXAMPLE
They were sports fans.
Several other verbs besides be can act as linking verbs.
OTHER VERBS THAT CAN BE LINKING VERBS
grow
look
remain
seem
sound
smell
EXAMPLE
This salad tastes good.
EXAMPLE
The sun feels warm on my shoulders.
EXAMPLE
You look comfortable.
EXAMPLE
The leaves turned brown.
stay
taste
turn
M
main clause A main clause has a subject and a predicate and
expresses a complete thought. It is the only type of clause
that can stand alone as a sentence. A main clause is also
called an independent clause (page 163).
EXAMPLE
EXAMPLE
EXAMPLE
The curtain rose.
The cast bowed, and the audience applauded.
The curtains closed for several minutes, but the
applause continued.
main verb A main verb is the last word in a verb phrase. If
a verb stands alone, it’s a main verb (page 111).
EXAMPLE
The band members have been selling light bulbs for
a month.
EXAMPLE
One band member sold two cases of light bulbs.
26
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appear
become
feel
EXAMPLE
misplaced Soaring over the edge of the cliff, the photographer
captured an image of the eagle. [participial phrase incorrectly modifying photographer]
clear
The photographer captured an image of the
eagle soaring over the edge of the cliff. [participial phrase
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
correctly modifying eagle]
mood of verbs Along with expressing tense and voice, verbs
also express mood. A verb expresses one of three moods:
the indicative mood, the imperative mood, or the subjunctive mood (page 207). See indicative mood, imperative
mood, and subjunctive mood.
N
nominative case Use the nominative case for a pronoun that
is a subject or a predicate nominative (page 234).
EXAMPLE
We have raised enough money.
EXAMPLE
The lead soprano will be she.
nonessential clause An adjective clause that adds information to a sentence but is not necessary to make the meaning
of the sentence clear is called a nonessential clause or a nonrestrictive clause. Always use commas to set off a nonessential clause (pages 167–168, 329).
EXAMPLE
James Thurber, who was a famous humorist, wrote
for the New Yorker.
Glossary of Terms
27
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misplaced modifier Misplaced modifiers modify the wrong
word, or they seem to modify more than one word in a sentence. To correct a sentence that has a misplaced modifier,
move the modifier as close as possible to the word it modifies (page 269).
His stories, which include humorous incidents from his
childhood in Ohio, make funny and interesting reading.
READY REFERENCE
EXAMPLE
nonrestrictive clause See nonessential clause.
noun A noun is a word that names a person, a place, a thing,
or an idea (page 97).
EXAMPLES
uncle, doctor, baby, Luisa, son-in-law
kitchen, mountain, Web site, West Virginia
apple, tulip, continent, seagull, amplifier
respect, pride, love, appreciation, century
person
place
thing
idea
Whoever wins the election will speak. [noun clause as
EXAMPLE
subject]
number Number refers to the form of a word that indicates
whether it is singular or plural. A verb must agree with its
subject in number (page 215).
EXAMPLES
SINGULAR
PLURAL
The athlete exercises.
The cat scratches.
The athletes exercise.
The cats scratch.
O
object complement An object complement answers the question what? after a direct object. That is, it completes the
meaning of the direct object by identifying or describing it
(page 139).
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noun clause A noun clause is a subordinate clause that is
used as a noun within the main clause of a sentence. You can
use a noun clause as a subject, a direct object, an indirect
object, an object of a preposition, or a predicate nominative
(page 169).
Residents find the park peaceful. [adjective]
EXAMPLE
Maya appointed me spokesperson and treasurer. [nouns]
EXAMPLE
My grandmother considers the property hers. [pronoun]
object of a preposition An object of a preposition is the noun
or pronoun that ends a prepositional phrase (page 121).
EXAMPLE
The diamonds in the vault are priceless. [In shows the
relationship between the diamonds and the object of the
preposition, vault.]
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
objective case Use the objective case for a pronoun that is a
direct object, an indirect object, or an object of a preposition
(page 234).
EXAMPLE
The coach trained her. [direct object]
EXAMPLE
The prompter gave me my cues. [indirect object]
EXAMPLE
Third prize was split between him and me. [object of
preposition]
P
parentheses Parentheses ( ) are punctuation marks used to set
off words that define or explain another word (page 341).
EXAMPLE
Myanmar (formerly Burma) is on the Bay of Bengal.
parenthetical expression Parenthetical expressions are side
thoughts that add information. Parenthetical expressions
should be set off by commas, dashes, or parentheses
(pages 331, 339, 341).
EXAMPLES
in fact
on the other hand
on the contrary
EXAMPLES
by the way
to be exact
after all
EXAMPLE
By the way, did Mom call today?
EXAMPLE
I’m responsible for about a hundred tickets—to be
exact, 106.
Glossary of Terms
29
READY REFERENCE
EXAMPLE
READY REFERENCE
participial phrase A participial phrase contains a participle
plus any complements and modifiers (page 151).
EXAMPLE
The dog saw many ducks swimming in the lake.
EXAMPLE
Barking loudly, the dog approached the water.
participle A participle is a verb form that can function as an
adjective (pages 112, 150).
EXAMPLE
A rumbling van drove down our street. [present participle]
EXAMPLE
The dogs watched the scared cat. [past participle]
passive voice An action verb is in the passive voice when its
action is performed on the subject (page 206). See active
voice.
EXAMPLE
A salmon was caught by the brown bear.
EXAMPLE
PAST
PAST PERFECT
Pat dedicated her play to the drama teacher who had encouraged
her long ago. [First the drama teacher encouraged Pat; then years later
Patricia acknowledged her teacher’s support.]
past tense Use the past tense to express an action or a condition that was started and completed in the past (page 196).
EXAMPLE
The track meet went well.
EXAMPLE
Nan set a new school record for the shot put.
period A period (.) is a punctuation mark used to end a
sentence that makes a statement (declarative) or gives a
command (imperative). It’s also used at the end of many
abbreviations (pages 319, 360).
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past perfect tense Use the past perfect tense to indicate that
one past action or condition began and ended before
another past action or condition started. You form the past
perfect tense by using the auxiliary verb had with the past
participle of a verb: had praised, had written (page 199).
I can’t tell whether this recipe specifies “1 tsp.” or
“1 tbsp.” of cinnamon. [declarative]
EXAMPLE
Please mail a check to Dr. Benson. [imperative]
personal pronoun A personal pronoun refers to a specific
person, place, thing, or idea by indicating the person speaking (the first person), the person being spoken to (the second person), or any other person, place, thing, or idea being
discussed (the third person). Like a noun, a personal pronoun expresses number; that is, it can be singular or plural
(pages 102, 234).
PERSONAL PRONOUNS
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SINGULAR
PLURAL
first person
I, me
we, us
second person
you
you
third person
he, him, she, her, it
they, them
EXAMPLES
The song was dedicated to me. [Me refers to the
first person
person speaking.]
second person
Sam will copy the document for you. [You refers
to the person being spoken to.]
third person
She gave him the good news. [She and him refer to
the people being talked about.]
phrase A phrase is a group of words that acts in a sentence
as a single part of speech (page 146).
positive degree The positive degree of an adjective or adverb
is the form that cannot be used to make a comparison. This
form appears as the entry word in a dictionary (page 258).
EXAMPLE
My dog is small.
EXAMPLE
The cat ran swiftly.
Glossary of Terms
31
READY REFERENCE
EXAMPLE
READY REFERENCE
possessive pronoun A possessive pronoun takes the place of
the possessive form of a noun (page 103).
POSSESSIVE PRONOUNS
SINGULAR
PLURAL
first person
my, mine
our, ours
second person
your, yours
your, yours
third person
his, her, hers, its
their, theirs
predicate The predicate is the part of the sentence that says
something about the subject (page 131).
EXAMPLE
Garth Brooks will perform.
EXAMPLE
Firefighters are brave.
EXAMPLE
Firefighters must be extremely careful.
predicate nominative A predicate nominative is a noun or a
pronoun that follows a linking verb and points back to the
subject to rename it or to identify it further (page 140).
EXAMPLE
Sopranos are singers.
EXAMPLE
Many current opera stars are Italians or Spaniards.
EXAMPLE
Fiona became both a musician and an architect.
preposition A preposition is a word that shows the relationship of a noun or a pronoun to another word in a sentence
(page 119).
aboard
beneath
in
regarding
about
beside
inside
respecting
EXAMPLE
32
I read to Carlito from the new book.
Ready Reference
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predicate adjective A predicate adjective follows a linking
verb and points back to the subject and further describes it
(page 141).
EXAMPLE
The diamonds in the vault are priceless. [In shows the
relationship between the diamonds and the object of the
preposition, vault.]
EXAMPLE
The telephone rang four times during dinner. [During
shows the relationship between rang and the object of the
preposition, dinner.]
EXAMPLE
Here is a gift for you. [For relates gift to the object of the
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
preposition, you.]
present perfect tense Use the present perfect tense to express
an action or a condition that occurred at some indefinite
time in the past. You form the present perfect tense by using
has or have with the past participle of a verb: has permitted,
have cut (page 198).
EXAMPLE
EXAMPLE
The living-room clock has stopped.
They have brought the new couch a day early.
present tense The present tense expresses a constant,
repeated, or habitual action or condition. It can also express
a general truth or an action or a condition that exists only
now. It is sometimes used in historical writing to express
past events and, more often, in poetry, fiction, and journalism (especially in sports writing) to convey to the reader a
sense of being there. This usage is sometimes called the historical present tense (page 193).
EXAMPLE
EXAMPLE
Isaac likes the taste of tea with honey in it. [not just
this cup of tea but every cup of tea; a repeated action]
Emily bakes wonderful spice cookies. [always; a habitual
action]
EXAMPLE
Gold is valuable. [a general truth]
Glossary of Terms
33
READY REFERENCE
prepositional phrase A prepositional phrase is a group of
words that begins with a preposition and ends with a noun
or a pronoun that is called the object of the preposition
(page 146).
READY REFERENCE
EXAMPLE
I see a hummingbird at the feeder. [at this very moment]
EXAMPLE
The goalie throws her body across the opening and
blocks the shot in the final seconds of the game. [historical present]
principal parts of verbs All verbs have four principal parts: a
base form, a present participle, a simple past form, and a past
participle. All the verb tenses are formed from these principal parts (page 185).
EXAMPLES
PRINCIPAL PARTS OF VERBS
BASE FORM
PRESENT
PAST FORM
PARTICIPLE
playing
carrying
singing
PARTICIPLE
played
carried
sang
played
carried
sung
progressive forms of a verb Each of the six tenses has a
progressive form that expresses a continuing action. You
make the progressive forms by using the appropriate tense
of the verb be with the present participle of the main verb
(page 204).
EXAMPLE
present progressive
They are traveling.
past progressive
They were traveling.
They will be traveling.
They have been traveling.
They had been traveling.
They will have been traveling.
future progressive
present perfect progressive
past perfect progressive
future perfect progressive
pronoun A pronoun is a word that takes the place of a noun,
a group of words acting as a noun, or another pronoun. The
word or group of words to which a pronoun refers is called
its antecedent (page 101).
34
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play
carry
sing
PAST
EXAMPLE
Though Georgia O’Keeffe was born in Wisconsin, she
grew to love the landscape of the American Southwest.
EXAMPLE
When Georgia O’Keeffe and Alfred Stieglitz were married in 1924, both were famous artists. [The pronoun
both takes the place of the nouns Georgia O’Keeffe and
Alfred Stieglitz.]
EXAMPLE
Though O’Keeffe herself was a painter, her husband
was a photographer. [The pronouns herself and her take
the place of the nouns O’Keeffe and O’Keeffe’s.]
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
proper adjective A proper adjective is formed from a proper
noun. It begins with a capital letter (page 115).
EXAMPLE
Vancouver is a Canadian city.
EXAMPLE
We visited the London Zoo.
proper noun A proper noun is the name of a particular person, place, thing, or idea (page 99). See common noun.
EXAMPLES
PROPER NOUNS
person
Michelangelo, Uncle Louis, Maya Angelou
place
Mexico, Lake Superior, Yellowstone National Park
thing
Challenger, Jeep, Romeo and Juliet
idea
Industrial Age, Judaism, Romanticism
Q
question mark A question mark (?) is a punctuation mark
used to end a sentence that asks a question (interrogative)
(page 320).
EXAMPLE
Can you imagine what life would be like without
television?
Glossary of Terms
35
READY REFERENCE
[The pronoun she takes the place of its proper noun
antecedent, Georgia O’Keeffe.]
READY REFERENCE
quotation marks Quotation marks (“ ”) are punctuation
marks used to enclose the exact words of a speaker. They’re
also used for titles of certain published works (page 349).
EXAMPLE
“Let’s record ourselves reading aloud,” said Lou, “and
give the tape to the children’s hospital.”
EXAMPLE
They decided on something a bit more cheerful than
“The Pit and the Pendulum.”
R
EXAMPLE
Jim uses a stopwatch to time himself on the track.
EXAMPLE
She taught herself to play the piano.
EXAMPLE
We imagined ourselves dancing in a forest glade.
regular verb A regular verb forms its past and past participle
by adding -ed or -d to the base form (page 187).
EXAMPLES
REGULAR VERBS
BASE FORM
PAST FORM
PAST PARTICIPLE
climb
climbed
climbed
skate
skated
skated
trot
trotted
trotted
36
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reflexive pronoun A reflexive pronoun always ends with
-self or -selves and refers, or reflects back, to the subject of
the clause, indicating that the same person or thing is involved.
A reflexive pronoun always adds information to a sentence
(pages 104–105, 240).
relative pronoun A relative pronoun is used to begin a subordinate clause (page 107).
READY REFERENCE
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RELATIVE PRONOUNS
who
whoever
which
that
whom
whomever
whichever
what
whose
whatever
EXAMPLE
The driver who arrived last parked over there. [The
relative pronoun who begins the subordinate clause who
arrived last.]
EXAMPLE
The meal that you prepared was delicious. [The relative
pronoun that begins the subordinate clause that you
prepared.]
restrictive clause See essential clause.
run-on sentence A run-on sentence is two or more complete
sentences written as though they were one sentence (page
177). See comma splice.
EXAMPLE
run-on
It rained the entire time the boys were on vacation
they still enjoyed the trip.
run-on
It rained the entire time the boys were on vacation but
they still enjoyed the trip.
run-on
It rained the entire time the boys were on vacation,
they still enjoyed the trip.
correct
It rained the entire time the boys were on vacation.
They still enjoyed the trip.
correct
It rained the entire time the boys were on vacation,
but they still enjoyed the trip.
correct
It rained the entire time the boys were on vacation;
they still enjoyed the trip.
Glossary of Terms
37
READY REFERENCE
S
salutation A salutation is the greeting in a letter. The first
word and any proper nouns in a salutation should be
capitalized. In a friendly letter, the salutation ends with a
comma; in a business letter, the salutation ends with a colon
(pages 300, 323, 335).
EXAMPLE
My dear cousin Nancy,
Dear Councilwoman Ramos:
semicolon A semicolon (;) is a punctuation mark used to join
the main clauses of a compound sentence (page 324).
EXAMPLE
Juliana will sing the melody; Maurice and Lee will
harmonize.
EXAMPLE
Hector Hugh Munro wrote stories using the pseudonym Saki.
sentence fragment A sentence fragment is an error that
occurs when an incomplete sentence is punctuated as
though it were complete (page 176).
EXAMPLE
The two weary hikers walking for hours.
fragment
[lacks complete predicate]
complete sentence
The two weary hikers had been walking for
hours.
simple predicate The simple predicate is the verb or verb
phrase that expresses an action or a state of being about the
subject of the sentence (page 132).
EXAMPLE
38
The team will be going from Illinois to Rhode Island by
way of Cedar Point in Sandusky, Ohio.
Ready Reference
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sentence A sentence is a group of words that expresses a
complete thought (page 131).
simple sentence A simple sentence contains only one main
clause and no subordinate clauses (page 172).
Stories entertain.
EXAMPLE
Long, complicated, fantastic stories with aliens, space
travelers, and happy endings entertain and educate
men, women, and children all over the world.
simple subject The simple subject is the key noun or pronoun (or word or word group acting as a noun) that tells
what the sentence is about (page 132).
EXAMPLE
The small black kitten in the top cage is the one I want.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
subject The subject is the part of the sentence that names
whom or what the sentence is about (page 131).
EXAMPLE
Dogs were barking.
EXAMPLE
Last in line was he.
subject complement A subject complement follows a subject
and a linking verb and identifies or describes the subject
(page 140). See predicate nominative and predicate adjective.
EXAMPLE
Sopranos are singers.
EXAMPLE
The star of the opera was she.
EXAMPLE
The singer grew hoarse.
subjunctive mood The subjunctive mood is often replaced by
the indicative mood in informal English. The subjunctive
mood does, however, have two important uses in modern
formal English (page 208). First, the subjunctive mood
expresses, although indirectly, a demand, recommendation,
suggestion, or statement of necessity.
EXAMPLE
We demand [or recommend or suggest] that she set her
alarm clock for 6:30 A.M. [To form the subjunctive mood,
drop the –s from the third-person singular.]
Glossary of Terms
39
READY REFERENCE
EXAMPLE
It is necessary that she be on time for school. [The sub-
EXAMPLE
READY REFERENCE
junctive mood uses be instead of am, is, or are.]
Second, the subjunctive mood is used to state a condition
or a wish that is contrary to fact. Notice that this use of the
subjunctive always requires the past tense.
EXAMPLE
If she were to oversleep, she would miss her ride to
school. [The subjunctive mood uses were, not was.]
EXAMPLE
I wish (that) I were in San Antonio.
EXAMPLE
You are speaking to me as if I were a child.
subordinate clause A subordinate clause, also called a
dependent clause, has a subject and a predicate but does
not express a complete thought. It cannot stand alone as
a sentence (page 164).
When I was young, dolls that spoke were my favorites.
EXAMPLE
Whoever joins the circus will travel across the country.
subordinating conjunction A subordinating conjunction joins
two clauses, or ideas, in such a way as to make one grammatically dependent on the other. The idea, or clause, that a
subordinating conjunction introduces is said to be “subordinate,” or dependent, because it cannot stand by itself as a
complete sentence (page 124).
after
as though
since
until
although
because
so long as
when
as
before
so (that)
whenever
EXAMPLE
We can skate on the pond when the ice is thicker.
EXAMPLE
We can’t skate until the ice is thicker.
EXAMPLE
Because the ice is still too thin, we must wait for a
hard freeze.
40
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EXAMPLE
EXAMPLE
Of the three dogs, Ray’s dog is the smallest one.
EXAMPLE
The squirrel ran most swiftly of all.
syllable When a word must be divided at the end of a line, it
is generally divided between syllables or pronounceable
parts. Because it is often difficult to decide where a word
should be divided, consult a dictionary. In general, if a word
contains two consonants occurring between two vowels or
if it contains double consonants, divide the word between
the two consonants (page 359).
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLES
foun-tain
struc-ture
lin-ger
T
tense Tenses are the forms of a verb that help to show time.
There are six tenses in English: present, past, future, present
perfect, past perfect, and future perfect (page 193).
EXAMPLE
present tense
I sing.
past tense
I sang.
future tense
I shall (or will) sing.
present perfect tense
I have sung.
past perfect tense
I had sung.
future perfect tense
I shall (or will) have sung.
Glossary of Terms
41
READY REFERENCE
superlative degree The superlative degree of an adjective or
adverb is the form that shows three or more things being
compared (page 258).
READY REFERENCE
transitive verb A transitive verb is an action verb followed
by a word or words that answer the question what? or
whom? (page 109). See intransitive verb.
EXAMPLE
The batter swung the bat confidently. [The action verb
swung is followed by the noun bat, which answers the
question swung what?]
V
verb A verb is a word that expresses action or a state of
being and is necessary to make a statement (page 108).
EXAMPLE
The bicyclist grinned.
EXAMPLE
The riders seem enthusiastic.
EXAMPLE
Exhausted, the team headed for the locker room.
[past participle]
EXAMPLE
Swimming is my sport. [gerund]
EXAMPLE
I want to win. [infinitive]
verb phrase A verb phrase consists of a main verb and all its
auxiliary, or helping, verbs (page 111). The most common
auxiliary verbs are forms of be and have. They help the
main verb express time by forming the various tenses.
EXAMPLE
We will weed the vegetable garden this morning.
EXAMPLE
Sandra has already weeded the peppers and the
tomatoes.
EXAMPLE
We were weeding the flowerbeds when the rain started.
42
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verbal A verbal is a verb form that functions in a sentence
as a noun, an adjective, or an adverb. Verbals are participles,
gerunds, and infinitives. Each of these can be expanded into
phrases (page 150).
The other auxiliary verbs are not used primarily to
express time. They are often used to emphasize meaning.
I should be leaving.
EXAMPLE
Could he have forgotten?
EXAMPLE
Marisa may already be finished.
verbal phrase A verbal phrase is a verbal plus any complements and modifiers (page 150).
EXAMPLE
Frightened by the barking dogs, the kittens ran to
their mother. [participial phrase]
EXAMPLE
Swimming twenty laps a day is my goal. [gerund
phrase]
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EXAMPLE
I like to sing the fight song. [infinitive phrase]
voice Voice is the form a verb takes to explain whether the
subject performs the action or the action is performed upon
the subject. An action verb is in the active voice when the
subject of the sentence performs the action. An action verb
is in the passive voice when its action is performed on the
subject (page 206).
EXAMPLE
The brown bear caught a salmon. [active voice]
EXAMPLE
A salmon was caught by the brown bear. [passive voice]
Glossary of Terms
43
READY REFERENCE
EXAMPLE
READY REFERENCE
USAGE GLOSSARY
CCSS L.11–12.1a
This glossary presents some particularly troublesome
matters of usage. The glossary will guide you in choosing
between words that are often confused. It will also alert you
to certain words and expressions you should avoid when
you speak or write for school or business.
A
a, an Use a before words that begin with a consonant
sound. Use an before words that begin with a vowel sound.
EXAMPLES
a poem, a house, a yacht, a union, a one-track mind
EXAMPLES
an apple, an icicle, an honor, an umbrella, an only child
EXAMPLE
I acceded to Mom’s wishes.
EXAMPLE
Don’t exceed the speed limit.
accept, except Accept is a verb that means “to receive” or “to
agree to.” Except is usually a preposition meaning “but.”
Except may also be a verb that means “to leave out or exclude.”
EXAMPLE
Will you accept our thanks?
EXAMPLE
The president accepted the terms of the treaty.
EXAMPLE
Everyone will be there except you. [preposition]
EXAMPLE
The government excepts people with very low incomes
from paying taxes. [verb]
access, excess Access means “admittance.” An excess is a
surplus.
EXAMPLE
The thief gained access to the building with a stolen key.
EXAMPLE
We have an excess of musical talent in our class.
44
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accede, exceed Accede means “to agree.” Exceed means “to
go beyond.”
EXAMPLE
I can adapt to new surroundings easily.
EXAMPLE
We can adapt this old bathrobe for a Roman senator’s
costume.
EXAMPLE
I think that dog has adopted you.
advice, advise Advice, a noun, means “an opinion offered as
guidance.” Advise, a verb, means “to give advice” or “to
counsel.”
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
Why should I advise you when you never accept my
advice?
affect, effect Affect is a verb that means “to cause a change
in” or “to influence the emotions of.” Effect may be a noun
or a verb. As a noun, it means “result.” As a verb, it means
“to bring about or accomplish.”
EXAMPLE
The mayor’s policies have affected every city agency.
EXAMPLE
The mayor’s policies have had a positive effect on
every city agency. [noun]
EXAMPLE
The mayor has effected positive changes in every city
agency. [verb]
aggravate, annoy To aggravate something is to make it graver
or more serious. Things that can be aggravated are, for
example, illnesses and crimes. In informal speaking and
writing, aggravate has another meaning: “to annoy, to irritate.” When you are writing or speaking formally, don’t use
aggravate when annoy or irritate would be correct.
EXAMPLE
Donna’s asthma was aggravated by the wind-blown
pollen.
EXAMPLE
Now here’s another letter from that same company; I
think they want to annoy [not aggravate] me to death!
Usage Glossary
45
READY REFERENCE
adapt, adopt Adapt means “to change to meet new requirements” or “to adjust.” Adopt means “to accept and take as
one’s own.”
READY REFERENCE
ain’t Ain’t is unacceptable in speaking and writing unless
you’re quoting someone’s exact words or writing dialogue.
Use I’m not; you, we, or they aren’t; he, she, or it isn’t.
all ready, already All ready means “completely ready.”
Already is an adverb that means “before” or “by this time.”
EXAMPLE
The band was all ready to play its last number, but the
fans were already leaving the stadium.
all right, alright The spelling alright is not acceptable in formal writing. Use all right.
EXAMPLE
Don’t worry; everything will be all right.
EXAMPLE
Five hundred miles was as far as [not all the farther] we
could drive in a single day.
EXAMPLE
This is as fast as [not all the faster] I can pedal.
all together, altogether Use all together to mean “in a
group.” Use altogether to mean “completely” or “in all.”
EXAMPLE
Let’s cheer all together.
EXAMPLE
You are being altogether silly.
EXAMPLE
I have three dollars in quarters and two dollars in
dimes; that’s five dollars altogether.
allusion, illusion An allusion is an indirect reference. An illusion is a false idea or appearance.
EXAMPLE
Her speech included an allusion to one of Robert
Frost’s poems.
EXAMPLE
The shimmering heat produced an illusion of water on
the road.
46
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all the farther, all the faster These expressions are not acceptable in formal speech and writing. Use as far as and
as fast as.
almost, most Don’t use most in place of almost.
EXAMPLE
Marty almost [not most] always makes the honor roll.
EXAMPLE
A lot [not Alot] of snow fell last night.
[Better: A great deal of snow fell last night.]
EXAMPLE
The legislature will allot funds for a new capitol.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
altar, alter An altar is a raised structure at which religious
ceremonies are performed. Alter means “to change.”
EXAMPLE
The bride and groom approached the altar.
EXAMPLE
The wardrobe manager altered some of the costumes
to fit the new cast members.
among, between In general use among to show a relationship in which more than two persons or things are considered as a group.
EXAMPLE
The committee will distribute the used clothing among
the poor families in the community.
EXAMPLE
There was confusion among the players on the field.
In general, use between to show a relationship involving
two persons or things, to compare one person or thing with
an entire group, or to compare more than two items within
a group.
EXAMPLE
Mr. and Mrs. Ito live halfway between Seattle and
Portland. [relationship involving two places]
EXAMPLE
What was the difference between Frank Sinatra and
other vocalists of the twentieth century? [one person
compared with a group]
EXAMPLE
Emilio could not decide between the collie, the cocker
spaniel, and the beagle. [items within a group]
Usage Glossary
47
READY REFERENCE
a lot, alot, allot A lot should always be written as two
words. It means “a large number or amount.” Avoid using
a lot in formal writing; be specific. The verb allot means “to
assign or set aside” or “to distribute.”
READY REFERENCE
amount, number Amount and number both refer to quantity.
Use amount for things that can’t be counted. Use number
for things that can be counted.
EXAMPLE
Fort Knox contains a vast amount of gold.
EXAMPLE
Fort Knox contains a large number of gold bars.
and/or This expression, once common in legal language,
should be avoided in general writing. Change and/or to
“this or that or both.”
EXAMPLE
We’ll go hiking or skiing or both. [not We’ll go hiking
and/or skiing.]
EXAMPLE
Jean was anxious about her test results.
EXAMPLE
She was eager [not anxious] to begin college.
anyways, anywheres, everywheres, nowheres, somewheres
Write and speak these words without the final s: anyway,
anywhere, everywhere, nowhere, somewhere.
ascent, assent An ascent is a rise or an act of climbing. Assent
as a verb means “to agree or consent”; as a noun, it means
“agreement” or “consent.”
EXAMPLE
We watched the ascent of the balloon.
EXAMPLE
Will your parents assent to our plans? [verb]
EXAMPLE
They were happy to give their assent to the plans.
[noun]
a while, awhile Use a while after a preposition. Use awhile
as an adverb.
EXAMPLE
She read for a while.
EXAMPLE
She read awhile.
48
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anxious, eager Anxious comes from anxiety; therefore, it
implies uneasiness or apprehension. It is not a synonym for
eager, which means “filled with enthusiasm.”
B
EXAMPLE
Clara felt bad about the broken vase.
EXAMPLE
The team performed badly in the first half.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
bare, bear Bare means “naked.” A bear is an animal.
EXAMPLE
Don’t expose your bare skin to the sun.
EXAMPLE
There are many bears in Yellowstone National Park.
base, bass One meaning of base is “a part on which something rests or stands.” Bass pronounced to rhyme with face
is a type of voice. When bass is pronounced to rhyme with
glass, it’s a kind of fish.
EXAMPLE
Who is playing first base?
EXAMPLE
We need a bass singer for the part.
EXAMPLE
We caught several bass on our fishing trip.
because of, due to Use because of with action verbs. Use due
to with linking verbs.
EXAMPLE
The game was canceled because of rain.
EXAMPLE
The cancellation was due to rain.
being as, being that Some people use these expressions
instead of because in informal conversation. In formal
speaking and writing, use because.
EXAMPLE
Because [not Being as] their car broke down, they were
late.
EXAMPLE
They were late because [not being that] their car broke
down.
Usage Glossary
49
READY REFERENCE
bad, badly Bad is an adjective; use it before nouns and after
linking verbs to modify the subject. Badly is an adverb; use
it to modify action verbs.
READY REFERENCE
beside, besides Beside means “at the side of” or “next to.”
Besides means “in addition to.”
EXAMPLE
Katrina sat beside her brother at the table.
EXAMPLE
Besides yogurt and fruit, the lunchroom serves
muffins and bagels.
blew, blue Blue is the color of a clear sky. Blew is the past
tense of blow.
EXAMPLE
She wore a blue shirt.
EXAMPLE
The dead leaves blew along the driveway.
boar, bore A boar is a male pig. Bore means “to tire out
with dullness”; it can also mean “a dull person.”
Wild boars are common in parts of Africa.
EXAMPLE
Please don’t bore me with your silly jokes.
born, borne Born means “given life.” Borne means “carried”
or “endured.”
EXAMPLE
The baby was born at three o’clock in the morning.
EXAMPLE
Migrant workers have borne many hardships over the
years.
borrow, lend, loan Borrow means “to take something with
the understanding that it will be returned.” Lend means “to
give something with the understanding it will be returned.”
Borrow and lend are verbs. Loan is a noun. Some people use
loan as a verb, but most authorities prefer lend.
EXAMPLE
May I borrow your bicycle for an hour?
EXAMPLE
Will you lend me five dollars? [verb]
EXAMPLE
I’ll repay the loan on Friday. [noun]
bow When bow is pronounced to rhyme with low, it means
“a knot with two loops.” When bow rhymes with how, it
means “to bend at the waist.”
50
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EXAMPLE
EXAMPLE
Can you tie a good bow?
EXAMPLE
Actors bow at the end of a play.
EXAMPLE
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EXAMPLE
Rachel, please put a brake on your enthusiasm. [noun]
He couldn’t brake the car in time to avoid the accident.
[verb]
EXAMPLE
To fix the break in the drainpipe will cost a great deal
of money. [noun]
EXAMPLE
Don’t break my concentration while I’m studying.
[verb]
bring, take Bring means “to carry from a distant place to a
closer one.” Take means “to carry from a nearby place to a
more distant one.”
EXAMPLE
Will you bring me some perfume when you return from
Paris?
EXAMPLE
Remember to take your passport when you go to
Europe.
bust, busted Don’t use these words in place of break, broke,
broken, or burst.
EXAMPLE
Don’t break [not bust] that vase!
EXAMPLE
Who broke [not busted] this vase?
EXAMPLE
Someone has broken [not busted] this vase.
Usage Glossary
51
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brake, break As a noun, a brake is a device for stopping
something or slowing it down. As a verb, brake means “to
stop or slow down”; its principal parts are brake, braking,
braked, and braked. The noun break has several meanings:
“the result of breaking,” “a fortunate chance,” or “a short
rest.” The verb break also has many meanings. A few are
“to smash or shatter,” “to destroy or disrupt,” “to force a
way through or into,” or “to surpass or excel.” Its principal
parts are break, breaking, broke, and broken.
READY REFERENCE
EXAMPLE
The balloon burst [not busted] with a loud pop.
EXAMPLE
The child burst [not busted] into tears.
buy, by Buy is a verb. By is a preposition.
EXAMPLE
I’ll buy the gift tomorrow.
EXAMPLE
Stand by me.
C
can, may Can indicates ability. May expresses permission
or possibility.
I can tie six kinds of knots.
EXAMPLE
“You may be excused,” said Dad. [permission]
EXAMPLE
Luanna may take some college classes during her
senior year. [possibility]
can’t hardly, can’t scarcely These phrases are considered
double negatives. Don’t use hardly or scarcely with not or
the contraction n’t.
EXAMPLE
I can [not can’t] hardly lift this box.
EXAMPLE
The driver can [not can’t] scarcely see through the
thick fog.
capital, capitol A capital is a city that is the seat of a government. Capital can also mean “money or property.” As an
adjective, capital can mean “involving execution” or “referring to an uppercase letter.” Capitol, on the other hand,
refers only to a building in which a legislature meets.
EXAMPLE
What is the capital of Vermont?
EXAMPLE
Anyone starting a business needs capital.
EXAMPLE
Capital punishment is not used in this state.
EXAMPLE
Hester Prynne embroidered a capital A on her dress.
EXAMPLE
The capitol has a gold dome.
52
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EXAMPLE
EXAMPLE
She was wearing a one-carat diamond set in a ring of
eighteen-karat gold.
EXAMPLE
Draw a caret at the point where you want to insert
a word.
EXAMPLE
Lottie fed her horse a carrot.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
cent, scent, sent A cent is a penny. A scent is an odor. Sent is
the past and past participle of send.
EXAMPLE
I haven’t got one cent in my pocket.
EXAMPLE
The scent of a skunk is unpleasant.
EXAMPLE
I sent my grandma a birthday card.
choose, chose Choose is the base form; chose is the past tense.
The principal parts are choose, choosing, chose, and chosen.
EXAMPLE
Please choose a poem to recite in class.
EXAMPLE
Brian chose to recite “The Charge of the Light
Brigade.”
cite, sight, site To cite is to quote or refer to. Cite can also
mean “to summon to appear in a court of law.” As a noun,
sight means “vision.” As a verb, sight means “to see.” As a
noun, a site is a place or a location; as a verb, site means “to
place or locate.”
EXAMPLE
Consuela cited three sources of information in her
report.
EXAMPLE
The officer cited the driver for speeding.
EXAMPLE
My sight is perfect. [noun]
EXAMPLE
We sighted a scarlet tanager on our hike. [verb]
Usage Glossary
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carat, caret, carrot, karat A carat is a unit of weight for measuring gems. (A similar word, karat, is a measure for
expressing the fineness of gold.) A caret is a proofreader’s
mark indicating an insertion. A carrot is a vegetable.
READY REFERENCE
EXAMPLE
The board of education has chosen a site for the new
high school. [noun]
EXAMPLE
The school will be sited on Meadow Boulevard. [verb]
clothes, cloths Clothes are what you wear. Cloths are pieces
of fabric.
EXAMPLE
Please hang all your clothes in your closet.
EXAMPLE
Use these cloths to wash the car.
coarse, course Coarse means “rough,” “crude,” “not fine,”
“of poor quality.” Course can mean “a school subject,” “a
path or way,” “order or development,” or “part of a meal.”
Course is also used in the phrase of course.
To begin, I will need some coarse sandpaper.
EXAMPLE
Mrs. Baldwin won’t tolerate coarse language.
EXAMPLE
Are you taking any math courses this year?
EXAMPLE
The hikers chose a difficult course through the
mountains.
complement, complementary; compliment, complimentary As a
noun, complement means “something that completes”; as a
verb, it means “to complete.” As a noun, compliment means
“a flattering remark”; as a verb, it means “to praise.”
Complementary and complimentary are the adjective forms
of the words.
EXAMPLE
EXAMPLE
This flowered scarf will be the perfect complement for
your outfit. [noun]
This flowered scarf complements your outfit perfectly.
[verb]
EXAMPLE
Phyllis received many compliments on her speech.
[noun]
EXAMPLE
Many people complimented Phyllis on her speech.
[verb]
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EXAMPLE
EXAMPLE
Either hat would be complementary to that outfit.
[adjective]
The hostess was especially complimentary to Phyllis.
[adjective]
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compose, comprise Compose means “to make up.” Comprise
means “to include.”
EXAMPLE
The mayor, the superintendent of schools, and the
police chief compose the committee.
EXAMPLE
The committee comprises the mayor, the superintendent of schools, and the police chief.
consul; council, councilor; counsel, counselor A consul is a government official living in a foreign city to protect his or her
country’s interests and citizens. A council is a group of
people gathered for the purpose of giving advice. A councilor is one who serves on a council. As a noun, counsel
means “advice” or “an attorney.” As a verb, counsel means
“to give advice.” A counselor is one who gives counsel.
EXAMPLE
The consul protested to the foreign government about
the treatment of her fellow citizens.
EXAMPLE
The city council met to discuss the lack of parking
facilities at the sports field.
EXAMPLE
The defendant received counsel from his counsel.
[nouns]
EXAMPLE
The attorney counseled his client to plead innocent.
[verb]
continual, continually; continuous, continuously Continual
describes action that occurs over and over but with pauses
between occurrences. Continuous describes an action that
continues with no interruption. Continually and continuously are the adverb forms of the adjectives.
Usage Glossary
55
READY REFERENCE
EXAMPLE
READY REFERENCE
EXAMPLE
I could not concentrate because of the continual banging of the screen door and the continuous blare
of the radio.
EXAMPLE
This television ad is aired continually; I’ve seen it six
times tonight.
EXAMPLE
The rain fell continuously.
could of, might of, must of, should of, would of After the
words could, might, must, should, and would, use the helping verb have or its contraction, ’ve, not the word of.
Could you have prevented the accident?
EXAMPLE
You might have swerved to avoid the other car.
EXAMPLE
You must have seen it coming.
EXAMPLE
I should’ve warned you.
D
dear, deer Dear is a word of affection and is used to begin
a letter. It can also mean “expensive.” A deer is an animal.
EXAMPLE
Talia is my dear friend.
EXAMPLE
We saw a deer at the edge of the woods.
desert, dessert Desert has two meanings. As a noun, it
means “dry, arid land” and is accented on the first syllable.
As a verb, it means “to leave” or “to abandon” and is
accented on the second syllable. A dessert is something
sweet eaten after a meal.
EXAMPLE
This photograph shows a sandstorm in the desert. [noun]
EXAMPLE
I won’t desert you in your time of need. [verb]
EXAMPLE
Strawberry shortcake was served for dessert.
different from, different than In most cases, different from is
the correct choice. Use different than only if than introduces a subordinate clause.
56
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EXAMPLE
EXAMPLE
Square dancing is different from ballroom dancing.
EXAMPLE
I felt different than I had felt before.
EXAMPLE
The diners at the corner diner enjoy the corned beef
hash.
EXAMPLE
Dinner will be served at eight.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
discover, invent Discover means “to come upon something
for the first time.” Invent means “to produce something
original.”
EXAMPLE
Marie Curie discovered radium.
EXAMPLE
Eli Whitney invented the cotton gin.
discreet, discrete These two adjectives have identical pronunciations but very different meanings. Discreet means
“having good judgment,” “prudent,” or “unobtrusive.”
Discrete means “disconnected,” “separate,” or “individual.”
EXAMPLE
The actor’s agent read the reporters a brief, discreet
statement that did not satisfy their curiosity.
EXAMPLE
The detective followed his subject at a discreet
distance.
EXAMPLE
This floor, which looks like one piece of stone, is actually made of thousands of tiny discrete pieces glued
together.
doe, dough A doe is a female deer. Dough is a mixture of
flour and a liquid.
EXAMPLE
A doe and a stag were visible among the trees.
EXAMPLE
Knead the dough for three minutes.
doesn’t, don’t Doesn’t is a contraction of does not. It is
used with he, she, it, and all singular nouns. Don’t is a
Usage Glossary
57
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diner, dinner A diner is someone who dines or a place to eat.
A dinner is a meal.
READY REFERENCE
contraction of do not. It is used with I, you, we, they, and all
plural nouns.
EXAMPLE
She doesn’t know the answer to your question.
EXAMPLE
The twins don’t like broccoli.
E
emigrate, immigrate Use emigrate to mean “to leave one
country and go to another to live.” Use immigrate to mean
“to come to a country to settle there.” Use the preposition
from with emigrate. Use to or into with immigrate.
EXAMPLE
Karl emigrated from Germany.
EXAMPLE
He immigrated to the United States.
EXAMPLE
I have something in my eye.
F
farther, further Use farther in referring to physical distance.
Use further in all other situations.
EXAMPLE
San Antonio is farther south than Dallas.
EXAMPLE
We have nothing further to discuss.
fewer, less Use fewer with nouns that can be counted. Use
less with nouns that can’t be counted. Less may also be used
with numbers that are considered as single amounts or
single quantities.
EXAMPLE
There are fewer students in my math class than in my
physics class.
EXAMPLE
I used less sugar than the recipe recommended.
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eye, I An eye is what you see with; it’s also a small opening
in a needle. I is a personal pronoun.
EXAMPLE
David had less than two dollars in his pocket.
EXAMPLE
I can be there in less than thirty minutes. [Thirty minutes is treated as a single period of time, not as individual
minutes.]
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
figuratively, literally Figuratively means “not truly or actually but in a symbolic way.” Literally means “truly”
or “actually.”
EXAMPLE
Dad hit the ceiling, figuratively speaking.
EXAMPLE
You can’t take him literally when he talks about the
fish he’s caught.
flaunt, flout Flaunt means “to make a showy display.” Flout
means “to defy.”
EXAMPLE
Enrique flaunted his knowledge of computer science at
every opportunity.
EXAMPLE
Darla flouted the law by jaywalking.
flour, flower Flour is used to bake bread. A flower grows in
a garden.
EXAMPLE
Sift two cups of flour into a bowl.
EXAMPLE
A daisy is a flower.
for, four For is a preposition. Four is a number.
EXAMPLE
Wait for me.
EXAMPLE
I have four grandparents.
formally, formerly Formally is the adverb form of formal,
which has several meanings: “according to custom, rule, or
etiquette”; “requiring special ceremony or fancy clothing”;
or “official.” Formerly means “previously.”
Usage Glossary
59
READY REFERENCE
[Two dollars is treated as a single sum, not as individual
dollars.]
READY REFERENCE
EXAMPLE
The class officers will be formally installed on
Thursday.
EXAMPLE
Ed was formerly employed by Kwik Kar Kleen.
G
go, say Don’t use forms of go in place of forms of say.
EXAMPLE
I tell her the answer, and she says [not goes], “I don’t
believe you.”
EXAMPLE
I told her the news, and she said [not went], “Are you
serious?”
EXAMPLE
You look good in that costume.
EXAMPLE
Joby plays the piano well.
EXAMPLE
You’re looking well in spite of your cold.
grate, great A grate is a framework of bars set over an opening. Grate also means “to shred by rubbing against a rough
surface.” Great means “wonderful” or “large.”
EXAMPLE
The little girl dropped her lollipop through the grate.
EXAMPLE
Will you grate this cheese for me?
EXAMPLE
You did a great job!
H
had of Don’t use of between had and a past participle.
EXAMPLE
I wish I had known [not had of known] about this sooner.
had ought, hadn’t ought, shouldn’t ought Ought never needs a
helping verb. Use ought by itself.
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good, well Good is an adjective; use it before nouns and
after linking verbs to modify the subject. Well is an adverb;
use it to modify action verbs. Well may also be an adjective
meaning “in good health.”
You ought to win the match easily.
EXAMPLE
You ought not to blame yourself. or You shouldn’t
blame yourself.
hanged, hung Use hanged when you mean “put to death by
hanging.” Use hung in all other instances.
EXAMPLE
This state hanged three convicts between 1900 and
1950.
EXAMPLE
We hung Yoko’s painting over the fireplace.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
healthful, healthy Healthful means “favorable to one’s
health,” or “wholesome.” Healthy means “in good health.”
EXAMPLE
We chose healthful picnic foods: whole-grain breads,
juices, cheese, and fresh fruits.
EXAMPLE
A healthy person is likely to live longer than an
unhealthy one.
hear, here Hear is a verb meaning “to be aware of sound by
means of the ear.” Here is an adverb meaning “in or at this
place.”
EXAMPLE
I can hear you perfectly well.
EXAMPLE
Please put your books here.
he, she, it, they Don’t use a pronoun subject immediately
after a noun subject.
EXAMPLE
The girls baked the cookies. [not The girls they baked the
cookies.]
holey, holy, wholly Holey means “having holes.” Holy means
“sacred.” Wholly means “completely.”
EXAMPLE
I hate wearing holey socks.
EXAMPLE
Religious travelers make pilgrimages to holy places.
EXAMPLE
That dog is wholly devoted to you.
how come In formal speech and writing, use why instead of
how come.
Usage Glossary
61
READY REFERENCE
EXAMPLE
EXAMPLE
Why weren’t you at the meeting? [not How come you
READY REFERENCE
weren’t at the meeting?]
I
imply, infer Imply means “to suggest.” Infer means “to draw
a conclusion from something.”
EXAMPLE
The baby’s crying implied that he was hungry.
EXAMPLE
I inferred from the baby’s crying that he was hungry.
in, into, in to Use in to mean “inside” or “within.” Use into
to show movement from the outside to a point within.
Don’t write into when you mean in to.
Jeanine was sitting outdoors in a lawn chair.
EXAMPLE
When it got too hot, she went into the house.
EXAMPLE
She went in to get out of the heat.
ingenious, ingenuous Ingenious means “clever,” “inventive,”
“imaginative.” Ingenuous means “innocent,” “childlike,”
“sincere.”
EXAMPLE
What an ingenious plan you have dreamed up!
EXAMPLE
Her ingenuous enthusiasm for the cafeteria food made
us smile.
inside of Don’t use of after the preposition inside.
EXAMPLE
Inside [not inside of] the cupboard were several old
photograph albums.
irregardless, regardless Use regardless. Both the prefix irand the suffix -less have negative meanings; therefore, irregardless is a double negative, which is incorrect.
EXAMPLE
62
Regardless [not Irregardless] of what the critics said, I
liked that movie.
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EXAMPLE
its, it’s Its is the possessive form of it. It’s is a contraction of
it is or it has.
The dishwasher has finished its cycle.
EXAMPLE
It’s [It is] raining again.
EXAMPLE
It’s [It has] been a pleasure to meet you, Ms. Donatello.
K
kind of, sort of Don’t use these expressions as adverbs. Use
somewhat or rather instead.
EXAMPLE
We were rather sorry to see him go. [not We were kind
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
of sorry to see him go.]
kind of a, sort of a, type of a Omit the word a.
EXAMPLE
What kind of dog is that? [not What kind of a dog is that?]
knead, need Knead means “to mix or work into a uniform
mass.” As a noun, a need is a requirement. As a verb, need
means “to require.”
EXAMPLE
Knead the clay to make it soft.
EXAMPLE
I need a new jacket.
knight, night A knight was a warrior of the Middle Ages.
Night is the time of day during which it is dark.
EXAMPLE
A handsome knight rescued the fair maiden.
EXAMPLE
Night fell, and the moon rose.
L
last, latest When you are speaking or writing of an author
and say, “This is her latest book,” you’re understood to
mean that she has written some books and that this is the
most recent one. If, however, you had said, “This is her last
Usage Glossary
63
READY REFERENCE
EXAMPLE
READY REFERENCE
book,” then two meanings are possible. One is the same as
in the first sentence; the other is that this is the last book
that author will ever write. To be clear, get into the habit of
saying last only when you mean “last” and saying latest
instead when it’s appropriate.
EXAMPLE
In her last poem, my sister explained why she is giving
up writing poetry forever.
EXAMPLE
In her latest poem, my sister explained a family incident that happened only last weekend.
later, latter Later is the comparative form of late. Latter
means “the second of two.”
They will arrive on a later flight.
EXAMPLE
He arrived later than usual.
EXAMPLE
Both Scott and Sabrina are running for class president; I’m voting for the latter.
lay, lie Lay means “to put” or “to place.” Its principal parts
are lay, laying, laid, and laid. Forms of lay are usually followed by a direct object. Lie means “to rest or recline” or
“to be positioned.” Its principal parts are lie, lying, lay, and
lain. Forms of lie are never followed by a direct object.
EXAMPLE
Lay your coat on the bed.
EXAMPLE
The children are laying their beach towels in the sun
to dry.
EXAMPLE
Dad laid the baby in her crib.
EXAMPLE
Myrna had laid the book beside her purse.
EXAMPLE
Lie down for a few minutes.
EXAMPLE
The lake lies to the north.
EXAMPLE
The dog is lying on the back porch.
EXAMPLE
This morning I lay in bed listening to the birds.
EXAMPLE
You have lain on the couch for an hour.
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EXAMPLE
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EXAMPLE
Lead is no longer allowed as an ingredient in paint.
EXAMPLE
Jason took the lead as the runners entered the stadium.
EXAMPLE
Follow my lead.
EXAMPLE
The detective had no leads in the case.
EXAMPLE
Only dogs on leads are permitted in the park.
EXAMPLE
Who will win the lead in this year’s musical production?
As a verb, lead means “to show the way,” “to guide or
conduct,” “to be first.” Its principal parts are lead, leading,
led, and led.
EXAMPLE
Ms. Bachman leads the orchestra.
EXAMPLE
The trainer was leading the horse around the track.
EXAMPLE
An usher led us to our seats.
EXAMPLE
Gray has led the league in hitting for two years.
learn, teach Learn means “to receive knowledge.” Teach
means “to give knowledge.”
EXAMPLE
Manny began to learn to play the piano at the age of six.
EXAMPLE
Ms. Guerrero teaches American history.
leave, let Leave means “to go away.” Let means “to allow to.”
EXAMPLE
I’ll miss you when you leave.
EXAMPLE
Let me help you with those heavy bags.
like, as, as if, as though Like can be a verb or a preposition. It
should not be used as a subordinating conjunction. Use as,
as if, or as though to introduce a subordinate clause.
Usage Glossary
65
READY REFERENCE
lead, led As a noun, lead has two pronunciations and several
meanings. When it’s pronounced to rhyme with head, it
means “a metallic element.” When it’s pronounced to rhyme
with bead, it can mean “position of being in first place in a
race or contest,” “example,” “clue,” “leash,” or “the main
role in a play.”
READY REFERENCE
EXAMPLE
I like piano music. [verb]
EXAMPLE
Teresa plays the piano like a professional. [preposition]
EXAMPLE
Moira plays as [not like] her teacher taught her to play.
EXAMPLE
He looked at me as if [not like] he’d never seen me before.
EXAMPLE
You sound as though [not like] you disagree.
like, say Don’t use the word like in place of forms of say.
EXAMPLE
I tell him to scroll down, and he says [not he’s like],
“What’s scrolling down?”
EXAMPLE
I told her to turn left, and she said [not she was like],
“Left!”
EXAMPLE
Jeanine was loath to accept the responsibility.
EXAMPLE
Leonardo loathes sports.
loose, lose The adjective loose means “free,” “not firmly
attached,” or “not fitting tightly.” The verb lose means “to
misplace” or “to fail to win.”
EXAMPLE
Don’t lose that loose button on your shirt.
EXAMPLE
If we lose this game, we’ll be out of the tournament.
M
mail, male Mail is what turns up in your mailbox. A male is
a man.
EXAMPLE
We received four pieces of mail today.
EXAMPLE
The males in the chorus wore red ties.
main, mane Main means “most important.” A mane is the
long hair on a horse’s neck.
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loath, loathe Loath means “reluctant or unwilling.” Loathe
means “to hate.”
EXAMPLE
What is your main job around the house?
EXAMPLE
The horse’s mane was braided with colorful ribbons.
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EXAMPLE
The actor playing the town marshal walked onto the
set carrying his Stetson.
EXAMPLE
Carol and her parents often spend the summer in the
Marshalls, where they have relatives.
EXAMPLE
Roberto is a martial arts student.
EXAMPLE
The bride and groom wrote their own marital vows.
masterful, masterly Masterful means “strong,” “bossy,” or
“domineering.” Masterly means “like a master” or “showing great skill.”
EXAMPLE
The overlord made a masterful gesture, and all the
people bowed.
EXAMPLE
My violin teacher played a masterly solo at the end of
our recital.
mean, medium, average The mean of a set of numbers is a
middle point. To get the arithmetic mean, you add up all the
items in the set and divide by the number of items. The
medium is the middle number when the items are arranged
in order of size. The average, a noun, is the same as the
arithmetic mean; as an adjective, average is “usual” or
“typical.”
Usage Glossary
67
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marshal, Marshall, martial, marital The first three words are
pronounced the same. A marshal is a military official or a
law officer. Marshall refers to the Marshall Islands in the
Pacific Ocean. The adjective martial means “pertaining to
war” or “pertaining to military life.” The adjective marital,
however, is pronounced with three syllables and means
“pertaining to marriage.”
READY REFERENCE
EXAMPLE
The mean value of houses in a neighborhood is found
by adding together all their selling prices and dividing
the sum by the number of houses.
EXAMPLE
We lined up all the ponies from smallest to biggest, and
Taminka chose the medium one, the one in the center
of the row.
EXAMPLE
Let’s figure out the average of all our test scores; then
we can tell whether as a class we’ve improved.
EXAMPLE
This crop of tomatoes is nothing unusual; it’s pretty
average.
meat, meet Meat is food from an animal. Some meanings
of meet are “to come face to face with,” “to make the
acquaintance of,” and “to keep an appointment.”
Some people don’t eat meat.
EXAMPLE
Meet me at the library at three o’clock.
miner, minor Miner is a noun that means “one who works in
a mine.” Minor can be a noun or an adjective. As a noun, it
means “a person under legal age.” As an adjective, it means
“small in importance.”
EXAMPLE
Coal miners often suffer from a disease known as
black lung.
EXAMPLE
Minors are restricted by law from certain activities.
EXAMPLE
Several well-known actors had minor roles in the film.
minute When minute is pronounced min´it, it means “sixty
seconds” or “a short period of time.” When minute is pro–– t´, it means “very small.”
nounced mı– noo
EXAMPLE
I’ll be with you in a minute.
EXAMPLE
Don’t bother me with minute details.
moral, morale As a noun, a moral is a lesson taught by a
fable or a story. As an adjective, moral means “decent,”
“right,” “proper.” Morale means “mental attitude.”
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EXAMPLE
Did you understand the moral of that story?
EXAMPLE
Jackson has strong moral principles.
EXAMPLE
The team’s morale would be improved by a win.
N
nauseated, nauseous Nauseated means “feeling nausea” or
“experiencing nausea, as in sea-sickness.” Nauseous, on the
other hand, means “causing nausea” or “sickening.”
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EXAMPLE
My nauseated family could not stand to look any
longer at the nauseous dish of scrambled eggs and leftovers I had placed in front of them.
O
object Object is stressed on the first syllable when it means
“a thing.” Object is stressed on the second syllable when it
means “oppose.”
EXAMPLE
Have you ever seen an unidentified flying object?
EXAMPLE
Mom objected to the proposal.
off Don’t use off in place of from.
EXAMPLE
I’ll borrow some money from [not off] my brother.
off of Don’t use of after the preposition off.
EXAMPLE
He fell off [not off of] the ladder, but he didn’t hurt
himself.
ordinance, ordnance An ordinance is a law. Ordnance is a
word for military weapons and equipment.
EXAMPLE
Our town has an ordinance against lying on the
sidewalk.
EXAMPLE
Private Malloy was assigned to guard the ordnance.
Usage Glossary
69
READY REFERENCE
EXAMPLE
ought to of Don’t use of in place of have after ought to.
READY REFERENCE
EXAMPLE
You ought to have [not ought to of] known better.
outside of Don’t use of after the preposition outside.
EXAMPLE
I’ll meet you outside [not outside of] the library.
overlook, oversee Overlook can mean “to look past or miss”
and “to look down at from above.” Oversee means “to
supervise workers or work.”
Lynn calculated the net profit we made from the car
wash, but she had overlooked the cost of the lemonade
and snacks provided for the workers.
EXAMPLE
The ridgetop cabin overlooks the whole valley.
EXAMPLE
Part of the caretaker’s job is to oversee the garden
staff, the groundskeeping staff, and the security staff.
P
pair, pare, pear A pair is two. Pare means “to peel.” A pear
is a fruit.
EXAMPLE
I bought a new pair of socks.
EXAMPLE
Pare the potatoes and cut them in quarters.
EXAMPLE
Would you like a pear or a banana?
passed, past Passed is the past form and the past participle of
the verb pass. Past can be an adjective, a preposition, an
adverb, or a noun.
EXAMPLE
We passed your house on the way to school. [verb]
EXAMPLE
The past week has been a busy one for me. [adjective]
EXAMPLE
We drove past your house. [preposition]
EXAMPLE
At what time did you drive past? [adverb]
EXAMPLE
I love Great-grandma’s stories about the past. [noun]
70
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EXAMPLE
pause, paws A pause is a short space of time. Pause also
means “to wait for a short time.” Paws are animal feet.
We pause now for station identification.
EXAMPLE
I wiped the dog’s muddy paws.
READY REFERENCE
EXAMPLE
peace, piece Peace means “calmness” or “the absence of
conflict.” A piece is a part of something.
EXAMPLE
We enjoy the peace of the countryside.
EXAMPLE
The two nations have finally made peace.
EXAMPLE
May I have another piece of pie?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
persecute, prosecute Persecute means “to torment.”
Prosecute means “to bring legal action against.”
EXAMPLE
Bullies sometimes persecute younger, weaker children.
EXAMPLE
The government prosecuted Al Capone for tax evasion.
personal, personnel Personal means “private” or “individual.” Personnel are employees.
EXAMPLE
Employees should not make personal telephone calls
during working hours.
EXAMPLE
All personnel will receive a bonus in July.
plain, plane Plain means “not fancy,” “clear,” or “a large
area of flat land.” A plane is an airplane or a device for
smoothing wood; it can also mean “a flat surface.”
EXAMPLE
He wore a plain blue tie.
EXAMPLE
The solution is perfectly plain to me.
EXAMPLE
Buffalo once roamed the plains.
EXAMPLE
We took a plane to Chicago.
EXAMPLE
Jeff used a plane to smooth the rough wood.
EXAMPLE
The two metal surfaces of this machine must be perfect planes.
Usage Glossary
71
READY REFERENCE
precede, proceed Precede means “to go before” or “to come
before.” Proceed means “to continue” or “to move along.”
EXAMPLE
Our band preceded the homecoming floats as the
parade proceeded through town.
precedence, precedents Precedence means “superiority of
rank or position.” Precedents are previous events that serve
as examples for future actions or decisions.
EXAMPLE
Doing your schoolwork has precedence over playing
computer games.
EXAMPLE
The legal precedents for the decision were clear and
numerous.
EXAMPLE
Mr. Washington, our principal, will speak at the morning assembly. [noun]
EXAMPLE
What was your principal reason for joining the club?
[adjective]
EXAMPLE
The principle of fair play is important in sports.
Q
quiet, quit, quite The adjective quiet means “silent” or
“motionless.” The verb quit means “to stop” or “to give up
or resign.” The adverb quite means “very” or “completely.”
EXAMPLE
Please be quiet so I can think.
EXAMPLE
Shirelle has quit the swim team.
EXAMPLE
We were quite sorry to lose her.
72
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principal, principle As a noun, principal means “head of a
school”; it can also mean “a sum of money borrowed or
invested.” As an adjective, principal means “main” or
“chief.” Principle is a noun meaning “basic truth or belief”
or “rule of conduct.”
R
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
Raise your hand if you know the answer.
EXAMPLE
My uncle is raising chickens.
EXAMPLE
Grandma and Grandpa Schwartz raised nine children.
EXAMPLE
Steam rises from boiling water.
EXAMPLE
The sun is rising.
EXAMPLE
The children rose from their seats when the principal
entered the room.
EXAMPLE
In a short time, Loretta had risen to the rank of
captain.
rap, wrap Rap means “to knock.” Wrap means “to cover.”
EXAMPLE
Rap on the door.
EXAMPLE
Wrap the presents.
rational, rationale Rational, an adjective, means “sensible,”
“sane.” A rationale is a reason for doing something.
Rationale is a noun.
EXAMPLE
Melody always behaves in a rational manner.
EXAMPLE
I didn’t understand Clive’s rationale for quitting his job.
read, reed Read means “to understand the meaning of
something written.” A reed is a stalk of tall grass.
EXAMPLE
Will you read Jimmy a story?
EXAMPLE
We found a frog in the reeds beside the lake.
Usage Glossary
73
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raise, rise Raise means “to cause to move upward.” It can
also mean “to breed or grow” and “to bring up or rear.” Its
principal parts are raise, raising, raised, and raised. Forms of
raise are usually followed by a direct object. Rise means “to
move upward.” Its principal parts are rise, rising, rose, and
risen. Forms of rise are never followed by a direct object.
READY REFERENCE
real, really Real is an adjective; use it before nouns and after
linking verbs to modify the subject. Really is an adverb; use
it to modify action verbs, adjectives, and other adverbs.
EXAMPLE
Winona has real musical talent.
EXAMPLE
She is really talented.
real, reel Real means “actual.” A reel is a spool to wind
something on, such as a fishing line.
EXAMPLE
I have a real four-leaf clover.
EXAMPLE
My dad bought me a new fishing reel.
reason is because Don’t use because after reason is. Use that
after reason is, or use because alone.
The reason I’m tired is that I didn’t sleep well last
night.
EXAMPLE
I’m tired because I didn’t sleep well last night.
respectfully, respectively Respectfully means “with respect.”
Respectively means “in the order named.”
EXAMPLE
The audience listened respectfully as the poet read his
latest work.
EXAMPLE
Sue, Jerry, and Chad will be president, secretary, and
treasurer, respectively.
root, rout, route, en route A root is a part of a plant. As a
verb, rout means “to defeat”; as a noun, it means “a defeat.”
A route is a road or way for travel. En route means “on
the way.”
EXAMPLE
A carrot is a root.
EXAMPLE
The Tigers routed the Bears in last week’s game. [verb]
EXAMPLE
The game ended in a rout for the Bears. [noun]
EXAMPLE
Let’s take the route that runs along the river.
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EXAMPLE
EXAMPLE
We stopped for lunch en route.
EXAMPLE
We sat in the last row of the theater.
EXAMPLE
Let’s row across the lake.
EXAMPLE
My sister and I had a serious row yesterday, but today
we’ve forgotten about it.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
S
said, says Said is the past form and the past participle of say.
Says is used in the present tense with he, she, it, and all singular nouns. Don’t use says when you should use said.
EXAMPLE
At dinner last night, Neil said he wasn’t hungry.
EXAMPLE
He always says that, but he eats everything anyway.
sail, sale A sail is part of a boat. It also means “to travel in a
boat.” A sale is a transfer of ownership in exchange for money.
EXAMPLE
As the boat sails away, the crew raises the sail.
EXAMPLE
The sale of the house was completed on Friday.
sea, see A sea is a body of water. See means “to be aware of
with the eyes.”
EXAMPLE
The sea is rough today.
EXAMPLE
I can see you.
set, sit Set means “to place” or “to put.” Its principal parts
are set, setting, set, and set. Forms of set are usually followed
by a direct object. Sit means “to place oneself in a seated
position” or “to be in a seated position.” Its principal parts
Usage Glossary
75
READY REFERENCE
row When row is pronounced to rhyme with low, it means
“a series of things arranged in a line” or “to move a boat by
using oars.” When row is pronounced to rhyme with how, it
means “a noisy quarrel.”
READY REFERENCE
are sit, sitting, sat, and sat. Forms of sit are not followed by a
direct object.
Set is an intransitive verb when it’s used with sun to mean
“the sun is going down” or “the sun is sinking below the
horizon.” When set is used in this way, it is not followed by
a direct object.
EXAMPLE
Lani sets the pots on the stove after the sun sets.
EXAMPLE
The children sit quietly at the table.
sew, sow Sew means “to work with needle and thread.”
When sow is pronounced to rhyme with how, it means “a
female pig.” When sow is pronounced to rhyme with low,
it means “to plant.”
Can you sew a button on a shirt?
EXAMPLE
The sow has five piglets.
EXAMPLE
Some farmers sow corn in their fields.
shear, sheer Shear has to do with cutting or breaking off. Sheer
can mean “thin and fine,” “utter or complete,” or “steep.”
EXAMPLE
It’s time to shear the sheep.
EXAMPLE
He decided to shear off his beard.
EXAMPLE
The bride’s veil was made of a sheer fabric.
EXAMPLE
You are talking sheer nonsense.
EXAMPLE
It was a sheer drop from the top of the cliff.
shined, shone, shown Both shined and shone are past tense
forms and past participles of shine. Use shined when you
mean “polished”; use shone in all other instances.
EXAMPLE
Clete shined his shoes.
EXAMPLE
The sun shone brightly.
EXAMPLE
Her face shone with happiness.
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EXAMPLE
Shown is the past participle of show; its principal parts
are show, showing, showed, and shown.
You showed me these photographs yesterday.
EXAMPLE
You have shown me these photographs before.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
slow, slowly Slow may be used as an adverb only in such
expressions as Go slow or Drive slow. In other instances
where an adverb is needed, slowly should be used. You can’t
go wrong if you always use slow as an adjective and slowly
as an adverb.
EXAMPLE
We took a slow ferry to the island.
EXAMPLE
The ferry moved slowly through the water.
some, somewhat Don’t use some as an adverb in place of
somewhat.
EXAMPLE
The team has improved somewhat [not some] since last
season.
son, sun A son is a male child. A sun is a star.
EXAMPLE
Kino is Mr. and Mrs. Akawa’s son.
EXAMPLE
We watched as the sun rose over the horizon.
stationary, stationery Stationary means “fixed” or “unmoving.”
Stationery is writing paper.
EXAMPLE
This classroom has stationary desks.
EXAMPLE
Rhonda likes to write letters on pretty stationery.
straight, strait Straight means “not crooked or curved”; it
can also mean “direct” or “directly.” A strait is a narrow
waterway connecting two larger bodies of water. In the
plural, it can also mean “difficulties” or “distress.”
EXAMPLE
Can you draw a straight line without a ruler?
EXAMPLE
We drove straight to the airport.
Usage Glossary
77
READY REFERENCE
EXAMPLE
READY REFERENCE
EXAMPLE
The Strait of Gibraltar connects the Mediterranean
Sea and the Atlantic Ocean.
EXAMPLE
People who don’t control their spending often find
themselves in financial straits.
suit, suite To distinguish these similar-looking nouns, focus
on what constitutes them. For instance, suit is usually used
in the phrases “a suit of clothes” and “a suit of cards.” Suite,
on the other hand, is usually used in the phrases “a suite of
furniture” and “a suite of rooms.” To further distinguish
them, suit rhymes with boot, and suite is pronounced sweet.
David bought himself a new suit for his interview.
EXAMPLE
After the cards were dealt, I saw that I held in my hand
cards from every suit except diamonds.
EXAMPLE
The Pattersons bought a suite of maple living-room
furniture.
EXAMPLE
The hotel offered the large family a suite of interconnecting rooms.
sure, surely Sure is an adjective; use it before nouns and after
linking verbs to modify the subject. Surely is an adverb; use
it to modify action verbs, adjectives, and other adverbs.
EXAMPLE
Are you sure about that answer?
EXAMPLE
You are surely smart.
T
tail, tale A tail is what a dog wags. A tale is a story.
EXAMPLE
The dog’s tail curled over its back.
EXAMPLE
Everyone knows the tale of Goldilocks and the three
bears.
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EXAMPLE
EXAMPLE
A tear fell from the child’s eye.
EXAMPLE
Tear this rag in half.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
than, then Than is a conjunction used to introduce the second part of a comparison.
EXAMPLE
LaTrisha is taller than LaToya.
EXAMPLE
Ted ordered more food than he could eat.
Then has several related meanings that have to do with
time: “at that time,” “soon afterward,” “the time mentioned,” “at another time.” Then can also mean “for that
reason” or “in that case.”
EXAMPLE
My grandmother was a young girl then.
EXAMPLE
We ate lunch and then washed the dishes.
EXAMPLE
I look forward to seeing you then.
EXAMPLE
Sometimes I feel completely confident; then I feel
totally incompetent.
EXAMPLE
“It’s raining,” said Joy.
“Then we can’t go,” wailed her brother.
that there, this here Don’t use there or here after that, this,
those, or these.
EXAMPLE
I can’t decide whether to read this [not this here] magazine or that [not that there] book.
EXAMPLE
Fold these [not these here] towels and hang those [not
those there] shirts in the closet.
that, which, who That may refer to people or things. Which
refers only to things. Who refers only to people.
Usage Glossary
79
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tear When tear is pronounced to rhyme with ear, it’s a drop
of fluid from the eye. When tear is pronounced to rhyme
with bear, it means “a rip” or “to rip.”
READY REFERENCE
EXAMPLE
The poet that wrote Leaves of Grass is Walt Whitman.
EXAMPLE
I have already seen the movie that is playing at the
Bijou.
EXAMPLE
The new play, which closed after a week, received poor
reviews.
EXAMPLE
Students who do well on the test will receive
scholarships.
their, there, they’re Their is a possessive form of they; it’s
used to modify nouns. There means “in or at that place.”
They’re is a contraction of they are.
A hurricane damaged their house.
EXAMPLE
Put your books there.
EXAMPLE
They’re our next-door neighbors.
theirs, there’s Theirs is a possessive form of they used as a
pronoun. There’s is a contraction of there is.
EXAMPLE
Theirs is the white house with the green shutters.
EXAMPLE
There’s your friend Chad.
them Don’t use them as an adjective in place of those.
EXAMPLE
I’ll take one of those [not them] hamburgers.
this kind, these kinds Use the singular forms this and that
with the singular nouns kind, sort, and type. Use the plural
forms these and those with the plural nouns kinds, sorts, and
types.
EXAMPLE
Use this kind of lightbulb in your lamp.
EXAMPLE
Do you like these kinds of lamps?
EXAMPLE
Many Pakistani restaurants serve that sort of food.
80
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EXAMPLE
Those sorts of foods are nutritious.
EXAMPLE
This type of dog makes a good pet.
EXAMPLE
These types of dogs are good with children.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
thorough, through, threw Thorough means “complete.”
Through is a preposition meaning “into at one side and out
at another.” Through can also mean “finished.” Threw is the
past tense of throw.
EXAMPLE
We gave the bedrooms a thorough cleaning.
EXAMPLE
A breeze blew through the house.
EXAMPLE
At last I’m through with my homework.
EXAMPLE
Lacey threw the ball.
to, too, two To means “in the direction of”; it is also part of
the infinitive form of a verb. Too means “very” or “also.”
Two is the number after one.
EXAMPLE
Jaleela walks to school.
EXAMPLE
She likes to study.
EXAMPLE
The soup is too salty.
EXAMPLE
May I go too?
EXAMPLE
We have two kittens.
toward, towards People in Great Britain use towards, but the
preferred form in the United States is toward.
EXAMPLE
Smiling, she walked toward me.
try and Use try to.
EXAMPLE
Please try to [not try and] be on time.
Usage Glossary
81
READY REFERENCE
EXAMPLE
type, type of Don’t use type as an adjective.
READY REFERENCE
EXAMPLE
What type of music [not what type music] do you like?
U
uninterested, disinterested Uninterested means “not interested,” “unenthusiastic,” and “indifferent.” Disinterested
means “impartial,” “unbiased, not favoring either side in a
dispute.”
I threw the collie a biscuit, but, supremely uninterested, he let it lie where it fell.
EXAMPLE
The judge listened carefully to all the witnesses in that
tangled case before handing down her disinterested
and even-handed decision.
unless, without Don’t use without in place of unless.
EXAMPLE
Unless [not Without] I earn some money, I can’t go to
camp.
used to, use to The correct form is used to.
EXAMPLE
We used to [not use to] live in Cleveland, Ohio.
W
waist, waste Your waist is where you wear your belt. As a
noun, waste means “careless or unnecessary spending” or
“trash.” As a verb, it means “to spend or use carelessly or
unnecessarily.”
EXAMPLE
She tied a colorful scarf around her waist.
EXAMPLE Buying those skis was a waste
82
Ready Reference
of money.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
EXAMPLE
EXAMPLE
Put your waste in the dumpster.
EXAMPLE
Don’t waste time worrying.
EXAMPLE
Wait right here.
EXAMPLE
Her weight is 110 pounds.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
wait for, wait on Wait for means “to remain in a place in
anticipation of something expected.” Wait on means “to act
as a server.”
EXAMPLE
Wait for me at the bus stop.
EXAMPLE
Nat and Tammy wait on diners at The Golden Griddle.
way, ways Use way, not ways, in referring to distance.
EXAMPLE
It’s a long way [not ways] to Tipperary.
weak, week Weak means “feeble” or “not strong.” A week
is seven days.
EXAMPLE
She felt weak for a week after the operation.
weather, whether Weather is the condition of the atmosphere. Whether means “if”; it is also used to introduce the
first of two choices.
EXAMPLE
The weather in Portland is mild and rainy.
EXAMPLE
Tell me whether you can go.
EXAMPLE
I can’t decide whether to fly or drive.
when, where Don’t use when or where incorrectly in writing a definition.
EXAMPLE
A simile is a comparison using like or as. [not A simile
is when you compare two things using like or as.]
EXAMPLE
A watercolor wash is a thin coat of paint applied to
Usage Glossary
83
READY REFERENCE
wait, weight Wait means “to stay or remain.” Weight is a
measurement.
READY REFERENCE
paper that has been dampened with water. [not A watercolor wash is where you dampen the paper before applying
paint.]
where Don’t use where in place of that.
EXAMPLE
I see that [not where] the Cubs are in the basement
again.
where . . . at Don’t use at after where.
EXAMPLE
Where is your mother? [not Where is your mother at?]
EXAMPLE
Who is that woman with the red umbrella?
EXAMPLE
Whom did you see at the mall?
who’s, whose Who’s is a contraction of who is or who has.
Whose is the possessive form of who.
EXAMPLE
Who’s [Who is] conducting the orchestra?
EXAMPLE
Who’s [Who has] read this book?
EXAMPLE
Whose umbrella is this?
wind When wind rhymes with finned, it means “moving
air.” When wind rhymes with fined, it means “to wrap
around.”
EXAMPLE
The wind is strong today.
EXAMPLE
Wind the bandage around your ankle.
84
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who, whom Who is in the nominative case. Use it for subjects
and predicate nominatives. Whom is in the objective case.
Use it for direct objects, indirect objects, and objects of
prepositions.
wood, would Wood comes from trees. Would is a helping
verb.
Would you prefer a wood bookcase or a metal one?
wound When wound is pronounced to rhyme with sound, it
is the past tense of wind. When wound is pronounced
––nd, it means “an injury in which the skin is broken.”
woo
EXAMPLE
I wound the bandage around my ankle to cover the
wound.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Y
your, you’re Your is the possessive form of you. You’re is a
contraction of you are.
EXAMPLE
Your arguments are convincing.
EXAMPLE
You’re doing a fine job.
Usage Glossary
85
READY REFERENCE
EXAMPLE
READY REFERENCE
ABBREVIATIONS
MONTHS
Jan.
Feb.
Mar.
Apr.
none
none
86
January
February
March
April
May
June
Ready Reference
none
Aug.
Sept.
Oct.
Nov.
Dec.
July
August
September
October
November
December
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
An abbreviation is a short way to write a word or a group
of words. Abbreviations should be used sparingly in formal
writing except for a few that are actually more appropriate
than their longer forms. These are Mr., Mrs., and Dr.
(doctor) before names, A.M. and P.M., and B.C. and A.D.
Some abbreviations are written with capital letters and
periods, and some with capital letters and no periods; some
are written with lowercase letters and periods, and some
with lowercase letters and no periods. A few may be written
in any one of these four ways and still be acceptable. For
example, to abbreviate miles per hour, you may write MPH,
M.P.H., mph, or m.p.h.
Some abbreviations may be spelled in more than one way.
For example, Tuesday may be abbreviated Tues. or Tue.
Thursday may be written Thurs. or Thu. In the following
lists, only the most common way of writing each abbreviation is given.
When you need information about an abbreviation, consult a dictionary. Some dictionaries list abbreviations in a
special section in the back. Others list them in the main part
of the book.
DAYS
Sunday
Monday
Tuesday
Wednesday
Thurs.
Fri.
Sat.
Thursday
Friday
Saturday
READY REFERENCE
Sun.
Mon.
Tues.
Wed.
TIME AND DIRECTION
CDT
CST
DST
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EDT
EST
MDT
a.d.
b.c.
b.c.e.
c.e.
a.m.
p.m.
MST
mountain stancentral daylight
dard time
time
PDT
Pacific daylight
central standard
time
time
PST
Pacific standard
daylight saving
time
time
ST
standard time
eastern daylight
NE
northeast
time
NW
northwest
eastern standard
SE
southeast
time
SW
southwest
mountain daylight time
in the year of the Lord (Latin anno Domini)
before Christ
before the common era
common era
before noon (Latin ante meridiem)
after noon (Latin post meridiem)
MEASUREMENT
The same abbreviation is used for both the singular and
the plural meaning of measurements. Therefore, ft. stands
for both foot and feet, and in. stands for both inch and
inches. Note that abbreviations of metric measurements are
commonly written without periods. U.S. measurements, on
the other hand, are usually written with periods.
Abbreviations
87
READY REFERENCE
Metric System
Mass and Weight
t
metric ton
kg
kilogram
g
gram
cg
centigram
mg
milligram
kiloliter
liter
centiliter
milliliter
Length
km
m
cm
mm
kilometer
meter
centimeter
millimeter
U.S. Weights and Measures
Weight
wt.
lb.
oz.
weight
pound
ounce
Capacity
gal.
qt.
pt.
c.
tbsp.
tsp.
fl. oz.
gallon
quart
pint
cup
tablespoon
teaspoon
fluid ounce
88
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Capacity
kl
l
cl
ml
mile
rod
yard
foot
inch
READY REFERENCE
Length
mi.
rd.
yd.
ft.
in.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
MISCELLANEOUS MEASUREMENTS
p.s.i.
MPH
MPG
d.p.i.
rpm
C
F
K
kn
kW
pounds per square inch
miles per hour
miles per gallon
dots per inch
revolutions per minute
Celsius, centigrade
Fahrenheit
kelvin
knot
kilowatt
COMPUTER AND INTERNET
CPU
CRT
DOS
e-mail
K
URL
DVD
d.p.i
WWW
ISP
DNS
central processing unit
cathode ray tube
disk operating system
electronic mail
kilobyte
uniform resource locator
digital video disc
dots per inch
World Wide Web
internet service provider
domain name system
Abbreviations
89
READY REFERENCE
UNITED STATES (U.S.)
In most cases, state names and street addresses should be
spelled out. The postal abbreviations in the following lists
should be used with ZIP codes in addressing envelopes.
They may also be used with ZIP codes for return addresses
and inside addresses in business letters. The traditional state
abbreviations are seldom used nowadays, but occasionally
it’s helpful to know them.
Traditional
Postal
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Ala.
none
Ariz.
Ark.
Calif.
Colo.
Conn.
Del.
D.C.
Fla.
Ga.
none
none
Ill.
Ind.
none
Kans.
Ky.
La.
none
Md.
Mass.
Mich.
Minn.
Miss.
AL
AK
AZ
AR
CA
CO
CT
DE
DC
FL
GA
HI
ID
IL
IN
IA
KS
KY
LA
ME
MD
MA
MI
MN
MS
90
Ready Reference
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State
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Mo.
Mont.
Nebr.
Nev.
N.H.
N.J.
N. Mex.
N.Y.
N.C.
N. Dak.
none
Okla.
Oreg.
Pa.
R.I.
S.C.
S. Dak.
Tenn.
Tex.
none
Vt.
Va.
Wash.
W. Va.
Wis.
Wyo.
MO
MT
NE
NV
NH
NJ
NM
NY
NC
ND
OH
OK
OR
PA
RI
SC
SD
TN
TX
UT
VT
VA
WA
WV
WI
WY
Abbreviations
READY REFERENCE
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
91
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POSTAL ADDRESS ABBREVIATIONS
92
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The following address abbreviations are recommended
by the U.S. Postal Service to speed mailing. In most writing,
these words should be spelled out.
North
N
Alley
ALY
Parkway
PKY
Annex
ANX
Place
PL
Avenue
AVE
Plaza
PLZ
Boulevard
BLVD
River
RIV
Center
CTR
Road
RD
Circle
CIR
South
S
Court
CT
Square
SQ
Drive
DR
Station
STA
East
E
Street
ST
Estates
EST
Terrace
TER
Expressway
EXPY
Trace
TRCE
Heights
HTS
Trail
TRL
Highway
HWY
Turnpike
TPKE
Island
IS
Viaduct
VIA
Lake
LK
Village
VLG
Lane
LN
West
W
Lodge
LDG
Mount
MT
ac
dc
AM
FM
RF
ASAP
e.g.
etc.
i.e.
Inc.
ISBN
lc
misc.
p.
pp.
re
R.S.V.P.
SOS
TM
uc
vs.
w/o
alternating current
direct current
amplitude modulation
frequency modulation
radio frequency
as soon as possible
for example (Latin exempli gratia)
and others, and so forth (Latin et cetera)
that is (Latin id est)
incorporated
International Standard Book Number
lowercase
miscellaneous
page
pages
with regard to
please reply (French répondez s’il vous plaît)
international distress signal
trademark
uppercase
versus
without
Abbreviations
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ADDITIONAL ABBREVIATIONS
93
Part Two
Chapter 1
Chapter 2
PHOTO: Comstock Images/Jupiterimages/Getty Images
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Parts of Speech
Parts of the
Sentence
Phrases
Clauses and
Sentence Structure
Verb Tenses and
Voice
Subject-Verb
Agreement
Using Pronouns
Correctly
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Using Modifiers
Correctly
Diagraming
Sentences
Capitalizing
Punctuation,
Abbreviations,
and Numbers
Sentence
Combining
Spelling and
Vocabulary
Your first discipline is your vocabulary; then your
grammar and your punctuation….Then you add rhyme
and meter. And your delight is in that power.
—Robert Frost
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Grammar,
Usage, and
Mechanics
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Chapter 10
Parts of
Speech
Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . 119
Conjunctions. . . . . . . . . . . . . . . . . . . . . . . . . 122
Interjections . . . . . . . . . . . . . . . . . . . . . . . . . 127
PRETEST
Identifying Parts of Speech
For each numbered word in the paragraph below, write
one of these words to identify its part of speech: noun,
pronoun, verb, adjective, adverb, preposition,
conjunction, interjection.
The end1 of2 each3 school4 year5 is6 a joyous7 time8 for9 most10
students. They11 feel a sense of completion,12 and13 closure is14 coupled15
with16 anticipation17 of freedom18 from rigid19 schedules20 and the
opportunity21 for relaxation. Vacation22 usually23 promises fun. The
next24 year seems25 far away. For just a short26 time,27 the future looks
rosy28 and all29 pressures are lifted. Alas,30 a new school year is just
three short months away.
96
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1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.1 NOUNS
A noun is a word that names a person, a place, a
thing, or an idea.
EXAMPLES PERSON
aunt, ecologist, Rodrigo, father-in-law, child
EXAMPLES PLACE
playground, city, living room, Arizona
EXAMPLES THING
moon, whale, chipmunk, Empire State Building
EXAMPLES IDEA
democracy, hope, century, impatience
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A concrete noun names an object that occupies space
or can be recognized by any of the senses.
EXAMPLES
salt
whisper
thunder
sand
scent
An abstract noun names an idea, a quality, or a
characteristic.
EXAMPLES
confusion
grief
patience
clarity
friendship
SINGULAR AND PLURAL NOUNS
Most nouns are singular or plural. A singular noun
names one person, place, thing, or idea. A plural noun
names more than one.
EXAMPLES SINGULAR
boy, branch, story, hoof, woman
EXAMPLES PLURAL
boys, branches, stories, hooves, women
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CONCRETE AND ABSTRACT NOUNS
PRACTICE
Plural Nouns
Write the plural form of each noun. Consult a dictionary
if you need help.
1.
2.
3.
4.
5.
reason
picture
melon
person
glass
6.
7.
8.
9.
10.
keyboard
jury
democracy
ratio
child
The possessive form of a noun can show possession,
ownership, or the general relationship between two
nouns. For instance, if we want to say “the chair of
Lynn,” we can say “Lynn’s chair.”
To form the possessive of a singular noun, even one
that ends in s, add an apostrophe and an s.
EXAMPLES
Susie’s calculator
Morris’s strobe light
To form the possessive of a plural noun that ends in s,
add just an apostrophe.
EXAMPLES
98
the Wilsons’ newspaper
the boys’ headaches
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GRAMMAR / USAGE / MECHANICS
POSSESSIVE NOUNS
To form the possessive of a plural noun that doesn’t
end in s, add an apostrophe and an s.
EXAMPLES
the women’s meeting
the sheep’s noses
PRACTICE
Possessive Form of Nouns
1.
2.
3.
4.
5.
the (tomato) color
the (restaurant) prices
the (professor) lecture
the (post office) location
the (sun) temperature
6. the (men) business cards
7. the (books) covers
8. the (secretaries)
computers
9. the (trees) leaves
10. the (meetings) agendas
COMPOUND NOUNS
A compound noun is a noun made up of two or more
words. Compound nouns may be open, hyphenated,
or closed.
EXAMPLES OPEN
music box, press secretary, public
defender
EXAMPLES HYPHENATED
great-grandfather, good-bye, sister-in-law
EXAMPLES CLOSED
bedroom, headache, mailbox
COMMON AND PROPER NOUNS
A common noun is the general—not the particular—
name of a person, place, thing, or idea.
A proper noun is the name of a particular person,
place, thing, or idea.
Chapter 1
Parts of Speech
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Rewrite each phrase below, using the possessive form of
the noun in parentheses.
Proper nouns are capitalized. Common nouns are
usually not capitalized.
EXAMPLES PERSON
James Baldwin, Toni Morrison, Sandra Cisneros
EXAMPLES PLACE
Chicago, Great Britain, Antarctica,
Madison Square Garden
EXAMPLES THING
Ford Motor Company, World Trade Center,
Tom Sawyer
EXAMPLES IDEA
Jazz Age, Buddhism, Industrial Revolution,
Romanticism
PRACTICE
Common and Proper Nouns
Identify each noun by writing common or proper. If a
noun is common, also write concrete or abstract to further
identify it.
1.
2.
3.
4.
5.
The Rocky Mountains in Colorado are majestic.
Cats are frequently accused of mischief.
A spirit of goodwill pervades the Special Olympics.
John eats tomatoes in the summer.
Henry met my aunts in Paris.
COLLECTIVE NOUNS
A collective noun is singular in form but names a group.
EXAMPLES
family
troop
class
jury
crew
flock
band
swarm
committee
audience
A collective noun is sometimes considered singular
and sometimes considered plural. If you’re talking about
a group as a whole acting together, consider the collective
noun singular. If you’re talking about the individual
members of a group, consider the collective noun plural.
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GRAMMAR / USAGE / MECHANICS
PROPER NOUNS
EXAMPLE
SINGULAR
The band travels in an old bus.
EXAMPLE
PLURAL
The band are going to assemble here at noon.
PRACTICE
Collective Nouns
Write each collective noun. Label it S if it’s singular and
P if it’s plural.
4.
5.
6.
7.
8.
9.
10.
their rain gear.
The orchestra is opening the concert with an overture.
The herd grazes on government grassland.
The audience were told to find their seats.
Each winter the family goes skiing in Utah.
The band are wearing their uniforms.
The volleyball team received medallions last week.
The crowd cheers when the team enters the field.
1.2 PRONOUNS
A pronoun is a word that takes the place of a noun, a
group of words acting as a noun, or another pronoun.
The word or group of words to which a pronoun refers
is called its antecedent.
EXAMPLE
When N. Scott Momaday wrote The Way to Rainy
Mountain, he was retelling Kiowa legends. [The pronoun
he takes the place of the noun N. Scott Momaday.]
EXAMPLE
Langston Hughes and Arna Bontemps were major
figures of the Harlem Renaissance. Both edited The
Book of Negro Folklore. [The pronoun both takes the
place of the nouns Langston Hughes and Arna Bontemps.]
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1. The committee is concluding its report.
2. The jury sits to the left of the judge.
3. During periods of heavy rain, the traffic police wear
EXAMPLE
Very few can still remember poems they memorized for
class. [The pronoun they takes the place of the pronoun few.]
There are about seventy-five pronouns in English.
Each pronoun belongs in one or more of these categories:
personal and possessive pronouns, reflexive and intensive
pronouns, demonstrative pronouns, interrogative
pronouns, relative pronouns, and indefinite pronouns.
A personal pronoun refers to a specific person,
place, thing, or idea by indicating the person
speaking (the first person), the person or people
being spoken to (the second person), or any other
person, place, thing, or idea being talked about
(the third person).
Personal pronouns express number—that is, they are
either singular or plural.
PERSONAL PRONOUNS
SINGULAR
PLURAL
FIRST PERSON
I, me
we, us
SECOND PERSON
you
you
THIRD PERSON
he, him, she, her, it
they, them
EXAMPLE
FIRST PERSON
We will keep the pup with us. [We
and us refer to the people speaking.]
EXAMPLE
SECOND PERSON
You may use the spell-checking
program. [You refers to the person or
people being addressed.]
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PERSONAL AND POSSESSIVE PRONOUNS
EXAMPLE
THIRD PERSON
They accomplished all the tasks
assigned to them. [They and them
refer to persons being discussed.]
Third-person singular pronouns also express gender.
He and him are masculine; she and her are feminine; it is
neuter—that is, neither masculine nor feminine.
Among the personal pronouns are forms that show
possession or ownership. These are called possessive
pronouns, and they take the place of the possessive
forms of nouns.
SINGULAR
PLURAL
FIRST PERSON
my, mine
our, ours
SECOND PERSON
your, yours
your, yours
THIRD PERSON
his
her, hers
its
their, theirs
Some of the pronouns in the chart above are paired. In
the pairs, the first form can be used before a noun. The
second form in each pair can stand alone as a noun does.
His and its can be used in both ways.
EXAMPLE
USED BEFORE A NOUN
Is that her journal?
EXAMPLE
USED ALONE
That journal is hers.
Notice that possessive pronouns do not contain
apostrophes. Take particular note that the possessive
pronoun its has no apostrophe. It is a common error to
mistake its and the contraction it’s.
EXAMPLE
The cat was eating its food. [possessive pronoun]
EXAMPLE
It’s my mother’s cat. [contraction for It is]
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POSSESSIVE PRONOUNS
PRACTICE
Personal Pronouns
Write each pronoun. Identify it by writing first person,
second person, or third person. Then write singular or
plural. If the pronoun is possessive, write possessive.
1. Workers must pay income tax if their earnings are in
excess of a specified limit.
2. When the accused was confronted with the evidence,
he confessed.
5.
6.
7.
8.
9.
10.
maintained a B+ average.
Ours is the first house on the right.
We moved from Wyoming three years ago.
The dog wagged its tail.
Please fasten your seatbelts.
Dogs pant because they do not perspire as humans do.
I am amazed by the forces of nature.
REFLEXIVE AND INTENSIVE PRONOUNS
To form the reflexive and intensive pronouns, add –self
or –selves to certain personal and possessive pronouns.
REFLEXIVE AND INTENSIVE PRONOUNS
SINGULAR
PLURAL
FIRST PERSON
myself
ourselves
SECOND PERSON
yourself
yourselves
THIRD PERSON
himself, herself, itself
themselves
Notice that there are no such words as hisself, theirself,
or theirselves.
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GRAMMAR / USAGE / MECHANICS
3. Deciduous trees lose their leaves in autumn.
4. Despite her heavy practice schedule, Jeanette
A reflexive pronoun refers back to the subject of the
sentence or clause and indicates that the same person
or thing is involved. A reflexive pronoun adds
information to a sentence.
EXAMPLE
We considered ourselves lucky to have avoided the
tornado.
EXAMPLE
In stage makeup, I don’t even look like myself.
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EXAMPLE
You yourself decided not to rename the file.
An intensive pronoun is often placed directly after its
antecedent. However, an intensive pronoun may
appear anywhere in a sentence.
EXAMPLE
I myself balanced the checkbook.
EXAMPLE
I balanced the checkbook myself.
DEMONSTRATIVE PRONOUNS
A demonstrative pronoun points out specific persons,
places, things, or ideas.
DEMONSTRATIVE PRONOUNS
SINGULAR
this
that
PLURAL
these
those
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An intensive pronoun adds emphasis to another noun
or pronoun. It does not add information to a sentence.
If the intensive pronoun is omitted, the meaning of the
sentence will still be the same.
EXAMPLE
This is your new toothbrush.
EXAMPLE
Let me do that for you.
EXAMPLE
Are these the cookies you liked so well?
EXAMPLE
I think I’ll take those.
INTERROGATIVE AND RELATIVE PRONOUNS
INTERROGATIVE PRONOUNS
who?
whom?
whose?
whoever?
whomever?
whatever?
which?
whichever?
what?
EXAMPLE
Who made this delicious salad dressing?
EXAMPLE
Whom are you expecting?
EXAMPLE
Whose are these cute earrings?
EXAMPLE
What did she say?
EXAMPLE
Which of the flavors is your favorite?
EXAMPLE
Whatever were you thinking?
EXAMPLE
Whomever are you calling at this time of night?
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GRAMMAR / USAGE / MECHANICS
An interrogative pronoun is used to form questions.
A relative pronoun is used to begin a special subjectverb word group called a subordinate clause. (See
Chapter 4.)
RELATIVE PRONOUNS
who
whoever
which
that
whom
whomever
whose
what
whichever
whatever
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Rhonda held out paper cups of water to the marathon
runners, who grabbed them eagerly. [The relative
pronoun who begins the subordinate clause who grabbed
them eagerly.]
EXAMPLE
The novel that she wrote is on the best-seller list. [The
relative pronoun that begins the subordinate clause that
she wrote.]
INDEFINITE PRONOUNS
An indefinite pronoun refers to a person, a place, a
thing, or an idea in a more general way than a noun
does.
EXAMPLE
Do you know anyone in your class? [The indefinite
pronoun anyone does not refer to a specific person.]
EXAMPLE
Several have submitted applications for college. [The
indefinite pronoun Several does not refer to a specific
group of people.]
EXAMPLE
The group responsible for posters reported that none
were ready. [The indefinite pronoun none has the specific
antecedent posters.]
Chapter 1
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107
GRAMMAR / USAGE / MECHANICS
EXAMPLE
all
both
everything
nobody
others
another
each
few
none
several
any
either
many
no one
some
anybody
enough
most
nothing
somebody
anyone
everybody
much
one
someone
anything
everyone
neither
other
something
PRACTICE
Pronouns
Write each pronoun. Identify it by writing reflexive,
intensive, demonstrative, interrogative, relative, or
indefinite.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The kitten saw itself in the mirror and scampered away.
Has anybody seen the car keys?
This is number one on the best-seller list of books.
For whom is the phone call?
Maria herself prepared every dessert on the menu.
The person whom the director appointed had ten years
of experience.
Deliver the memo to someone in the attendance office.
Steve and John need transportation to the game;
neither has a driver’s license.
Which is the better choice?
Why is that so difficult a task?
1.3 VERBS
A verb is a word that expresses an action or a state
of being and is necessary to make a statement.
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GRAMMAR / USAGE / MECHANICS
SOME INDEFINITE PRONOUNS
EXAMPLES
The author summarized his story.
The artist cleaned her brushes.
The actor winked at the audience.
This banner appears dusty.
Verbs express time—present, past, and future—by
means of various tense forms.
EXAMPLE
PRESENT TENSE
EXAMPLE
PAST TENSE
EXAMPLE
FUTURE TENSE
I smell the roses.
I smelled the roses.
I will smell the roses.
ACTION VERBS
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Action verbs can express action that is either physical
or mental.
EXAMPLE
PHYSICAL ACTION
EXAMPLE
MENTAL ACTION
The chorus sang the new song.
The chorus liked the new song.
A transitive verb is followed by a word or words that
answer the question what? or whom?
The word or words that answer the question what? or
whom? after a transitive verb are called the direct object.
(See Chapter 2.)
EXAMPLE
She spoke the words of the challenge. [The verb spoke is
followed by the noun words, which answers the question
spoke what?]
An intransitive verb is not followed by a word that
answers the question what? or whom?
EXAMPLE
She spoke clearly. [The verb is followed by a word that
tells how.]
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An action verb tells what someone or something
does.
PRACTICE
Transitive and Intransitive Verbs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Luis takes criticism very well.
Butterflies and hummingbirds prefer certain plants.
Tran worked diligently on his term paper.
A person gains respect more by actions than by words.
Everyone doubts himself or herself from time to time.
The sun sets early in the winter.
The water table rises after a drenching rain.
We finally settled on a price for the computer.
Sherry speaks four languages fluently.
History repeats itself.
LINKING VERBS
A linking verb links, or joins, the subject of a sentence
(often a noun or a pronoun) with a noun, a pronoun,
or an adjective that identifies or describes the subject.
A linking verb does not show action.
Be in all its forms is the most commonly used linking
verb. Forms of be include am, is, are, was, were, will be,
has been, and was being.
EXAMPLES
That tailor is an expert.
This spring has been rainy.
These rosebushes are rare.
Tomorrow will be a sunny day.
Several other verbs besides be can act as linking verbs.
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Write each verb. Identify it by writing transitive or
intransitive. If it is transitive, write the word or words
that answer the questions what? or whom?
OTHER VERBS THAT CAN BE LINKING VERBS
appear
grow
seem
stay
become
look
smell
taste
feel
remain
sound
turn
EXAMPLE
This lemonade tastes sour.
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The verb in a sentence may consist of more than
one word. The words that accompany the main verb
are called auxiliary, or helping, verbs.
A verb phrase consists of a main verb and all its
auxiliary, or helping, verbs.
FORMS OF BE
AUXILIARY VERBS
am, is, are, was, were, being, been
FORMS OF HAVE
has, have, had, having
OTHER AUXILIARIES
can, could
do, does, did
may, might
shall, should
must
will, would
The most common auxiliary verbs are forms of be and
have. They help the main verb express time by forming
the various tenses.
EXAMPLE
We had expected the letter for days.
The other auxiliary verbs are not used primarily to
express time. They are often used to emphasize meaning.
EXAMPLE
You should exercise daily.
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VERB PHRASES
PRACTICE
Verbs and Verb Phrases
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Should I make another appointment?
On Sunday we will be going on a picnic.
Allie, see me after the third-period bell.
Could I be wrong about this?
The birds seem strangely quiet this morning.
Redeem these coupons for valuable merchandise.
This has been a special day!
The screenwriter has been making many script changes.
When will you be leaving?
They charted the plane’s course to Detroit.
1.4 ADJECTIVES
An adjective is a word that modifies a noun or a
pronoun by limiting its meaning.
EXAMPLES
three dollars
any objections
baby ducks
Chinese teacup
purple balloon
no parking
An adjective may describe a noun or pronoun by
answering one of these questions: What kind? Which
one? How many? How much?
EXAMPLES
WHAT KIND?
blue scarf
artistic license
EXAMPLES
WHICH ONE?
that attitude
second try
EXAMPLES
HOW MANY?
thirty pages
several improvements
EXAMPLES
HOW MUCH?
any trouble
no mayonnaise
Two verb forms can also act as adjectives: the present
participle, which ends in –ing, and the past participle,
which ends in –ed or is irregularly formed.
EXAMPLES
112
a dancing hen
the crumpled paper
Grammar, Usage, and Mechanics
a broken dish
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GRAMMAR / USAGE / MECHANICS
Write each verb and verb phrase. Identify it by writing
transitive, intransitive, or linking.
Pronouns can also serve as adjectives. For example,
possessive pronouns (my, our, your, his, her, its, and their)
act as adjectives when they modify nouns. Demonstrative
pronouns (this, that, these, and those) can also be considered demonstrative adjectives when they modify nouns.
Similarly, nouns can serve as adjectives. Possessive nouns,
like possessive pronouns, can be used as adjectives. In
fact, any noun that modifies another noun can be considered an adjective.
EXAMPLES
my kitten [possessive adjective]
those bicycles [demonstrative adjective]
GRAMMAR / USAGE / MECHANICS
Lucy’s report [possessive noun acting as adjective]
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leather shoes [noun acting as adjective]
An adjective’s position in relation to the word it
modifies may vary.
EXAMPLES
How spicy the chili is!
The spicy chili steamed in its kettle.
The chili is spicy.
Peppers make the chili spicy.
The chili, spicy as tamales, steamed in its kettle.
Spicy as tamales, the chili steamed in its kettle.
PRACTICE
Adjectives
Write each adjective and the word it modifies.
1. The apple pie is delicious.
2. Several large trees fell in the storm.
Chapter 1
Parts of Speech
113
3.
4.
5.
6.
7.
8.
9.
10.
Strong winds radiate from the eye of a hurricane.
His left arm is in a soft cast.
Recycling makes good use of throwaway items.
The devastating poliovirus has been nearly eradicated
in the United States.
I seldom wear my dress shoes.
Quiet music is soothing to babies.
A good stylist could hide that stubborn cowlick.
Fifty years is a short time in history.
Many adjectives have different forms to indicate
their degree of comparison. The positive form indicates
no comparison. The comparative form compares two
nouns or pronouns. The superlative form compares
more than two nouns or pronouns.
EXAMPLES
POSITIVE
COMPARATIVE
SUPERLATIVE
slow
slower
slowest
lucky
luckier
luckiest
strenuous
more strenuous
most strenuous
good, well
better
best
bad
worse
worst
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GRAMMAR / USAGE / MECHANICS
ADJECTIVES THAT COMPARE
PRACTICE
Adjectives That Compare
Write the correct comparative or superlative form of the
adjective in parentheses. Consult a dictionary if necessary.
1.
2.
3.
4.
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10.
ARTICLES
Articles are the adjectives a, an, and the. A and an
are called indefinite articles. A is used before consonant
sounds, and an is used before vowel sounds. The is
called the definite article.
EXAMPLES
INDEFINITE
DEFINITE
I wrote a play.
I wrote the play.
Ernesto wrote an article.
Ernesto wrote the article.
PROPER ADJECTIVES
A proper adjective is formed from a proper noun and
begins with a capital letter.
EXAMPLE
EXAMPLE
EXAMPLE
We attended the Shakespearean Drama Festival.
The Texan barbecue was a success.
The Victorian Era in England lasted from 1837 to 1901.
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5.
6.
7.
8.
9.
This is the (good) choice of the two.
I am (tall) than my brother.
Of the three athletes, Hal is (good).
That is the (complicated) math problem I have ever
tackled.
The seniors voted Manuel (likely) to succeed.
This work is (difficult) than I had originally thought it was.
Let’s go to the (sandy) beach we can find.
Mangoes are among the (sweet) fruits.
Your contribution will provide (good) programming
than we now have.
Flu is usually (bad) than a cold.
The following suffixes, along with others, are often
used to form proper adjectives: -an, -ian, -n, -ese, and
-ish. Sometimes there are other changes as well. Check
the spelling in a dictionary.
EXAMPLES PROPER NOUNS
PRACTICE
American
Chinese
English
Brazilian
African
Proper Adjectives
Rewrite each phrase, changing the noun in blue
type into a proper adjective. Consult a dictionary if
necessary.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
the soil of Mexico
the eruption of Vesuvius
the people of the Netherlands
the language of Spain
the coastline of the Atlantic
the islands of Greece
a citizen of China
the largest lake of Russia
the legislature of Britain
the food of France
1.5 ADVERBS
An adverb is a word that modifies a verb, an
adjective, or another adverb by making its meaning
more specific.
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GRAMMAR / USAGE / MECHANICS
America
China
England
Brazil
Africa
PROPER ADJECTIVES
The following sentences illustrate the use of adverbs to
modify verbs, adjectives, and adverbs.
EXAMPLES
She ran quickly.
MODIFYING VERBS
She has often won.
EXAMPLE
MODIFYING ADJECTIVES
She is very talented and
extremely diligent.
EXAMPLE
MODIFYING ADVERBS
She almost always runs quite
fast.
EXAMPLE
WHEN
I got your letter yesterday.
EXAMPLE
WHERE
The wagon train headed west.
EXAMPLE
HOW
Play this section softly and
sweetly.
EXAMPLE
TO WHAT DEGREE
This railing is dangerously
rickety.
POSITION OF ADVERBS
An adverb that is modifying a verb can sometimes be
placed in different positions in relation to the verb. An
adverb that modifies an adjective or another adverb,
however, must immediately precede the word it modifies.
EXAMPLES
MODIFYING A VERB
Generally we eat at six.
We generally eat at six.
We eat at six generally.
MODIFYING AN ADJECTIVE
The soup was definitely lukewarm.
MODIFYING AN ADVERB
We almost never have dessert.
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Adverbs tell when, where, how, and to what degree.
NEGATIVE WORDS AS ADVERBS
The word not and the contraction n’t are adverbs.
Certain adverbs of time, place, and degree also have
negative meanings.
EXAMPLES
The color didn’t fade.
That dye hardly ever fades.
EXAMPLES
If correctly set, this dye never fades.
The tints can barely be distinguished.
EXAMPLES
There are no undyed patches.
PRACTICE
Adverbs
Write each adverb and what it modifies. Then tell
whether what is modified is a verb, an adjective, or
another adverb.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Soraya often shops at outlet stores.
I am thoroughly disgusted!
Seldom can I select a good watermelon.
Please set the table properly.
A rather brisk wind is blowing.
The air conditioner is barely working.
In the spring, the grass grows too fast.
Lately, our math tests have been challenging.
My coach is somewhat dismayed by this year’s schedule.
Dan is an unusually good driver.
ADVERBS THAT COMPARE
Some adverbs, like adjectives, have different forms to
indicate the degree of comparison.
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GRAMMAR / USAGE / MECHANICS
We cannot complain about the color.
EXAMPLES
POSITIVE
COMPARATIVE
SUPERLATIVE
sat near
sat nearer
sat nearest
talks slowly
talks more slowly
talks most slowly
dances well
dances better
dances best
writes badly
writes worse
writes worst
draws beautifully
draws more
beautifully
draws most
beautifully
looks far
looks farther
looks farthest
left early
left earlier
left earliest
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GRAMMAR / USAGE / MECHANICS
PRACTICE
Adverbs That Compare
Write the comparative and superlative forms of each
adverb. Consult a dictionary if necessary.
1.
2.
3.
4.
5.
fast
carelessly
early
frequently
high
6.
7.
8.
9.
10.
deeply
recently
delicately
poorly
low
1.6 PREPOSITIONS
A preposition is a word that shows the relationship of
a noun or a pronoun to another word in a sentence.
EXAMPLE
The mother of the kittens lives here. [Of shows the
relationship of mother to kittens.]
EXAMPLE
EXAMPLE
I will see you after lunch. [After expresses the time
relationship between lunch and when I will see you.]
She sang her song for them. [For relates the verb sang to
the pronoun them.]
Chapter 1
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119
aboard
beneath
in
regarding
about
beside
inside
respecting
above
besides
into
since
across
between
like
through
after
beyond
near
throughout
against
but (meaning except)
of
to
along
by
off
toward
amid
concerning
on
under
among
despite
onto
underneath
around
down
opposite
until
as
during
out
up
at
except
outside
upon
before
excepting
over
with
behind
for
past
within
below
from
pending
without
A compound preposition is a preposition that is made
up of more than one word.
COMPOUND PREPOSITIONS
according to
because of
instead of
ahead of
by means of
next to
along with
except for
on account of
apart from
in addition to
on top of
aside from
in front of
out of
as to
in spite of
owing to
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COMMONLY USED PREPOSITIONS
A prepositional phrase is a group of words that begins
with a preposition and ends with a noun or a pronoun
called the object of the preposition.
EXAMPLE
Jorge and Mei Ling went to the fair.
EXAMPLE
César rode along with them.
EXAMPLE
I met them at the candied-apples stand.
EXAMPLE
Everyone but César had a candied apple.
EXAMPLE
César satisfied his sweet tooth with saltwater taffy.
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WORD USED AS PREPOSITION
WORD USED AS ADVERB
EXAMPLE
I left my boots outside
the back door.
I left my boots outside.
EXAMPLE
The bird flew over the fence.
The bird flew over.
EXAMPLE
Everyone came aboard
the boat.
Everyone came aboard.
PRACTICE
Prepositional Phrases
Write each prepositional phrase. Underline the preposition
and draw a circle around the object of the preposition.
1. The diameter of a circle extends from one side to the
other.
2. Because of the power outage, we could not videotape
the game.
3. During my study period, I consulted the adviser about
my schedule.
4. On the outskirts of town are several parks.
5. In spite of the heat, band practice continued through
the afternoon and into the evening.
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Some words may be used as either prepositions or
adverbs. A word is used as a preposition if it has a noun
or a pronoun as its object. A word is used as an adverb if
it does not have an object.
6. In the fifties, people danced to the music of the big
7.
8.
9.
10.
bands.
The blue of the sea stretched to the horizon.
Without a guide, white-water rafting can be dangerous.
Snorkeling is good in the shallow waters around coral
reefs.
In the beginning of summer, builders added a porch to
the rear of our house.
A conjunction is a word that joins single words or
groups of words.
COORDINATING CONJUNCTIONS
A coordinating conjunction joins words or groups of
words that have equal grammatical weight in a
sentence.
COORDINATING CONJUNCTION S
and
but
or
so
nor
for
yet
EXAMPLE
Their skit includes a rabbit and a bird.
EXAMPLE
Ms. Fernandez dresses fashionably but tastefully.
EXAMPLE
Hang the snowshoes in the mudroom or in the garage.
EXAMPLE
Winter days are short, so houseplants may need extra
light.
EXAMPLE
We didn’t stop to ask directions, nor did we even
consult a map.
EXAMPLE
I’m glad Andrea won first prize, for she deserves it.
EXAMPLE
Joe claims Italian descent, yet he doesn’t like pasta.
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1.7 CONJUNCTIONS
CORRELATIVE CONJUNCTIONS
Correlative conjunctions work in pairs to join words
and groups of words of equal grammatical weight in a
sentence.
both . . . and
just as . . . so
not only . . . but (also)
either . . . or
neither . . . nor
whether . . . or
Correlative conjunctions make the relationship
between words or groups of words a little clearer than
do coordinating conjunctions.
EXAMPLES
COORDINATING CONJUNCTIONS
CORRELATIVE CONJUNCTIONS
Kim and I must test the
software.
You or José can make the call.
Both Kim and I must test
the software.
He spray painted the security
camera and robbed the bank.
PRACTICE
Either you or José can make
the call.
He not only spray painted the
security camera but also
robbed the bank.
Coordinating and Correlative Conjunctions
Write all conjunctions. Then identify them as either
coordinating or correlative.
1. Do you want the apple or the pear?
2. I’ll serve your eggs either scrambled or poached.
3. Neither the attorney nor the client wanted to appeal
the case.
4. Was your trip to Hawaii in the spring or in the fall?
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CORRELATIVE CONJUNCTIONS
5. The bride’s family hired a caterer to prepare the food
6.
7.
8.
9.
10.
and serve it.
Both Ricardo and Jessica won prizes for their writing.
She is allergic not only to cats but also to dogs.
Rain was forecast for today, but the skies are perfectly
clear.
Whether a person is six or sixty, she can enjoy the
beach.
I do not like the taste of squid, nor do I like the
appearance of it.
A subordinating conjunction joins two clauses, or
thoughts, in such a way as to make one grammatically
dependent on the other.
The thought, or clause, that a subordinating conjunction
introduces is said to be subordinate, or dependent, because
it cannot stand by itself as a complete sentence.
EXAMPLE
Since you learned to dance, you have become more
graceful.
EXAMPLE
Whenever I skate, I wear elbow and knee pads.
EXAMPLE
The children may come along provided that they stay
with us.
EXAMPLE
We sat by the lake while the sun set.
COMMON SUBORDINATING CONJUNCTIONS
after
as though
provided (that)
unless
although
because
since
until
as
before
so long as
when
as far as
considering (that)
so (that)
whenever
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SUBORDINATING CONJUNCTIONS
Common Subordinating Conjunctions, continued
as if
if
than
where
as long as
inasmuch as
though
whereas
as soon as
in order that
till
wherever
while
PRACTICE
Subordinating Conjunctions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Here is the spot where I usually fish for spotted trout.
If Sue calls, give her my message.
No one could explain how the trick was done.
Unless I am mistaken, the bell will ring in one minute.
You look as if you had seen a ghost.
Where you stand for the picture is not important.
Because there has been no rain, I am watering the lawn.
We cannot pay the landscapers inasmuch as they have
not completed their work.
Provided that your plane is on time, we’ll meet at the
restaurant at eight.
When you are finished, please hand your paper to the
proctor.
CONJUNCTIVE ADVERBS
A conjunctive adverb is used to clarify the relationship
between clauses of equal grammatical weight in a
sentence.
Conjunctive adverbs are usually stronger, more
precise, and more formal than coordinating conjunctions.
Notice that when a coordinating conjunction is used
between clauses, a comma precedes the coordinating
Chapter 1
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Write each subordinating conjunction.
conjunction. When a conjunctive adverb is used between
clauses, a semicolon precedes the conjunctive adverb, and
a comma follows it.
COORDINATING CONJUNCTION
I don’t mind bright green kitchen
walls myself, but shouldn’t we ask
your mother?
CONJUNCTIVE ADVERB
I don’t mind bright green kitchen
walls myself; still, shouldn’t we
ask your mother?
Conjunctive adverbs have many uses, as the following
examples show.
EXAMPLES TO REPLACE AND
also, besides, furthermore,
moreover
EXAMPLES TO REPLACE BUT
however, nevertheless,
nonetheless, still
EXAMPLES TO STATE A RESULT
accordingly, consequently, then,
therefore, thus
EXAMPLES TO STATE EQUALITY
equally, likewise, similarly
PRACTICE
Conjunctive Adverbs
Rewrite each sentence, changing coordinating conjunctions to conjunctive adverbs.
1. My older sister lives in Germany, but she visits us every
spring.
2. Hillary is a sports enthusiast, so she often attends
football games.
3. Joseph is a talented musician: He plays the piano, and
he composes music for school plays.
4. Our French teacher is strict, but he is always fair.
5. Charles enjoys swimming, but his favorite pastime is
reading.
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EXAMPLES
6. I love the Pre-Raphaelites, so my friend Manuel gave
7.
8.
9.
10.
me a book about Dante Gabriel Rossetti.
Tom Hanks starred in Splash, and he starred in
Sleepless in Seattle.
My brother went away to school, but I decided to
attend the local community college.
Danielle volunteers at the library, and she organizes
fundraisers at the elementary school.
I tidy my desk every night, yet I often misplace my
pencils.
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An interjection is a word or a phrase that expresses
emotion or exclamation. An interjection has no
grammatical connection to other words in the
sentence and is set off from the other words by an
exclamation point or a comma.
Different emotions are expressed by different
interjections.
EXAMPLE
SURPRISE
Oh, my! I had no idea.
EXAMPLE
DELIGHT
Ah, that’s good.
EXAMPLE
CONFUSION
Good grief! Is that true?
EXAMPLE
PAIN
Ouch! That hurts.
EXAMPLE
JOY
Wow! This is super!
Interjections are mainly used in speaking. Use them
sparingly when you write.
PRACTICE
Interjections
Identify each interjection.
1. Oh, no! I’ve lost my keys again.
2. Thank goodness, I found them.
Chapter 1
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1.8 INTERJECTIONS
3.
4.
5.
6.
7.
8.
9.
10.
Whew, that test was hard!
Ha, I caught you.
Yippee! We both aced the exam.
Your diamond ring is beautiful. Wow!
Alas, it’s started to rain.
Ah, that lotion feels good on my sunburn.
You can come to the party? Fantastic!
Hey, what are you doing?
Parts of Speech
Use each word below in two sentences as two different
parts of speech. You will write a total of twenty sentences.
In each sentence, circle the word. After each sentence, give
the word’s part of speech.
EXAMPLE
bow
She wore a bow in her hair. noun.
The dancers bow after each performance. verb
1.
2.
3.
4.
this
fast
outside
those
PRACTICE
5.
6.
7.
8.
picture
well
color
over
9. but
10. star
Proofreading
Rewrite the following passage, correcting errors in
spelling, capitalization, grammar, and usage. Add any
missing punctuation. Write legibly to be sure one letter is
not mistaken for another. There are ten errors.
Colonial Literature
subjects of american colonial literature were as diverse as the
people who settled America. 2Some colonial literature had religious
themes. 3The New England Primer, for example, was a childrens’
1The
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PRACTICE
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POSTTEST
Identifying Parts of Speech
For each numbered word in the paragraph below, write
one of these words to identify its part of speech: noun,
pronoun, verb, adjective, adverb, preposition,
conjunction, interjection.
When I1 was a little2 kid,3 my toys were4 my friends.5 We played6
together.7 I talked8 to them.9 My very10 favorite11 toy was my Big Wheel,
a snazzy12 black and blue tricycle13 with14 big, black plastic15 wheels.16
Up17 and down18 the driveway19 I clacked,20 feeling so very grown up and
powerful.21 I would whisper,22 “Go faster! 23 Go faster!” as24 my beauty25
sped downhill.26 Alas,27 all28 of my pride was shattered when29 my
plastic friend and I collided30 with the garbage can!
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textbook that used religious instruction to teach reading, writing, and
arithmetic. 4Among the most famous literature from this period was a
sermon called Sinners in the Hands of an Angry God by Jonathan
edwards. 5Edwards wrote his’ sermon to convince colonialists to adopt
the religious commitment of the first Puritan settlers. 6His congregation
was very moved when they heard this passionate sermon.
7Some writers was moved by the injustice of slavery. 8Samuel Sewall
wrote The Selling of Joseph, which became a early anti-slavery tract.
9Abolitionists read this tract one hundred years after it’s publication in
1700. 10It is one of the most good arguments against slavery ever written.
11Colonial literature was based on the beliefs and experiences of the
writers. 12Students who read colonial literature today can imagine
theirselves living in these interesting times.
Chapter 2
Parts of the
Sentence
2.1
2.2
2.3
PRETEST
131
133
134
136
138
Identifying Subjects and Predicates
Identify each underlined word or group of words in the
paragraph by writing one of these labels: simple subject,
complete subject, simple predicate, complete predicate.
Public parks1 are assets to any town or city.2 They are3 pleasant places
for people of all ages. Young children4 use the playground equipment.5
There are often ballparks6 for softball and baseball. Some parks7 have
picnic tables and shelter houses.8 In large parks may be found9 restroom
facilities.10 Trees, grass, and colorful flowers11 beautify a park and make
an oasis in a city.12 The attractive green space13 is a welcome break from
buildings and pavement.14 Are there adequate parks15 near you?
130
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2.4
2.5
Simple Subjects and Simple Predicates. . .
Complete Subjects and Complete
Predicates . . . . . . . . . . . . . . . . . . . . . . . . . .
Compound Subjects and Compound
Predicates . . . . . . . . . . . . . . . . . . . . . . . . . .
Order of Subject and Predicate . . . . . . . . .
Complements . . . . . . . . . . . . . . . . . . . . . . .
PRETEST
Identifying Complements
The Great Smoky Mountains of North Carolina and Tennessee are a
North American treasure.16 They challenge the hiker17 and offer him18 or
her panoramic vistas19 of surrounding states. The mountain streams are
cold and clear.20 Wildlife abounds. Visitors can frequently photograph
bears21 during the summer season. Some consider them22 a nuisance23
because they scavenge for food, but the sight of a mother and her cubs is
almost always a cause24 for excitement. The mountain flora is beautiful,25
especially in spring and fall. Laurels and rhododendrons provide soft
color26 in the spring; in autumn the forests look beautiful27 with brilliant
red, yellow, and orange leaves. Gatlinburg, at the foot of the mountains,
is the main tourist center28 for the area. It offers visitors29 entertainment30 as well as food and lodging.
2.1 SIMPLE SUBJECTS AND SIMPLE
PREDICATES
A sentence is a group of words that expresses a complete thought.
Every sentence has two basic parts, a subject and a
predicate.
The subject is the part of the sentence that names
whom or what the sentence is about.
The predicate is the part of the sentence that says
something about the subject.
Both the subject and the predicate can consist of more
than one word.
Chapter 2
Parts of the Sentence
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Identify each underlined word or group of words by
writing one of these labels: direct object, indirect object,
object complement, predicate nominative, predicate
adjective.
The simple subject is the key noun or pronoun that
tells whom or what the sentence is about.
The simple predicate is the verb or verb phrase that
expresses the action or state of being of the subject of
the sentence.
Remember, a simple predicate that is a verb phrase
consists of a verb and any auxiliary, or helping, verbs.
SIMPLE SUBJECT
SIMPLE PREDICATE
Nikki Giovanni
writes.
Everyone
will attend.
Cookies
were baking.
Traffic
slowed.
You find the simple subject by asking who? or what?
about the verb. For example, in the first sentence above,
the proper noun Nikki Giovanni answers the question
Who writes?
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EXAMPLES
PRACTICE Simple Subjects and Simple Predicates
Write each simple subject and simple predicate. Underline
the simple predicate.
1. The members of the track team have been striving for
2.
3.
4.
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8.
9.
10.
2.2 COMPLETE SUBJECTS AND COMPLETE
PREDICATES
In most sentences, the addition of other words and
phrases to the simple subject and the simple predicate
expands or modifies the meaning of the sentence.
The complete subject consists of the simple subject
and all the words that modify it.
The complete predicate consists of the simple predicate (the verb or verb phrase) and all the words that
modify it or complete its meaning.
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5.
6.
7.
perfection.
An assortment of rare books is on the shelf.
In preparation for the bar examination, Elena has been
studying around the clock.
The woodchuck slept soundly in its winter quarters
underground.
Grains of salt clung to the hot, buttered corn.
The family had agreed on their course of action.
The sandpipers in single file hopped along the shore at
the water’s edge.
Our friends from Nebraska will be visiting here in May.
Not a sound could be heard that night.
The road through the woods suddenly came to an
end.
EXAMPLES
COMPLETE SUBJECT
COMPLETE PREDICATE
The celebrated Nikki Giovanni
Everyone in the French club
Chocolate chip cookies
The rush-hour traffic
writes fantastic poetry.
will attend the meeting.
were baking in the oven.
slowed to a snail’s pace.
PRACTICE Complete Subjects and Complete
Identify each underlined complete subject or complete
predicate by writing CS (complete subject) or CP (complete predicate).
1. Several prize-winning posters are being displayed this
week.
2. The Aztecs of Mexico played a game similar to basketball.
3. A disturbing haze appeared in the distance.
4. The country of France presented the Statue of Liberty to
the United States.
5. One of my friends gave me a recipe for making bread.
6. My friend Harold has been waiting twenty minutes for
7.
8.
9.
10.
the bus.
Our trip was organized yesterday.
Julio and his team members outlined their ideas for the
debate.
The Mississippi River flows south through the center of
the United States.
Our refrigerator door is covered with photographs.
2.3 COMPOUND SUBJECTS AND
COMPOUND PREDICATES
A compound subject is made up of two or more
simple subjects that are joined by a conjunction and
have the same verb.
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Predicates
Coordinating and correlative conjunctions are commonly used to join the subjects in a compound subject.
EXAMPLE
Books and magazines are sold at the new store.
EXAMPLE
Water or soda will be served with dinner.
EXAMPLE
Neither the bus nor the subway goes there.
EXAMPLE
Both experience and adequate training are necessary.
When there are more than two subjects in the compound subject, the conjunction is usually used only
between the last two words, and the words are separated
by commas.
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Crimson, cerise, and vermilion are shades of red.
Some sentences have more than one simple predicate.
A compound predicate (or compound verb) is made up
of two or more verbs or verb phrases that are joined
by a conjunction and have the same subject.
EXAMPLE
Artists draw and paint.
EXAMPLE
Yvette sat on a bench, opened her lunch box, and ate a
sandwich.
In compound verbs that contain verb phrases, the auxiliary verb may or may not be repeated before the second
verb.
EXAMPLE
Cats will hiss and will scratch when frightened.
EXAMPLE
Cats will hiss and scratch when frightened.
A sentence may have both a compound subject and a
compound predicate.
EXAMPLE
Comedians and musicians delight and entertain
audiences.
Chapter 2
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EXAMPLE
PRACTICE Compound Subjects and Compound
Predicates
Write CS if a sentence has a compound subject. Write CP
if a sentence has a compound predicate. Then write each
simple subject and simple predicate.
5.
6.
7.
8.
9.
10.
The bird flew out the window and disappeared.
Cheese and walnuts are delicious additions to a salad.
Richie and his sister learned French.
For my birthday, my brother washed and waxed my car
and also filled the gas tank.
Fresh flowers and sunshine make a room cheerful.
Your teacher or your principal will give you your schedule and direct you to your locker.
Sima and her friend jog together every morning.
In Peanuts, Linus and Peppermint Patty are my favorite
cartoon characters.
Neither sunrise nor sunset was visible today through
the gloom.
Blue, white, and red are the colors of the French flag.
2.4 ORDER OF SUBJECT AND PREDICATE
In English the subject comes before the verb in most
sentences. Some exceptions to this normal word order are
discussed below.
In commands and requests, the subject is usually not
stated. The predicate is the entire sentence. The pronoun you is understood to be the subject.
EXAMPLES [You] Listen!
[You] Please see me.
[You] Be careful.
Questions frequently begin with a verb or a helping
verb or the words who, whom, what, when, where,
why, or how.
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GRAMMAR / USAGE / MECHANICS
1.
2.
3.
4.
EXAMPLE
EXAMPLE
EXAMPLE
Did he reply?
Have you read Nikki Giovanni’s poetry?
What do they sing?
In these cases, the subject generally follows the verb or
helping verb. To find the subject of a question, rearrange
the words to form a statement.
EXAMPLE
EXAMPLE
EXAMPLE
SUBJECT
PREDICATE
He
You
They
did reply.
have read Nikki Giovanni’s poetry.
do sing what.
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EXAMPLE
EXAMPLE
PREDICATE
SUBJECT
Under the moonlight sat
Above the forest circled
the old cypress tree.
three hawks.
Remember, a word in a prepositional phrase is never
the subject.
When the word there or here begins a sentence and is
followed by a form of the verb to be, the subject follows
the verb. The word there or here is almost never the subject of a sentence.
EXAMPLE
EXAMPLE
PREDICATE
SUBJECT
Here are
There is
the quilts from my grandma.
the book on the table.
PRACTICE Simple Subjects and Simple Predicates
Write each simple subject and simple predicate. If a subject is understood, write (You).
1. At the edge of the forest stood a watchful deer.
2. Please pass the salt.
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A sentence written in inverted order, in which the
predicate comes before the subject, serves to add
emphasis to the subject.
3.
4.
5.
6.
7.
8.
9.
10.
Here is your first-period classroom.
Devastating were the effects of the tornado!
Why was the siren blaring?
Dip the fish in the batter and lower it into the fryer.
From the west came a driving rain.
Did you see the meteor shower last night?
Not a scrap of food remained after the picnic.
Print your full name on the first line.
A complement is a word or a group of words that
completes the meaning of a verb.
There are four kinds of complements: direct objects,
indirect objects, object complements, and subject
complements.
DIRECT OBJECTS
A direct object answers the question what? or whom?
after an action verb.
The subject of a sentence usually performs the action
indicated by the verb. That action may be directed
toward or received by someone or something—the direct
object. Direct objects are nouns, pronouns, or words
acting as nouns, and they may be compound. Only
transitive verbs have direct objects.
EXAMPLE
Estella sold her computer. [Estella sold what?]
EXAMPLE
Tamara watched the professor. [Tamara watched
whom?]
EXAMPLE
Estella sold her computer and radio. [Estella sold
what?]
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GRAMMAR / USAGE / MECHANICS
2.5 COMPLEMENTS
INDIRECT OBJECTS
An indirect object answers the question to whom? for
whom? to what? or for what? after an action verb.
A sentence can have an indirect object only if it has a
direct object. Two clues can help you identify indirect
objects. First, an indirect object always comes between
the verb and the direct object.
EXAMPLE
The owner gave us a discount. [The owner gave a discount to whom? ]
EXAMPLE
Ahmad bought Jeremy and Sean candy. [Ahmad bought
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Second, if you add the word to or for in front of an
indirect object, the sentence will still make sense.
EXAMPLE
Rami left Jennifer a message.
Rami left a message for Jennifer.
Notice that in the second sentence, the proper noun
Jennifer is no longer an indirect object. It has become the
object of a preposition. (See Chapter 1.)
OBJECT COMPLEMENTS
An object complement answers the question what?
after a direct object. That is, it completes the meaning
of the direct object by identifying or describing it.
Object complements occur only in sentences with
direct objects and only in those sentences with the
following action verbs or with similar verbs that have
the general meaning of “make” or “consider”:
appoint
call
choose
consider
elect
find
Chapter 2
make
name
prove
render
think
vote
Parts of the Sentence
139
GRAMMAR / USAGE / MECHANICS
candy for whom?]
An object complement usually follows a direct object.
It may be an adjective, a noun, or a pronoun.
EXAMPLE
The bonus made Susan happy. [adjective]
EXAMPLE
I named my dog Sadie. [proper noun]
EXAMPLE
Our cat considers that pillow hers. [pronoun]
A subject complement follows a subject and a linking
verb and identifies or describes the subject.
There are two kinds of subject complements: predicate
nominatives and predicate adjectives.
A predicate nominative is a noun or a pronoun that
follows a linking verb and points back to the subject to
rename it or to identify it further.
EXAMPLE
Cellists are musicians.
EXAMPLE
The soloist for this concert is someone from Dallas.
EXAMPLE
My favorite singer is he.
Predicate nominatives are usually found in sentences
that contain forms of the linking verb be. A few other
linking verbs as well (for example, become and remain)
can be followed by a predicate nominative.
EXAMPLE
Alexis remains an admirer and a friend.
EXAMPLE
That class became a challenge for me.
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GRAMMAR / USAGE / MECHANICS
SUBJECT COMPLEMENTS (PREDICATE NOMINATIVES,
PREDICATE ADJECTIVES)
A predicate adjective is an adjective that follows a linking verb and points back to the subject and further
describes it.
EXAMPLE
My sister is generous.
EXAMPLE
Some doctors are compassionate.
EXAMPLE
I feel very insecure.
EXAMPLE
The coffee shop looked busy.
EXAMPLE
The author seemed intelligent and thoughtful.
EXAMPLE
Lori’s tale sounded preposterous to me.
EXAMPLE
The boy appeared happy.
EXAMPLE
Dinner smells delicious.
EXAMPLE
The milk tastes sour.
PRACTICE Complements
Write each complement and identify it by writing DO for
a direct object, IO for an indirect object, OC for an object
complement, PN for a predicate nominative, or PA for a
predicate adjective.
1.
2.
3.
4.
5.
6.
7.
My favorite playwright is William Shakespeare.
Not one person considered Claude our leader.
George became the head lifeguard at the city pool.
The team voted Li and Nancy co-captains.
The volcano eruption was terrifying.
The lull in the storm gave the tourists a false sense of
security.
Try the hard-boiled eggs.
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Predicate adjectives may follow any linking verb.
8. Julia Child demonstrated the technique for kneading
9.
10.
bread.
The young couple named their baby Vincenzo.
My mediocre grades were predictable.
PRACTICE Proofreading
Phillis Wheatley
Wheatley was only seventeen when her first collection of
poems, Poems on Various Subjects, Religious and Moral, was published
2Wheatleys collection recieved much public attention because Wheatley
was so young and because she was an enslaved woman.
3Phillis Wheatley was born in Africa and was kidnapped and sent to
boston in 1761 at the age of eight. 4She became a enslaved person in
the home of John and Susannah Wheatley. 5The Wheatleys recognized
Phillis’s talent, and they taught her to read English and Latin. 6At age thirteen, Phillis wrote her first poem, and she became a celebrity in Boston
and around the world.
7Two important events occured in Wheatley’s life when she turned
twenty. 8She was formally granted her freedom she traveled to England.
9When she returned to Boston, she continued to write poetry. 10In 1778
Wheatley married John Peters, a free african american man.
11by the end of her short life, Wheatley was working as a servant
because her husband had been imprisoned for debt. 12In spite of her literary genius, she died poor and alone. 13At age thirty-one. 14However, in
the 1830s, over fifty years after her death, abolitionists reprinted her
poems, and her literary talents were once again celebrated.
1Phillis
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GRAMMAR / USAGE / MECHANICS
Rewrite the following passage, correcting errors in
spelling, capitalization, grammar, and usage. Add any
missing punctuation. Write legibly to be sure one letter is
not mistaken for another. There are ten errors.
POSTTEST
Identifying Subjects and Predicates
Identify each underlined word or group of words in the
paragraph by writing one of these labels: simple subject,
complete subject, simple predicate, complete predicate.
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POSTTEST
Identifying Complements
Identify each underlined word or group of words by writing one of these labels: direct object, indirect object, object
complement, predicate nominative, predicate adjective.
Bird feeders can provide us16 yearlong enjoyment.17 Finches, bluebirds, and cardinals are colorful.18 The songs of many birds are
delightful19 to hear. We can place the feeders20 right outside a window
for close-up viewing. The experience of bird-watching is an education.21
We can also consider it22 quiet entertainment.23 Ornithologists give us24
one important piece25 of advice, though. Birds need this food supply26
all year, so we must be faithful27 in our feeding and replenish the
feeder28 regularly. We must consider ourselves29 the birds’ caretakers.30
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A well-equipped kitchen1 is a necessity for a gourmet cook.2 Mixers
and blenders3 are considered standard equipment.4 A fully-stocked spice
rack5 makes available to the cook a selection of seasonings.6 There must
be7 a good collection8 of utensils as well. In the cupboards should be9 all
sizes of baking pans and dishes.10 Various pots, pans, and kettles11 are12
necessary too. How would a cook13 manage without a good stove? It14 is
the most important appliance in the work area.15
Chapter 30
Phrases
3.1
3.2
3.3
3.4
Prepositional Phrases . . . . . . . . . . . . . . . . .
Appositives and Appositive Phrases . . . . . .
Verbals and Verbal Phrases. . . . . . . . . . . . .
Absolute Phrases . . . . . . . . . . . . . . . . . . . . .
Identifying Prepositional Phrases
There are ten prepositional phrases in the paragraph
below. Write the prepositional phrases. For each, write the
word or words modified by the phrase. Then write ADJ
(adjective) or ADV (adverb) to identify the type of phrase.
The bride came down the steps of the circular stairway and threw her
bouquet toward the crowd of young girls. Her junior bridesmaid, who
caught it, jumped for joy. At home, she dried the flowers in a dark closet
as a memento of a perfect day in her young life.
PRETEST
Identifying Verbals and Appositives
Identify each italicized word by writing one of these
labels: participle, gerund, infinitive, appositive.
11. I was beginning to sound like a broken record.
12. Working as quickly as he could, Pedro secured the boat.
144
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PRETEST
146
148
150
156
13. My brother bought an antique car, an MG convertible.
14. To win fairly is the goal.
15. The old house, a Tudor mansion, could be a beautiful
16.
17.
18.
19.
20.
residence.
I am not good at typing.
The parade is about to start.
A captain is not to leave a sinking ship until all the
passengers have safely disembarked.
Sewn into the hem of the draperies, small weights keep
the fabric hanging correctly.
You will enjoy swimming in that pool.
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Identifying Phrases
Identify each italicized group of words by writing one of
these labels: prepositional phrase, appositive phrase,
participial phrase, infinitive phrase, gerund phrase,
absolute phrase.
21. On a farm, one gets accustomed to working in the heat.
22. We arrived safely, the roads being dry and virtually free
23.
24.
25.
26.
27.
28.
29.
30.
of traffic.
By midsummer the corn was in tassel.
Learning a new language is difficult for many
people.
Waiting impatiently for the rain to stop, my
grandmother paced at the door of the grocery.
The storm raged along the southern coastline.
I have always wanted to learn woodworking.
Struck by lightning, the tree bears a six-inch scar from
top to bottom.
Fruits and vegetables, the vitamin-rich foods, are also
the colorful ones.
Many cities encourage residents to separate recyclable
items.
Chapter 3
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PRETEST
3.1 PREPOSITIONAL PHRASES
A phrase is a group of words that acts in a sentence
as a single part of speech.
A prepositional phrase is a group of words that begins
with a preposition and ends with a noun or a pronoun,
which is called the object of the preposition.
EXAMPLE
The new picture hangs on the wall.
[Wall is the object of the preposition on.]
EXAMPLE
The room beside the kitchen is empty.
EXAMPLE
That puzzle is too difficult for me.
[Me is the object of the preposition for.]
For a list of common prepositions, see page 120.
Be careful to distinguish between the preposition to
(to the house, to Tucson) and the to that marks an
infinitive (to read, to jog). See pages 153–154 for more
about infinitives.
Adjectives and other modifiers may be placed between
a preposition and its object. Also, a preposition may have
more than one object.
EXAMPLE
He looked across the broad, serene river.
[adjectives added]
EXAMPLE
The view was to the east and the south. [two objects]
Prepositional phrases may also occur in a sequence of
two or more.
EXAMPLE
The bird at the top of that tree is chirping.
A prepositional phrase usually functions as an adjective
or an adverb. When it is used as an adjective, it modifies a
noun or a pronoun and is called an adjective phrase. An
adjective phrase always follows the word it modifies.
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GRAMMAR / USAGE / MECHANICS
[Kitchen is the object of the preposition beside.]
EXAMPLE
I pressed the button on the right.
[adjective phrase modifying the noun button]
EXAMPLE
Which of the buttons starts the engine?
[adjective phrase modifying the pronoun which]
When a prepositional phrase is used as an adverb, it
modifies a verb, an adjective, or an adverb and is called an
adverb phrase.
EXAMPLE
After work I returned the shirt to the store.
[adverb phrases modifying the verb returned]
EXAMPLE
This bus will be convenient for you.
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EXAMPLE
This lawnmower works well for its age.
[adverb phrase modifying the adverb well]
An adverb phrase that modifies a verb may appear in
different positions in a sentence.
EXAMPLE
She wore a beautiful diamond ring on her finger.
[adverb phrase modifying wore]
EXAMPLE
She wore on her finger a beautiful diamond ring.
[adverb phrase modifying wore]
EXAMPLE
On her finger, she wore a beautiful diamond ring.
[adverb phrase modifying wore]
Writing Tip
Place adjective and adverb phrases exactly where they belong.
A misplaced phrase can be confusing. See page 269 for more about
misplaced modifiers.
Chapter 3
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GRAMMAR / USAGE / MECHANICS
[adverb phrase modifying the adjective convenient]
PRACTICE Prepositional Phrases
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In the morning, please water the garden.
Everyone should drink eight glasses of water daily.
The nightly news is a summary of the day’s events.
Please keep this information to yourself.
The primary colors can be seen in a rainbow.
I am carrying a pocketful of change.
For my family, I would do almost anything.
The ground under the front porch remains damp all
year.
Because we were late, we stopped at a fast-food
restaurant.
Across the street lives my best friend.
3.2 APPOSITIVES AND APPOSITIVE PHRASES
An appositive is a noun or a pronoun that is placed
next to another noun or pronoun to identify it or give
additional information about it.
EXAMPLE
My sister Jodi works at the hospital. [The appositive
Jodi identifies the noun sister.]
An appositive phrase is an appositive plus any words
that modify the appositive.
EXAMPLE
She works with Dr. Martin, an award-winning
pediatrician. [The appositive phrase, in blue type,
identifies Dr. Martin.]
Use commas to set off any appositive or appositive
phrase that is not essential to the meaning of the sentence.
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GRAMMAR / USAGE / MECHANICS
Write the prepositional phrases. For each, write the word or
words modified by the phrase. Then write ADJ (adjective)
or ADV (adverb) to identify the type of phrase.
EXAMPLE
Jodi’s coworker Emma has five children. [The appositive
Emma is essential because Jodi has more than one
coworker.]
EXAMPLE
Emma’s husband, Phil, is a carpenter. [The appositive
Phil is not essential because Emma has only one husband.]
Usually an appositive or an appositive phrase follows
the noun or pronoun it identifies or explains. Occasionally an appositive phrase precedes the noun or pronoun.
A compassionate person, Jodi helps many patients.
PRACTICE Appositives and Appositive Phrases
Write each appositive or appositive phrase and the noun or
pronoun that is identified or explained by the appositive.
1. My friend Liam has applied to four law schools.
2. Those trees, an elm and a maple, are giants.
3. The boxing match, a championship bout, is on
television tonight.
4. Our best mechanic, Don has worked here for many
years.
5. Mail your story to Mr. Arcaro, the contest director.
6. The potato, a good source of Vitamin C, is a member of
7.
8.
9.
10.
the nightshade family.
An oil refinery, this plant is important to the town’s
economy.
The novel To Kill a Mockingbird remains a favorite.
A valuable player, Rocco will be missed in tonight’s
playoff game.
The finale, five minutes of spectacular fireworks,
delighted the Fourth of July crowd.
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EXAMPLE
3.3 VERBALS AND VERBAL PHRASES
A verbal is a verb form that functions in a sentence
as a noun, an adjective, or an adverb.
A verbal phrase is a verbal plus any complements and
modifiers.
Verbals are participles, gerunds, and infinitives. Each of
these can be expanded into phrases.
A participle is a verb form that can function as an
adjective.
Present participles always end in -ing (losing). Past
participles often end in -ed (winded), but some are
irregularly formed (broken). Many commonly used
adjectives are actually participles.
The baseball team is on a losing streak.
EXAMPLE
[present participle as an adjective]
The winded runner stopped to rest.
EXAMPLE
[past participle as an adjective]
The fallen trees were remnants of a devastating
storm. [irregular past participle and present participle as
EXAMPLE
adjectives]
When a participle is part of a verb phrase, the participle
is not functioning as an adjective.
EXAMPLES
PARTICIPLE AS AN ADJECTIVE
The lost package was never
recovered.
PARTICIPLE IN A VERB PHRASE
The warehouse had lost my
shipment
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PARTICIPLES AND PARTICIPIAL PHRASES
A participial phrase contains a participle plus any
complements and modifiers.
Participial phrases can be placed in various positions in
a sentence. They always act as adjectives.
EXAMPLE
Preparing for the lunar eclipse, we set our alarm clocks.
EXAMPLE
The full moon, suspended in the sky, was brilliant.
EXAMPLE
Badly needing sleep but delighted by the spectacle,
we maintained our vigil.
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EXAMPLE
Having read about the eclipse, we were anxious
to see it.
EXAMPLE
We watched the moon being consumed by shadow.
PRACTICE Participles and Participial Phrases
Write the participles and participial phrases. Then write
the word or words each participle or participial phrase
modifies.
1. The gathering clouds foretold a storm.
2. Born in Italy, Dino moved first to France and then to the
3.
4.
5.
6.
United States.
Having learned German as a child, I could understand
Florian.
These shoes, made of cork, are very comfortable.
Refreshed after a long night’s sleep, the golfer shot an
amazing second round.
Newly clipped and groomed, the poodle hid under the
bed in embarrassment.
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A participial phrase at the beginning of a sentence is
usually followed by a comma.
A past participle may be used with the present
participle of the auxiliary verb have or be.
7. The fallen apples littered the ground.
8. Dreaming of sun and surf, the three women booked
9.
10.
passage on a cruise ship to the tropics.
After the fire, nothing was left but some charred
furniture.
Maria, being a realist, spoke openly about the problem.
GERUNDS AND GERUND PHRASES
Training is essential. [gerund as subject]
My aunt enjoys golfing. [gerund as direct object]
We should give communicating more attention.
EXAMPLE
EXAMPLE
EXAMPLE
[gerund as indirect object]
Do we get credit for trying? [gerund as object of
EXAMPLE
preposition]
His passion was sailing. [gerund as predicate nominative]
My favorite sports, boxing and wrestling, require
strength and agility. [gerunds as appositives]
EXAMPLE
EXAMPLE
A gerund phrase contains a gerund plus any
complements and modifiers.
EXAMPLE
Climbing the mountain was a challenging activity.
EXAMPLE
I enjoy my grandma’s down-home cooking.
Although both a gerund and a present participle end in
-ing, they function as different parts of speech. A gerund
is used as a noun, whereas a present participle is used as
part of a verb phrase or as an adjective.
EXAMPLES
PARTICIPLE IN A VERB PHRASE
I am sewing this hem. [present
participle functioning as main verb]
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A gerund is a verb form that ends in -ing and is used
in the same way a noun is used.
PARTICIPLE AS AN ADJECTIVE
Sewing a button on her shirt,
Beth pricked her finger.
[present participle in participial phrase
modifying Beth]
GERUND
Sewing is Beth’s favorite pastime.
[gerund functioning as subject]
PRACTICE Gerunds and Gerund Phrases
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1. Seeing all her grandchildren gave Nana great
2.
3.
4.
5.
6.
7.
8.
9.
10.
pleasure.
The boys enjoy fishing.
Constant complaining is an annoyance.
The teacher gave his singing high praise.
We can save money by conserving energy.
After the rain, the child looked forward to his favorite
pastime, jumping in mud puddles.
The band improved greatly by practicing every day.
My least favorite chore is mowing the lawn.
Greta loves reading the morning paper.
My parents’ regimen, exercising for an hour every
morning, keeps them physically fit.
INFINITIVES AND INFINITIVE PHRASES
An infinitive is a verb form that is usually preceded
by the word to and is used as a noun, an adjective, or
an adverb.
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Write the gerunds and gerund phrases. Identify the way
each is used by writing one of these labels: subject, direct
object, indirect object, object of a preposition, predicate
nominative, appositive.
When you use the word to before the base form of a
verb, to is not a preposition but part of the infinitive form
of the verb.
EXAMPLE
To volunteer is rewarding. [infinitive as subject]
EXAMPLE
No one wants to leave. [infinitive as direct object]
EXAMPLE
Their decision was to merge. [infinitive as predicate
nominative]
EXAMPLE
EXAMPLE
I felt the need to call. [infinitive as adjective]
Everyone was prepared to sacrifice. [infinitive as
An infinitive phrase contains an infinitive plus any
complements and modifiers.
EXAMPLE
Would you prefer to sleep until noon?
EXAMPLE
To speak slowly and clearly is important.
EXAMPLE
We plan to work safely and effectively.
Occasionally, an infinitive phrase may have its own
subject.
EXAMPLE
Our neighbor encourages the dog to bark. [Dog is the
subject of the infinitive to bark. The entire infinitive phrase
the dog to bark acts as the direct object of the sentence.]
EXAMPLE
The teacher asked Maria to give a speech. [Maria is the
subject of the infinitive to give. The entire infinitive phrase
Maria to give a speech acts as the direct object of the
sentence.]
Note that the subject of the infinitive phrase comes
between the main verb and the infinitive. The subject of
an infinitive phrase always follows an action verb.
Sometimes the word to is dropped before an infinitive.
EXAMPLE
Let me [to] do the dishes.
EXAMPLE
We could have heard a pin [to] drop.
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GRAMMAR / USAGE / MECHANICS
adverb]
PRACTICE Infinitives and Infinitive Phrases
Write the infinitives and infinitive phrases. For each, write
noun, adjective, or adverb to tell how the infinitive or
infinitive phrase is being used.
1. I don’t like to wash dishes.
2. The counselors will explain the way to make out your
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7.
8.
9.
10.
GRAMMAR / USAGE / MECHANICS
3.
4.
5.
6.
schedule.
To eat properly is imperative.
Our plan is to build in the spring.
Will you help plan the program?
I use a calculator to help me with difficult math
problems.
I was unable to hear in the auditorium.
Let me help you.
Alisa wants to go home.
The team asked Bob to get the pizza.
PRACTICE Verbals and Appositives
Identify each italicized word by writing one of these
labels: participle, gerund, infinitive, appositive.
1. Jill practiced tumbling yesterday.
2. The goldfinch, a songbird, perches on our tall
flowers.
3. Bothered by the mosquitoes, we moved the activities
4.
5.
6.
7.
indoors.
I enjoyed visiting Alaska.
Julie calmed herself by whistling.
Traveling along a country road, we spotted deer in the
fields.
The defendant refused to answer the prosecutor’s
question.
Chapter 3
Phrases
155
8. The cabin doesn’t have running water.
9. Hidden away in the attic, the love letters had yellowed
10.
and become brittle.
Jake plays the dulcimer, a stringed instrument.
An absolute phrase, also known as a nominative
absolute, consists of a noun or a pronoun that is
modified by a participle or a participial phrase. An
absolute phrase has no grammatical relation to the
rest of the sentence.
An absolute phrase belongs neither to the complete
subject nor to the complete predicate of a sentence. It
stands “absolutely” by itself in relation to the rest of
the sentence.
EXAMPLE
Its wings badly damaged in the storm, the aircraft
crashed.
EXAMPLE
We departed on schedule, the weather [being]
perfect.
PRACTICE Absolute Phrases
Write each absolute phrase.
1. Their chores completed, the children played until
2.
3.
156
bedtime.
We eased the car, its engine still smoking, off the
highway.
Their wings singed by the fire, the butterflies were
barely able to fly.
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GRAMMAR / USAGE / MECHANICS
3.4 ABSOLUTE PHRASES
4. The two boys, their hopes dashed, dropped out of the
5.
6.
7.
8.
9.
PRACTICE Phrases
Identify each italicized group of words by writing one of
these labels: participial phrase, infinitive phrase, gerund
phrase, appositive phrase, absolute phrase, prepositional
phrase.
1. Every Wednesday, Letitia goes to the store.
2. Exhausted after the race, the athlete rested for an
3.
4.
5.
6.
7.
8.
9.
10.
hour.
His pants spattered with mud, the banker returned
home to change his clothes.
Children like working with clay.
Standing under a beech tree, I stayed dry during the
shower.
Carlos, a diligent worker, excels at his job.
Sitting in the third row of the theater, we could hear
every word the actors uttered.
I am determined to learn more about geography.
That book, a guide for tourists, costs very little.
Don’t try to do everything at once.
Chapter 3
Phrases
157
GRAMMAR / USAGE / MECHANICS
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10.
competition.
The construction completed, the family moved into
their new cottage by the lake.
We wore jackets, the air being cold.
The sun having set, lights dotted the mountainside.
His plane approaching the airport, the pilot lowered the
wheels.
Their mouths burning from the jalapeño peppers, our
friends gulped cold water.
The students, their eyes glazed and tired, slowly filed
from the testing room.
PRACTICE
Proofreading
Rewrite the following passage, correcting errors in
spelling, capitalization, grammar, and usage. Add any
missing punctuation. Write legibly to be sure one letter is
not mistaken for another. There are ten errors.
William Shakespeare
Shakespeare is among the most famous of all writers. 2The
details of his life, however, are few 3There is some debate about his
birthday, but most scholars believe he was born on April 23 1564.
4Shakespeare, one of eight children in his family attended King’s New
School in Stratford-upon-Avon. 5Since he did not excel at his elementary
schooling, he did not attend college.
6Shakespeare married anne Hathaway in 1582. 7Anne and William
had three children, Susannah Hamnet, and Judith.
8In 1592 Shakespeare left his hometown of Stratford to work in
London as an actor and playwrite. 9Shakespeare acted and wrote for
Lord Chamberlain’s Men a successful acting troupe. 10This acting troupe
performed in the Globe theater near the thames River. 11Many of
Shakespeare’s thirty-seven plays was performed in the Globe.
12In 1612 Shakespeare retired to Stratford, where he continued to
write plays and sonnets. 13He died on April 23, 1616. 14Buried at Holy
Trinity Church in Stratford.
POSTTEST
Identifying Prepositional Phrases
Write the prepositional phrases. For each, write the word
or words modified by the phrase. Then write ADJ
(adjective) or ADV (adverb) to identify the type of
phrase.
1. For her birthday, Adrienne requested yellow cake with
chocolate icing.
2. Turn left at the fourth traffic light.
158
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GRAMMAR / USAGE / MECHANICS
1William
3. The next time I buy a car, I want to get one with a
4.
5.
6.
7.
POSTTEST
Identifying Verbals and Appositives
Identify each italicized word by writing one of these
labels: participle, gerund, infinitive, appositive.
11. Students in writing class enjoy reading their own
12.
13.
14.
15.
16.
17.
18.
19.
20.
stories.
To putt accurately takes years of practice.
Lightning caused me to run for cover.
Sliding mud covered the highway.
The first scene of the movie, a flashback to World
War II, captured the audience’s attention.
Bent with age, the old Greek sailor still hobbled to the
sea every day.
Spoken language is somewhat more casual than
written language.
We invited our neighbors, the McCorkles, to dinner.
Grown in California, this fruit was shipped east in
one day.
Typing my research paper took me five hours.
Chapter 3
Phrases
159
GRAMMAR / USAGE / MECHANICS
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8.
9.
10.
sunroof.
A group of coworkers had bought the winning lottery
ticket.
Chapter seven of the book deals with sound waves.
The announcer on the sports channel graduated from
this high school.
With a little luck, he will get a scholarship to an art
school.
This package came for you.
The farmers’ market springs to life before dawn.
I’ll make some pasta with pesto sauce.
POSTTEST
Identifying Phrases
Identify each italicized group of words by writing one of
these labels: participial phrase, infinitive phrase, gerund
phrase, appositive phrase, absolute phrase, prepositional
phrase.
24.
25.
26.
27.
28.
29.
30.
160
homemade cotton candy for her.
Our team took the field, the storm having passed.
Drilling for oil requires financial risk.
Here and there on the rocky shoreline, fishermen
hunched over their lines waiting for some luck.
The restaurant, a replica of an old railroad dining car,
serves only Italian food.
Written by a teenager, this article expresses perfectly a
young person’s views on education.
Manuel decided to visit his old neighborhood.
I had toast, eggs, and orange juice for breakfast.
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21. The law prohibits picking the wildflowers.
22. To be given a difficult assignment is a challenge.
23. Having promised my little niece a treat, I spun
Chapter 4
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Clauses and
Sentence Structure
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Main Clauses . . . . . . . . . . . . . . . . . . . . . . . .
Subordinate Clauses . . . . . . . . . . . . . . . . . .
Adjective Clauses . . . . . . . . . . . . . . . . . . . . .
Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . .
Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . .
Four Kinds of Sentences . . . . . . . . . . . . . . .
Simple and Compound Sentences. . . . . . .
Complex and Compound-Complex
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.9 Sentence Fragments . . . . . . . . . . . . . . . . . .
4.10 Run-on Sentences . . . . . . . . . . . . . . . . . . . .
PRETEST
163
164
167
168
169
170
172
174
176
177
Identifying Main Clauses and Subordinate
Clauses
Copy each sentence. Underline each main clause once and
each subordinate clause twice.
1.
2.
3.
4.
When the bell rings, the school day will end.
I can’t remember what your e-mail address is.
The dish that I brought is the macaroni salad.
Let me know when you are ready to leave.
161
5. Before they left for vacation, Earl and Rob borrowed the
6.
7.
8.
9.
PRETEST
Identifying Simple, Compound, Complex,
and Compound-Complex Sentences
Identify each sentence by writing S for simple,
C for compound, CX for complex, or CC for
compound-complex.
11. When is the concert, and how much are the tickets?
12. Listening to the lesson are interested students who love
13.
14.
15.
16.
17.
18.
19.
20.
162
grammar.
Before the pilot lands the plane, she will instruct the
flight attendants to fasten their seatbelts.
Ask many questions; learn as much as possible before
you graduate.
Lynne will attend the meeting provided that it is not
canceled.
There were many excited fans at the basketball game.
Juan is nervous; his palms are sweaty, and his heart is
pounding.
What you have won is a trip to Hawaii.
What you said was impolite; you should apologize.
Charles and Maria ate breakfast and put the dishes in
the sink.
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GRAMMAR / USAGE / MECHANICS
10.
movie camera that is used by the theater department.
Whenever he goes to Saint Louis, Dominick visits his
favorite bookstore.
The operator with whom I spoke gave me your
address.
I wonder when the next space shuttle launch is
scheduled.
It was amazing that I managed to stay dry in the
storm.
I am sorry for whatever my brother said to you.
PRETEST
Identifying Fragments, Run-on Sentences,
and Sentences
Identify each of the following groups of words by writing
F for fragment, R for run-on sentence, or S for sentence.
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30.
Running around not knowing what she was doing.
The clock struck three, and we were on our way.
Roger pitched in the game, but he gave up three runs.
What we have known all along.
Caught in a web of lies and misunderstandings.
I prefer eating fruits at room temperature.
The audience was on their feet I couldn’t see a thing.
As far as I know.
Many diseases are as yet incurable, more research is
needed.
Take these flowers home with you.
4.1 MAIN CLAUSES
A clause is a group of words that has a subject and
a predicate and functions as part of a sentence or as a
whole sentence.
Clauses fall into two categories: main clauses, which
are also called independent clauses, and subordinate
clauses, which are also called dependent clauses.
A main clause has a subject and a predicate and
expresses a complete thought. It is the only type of
clause that can stand alone as a sentence.
Every sentence must have at least one main clause. A
coordinating conjunction is not part of a main clause.
Main Clause
EXAMPLE
Lori walked the dog.
S
V
Chapter 4
Clauses and Sentence Structure
163
GRAMMAR / USAGE / MECHANICS
21.
22.
23.
24.
25.
26.
27.
28.
29.
Main Clause
EXAMPLE
Main Clause
Lori took her dog to the store, and she bought him treats.
S
V
S
V
Both the subject and the predicate of a main clause
may be compound.
Main Clause
Main Clause
Lori and Zeke walk to the park, and Zeke runs and plays.
S
S
V
S
V
V
4.2 SUBORDINATE CLAUSES
A subordinate clause has a subject and a predicate but
does not express a complete thought, so it cannot
stand alone as a sentence.
There are three types of subordinate clauses:
adjective clauses, which modify nouns or pronouns;
adverb clauses, which modify verbs, adjectives, or
adverbs; and noun clauses, which function as nouns.
A subordinate clause is dependent on the rest of the
sentence because a subordinate clause does not make
sense by itself. A subordinating conjunction or a relative
pronoun usually introduces a subordinate clause.
(See page 124 for a list of common subordinating
conjunctions and page 107 for a list of relative pronouns.)
Note that unlike a coordinating conjunction connecting
two main clauses, a subordinating conjunction or a
relative pronoun is part of the subordinate clause.
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GRAMMAR / USAGE / MECHANICS
EXAMPLE
Main Clause
Subordinate Clause
EXAMPLE I enjoy a hot bath
S
after I work a full day.
V
S
V
In some cases, the relative pronoun can also function
as the subject of a subordinate clause.
Main Clause
Subordinate Clause
EXAMPLE
Bath salts that energize are my favorite.
S
S
V
V
EXAMPLE
Whoever likes baths will enjoy bath salts.
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S
V
S
V
In the first example, the subordinating conjunction
after placed before I work a full day creates a word
group—after I work a full day—that cannot stand alone
as a main clause. Although the clause has a subject and a
predicate, it does not express a complete thought.
In the second example, the relative pronoun that
begins a subordinate clause that comes between the
subject and the verb of the main clause. That also serves
as the subject of the subordinate clause, and energize is its
verb. That energize cannot, however, stand alone.
In the third example, the subordinate clause functions
as the subject of the sentence. Whoever functions as the
subject of the subordinate clause, whoever likes baths.
Likes is the verb, and baths is the direct object. Whoever
likes baths cannot, however, stand alone.
Chapter 4
Clauses and Sentence Structure
165
GRAMMAR / USAGE / MECHANICS
Main Clause
Subordinate Clause
PRACTICE Subordinate Clauses
Write the subordinate clause or clauses from each sentence.
1.
2.
3.
4.
5.
7.
8.
9.
10.
PRACTICE Main Clauses and Subordinate Clauses
Copy the sentences. Underline the main clauses once and
the subordinate clauses twice.
1. We wondered when the speech would end.
2. Raisa’s predicament was that she didn’t have enough
3.
4.
5.
6.
7.
166
money.
How a reporter interviews is important.
While you are at the market, buy some fresh tomatoes.
Because we are moving, our house is not a pleasant
sight.
Disneyland is a park that has been tremendously
successful.
When the phone rang, I was on the front porch and
didn’t hear it.
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GRAMMAR / USAGE / MECHANICS
6.
Television is a medium that is now universal.
A chimney sweep is a person who cleans chimneys.
I am thankful for everything that I have.
How a mother of triplets manages I will never know.
An automobile can easily hydroplane when the
pavement is wet.
Would you please explain again to me how shortwave
radios work?
The teachers whom the students admire are the ones
who are always fair.
Because I like music, I often listen to the radio.
Before you take the test, read your notes.
Grocery managers try to stock everything that the
customers want.
8. This concert ticket will go to whoever knows the answer.
9. The leaves that cover our lawn are all from the huge
sycamore tree.
10. Call me in the evening if you can.
4.3 ADJECTIVE CLAUSES
An adjective clause is a subordinate clause that
modifies a noun or a pronoun.
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EXAMPLE
Athletes who perform in the Olympics must spend
years in training.
EXAMPLE
Cities that host the Olympics need many athletic
facilities.
EXAMPLE
The city where the 1996 Summer Olympics took
place was Atlanta.
Sometimes the relative pronoun is dropped from the
beginning of an adjective clause.
EXAMPLE
The mug I use most often came from those Olympics.
[The relative pronoun that has been omitted.]
Some adjective clauses are needed to make the meaning
of a sentence clear. Such an adjective clause is called an
essential clause, or a restrictive clause. It must not be set
off with commas.
EXAMPLE
Tourists who travel to the games stay in hotels.
EXAMPLE
The living area that is designated for the athletes is
called the Olympic Village.
An adjective clause that adds information to a sentence
but is not necessary to make the meaning of the sentence
Chapter 4
Clauses and Sentence Structure
167
GRAMMAR / USAGE / MECHANICS
An adjective clause may begin with a relative pronoun
(who, whom, whose, that, and which) or where or when.
An adjective clause normally follows the word it modifies.
clear is called a nonessential clause, or a nonrestrictive
clause. Always use commas to set off a nonessential
clause.
EXAMPLE
The Columbia Broadcasting System, which televised
the 1998 Winter Olympics, set up a Web site for the
athletes.
EXAMPLE
The athletes, who received thousands of messages,
appreciated this service.
EXAMPLE
Millions watched the 1998 Winter Olympics, which
took place in Nagano.
EXAMPLE
Other competitions that include similar events are
less publicized.
4.4 ADVERB CLAUSES
An adverb clause is a subordinate clause that modifies
a verb, an adjective, or an adverb. It tells when, where,
how, why, to what extent, or under what conditions.
Adverb clauses begin with subordinating conjunctions.
An adverb clause can come either before or after the main
clause. When the adverb clause comes first, separate it
from the main clause with a comma. (See Lesson 11.6.)
EXAMPLE
Before winter began, I planted bulbs. [The adverb clause
tells when and modifies the verb planted.]
EXAMPLE
Bulbs usually do well if you use fertilizer. [The adverb
clause tells under what conditions and modifies the adverb
well.]
EXAMPLE
The flowers are beautiful because the winter was
mild. [The adverb clause tells why and modifies the
adjective beautiful.]
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GRAMMAR / USAGE / MECHANICS
When choosing between that and which to introduce
an adjective clause, use that to begin an essential clause
and which to begin a nonessential clause.
Elliptical adverb clauses have words left out of them.
You can easily supply the omitted words because they are
understood or implied.
EXAMPLE
The hyacinths are more fragrant than the tulips [are
fragrant].
EXAMPLE
While [I am] gardening, I always take time to enjoy
the flowers.
4.5 NOUN CLAUSES
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You can use a noun clause as a subject, a direct object,
an indirect object, an object of a preposition, or a
predicate nominative.
EXAMPLE
Whatever you can learn about computers will prove
useful in the workplace. [noun clause as subject]
EXAMPLE
You should take whichever computer classes are
offered. [noun clause as direct object]
EXAMPLE
The instructor gave whoever was available wordprocessing lessons. [noun clause as indirect object]
EXAMPLE
You can get by on what you learn in this class.
[noun clause as object of the preposition]
EXAMPLE
The basics of computers is what you must learn.
[noun clause as predicate nominative]
The following are some words that can be used to
introduce noun clauses.
how
however
if
that
what
whatever
when
where
wherever
whether
Chapter 4
which
whichever
who, whom
whoever
whomever
whose
why
Clauses and Sentence Structure
169
GRAMMAR / USAGE / MECHANICS
A noun clause is a subordinate clause that is used as
a noun within the main clause of a sentence.
Sometimes the introductory word is dropped from a
noun clause.
EXAMPLE
I think computers will be even more important in the
future. [That has been omitted from the beginning of the
clause.]
PRACTICE Subordinate Clauses
Write the subordinate clause from each sentence. Then
write ADJ if it’s an adjective clause, ADV if it’s an adverb
clause, or N if it’s a noun clause.
3.
4.
5.
6.
7.
8.
9.
10.
started.
If you have any doubts, don’t take the job.
I have no idea of what I am supposed to say during the
interview.
The old chair that Sean refinished looks beautiful now.
You may sit wherever you wish.
I can’t remember how those pieces fit together.
The nearest street, which runs north and south, is
Wilson Street.
For his birthday, four-year-old Jamie got a bike that has
training wheels.
Why that light blinks constantly is a mystery.
4.6 FOUR KINDS OF SENTENCES
Sentences are often classified according to their
purpose. There are four purposes that sentences may
have: to make a statement, to give an order or make a
request, to ask a question, and to express strong emotion.
A declarative sentence makes a statement.
EXAMPLE
170
Andrew moved to Miami.
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GRAMMAR / USAGE / MECHANICS
1. That is not what I told the investigator.
2. The outcome was fairly certain before the game ever
EXAMPLE
He has lived there since January.
A declarative sentence usually ends with a period but
can end with an exclamation mark. This type of sentence
is the most frequently used in speaking and writing.
An imperative sentence gives a command or makes a
request.
EXAMPLE
Write me a letter.
EXAMPLE
Andrew, please send your address.
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An interrogative sentence asks a question.
EXAMPLE
Do you like the weather?
EXAMPLE
What do you do after work?
An interrogative sentence usually ends with a question
mark but can end with an exclamation mark if it
expresses strong emotion.
An exclamatory sentence expresses strong emotion.
EXAMPLE
I can’t believe you moved!
EXAMPLE
Call me soon!
EXAMPLE
What were you thinking!
An exclamatory sentence ends with an exclamation
mark. Note that sentences are not exclusively
exclamatory but can be declarative (first example),
imperative (second example), or interrogative (third
example) while expressing strong emotion. In writing,
exclamatory sentences should be used sparingly so as not
to detract from their effectiveness.
Chapter 4
Clauses and Sentence Structure
171
GRAMMAR / USAGE / MECHANICS
An imperative sentence usually ends with a period but
can end with an exclamation mark. In imperative
sentences, the subject you is understood.
PRACTICE Four Kinds of Sentences
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How fast that meteorite is moving!
Why were you late?
Please leave your shoes at the door.
You need some help.
That cat is going to fall out of the tree.
Seventeen is an exciting age.
Isn’t there a clock anywhere in this room?
First, convert the whole numbers to fractions.
A funnel cloud is forming right over there!
Buy your tickets before next Thursday.
4.7 SIMPLE AND COMPOUND SENTENCES
Sentences are sometimes classified by their structure.
Sentence structures are simple, compound, complex, and
compound-complex.
A simple sentence contains only one main clause and
no subordinate clauses.
A simple sentence may contain a compound subject or
a compound predicate or both. The subject and the
predicate can be expanded with adjectives, adverbs,
prepositional phrases, appositives, and verbal phrases.
EXAMPLE
Musicians perform. [simple sentence]
EXAMPLE
Musicians and singers travel and perform. [simple
sentence with compound subject and compound predicate]
EXAMPLE
Musicians in popular bands give performances
frequently. [simple sentence including a prepositional
phrase, a direct object, and an adverb]
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GRAMMAR / USAGE / MECHANICS
Identify each sentence by writing D for declarative, IT for
interrogative, IM for imperative, or E for exclamatory.
A compound sentence contains two or more main
clauses.
The main clauses in a compound sentence are usually
joined by a comma and a coordinating conjunction (and,
but, or, nor, yet, for, so).
EXAMPLE
Many popular bands play rock and roll, but others play
rhythm and blues.
EXAMPLE
Sting sings rock and roll, and Puff Daddy raps, but they
performed together at the MTV Video Music Awards.
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EXAMPLE
Different types of music can be fused together; ska
combines rock and reggae.
EXAMPLE
People often have set opinions about music;
nevertheless, one should keep an open mind.
EXAMPLE
Different styles of music influence one another; for
example, rock and roll developed from jazz.
PRACTICE Simple and Compound Sentences
Identify each sentence by writing S for a simple sentence
or C for a compound sentence.
1. Dark, threatening clouds rolled overhead, yet there was
2.
3.
4.
5.
no rain.
In the morning, the bus arrives at nine o’clock.
Please listen carefully, and the instructions will be clear.
Our team was clearly superior, but they lost the game.
Somewhere in this area is a wildlife refuge with deer
and buffalo.
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Clauses and Sentence Structure
173
GRAMMAR / USAGE / MECHANICS
Main clauses in a compound sentence may be joined by a
semicolon used alone or by a semicolon and a conjunctive
adverb (such as however, therefore, nevertheless) or by a
semicolon and an expression such as for example.
6. California is a huge state and is also populous.
7. Band members must remember both the music and
their positions in formations.
8. Alicia baked the birthday cake, but Susanna iced and
decorated it.
9. Many people want to attend the exhibit; however,
tickets are no longer available.
10. Clothing styles move in cycles; today’s fashions will
4.8 COMPLEX AND COMPOUND-COMPLEX
SENTENCES
A complex sentence has one main clause and one or
more subordinate clauses.
Subordinate Clause
EXAMPLE
Main Clause
If you study the development of music, you will learn
Subordinate Clause
that music has been heavily influenced by society.
Subordinate Clause
EXAMPLE
When you listen to a song,
Subordinate Clause
Main Clause
you should think about the culture that influenced it.
A compound-complex sentence has two or more main
clauses and at least one subordinate clause.
Main Clause
Subordinate Clause
EXAMPLE
Billie Holiday, who lived from 1915 to 1959, grew up in
Main Clause
a poor family, and she became a famous jazz singer.
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GRAMMAR / USAGE / MECHANICS
reappear at some time in the future.
PRACTICE Complex and Compound-Complex
Sentences
Identify each sentence by writing CX for complex
sentence or CC for compound-complex sentence. Then
write the subordinate clause from each sentence.
1. When he was in the third grade, Billy was energetic and
friendly.
2. While you were in the shower, your mother called, and
the letter carrier brought you a package.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
5.
6.
7.
8.
9.
10.
here on time.
When a person hurries too much, accidents happen.
I scheduled a physics class; Joe chose biology because
he prefers the natural sciences.
Because they are both warm and comfortable,
sweatshirts are great in cool weather.
Because bananas are so rich in potassium, they are staples
in the American diet; they are relatively inexpensive, too.
Today’s topic is the Civil War; however, we’ll talk about
your research papers before we begin the lesson.
Apple pie is best when it is served with ice cream.
PRACTICE Simple, Compound, Complex, and
Compound-Complex Sentences
Copy the following sentences. Identify each sentence by
writing S for simple, C for compound, CX for complex,
and CC for compound-complex. Underline each main
clause once and each subordinate clause twice.
1. A soda fountain was standard equipment in a drug
store when my dad was a boy.
2. In some countries, students attend school on Saturdays.
Chapter 4
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175
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3. No one knows what the future will bring.
4. Jennifer promised again and again that she would be
3. Eat well today; tomorrow, on the backpacking trip, we
4.
5.
6.
7.
8.
10.
4.9 SENTENCE FRAGMENTS
A sentence fragment is an error that occurs when an
incomplete sentence is punctuated as though it were
complete.
There are three things you should look for when you
review your work for sentence fragments. First, look
for a group of words without a subject. Then, look for a
group of words without a complete predicate, especially a
group that contains a verbal or a verbal phrase. Finally, be
sure you haven’t punctuated a subordinate clause as if it
were a complete sentence.
Many times, you can correct a sentence fragment by
attaching it to a main clause. Other times, you may need
to add words to make the sentence complete.
176
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GRAMMAR / USAGE / MECHANICS
9.
will have very little to eat.
Whichever tie you choose, you will have a good time at
the dance.
I wanted to go to the movies on Friday; however, my
aunt asked me to baby-sit my nephew.
If he were wise, he would get a job, and he would save
all his money.
The car should be repainted before you sell it.
My friends and I enjoy sports; consequently, we attend
a sporting event every week.
Between the two of us, we can get this wood chopped
into fireplace logs before the snowstorm.
Ricardo and his band members played dance music all
evening at Carlotta’s wedding reception.
EXAMPLE
FRAGMENT
COMPLETE SENTENCE
Danielle is on the basketball team.
Played for fun as a child.
[lacks subject]
Danielle is on the basketball
team. She played for fun as a
child.
Danielle scoring more points
than any other player.
[lacks complete predicate]
Danielle was scoring more
points than any other player.
The injured Danielle.
[lacks complete predicate
and contains verbal]
The injured Danielle was taken
to the emergency room.
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Because she was taken out of the
game, the opposing team won.
Sentence fragments can be used to produce special
effects, such as adding emphasis or conveying realistic
dialogue. Remember that professional writers use
sentence fragments carefully and intentionally. In most of
the writing you do, including your writing for school,
you should avoid sentence fragments.
4.10 RUN-ON SENTENCES
A run-on sentence is two or more complete sentences
written as though they were one sentence.
There are two types of run-on sentences. The first
occurs when two main clauses are joined by a comma
only. This is called a comma splice.
EXAMPLE
RUN-ON
Meteorology is fascinating to me, I watch the
Weather Channel every day.
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GRAMMAR / USAGE / MECHANICS
Because she was taken out of
the game. The opposing team won.
[subordinate clause]
The second type of run-on sentence occurs when two
main clauses have no punctuation separating them. This
can occur with or without a conjunction.
EXAMPLE
RUN-ON
Meteorology is fascinating to me I watch the
Weather Channel every day.
EXAMPLE
RUN-ON
Meteorology is fascinating to me and I watch
the Weather Channel every day.
METHOD OF CORRECTING
RUN-ON
COMPLETE SENTENCE
Add end punctuation between
the clauses and make two
sentences.
Meteorology is fascinating to me.
I watch the Weather Channel
every day.
Separate the clauses with both
a comma and a coordinating
conjunction.
Meteorology is fascinating to me,
and I watch the Weather Channel
every day.
Separate the clauses with a
semicolon.
Meteorology is fascinating to me;
I watch the Weather Channel
every day.
Add a semicolon and a
conjunctive adverb between the
clauses.
Meteorology is fascinating to me;
therefore, I watch the Weather
Channel every day.
Change one of the main clauses
to a subordinate clause. Separate
the two clauses with a comma if
appropriate.
Because meteorology is fascinating
to me, I watch the Weather Channel
every day. I watch the Weather
Channel every day because
meteorology is fascinating to me.
178
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GRAMMAR / USAGE / MECHANICS
You can correct a run-on sentence in several ways. The
method you choose in correcting your writing will
depend on the relationship you want to convey between
the two clauses.
PRACTICE Fragments and Run-on Sentences
Identify each numbered item by writing F for fragment
or R for run-on sentence. Then rewrite each item,
correcting the error.
1. I picked some violets I like a spot of color in the house.
2. There goes my next-door neighbor, Eduardo Munoz, do
you know him?
5.
6.
7.
8.
9.
10.
discouraged.
If you are free tomorrow night.
Before you complete the assigned term paper.
Reading and basic addition in the first grade.
Lee Ann repaired the sink she was pleased with
herself.
A tornado is approaching take cover immediately.
When a person is sound asleep.
PRACTICE Proofreading
Rewrite the following passage, correcting errors in
spelling, capitalization, grammar, and usage. Add any
missing punctuation. Write legibly to be sure one letter is
not mistaken for another. There are ten errors.
John Milton
a young man, John Milton read any book he could find, he also
learned Latin, Greek, Italian, and Hebrew. 2Even wrote poems in Latin
and Italian. 3After graduating from Cambridge University, he decided to
travel through Europe for a year. 4Because he wanted to learn more
about the world.
5Milton married Mary Powell in 1642 she was seventeen, nearly half
her husband’s age. 6After only six weeks of marriage, Mary left Milton
and returned to her parents house. 7Milton was convinced there
marriage would fail. 8He wrote a series of articles about divorce which
1As
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Clauses and Sentence Structure
179
GRAMMAR / USAGE / MECHANICS
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3. While we were waiting for the bus.
4. He could not answer the question, he was not
were very controversial. 9Mary returned to him in 1645, and they
eventually had three daughters.
10Milton went blind around 1652 and he had to rely on assistants to
help him write. 11His political writing continued to get attention and even
landed him in prison. 12He was saved by his freinds, who helped him
obtain his freedom with a fine and loss of property. 13Poor and defeated
in his final years, milton still managed to compose his famous epic poem,
Paradise Lost.
Identifying Main Clauses and
Subordinate Clauses
Identify each boldface, numbered clause as M for main or
S for subordinate. Then identify each subordinate clause
as adjective (ADJ), adverb (ADV), or noun (N).
Whatever you decide to do1 is all right with us.
I refused to climb the mountain path2 because I do not like heights.3
When the movie is over, 4 we can go back to my house for
pizza.
Please give me some idea of 5 where you would like to go for
vacation.6
If you need help, call me.7
The information that was presented yesterday8 was entirely new
to me.
When you are doubtful,9 consult the dictionary; do not guess.10
POSTTEST
Identifying Simple, Compound, Complex,
and Compound-Complex Sentences
Identify each sentence by writing S for simple, C for
compound, CX for complex, or CC for compound-complex.
11. Jim finished his project and handed it in early.
12. Help to keep your home safe; take precautions against
the dangers that lurk in your medicine cabinet.
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GRAMMAR / USAGE / MECHANICS
POSTTEST
13. That time is precious is true; don’t waste it.
14. What you have purchased was expensive.
15. Janice is better; her breathing is normal, and her pulse
16.
17.
18.
19.
POSTTEST
Identifying Fragments, Run-on Sentences,
and Sentences
Identify each numbered item by writing F for fragment,
R for run-on sentence, or S for sentence.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
We have played ball there before no one has objected.
Then walked out of the room.
Due to the fact that the temperature is so high.
The class picnic will be held next Friday, I cannot attend
because of a conflict.
Drifting across the parched land.
When a droning noise became audible overhead.
I put bubble bath in the water for my little sister’s bath.
Make the necessary corrections, then rewrite your
paper.
Let the fun begin.
The newspaper remained on the front doorstep I knew
they hadn’t been home.
Chapter 4
Clauses and Sentence Structure
181
GRAMMAR / USAGE / MECHANICS
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20.
is regular.
There was a drowsy buzz of insects in the hot sunshine.
On the map, the route looks as if it crosses the
mountains.
When you walk into the capitol building, you will see a
kiosk that serves as an information center.
Meandering through the wheat field is a narrow but
deep creek that irrigates the area.
When is the next flight to Cheyenne, and how long will
it take?
Chapter 5
Verb Tenses
and Voice
Principal Parts of Verbs . . . . . . . . . . . . . . . .
Regular and Irregular Verbs. . . . . . . . . . . . .
Tense of Verbs . . . . . . . . . . . . . . . . . . . . . . .
Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . .
Progressive and Emphatic Forms . . . . . . . .
Consistency of Tenses . . . . . . . . . . . . . . . . .
Voice of Verbs. . . . . . . . . . . . . . . . . . . . . . . .
Mood of Verbs . . . . . . . . . . . . . . . . . . . . . . .
PRETEST
185
187
193
198
204
205
206
207
Identifying the Correct Verb Form
Read each sentence. Then write the correct form of the
verb in parentheses.
1. I have (write) some literature about our national parks.
2. The test scores are not yet (know).
3. The boy (keep) all of his baseball cards until he moved
abroad.
4. Last year the principal of our school (throw) out the
first pitch of the season.
5. Our best debater has (win) a full scholarship to a state
university in California.
6. I have (swear) that I will not tell anyone how the
movie ends.
182
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5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
7. Somehow the mouse had (spring) the trap before it
8.
9.
10.
11.
12.
13.
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15.
16.
17.
18.
19.
20.
PRETEST
Identifying the Verb Tense 1
Identify the italicized verb tense by writing one of these
labels: present, past, future, present perfect, past perfect,
future perfect.
21. Julieta will begin her experiment in a few minutes.
22. The legislative committee has appointed a new
chairperson.
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183
GRAMMAR / USAGE / MECHANICS
14.
took the cheese.
The dog (steal) into the bedroom and stretched out on
the bed.
Felicia has (grow) three inches since this time last year.
By the time he reaches the other bank of the river,
Lester will have (swim) almost three miles.
The prize-winning apples were (grow) by a local
4-H club.
I have never (ride) in an antique roadster, but I would
like to.
After the air turned cool last night, I (sleep) more
soundly than I had been sleeping.
I was (choose) to represent our school at a local
fund-raiser.
Kiri (draw) an amusing sketch of her brother in art class
last week.
Outlaws were often (hang) during America’s pioneer days.
I had (drink) a sip of that water before I realized that it
was yours.
This same candy wrapper has (lie) in the corner for a
week now.
It turned out to be Sam, not Darren, who (break) the
record in the high jump.
At the zoo the monkeys (swing) from trapezes that
hung from tree limbs.
23. The shipment of office supplies arrived Friday.
24. Someone always misplaces the tools so that I can
never find them.
25. I had seen the movie twice before my friends asked me
to see it with them.
Pedro will have graduated by next May.
I trust my counselor and tell her all my troubles.
I have notified the post office of my new address.
No one had been in the room all day.
You will see her picture in tomorrow’s edition of the
newspaper.
PRETEST
Identifying the Verb Tense 2
Identify the italicized verb form by writing one of these
labels: present progressive, past progressive, future
progressive, present perfect progressive, past perfect
progressive, future perfect progressive, present emphatic,
past emphatic.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
184
We are looking forward to the celebration.
He does bother me with his pranks.
Two persons were seeking the same job.
Only one of us will be taking the early flight
tomorrow.
The twins certainly do stick together.
Someone has been opening my mail.
I had been thinking about seeing that movie.
By tomorrow they will have been driving for six
days.
The meeting is going very smoothly.
Lee did explain that we weren’t leaving until six
o’clock.
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GRAMMAR / USAGE / MECHANICS
26.
27.
28.
29.
30.
PRETEST
Correcting Verb Tense and Changing Voice
Rewrite each sentence. Correct verbs in the wrong tense,
or change verbs in passive voice to active voice.
41. The songs were heard over a loudspeaker by the
46.
47.
48.
49.
50.
5.1 PRINCIPAL PARTS OF VERBS
All verbs have four principal parts: a base form, a present
participle, a simple past form, and a past participle. All the
verb tenses are formed from these principal parts.
Base Form
open
fall
cry
speak
be
Principal Parts of Verbs
Present
Participle
Past Form
opening
opened
falling
fell
crying
cried
speaking
spoke
being
was, were
Past
Participle
opened
fallen
cried
spoken
been
You can use the base form (except the base form of be)
and the past form by themselves as main verbs. To function
Chapter 5
Verb Tenses and Voice
185
GRAMMAR / USAGE / MECHANICS
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42.
43.
44.
45.
audience.
When the wind blows, the leaves fell.
I am taught good values by my parents.
The videotape of the game will be seen by the team.
We were listening to the radio yesterday while we are
working.
Send your photograph if you wanted to.
By the time I got home, my father cooked dinner.
This new kind of cereal was eaten by me.
The alphabet is known by all the five-year-olds in the
class.
When the senator spoke at the bake sale last month,
everyone listen.
as the simple predicate in a sentence, the present participle
and the past participle must always be preceded by one or
more auxiliary verbs.
EXAMPLE
Doors open. [base or present form]
EXAMPLE
Doors opened. [past form]
EXAMPLE
Doors are opening. [present participle with the auxiliary
verb are]
EXAMPLE
Doors have opened. [past participle with the auxiliary
PRACTICE
Principal Parts of Verbs
Write the correct form of the principal part of the verb in
parentheses.
1. We (past form of spend) a lot of time reviewing last
year’s math.
2. By the time I am finished, I (past participle of write
3.
4.
5.
6.
7.
8.
9.
10.
186
preceded by the auxiliary verbs will have) fourteen
thank-you notes.
Some construction workers (present participle of
replace preceded by the auxiliary verb are) the brick in
our front walkway.
They (base form of seem) rather tired.
Not one question (past participle of ask preceded by
the auxiliary verb was) at the town meeting.
My family (present participle of put preceded by the
auxiliary verb is) pressure on me to succeed.
The awards (past participle of present preceded by the
auxiliary verbs will be) at Saturday’s banquet.
We (past form of fly) over the Grand Canyon.
Noelle (past form of try) to do her homework in her
study period.
I (past form of go) with Ramón to visit his family in
Venezuela.
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GRAMMAR / USAGE / MECHANICS
verb have]
5.2 REGULAR AND IRREGULAR VERBS
A regular verb forms its past and past participle by
adding –ed or –d to the base form.
BASE FORM
PAST FORM
PAST PARTICIPLE
laugh
laughed
laughed
talk
talked
talked
like
liked
liked
Some regular verbs undergo spelling changes when a
suffix that begins with a vowel is added.
EXAMPLE
fry + -ed = fried
EXAMPLE
stop + -ed = stopped
An irregular verb forms its past and past participle in
some way other than by adding –ed or –d to the base
form.
COMMON IRREGULAR VERBS
BASE FORM
PAST FORM
PAST PARTICIPLE
be, am, are, is
was, were
been
bear
bore
borne
beat
beat
beaten or beat
become
became
become
Chapter 5
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GRAMMAR / USAGE / MECHANICS
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REGULAR VERBS
BASE FORM
PAST FORM
PAST PARTICIPLE
begin
began
begun
bite
bit
bitten or bit
blow
blew
blown
break
broke
broken
bring
brought
brought
burst
burst
burst
buy
bought
bought
cast
cast
cast
catch
caught
caught
choose
chose
chosen
come
came
come
creep
crept
crept
cut
cut
cut
dive
dived or dove
dived
do
did
done
draw
drew
drawn
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feel
felt
felt
find
found
found
fling
flung
flung
fly
flew
flown
188
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GRAMMAR / USAGE / MECHANICS
Common Irregular Verbs, continued
BASE FORM
PAST FORM
PAST PARTICIPLE
freeze
froze
frozen
get
got
got or gotten
give
gave
given
go
went
gone
grow
grew
grown
hang
hung or hanged**
hung or hanged**
have
had
had
hit
hit
hit
hold
held
held
keep
kept
kept
know
knew
known
lay*
laid
laid
lead
led
led
leave
left
left
lend
lent
lent
let
let
let
lie*
lay
lain
lose
lost
lost
make
made
made
pay
paid
paid
put
put
put
read
read
read
ride
rode
ridden
ring
rang
rung
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Verb Tenses and Voice
GRAMMAR / USAGE / MECHANICS
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Common Irregular Verbs, continued
189
BASE FORM
PAST FORM
PAST PARTICIPLE
rise*
rose
risen
run
ran
run
say
said
said
see
saw
seen
seek
sought
sought
sell
sold
sold
set*
set
set
shake
shook
shaken
shine
shone or shined***
shone or shined***
shrink
shrank or shrunk
shrunk or shrunken
sing
sang
sung
sink
sank
sunk
sit*
sat
sat
sleep
slept
slept
speak
spoke
spoken
spend
spent
spent
spring
sprang or sprung
sprung
steal
stole
stolen
sting
stung
stung
swear
swore
sworn
swim
swam
swum
swing
swung
swung
take
took
taken
teach
taught
taught
190
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GRAMMAR / USAGE / MECHANICS
Common Irregular Verbs, continued
BASE FORM
PAST FORM
PAST PARTICIPLE
tear
tore
torn
tell
told
told
think
thought
thought
throw
threw
thrown
wear
wore
worn
weave
wove
woven
win
won
won
write
wrote
written
*For more detailed instruction on lay versus lie and
rise versus raise, see Usage Glossary pages 64 and 73.
*For more detailed instruction on sit versus set, see
Usage Glossary page 75.
**Use hanged only when referring to death by
hanging.
***Shone is intransitive. (The sun shone.) Shined is
transitive. (I shined my shoes.)
PRACTICE
Past and Past Participle Forms of Verbs
Copy and complete the chart. Make sure that you have
spelled each form correctly.
BASE FORM
PAST FORM
PAST PARTICIPLE
1. drive
2. do
3. think
Chapter 5
Verb Tenses and Voice
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Common Irregular Verbs, continued
Practice, Past and Past Participle Forms of Verbs, continued
BASE FORM
PAST FORM
PAST PARTICIPLE
4. steal
5. choose
6. begin
7. love
8. say
9. put
GRAMMAR / USAGE / MECHANICS
10. leave
11. grow
13. hold
14. find
15. wear
16. dive
17. shake
18. break
19. learn
20. serve
21. draw
22. tell
23. rise
24. pay
25. read
192
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12. let
PRACTICE
Forms of Verbs
Write the correct form of the verb in parentheses.
1. The sun (shine) so brightly that I had to wear
sunglasses.
2. Three children were (sting) by bees during recess.
3. Last month, a huge banner (hang) from a bar
4.
5.
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8.
9.
10.
5.3 TENSE OF VERBS
The tenses of a verb are the forms that help to
show time.
There are six tenses in English: present, past, future,
present perfect, past perfect, and future perfect.
PRESENT TENSE
The present-tense form of a verb is the same as the
verb’s base form, except for the third-person singular,
which adds –s or –es. Exceptions are the verbs be
and have.
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GRAMMAR / USAGE / MECHANICS
6.
7.
suspended over the street.
Your dog has (tear) a hole in my shirt.
The man and his wife have (sit) in the same seats in
the ballpark for five years.
Bed linens are (weave) very tightly.
That uniform number has been (wear) by some of the
best players.
The children (draw) sketches in class yesterday.
It has (take) seven years for their business to make a
profit.
Horse thieves were (hang) in public squares in the
1800s.
SINGULAR
PLURAL
FIRST PERSON
I paint.
We paint.
SECOND PERSON
You paint.
You paint.
THIRD PERSON
She, he, or it paints.
They paint.
Kris paints.
The artists paint.
PRESENT TENSE OF THE VERB BE
SINGULAR
PLURAL
FIRST PERSON
I am honest.
We are honest.
SECOND PERSON
You are honest.
You are honest.
THIRD PERSON
She, he, or it is honest.
They are honest.
Tomás is honest.
The girls are honest.
PRESENT TENSE OF THE VERB HAS
SINGULAR
PLURAL
FIRST PERSON
I have a dog.
We have a dog.
SECOND PERSON
You have a dog.
You have a dog.
THIRD PERSON
She, he, or it has a dog.
They have a dog.
Danny has a dog.
The Smiths have a
dog.
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GRAMMAR / USAGE / MECHANICS
PRESENT TENSE OF THE VERB PAINT
The present tense expresses a constant, repeated, or
habitual action or condition. It can also express a
general truth.
EXAMPLE
Molly puts horseradish on ham sandwiches. [not just this
ham sandwich but every ham sandwich; a repeated action]
EXAMPLE
The Yazoo River flows into the Mississippi River.
[always; a habitual action]
EXAMPLE
Ice melts at thirty-two degrees Fahrenheit. [a general
truth]
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EXAMPLE
EXAMPLE
Mindy has a headache. [not always but just now]
The fireplace wall feels dangerously hot. [at this very
moment]
The present tense is sometimes used in historical
writing to express past events and, more often, in poetry,
fiction, and journalism (especially in sports writing) to
convey to the reader a sense of “being there.” This usage
is sometimes called the historical present tense.
EXAMPLE
Though he is aware of the danger, Benjamin Franklin
decides to risk electrocution to verify his theory.
EXAMPLE
The runner on first base inches toward second.
PRACTICE
Present Tense
Write a sentence using each of the following verb forms.
The content of your sentence should express the kind of
present tense indicated in parentheses.
1. spends (generally true)
2. thinks (at this very moment)
Chapter 5
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195
GRAMMAR / USAGE / MECHANICS
The present tense can also express an action or a
condition that exists only now.
3.
4.
5.
6.
7.
8.
9.
10.
revolves (a habitual action)
has (not always, but just now)
swims (an event in history)
drives (a constant action)
burst (generally true)
wear (a repeated action)
seems (at this very moment)
takes (a repeated action)
Use the past tense to express an action or a condition
that was started and completed in the past.
EXAMPLE
General Lee shook General Grant’s hand.
EXAMPLE
The Confederate troops unloaded their supplies.
Nearly all regular and irregular verbs (except be) have
just one past-tense form, such as climbed or ran. The verb
be has two past-tense forms, was and were.
PAST TENSE OF THE VERB BE
SINGULAR
PLURAL
FIRST PERSON
I was glad.
We were glad.
SECOND PERSON
You were glad.
You were glad.
THIRD PERSON
She, he, or it was glad.
They were glad.
Bob was glad.
The girls were glad.
FUTURE TENSE
Use the future tense to express an action or a
condition that will occur in the future.
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GRAMMAR / USAGE / MECHANICS
PAST TENSE
You form the future tense of any verb by using the
auxiliary verb shall or will with the base form: I shall
wait; you will telephone. Note: In modern American
English, shall is very seldom used except for questions in
which I or we is the subject: Shall I meet you there? Shall
we have lunch now?
EXAMPLE
Ignacio will mask the woodwork.
EXAMPLE
Elaine will paint the room.
There are three other ways to express future time
besides using the future tense. They are as follows:
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EXAMPLE
Ignacio is going to mask the woodwork.
2. Use about to with the present tense of be and the base
form of a verb.
EXAMPLE
Ignacio is about to mask the woodwork.
3. Use the present tense with an adverb or an adverb
phrase that shows future time.
EXAMPLE
Elaine paints the room tomorrow.
EXAMPLE
Elaine paints the room next Tuesday morning.
Chapter 5
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197
GRAMMAR / USAGE / MECHANICS
1. Use going to with the present tense of be and the base
form of a verb.
PRACTICE
Future Tense
Rewrite each sentence so that the verb expresses the future
tense in the four ways taught in this lesson.
1.
2.
3.
4.
5.
Donna painted her bedroom.
Those trees lost their leaves.
The new law took effect.
The tenants moved in.
The flight landed at Washington National Airport.
Present, Past, and Future Tense
Identify the italicized verb tense by writing one of these
labels: present, past, future.
1. I worried all night long about my history test.
2. Shall I leave the videotape here with you?
3. My dad makes more money in an hour than I make
4.
5.
6.
7.
8.
9.
10.
all day.
The sky turned a very strange shade of purple.
The directions will not make any sense to you until you
see the video.
The volunteers planned the July Fourth celebration.
According to the weather report, it will rain tomorrow.
Some students were not able to hear the
announcements.
Good manners make life more pleasant.
A black Corvette raced around the corner.
5.4 PERFECT TENSES
PRESENT PERFECT TENSE
Use the present perfect tense to express an action or a
condition that occurred at some indefinite time in the
past.
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GRAMMAR / USAGE / MECHANICS
PRACTICE
Do not be confused by the word present in the
name of the present perfect tense. This tense
expresses past time. The word present refers to the
tense of the auxiliary verb has or have.
You form the present perfect tense by using has or have
with the past participle of a verb: has studied, have known.
EXAMPLE
The cake has fallen in the oven.
EXAMPLE
I have promised to bring cakes for the bake sale.
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EXAMPLE
We have seen this movie.
EXAMPLE
The beans have grown taller.
To be specific about completed past time, you would
normally use the simple past tense.
EXAMPLE
We saw this movie during spring break.
EXAMPLE
The beans grew a foot taller over the weekend.
The present perfect tense can also be used to express
the idea that an action or a condition began in the past
and is still happening. To communicate this idea, you
would normally add adverbs (or adverb phrases or
clauses) of time.
EXAMPLE
Lionel has studied ballet for two years.
EXAMPLE
Beth Ann has hit three home runs in a row.
PAST PERFECT TENSE
Use the past perfect tense to indicate that one past
action or condition began and ended before another
past action or condition started.
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GRAMMAR / USAGE / MECHANICS
The present perfect tense can refer to completed action
in past time only in an indefinite way. Adverbs such as
yesterday cannot be added to make the time more
specific.
You form the past perfect tense by using the auxiliary
verb had with the past participle of a verb: had painted,
had sung.
Past
EXAMPLE
Frank won the race in the car whose carburetor
Past Perfect
he had rebuilt. [First Frank rebuilt the carburetor; the
rebuilding was complete; then he won the race.]
Past Perfect
LaVerne had perfected her dance routine before she
Past
entered the contest. [She practiced until her routine was
perfect; the perfecting was complete; then she entered the
dance contest.]
FUTURE PERFECT TENSE
Use the future perfect tense to express one future
action or condition that will begin and end before
another future event starts.
You form the future perfect tense by using will have or
shall have with the past participle of a verb: will have
rested, shall have won.
EXAMPLE
By August you will have learned how to swim.
[Learning how to swim will be complete by the time
another future event, the arrival of August, happens.]
EXAMPLE
Before she has paid all her debts, she will have paid
hundreds of dollars in interest. [The interest will already
have been paid by the time another future event, the paying
of all her debts, is reached.]
200
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EXAMPLE
PRACTICE
Perfect Tenses
Read the verb in parentheses. Then write the tense
indicated in brackets.
EXAMPLE
When the president resigned, he (hold) office for
three years. [past perfect]
Answer: had held
1. She (drive) in a car pool for each of the last seven
years. [present perfect]
2. As of tomorrow Jeremy (work) for twenty years without
missing one day. [future perfect]
confidence. [present perfect]
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4. Raul (be) in this country for over a year when his family
arrives. [future perfect]
5. Lumberjacks (cut) at least half of the trees in the forest
south of here. [present perfect]
6. By the time she reached her house, her reason (give)
way to anger. [past perfect]
7. Carlene (read) every book on the book list. [present perfect]
8. This (be) a very good year for baseball. [present perfect]
9. I (speak) with the principal before I talked with the
counselor. [past perfect]
10. By the time we arrive home from our trip, the builders
(rebuild) the damaged front of the house. [future perfect]
PRACTICE
Tense of Verbs
Identify the italicized verb tense by writing one of these
labels: present, past, future, present perfect, past perfect,
future perfect.
1. By the time the heat wave broke, our air conditioner
had run for twenty-three straight days.
2. At the rate we’re going, the plane will have left before
we get to the airport.
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201
GRAMMAR / USAGE / MECHANICS
3. Speaking in front of large groups (give) me self-
3.
4.
5.
6.
7.
8.
PRACTICE
The Six Tenses
Write two paragraphs in which you use each of the six
tenses. Try to use at least three of the irregular verbs from
the chart that begins on page 187. Be sure that each verb
agrees with its subject in number. (See page 215 for more
information about subject-verb agreement.)
202
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GRAMMAR / USAGE / MECHANICS
9.
10.
Please send me a picture of the baby.
After the rain the fishing was good.
If I had written faster, I could have sent this letter today.
This restaurant offers lobster in season.
Your test score will determine your placement in the
program.
A crowd ten thousand strong has congregated in the
city streets.
Will you be home for supper?
How many chapters have we covered now?
VERB-TENSE TIME LINE
FUTURE
• action or condition will
occur in the future
FUTURE PERFECT
• future action or condition
will begin and end before
another starts
I will finish my work
tonight.
I will have finished my
work before I leave.
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PRESENT
NOW
PAST
• action or condition exists
only now
• constant, repeated, or
habitual action or condition
• a general truth
I finish my work on time.
PRESENT PERFECT
• action or condition that
occurred at an indefinite
past time
• action began in the past
and still occurs now
I have finished my work.
PAST
• action or condition was
started and completed in
the past
PAST PERFECT
• past action or condition
began and ended before
another past action or
condition started
I finished my work.
I had finished my work
before I left.
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GRAMMAR / USAGE / MECHANICS
FUTURE
5.5 PROGRESSIVE AND EMPHATIC FORMS
Each of the six tenses has a progressive form that
expresses a continuing action.
PRESENT PROGRESSIVE
They are studying.
PAST PROGRESSIVE
They were studying.
FUTURE PROGRESSIVE
They will be studying.
PRESENT PERFECT PROGRESSIVE
They have been studying.
PAST PERFECT PROGRESSIVE
They had been studying.
FUTURE PERFECT PROGRESSIVE
They will have been studying.
The present tense and the past tense have
additional forms, called emphatic forms, that add special
force, or emphasis, to the verb.
You make the emphatic forms by using do, does, or did
with the base form of the verb.
PRESENT EMPHATIC
We do have enough money for lunch.
Cindy does have her umbrella with her.
PAST EMPHATIC
PRACTICE
We did leave a large tip.
Progressive and Emphatic Forms
Identify the italicized verb form by writing one of these
labels: present progressive, past progressive, future progressive, present perfect progressive, past perfect progressive,
future perfect progressive, present emphatic, past emphatic.
1. What color you choose for the background does matter.
2. Have you been listening to the news today?
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GRAMMAR / USAGE / MECHANICS
You make the progressive forms by using the
appropriate tense of the verb be with the present
participle of the main verb.
3. Researchers are working every day to find a cure for
4.
5.
6.
7.
8.
9.
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5.6 CONSISTENCY OF TENSES
Don’t shift, or change, tenses when two or more events
occur at the same time.
EXAMPLE
INCORRECT
The dogs caught sight of the cat, and at
once they chase it. [The tense needlessly
shifts from the past to the present.]
EXAMPLE
CORRECT
The dogs caught sight of the cat, and at
once they chased it. [Now it is clear that both
events happened at nearly the same time.]
Do shift tenses to show that one event precedes or
follows another.
EXAMPLE
INCORRECT
By the time the omelet was ready, I set the
table. [The two past-tense verbs give the
mistaken impression that both events—the
omelet’s cooking and the setting of the table—
happened at the same time.]
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205
GRAMMAR / USAGE / MECHANICS
10.
cancer.
All students will be getting letters in the mail about
changes for the coming year.
I did love my birthday gifts.
What were those boys doing in the creek?
Planted after the turn of the century, this tree soon will
have been growing for over one hundred years.
The city planners had been making changes in traffic
patterns long before the citizens called for them.
You did say that, even though you don’t remember
doing so.
Last night we were trying to place a call to Egypt, but
we couldn’t get through.
EXAMPLE
CORRECT
By the time the omelet was ready, I had set
the table. [The shift from the past tense (was)
to the past perfect tense (had set) clearly shows
that the setting of the table happened before the
omelet was cooked.]
Keep a statement about a general truth in the present
tense even if other verbs are in the past tense.
We learned that water expands when it freezes.
An action verb is in the active voice when the subject
of the sentence performs the action.
EXAMPLE
The new student threw a wicked fastball.
An action verb is in the passive voice when its action
is performed on the subject.
A wicked fastball was thrown by the new student.
Generally the active voice is stronger, but at times the
passive voice is preferable or even necessary. If you don’t
want to call attention to the performer of the action or
don’t know who the performer is, use the passive voice.
EXAMPLE
EXAMPLE
Doorbells up and down the street were rung. [You may
not want to identify the culprit.]
The tires were slit. [You may not know who the culprit is.]
You form the passive voice by using a form of the
auxiliary verb be with the past participle of the verb. The
tense of a passive verb is determined by the tense of the
auxiliary verb.
EXAMPLE
EXAMPLE
The gift is wrapped in pretty paper. [present tense,
passive voice]
EXAMPLE
The gift was wrapped in pretty paper. [past tense,
passive voice]
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5.7 VOICE OF VERBS
EXAMPLE
The gift will be wrapped in pretty paper. [future tense,
passive voice]
PRACTICE
Voice of Verbs
Rewrite each sentence, changing active verbs to passive
and passive verbs to active.
EXAMPLE
The queen planned a party for the princess.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Ten points were scored by the home team.
The accident was reported by a witness.
Manuela will give the committee’s report.
The dinner dishes were done by me.
The candidate is known by almost everyone in the city.
The vote will be determined by a show of hands.
A commercial photographer took these pictures.
Someone holds the winning ticket.
The book was read by the students.
The issue was discussed by members of the House of
Representatives.
5.8 MOOD OF VERBS
Along with expressing tense and voice, verbs also
express mood.
A verb expresses one of three moods: the indicative
mood, the imperative mood, or the subjunctive mood.
The indicative mood—the one most frequently used—
makes a statement or asks a question. The imperative
mood expresses a command or makes a request.
EXAMPLE
INDICATIVE MOOD
She sets her alarm clock for 6:30 A.M.
EXAMPLE
IMPERATIVE MOOD
Set your alarm clock for 6:30 A.M.
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GRAMMAR / USAGE / MECHANICS
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Answer: A party for the princess was planned by
the queen.
The subjunctive mood is often replaced by the
indicative mood in informal English. The subjunctive
mood does, however, have two important uses in modern
formal English.
1. The subjunctive mood expresses, although indirectly,
a demand, recommendation, suggestion, or statement
of necessity.
EXAMPLE
We demand [or recommend or suggest] that she set her
alarm clock for 6:30 A.M. [To form the subjunctive mood,
drop the –s from the third-person singular.]
It is necessary that she be on time for school. [The
subjunctive mood uses be instead of am, is, or are.]
2. The subjunctive mood is used to state a condition or a
wish that is contrary to fact. Notice that this use of
the subjunctive always requires the past tense.
EXAMPLE
If she were to oversleep, she would miss her ride to
school. [The subjunctive mood uses were, not was.]
EXAMPLE
I wish (that) I were a genius.
EXAMPLE
You are speaking to me as if I were a child.
PRACTICE
Mood of Verbs
Identify the mood of each italicized verb by writing
indicative, imperative, or subjunctive.
1. If I were in charge, I would eliminate all dues.
2. It is recommended that Juan learn Japanese before
3.
4.
5.
6.
7.
208
living in Japan.
Both moles and voles tunnel in the ground.
Set clear goals and remain dedicated to them.
Some colors clash with each other.
Be sure before you enter marriage.
I recommend that this job be given to a student.
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GRAMMAR / USAGE / MECHANICS
EXAMPLE
8. She dressed for the concert as though she were going
9.
10.
to a fashion show.
We usually get what we deserve.
Please speak softly when you enter the baby’s room.
PRACTICE
Proofreading
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Henry David Thoreau
1Henry David Thoreau was born in Concord, Massachusetts, in 1817.
2As a young boy he loved the outdoors; he hunted, fishes, and played
sports. 3Later, when he attended Harvard, Thoreau keeped a journal; he
continued to do so all his life. 4By the end of his life, he had wrote more
than two million words in his journals. 5He often wrote about
transcendentalism, a philosophy about nature and spirit that was popular
in nineteenth-century New England.
6After college, Thoreau teached at a school in Concord. 7Then he lived
with and works for Ralph Waldo Emerson, another follower of
transcendentalism. 8Thoreau has become a member of the
Transcendental Club in the early 1840s. 9To fully concentrate on his
writing, Thoreau builded a hut at Walden Pond, where he lived for two
years, two months, and two days.
10Thoreau was adamantly aganst slavery, and he was the first to speak
in support of John Brown, an abolitionist who was arrested for raiding
Harpers Ferry. 11Brown had hope to make Harpers Ferry the base for his
antislavery operations, but instead he was arrested and charged with
treason. 12Despite the support of Thoreau and others, Brown was later
hung.
13During his last years, Thoreau became weakened by tuberculosis.
14He died in 1862 at the age of forty-four.
Chapter 5
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209
GRAMMAR / USAGE / MECHANICS
Rewrite the passage, correcting the errors in spelling,
grammar, and usage. There are ten errors. Some sentences
are correct. (For this exercise, no sentences should be in the
historical present.)
POSTTEST
Identifying the Correct Verb Form
Write the correct form of the verb in parentheses.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
210
Instructions for assemblage are (give) on page one.
I (call) home when I arrived.
Bones have been (break) by a simple misstep.
I have (pay) all my bills.
As more people talked, the rumors (grow).
I think you (do) the best thing when you helped her.
Rosanna (sing) in the alto section when she was in the
choir.
The conductor (lead) the band in a rousing march
before the rally last week.
All the details of the new law are not yet (know).
This problem can be (break) down into three separate
parts.
By the time they got up, the sun had (rise) and the
beach was crowded.
After his walk yesterday, the dog (drink) an entire bowl
of water.
I (catch) a cold last week.
Before my sister awakens in the morning, I will have
(creep) into her room to decorate it for her
birthday.
Don’t worry. Jimmy has (dive) off the high board many
times before.
Your front right tire has (spring) a leak.
When I (bite) into the apple, I realized that it wasn’t yet
ripe.
There were so many phone calls that I (become)
annoyed.
The evening at the folk festival (be) the highlight of our
trip to Ohio last summer.
Years ago, a family’s water supply was (draw) from a
well.
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GRAMMAR / USAGE / MECHANICS
1.
2.
3.
4.
5.
6.
7.
POSTTEST
Identifying the Verb Tense 1
Identify the italicized verb tense by writing one of these
labels: present, past, future, present perfect, past perfect,
future perfect.
21. By next week we will have put our boat away for the
winter.
22. Pasteurized cream remains fresh for quite a long time.
23. The snake in our creek was not a poisonous one.
24. He has announced that he will not be the chairperson
again.
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27.
28.
29.
30.
mentioned it.
Will you be at home tonight?
Today has seemed exceptionally dreary.
Cedar protects woolen clothing from damage by moths.
A golf ball shattered the plate glass window.
POSTTEST
Identifying the Verb Tense 2
Identify the italicized verb form by writing one of these
labels: present progressive, past progressive, future
progressive, present perfect progressive, past perfect
progressive, future perfect progressive, present emphatic,
past emphatic.
31. The studio does have my photographs ready after all.
32. Will you be sending this letter overseas?
33. JoAnn had been working for hours before any help
34.
35.
36.
arrived.
Our gymnastics team is collecting newspapers and
soda cans to raise money.
I did write the story just as you told it to me.
Are you planning a trip to South America anytime soon?
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211
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25. Will the freshmen make a float for the parade?
26. I had not thought about the appointment until you
37. Stella’s mother has been working all day.
38. Some people do enjoy skiing, despite what you say!
39. Our recycling efforts are making a difference in the
40.
amount of waste taken to landfills.
You will be hearing from us within a week in regard to
your application.
POSTTEST
Correcting Verb Tense and Changing Voice
41. Used cars are sold by the Jensen dealership.
42. A novel called A Portrait of the Artist as a Young Man
43.
44.
45.
46.
47.
48.
49.
50.
212
was written by James Joyce.
By the time I remembered to call Matthew, he went.
Good wages were earned by Bill.
We have been eating pizza yesterday evening.
The computer was used by a graphic artist to produce
advertisements.
The ground is very wet this morning because it rains
last night.
By next year, there were drastic changes in the tax laws.
She sat down at the piano, opened her music book,
and begins to play.
The charming scene was photographed by me.
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GRAMMAR / USAGE / MECHANICS
Rewrite each sentence. Correct verbs in the wrong tense,
or change verbs in passive voice to active voice.
Chapter 6
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Subject-Verb
Agreement
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
Agreement of Subjects and Verbs . . . . . . .
Intervening Phrases and Clauses . . . . . . . .
Agreement with Compound Subjects . . . .
Agreement with Special Subjects . . . . . . . .
Indefinite Pronouns as Subjects . . . . . . . . .
Phrases and Clauses as Subjects . . . . . . . .
Agreement in Inverted Sentences . . . . . . .
Agreement with Subject,
Not Predicate Nominative . . . . . . . . . . . . . .
Agreement in Adjective Clauses . . . . . . . . .
PRETEST
215
216
218
220
223
225
226
228
228
Identifying the Simple Subject
and the Correct Verb Form
Write the simple subject of each sentence. Then write the
correct verb from the choices in parentheses.
1. There (was, were) two alligators at the edge of the
swamp.
2. Neither the windows nor the door (was, were) locked.
213
3. A grove of oak trees (protect, protects) the house from
4.
5.
6.
7.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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GRAMMAR / USAGE / MECHANICS
8.
the wind.
Neither the hammer nor the nails (was, were) in the
toolbox.
Maria, one of the star skaters in the ice revue, (teaches,
teach) ice-skating in her free time.
Eighty percent of this test in mathematics (deals, deal)
with fractions.
Here (is, are) the statistics from the Bureau of the
Census.
Toast with peanut butter and bananas (is, are) Olga’s
favorite breakfast.
The center of attraction (was, were) the three
clowns.
Everyone in the organization (participates, participate)
in the fund-raiser.
To raise horses (takes, take) patience.
All of the bicycles in the parade (was, were)
decorated.
(Has, Have) the contest winners been announced yet?
The pedestrians who crossed in the middle of the street
(was, were) given traffic tickets.
News of events in foreign countries (reaches, reach)
this country in minutes.
Ninety-nine cents (is, are) the price of the bottle of
vitamins.
Every boy and girl in school (has, have) purchased a
ticket for the field trip.
The United States (is, are) bordered by Canada and
Mexico.
The chorus (joins, join) the orchestra in the opening
number of the concert.
The class of ‘90 (is, are) coming from many parts of the
country for the reunion.
6.1 AGREEMENT OF SUBJECTS AND VERBS
Number refers to the form of a word that indicates
whether it is singular or plural. A verb must agree with
its subject in number.
Singular subjects indicate one and require a singular
verb. Plural subjects indicate more than one and require a
plural verb. With most regular verbs, add –s or –es to
form the singular.
The author writes. The champion boxes.
EXAMPLES PLURAL
The authors write. The champions box.
An exception to the rule occurs with the pronouns I
and you. Both take the plural form of a verb, even when
you refers to one person. The only exception is be; when
I is the subject, the verb form is am.
SINGULAR
I eat breakfast.
EXAMPLE You prepare dinner.
Whether functioning as main verbs or auxiliary verbs,
be, have, and do change in form to show agreement. In
fact, the number of a verb phrase is indicated by these
auxiliary verbs. Notice in the verb phrases the main verbs
do not change form.
EXAMPLE
EXAMPLES SINGULAR
EXAMPLES PLURAL
I am late.
He is laughing.
The applicant has experience.
She has listened intently.
Does he need help?
We are late.
We are laughing.
The applicants have experience.
They have listened intently.
Do they need help?
Chapter 6
Subject-Verb Agreement
215
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EXAMPLES
PRACTICE
Subject-Verb Agreement
Write the correct verb from the choices in parentheses.
9.
10.
(Has, Have) the invitations been sent?
She (sits, sit) in the second row from the left.
The new shopping mall (opens, open) in two weeks.
I (is, am) going to the mall when it opens.
(Does, Do) she always check her arithmetic?
The cars (is, are) covered with dust.
That story (is, are) one of the saddest I’ve ever heard.
Mile markers (was, were) placed along the interstate
highway.
The last few days (has, have) been perfect.
The wheat (is, are) turning gold all across the
Midwest.
6.2 INTERVENING PHRASES AND CLAUSES
Don’t mistake a word in an intervening phrase or
clause for the subject of a sentence. The simple
subject is never in a prepositional phrase. Make sure
the verb agrees with the actual subject and not with
the object of the preposition.
EXAMPLE
The paper in those boxes is for the copy machine. [The
singular verb is agrees with the singular subject paper, not
with the plural object of the preposition, boxes.]
EXAMPLE
The dogs in that class are well behaved. [The plural verb
are agrees with the plural subject dogs, not with the object
of the preposition, class.]
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GRAMMAR / USAGE / MECHANICS
1.
2.
3.
4.
5.
6.
7.
8.
EXAMPLE
Fried rice, along with wonton soup, makes a delicious
meal.
EXAMPLE
Isaac, accompanied by Jerome, goes to the movies on
Saturday.
Appositives and adjective clauses give information
about the subject but don’t change its number. Make sure
you don’t mistake a word in an appositive or an adjective
clause for the subject of the sentence.
APPOSITIVES
EXAMPLE
Emma, one of my good friends, visits Australia every
year.
EXAMPLE
Four well-known writers, all very skilled at their craft,
lecture at the seminar.
ADJECTIVE CLAUSES
EXAMPLE
Virginia Woolf, who was one of the Bloomsbury Group
members, expresses emotion in her writing.
EXAMPLE
The rivers that bordered Mesopotamia are the Tigris
and the Euphrates.
Chapter 6
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GRAMMAR / USAGE / MECHANICS
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If a singular subject is linked to another noun by a
phrase, the subject is still considered singular.
Expressions such as accompanied by, as well as, in
addition to, plus, and together with introduce phrases that
modify the subject without changing its number.
Although their meaning is similar to that of and, these
expressions don’t form compound subjects.
PRACTICE
Agreement with Intervening Phrases
and Clauses
Most of the following sentences contain an error in
subject-verb agreement. For each sentence, write the
subject and the corrected verb. If a sentence is already
correct, write C.
1. Her computer plus her suitcase were checked through
to New York.
2. Gasoline, one of the many existing fuels, is most
4.
5.
6.
7.
8.
9.
10.
offered in the cafeteria today.
That vase of roses are about to topple.
The arms of the chair are soiled.
Birds that prey on small animals are called raptors.
The maple, as well as the oak and pine trees, grow all
across the country.
The peaks of the mountain range is covered with snow.
The loose change in the pocket of my pants are for
laundry.
Gone with the Wind, one of my favorite books, takes
place during the Civil War.
6.3 AGREEMENT WITH COMPOUND
SUBJECTS
A compound subject that is joined by and or both . . .
and is plural unless its parts belong to one unit or they
both refer to the same person or thing.
EXAMPLES
PLURAL
The Tigris and the Euphrates flow
through southwestern Asia.
Both rivers and streams provide
irrigation for farmland.
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GRAMMAR / USAGE / MECHANICS
efficient for powering automobiles.
3. A new menu, in addition to the existing one, are
EXAMPLES
SINGULAR
Toast and tea is my favorite breakfast.
[one unit]
Her friend and companion is George.
[one person]
With compound subjects joined by or or nor (or by
either . . . or or neither . . . nor), the verb agrees with the
subject closer to it.
EXAMPLES
SINGULAR
Either the tortoise or the hare wins the
race.
Raisins or an apple makes a good
snack.
PLURAL
Neither Kara nor her friends like winter.
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Neither foxes nor dogs eat only meat.
PRACTICE
Agreement with Compound Subjects
Write the complete subject of each sentence. Then write
the correct verb form from the choices in parentheses.
1. Both trucks and buses (is, are) hard on road surfaces.
2. Neither the equipment nor the uniforms (has, have)
3.
4.
5.
6.
7.
8.
9.
10.
arrived yet.
Her attorney and confidant (is, are) Rosa.
Bread and butter (is, are) an American staple.
Neither a letter of recommendation nor good grades
(guarantees, guarantee) a scholarship.
Either an orange or prunes (is, are) healthful for
breakfast.
Both Florida and California (thrives, thrive) on
tourism.
Peanuts and popcorn (is, are) common party snacks.
Ham and cheese (is, are) my regular sandwich.
Neither falling rocks nor icy pavement (keeps, keep)
automobiles off the road.
Chapter 6
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GRAMMAR / USAGE / MECHANICS
EXAMPLES
6.4 AGREEMENT WITH SPECIAL SUBJECTS
COLLECTIVE NOUNS
A collective noun names a group of persons, things,
or animals.
EXAMPLE
SINGULAR
The chorus sings beautifully.
EXAMPLE
PLURAL
The chorus have separate parts to learn.
When deciding the number of the verb needed for a
collective noun, it is helpful to look for the pronouns its
and their. When a collective noun is referred to by its, the
collective noun requires a singular verb. When a collective
noun is referred to by their, the collective noun needs a
plural verb.
EXAMPLE
SINGULAR
The litter of kittens stays in its cage.
EXAMPLE
PLURAL
The litter follow their mother in a singlefile line.
SPECIAL NOUNS
Certain nouns that end in s, such as mathematics,
molasses, and news, require singular verbs.
EXAMPLE
Molasses is the key ingredient in my pecan pie.
EXAMPLE
The news arrives later here.
Certain other nouns that end in s, such as scissors,
pants, binoculars, and eyeglasses, require plural verbs.
EXAMPLE
The scissors are in the drawer.
EXAMPLE
Binoculars are handy for bird-watching.
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When a collective noun refers to a group as a whole, it
requires a singular verb. When a collective noun refers to
each member of a group individually, it requires a plural
verb.
EXAMPLE
SINGULAR
Mumps is contagious.
EXAMPLE
PLURAL
Mumps are itchy.
EXAMPLE
SINGULAR
Statistics is one of my favorite courses.
EXAMPLE
PLURAL
Statistics are the basis for many
reports.
MANY A, EVERY, AND EACH
When many a, every, or each precedes a subject, whether
simple or compound, the subject is considered singular.
EXAMPLE
Many a decision was made.
EXAMPLE
Many a joke and cartoon was included.
EXAMPLE
Every dog has a distinct personality.
EXAMPLE
Every restaurant and diner serves sandwiches.
EXAMPLE
Each author writes differently.
EXAMPLE
Each penny and dime was counted.
NOUNS OF AMOUNT
When a plural noun of amount refers to one unit, it
acts as a singular subject. When it refers to individual
units, it acts as a plural subject.
EXAMPLE
SINGULAR
Eight dollars is the cost of the ticket.
EXAMPLE
PLURAL
Eight dollars lie on the table.
Chapter 6
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221
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Many other nouns that end in s, such as mumps,
measles, ethics, statistics, and politics, depending on the
meaning, may require either a singular or a plural verb.
In general, if the noun refers to a whole, such as a disease
or a science, it requires a singular verb. If it is referring
to qualities, activities, or individual items, it requires a
plural verb.
When a fraction or a percentage refers to a singular
word, it requires a singular verb. When it refers to a
plural word, it requires a plural verb.
EXAMPLE
SINGULAR
Sixty percent of the money was spent on
food.
EXAMPLE
PLURAL
Sixty percent of our resources were used.
EXAMPLE
Sixteen by twenty inches is a standard size for a
picture frame.
EXAMPLE
Ten millimeters equals one centimeter.
TITLES
A title of a creative work always acts as a singular
subject, even if a noun within the title is plural.
EXAMPLE
All the King’s Men was the 1947 Pulitzer Prize
winner.
EXAMPLE
“Giant Steps” is one of John Coltrane’s masterworks.
COUNTRIES AND CITIES
Names of countries and cities require singular verbs.
EXAMPLE
The United States has a democratic government.
EXAMPLE
Los Angeles is in California.
PRACTICE
Agreement with Special Subjects
Write the correct verb form from the choices in
parentheses.
1. Fourteen by twenty feet (is, are) the size of the room.
2. Many a day (passes, pass) without significance, or so it
seems.
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GRAMMAR / USAGE / MECHANICS
Units of measurement usually require singular verbs.
3. On its way south, the flock (feeds, feed) in lakes and
4.
5.
6.
7.
8.
9.
10.
ponds.
One half of the amount called for in the recipe (is, are)
usually enough.
Economics (is, are) a popular college course.
Seven percent of our salaries (goes, go) toward
retirement.
Three dollars (is, are) in my coat pocket.
Every entrant (receive, receives) a prize.
The Union of Soviet Socialist Republics (was, were) a
former political unit.
“The Bean Eaters” (is, are) a poem by Gwendolyn Brooks.
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Some indefinite pronouns are always singular, some
are always plural, and others may be singular or plural,
depending on their use.
PLURAL
INDEFINITE PRONOUNS
another, anyone, anybody, anything, each,
either, everybody, everyone, everything,
neither, nobody, no one, nothing, one, other,
somebody, someone, something
both, few, many, others, several
SINGULAR OR PLURAL
all, any, enough, most, much, none, some
SINGULAR
Singular indefinite pronouns require singular verbs.
Plural indefinite pronouns require plural verbs.
EXAMPLES SINGULAR
Everyone is welcome.
Someone gives me the number.
EXAMPLES PLURAL
Both are able to play.
Few are coming to the party.
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6.5 INDEFINITE PRONOUNS AS SUBJECTS
The number of the pronouns in the last row of the
chart depends on the words to which they refer. If the
pronoun refers to a singular word, then it requires a
singular verb. If the pronoun refers to a plural word, then
it requires a plural verb.
EXAMPLE
SINGULAR
None of the candy was left. [none refers to
candy, a singular noun]
EXAMPLE
PLURAL
None of the sweets were left. [none refers
PRACTICE
Indefinite Pronouns as Subjects 1
Write the correct verb from the choices in parentheses for
each sentence.
1. Everything (tastes, taste) better when camping outside.
2. The seniors have a group picture taken, and most
3.
4.
5.
6.
7.
8.
9.
10.
(buys, buy) it.
Most of the jam (is, are) gone.
A state trooper stopped the driver of a truck and the
driver of a car; both (was, were) traveling too fast.
Students read poems in school, but few (memorizes,
memorize) them.
Everybody (hopes, hope) for good health.
Vacation for students begins soon; many (is, are)
leaving town.
Bill and his classmate work at a grocery store; neither
(likes, like) the job.
All of the notebook paper (is, are) lined.
Do any of the sweaters (has, have) short sleeves?
PRACTICE
Indefinite Pronouns as Subjects 2
From the chart in this lesson, choose five indefinite
pronouns that are always singular and write sentences
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GRAMMAR / USAGE / MECHANICS
to sweets, a plural noun]
using each as a subject. Then do the same for five that are
always plural and five that can be either singular or
plural. Underline the verb in each sentence and be ready
to explain why you used that verb form.
6.6 PHRASES AND CLAUSES AS SUBJECTS
Whenever a phrase or a clause acts as a subject, the
verb must be singular.
EXAMPLE
Swimming laps is good exercise. [The gerund phrase
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EXAMPLE
To eat three pies is gluttonous. [The infinitive phrase to
eat three pies functions as the subject and agrees with the
singular verb is.]
EXAMPLE
Whoever receives the most votes wins the election. [The
noun clause whoever receives the most votes functions as the
subject and agrees with the singular verb wins.]
PRACTICE
Phrases and Clauses as Subjects
Write the correct verb from the choices in parentheses for
each sentence.
1. Which careers appeal to you (depends, depend) on
your interests.
2. Digging ditches (is, are) hard work.
3. How defendants answer questions (makes, make) a big
4.
5.
6.
difference.
Climbing mountains (is, are) a challenge many enjoy.
Whoever wins the game (receives, receive) the award.
To drive all day (tires, tire) the eyes.
Chapter 6
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GRAMMAR / USAGE / MECHANICS
swimming laps functions as the subject and agrees with the
singular verb is.]
7. Cleaning up debris along the highways (has, have)
8.
9.
6.7 AGREEMENT IN INVERTED SENTENCES
In an inverted sentence the subject follows the verb.
Inverted sentences often begin with prepositional
phrases. Don’t mistake the object of the preposition for
the subject.
EXAMPLE
SINGULAR
By the tables sits the student.
EXAMPLE
PLURAL
At the table sit the students.
In sentences beginning with there or here, the subject
follows the verb. The words there and here almost never
function as the subject of a sentence.
EXAMPLE
SINGULAR
Here is the map.
There is no one available.
EXAMPLE
PLURAL
Here are the maps.
There are no volunteers available.
In a question, an auxiliary verb usually comes before
the subject. Look for the subject between the auxiliary
verb and the main verb.
EXAMPLE
SINGULAR
Does Katy like pizza?
EXAMPLE
PLURAL
Do they like pizza?
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GRAMMAR / USAGE / MECHANICS
10.
become a volunteer effort.
Freezing tomatoes (is, are) my mother’s summer
activity.
To design bridges (requires, require) an engineering
background.
To start a fire using sticks or flints for friction (is, are)
rather difficult.
PRACTICE
Agreement in Inverted Sentences
Most of the following sentences contain an error in subjectverb agreement. For each sentence, write the incorrect
verb and the correct verb. If a sentence is correct, write C.
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10.
There are no reason for this delay.
Does the television sound loud to you?
Along country roads grows flowers.
Here live the oldest man in the village.
Down the steps of the courthouse stride the sheriff.
There is the document you wanted.
In this campground are bathing facilities.
There is the bananas and the grapes.
Over these roads travel everyone on his or her way to
La Paz.
On the floor is your homework assignments.
PRACTICE
Subject-Verb Agreement
Write the subject of each sentence. Then write the correct
verb from the choices in parentheses.
1. News (travels, travel) fast in a small community.
2. Shingles, a sometimes painful infection, (attacks,
3.
4.
5.
6.
7.
8.
9.
10.
attack) certain nerves.
Even fifty thousand dollars (does, do) not buy what it
did twenty years ago.
There (is, are) the missing pieces of the puzzle.
Everyone (knows, know) that Earth is round.
Only 3 percent of the homeowners in our area (has,
have) swimming pools.
Managing restaurants (is, are) very demanding work.
The United States (has, have) many different climates.
Many a person (wishes, wish) to live a life of leisure.
All of the information (has, have) now been released.
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227
GRAMMAR / USAGE / MECHANICS
1.
2.
3.
4.
5.
6.
7.
8.
9.
6.8 AGREEMENT WITH SUBJECT, NOT
PREDICATE NOMINATIVE
Don’t be confused by a predicate nominative that is
different in number from the subject. Only the subject
affects the number of the linking verb.
EXAMPLE
Her great joy was Japanese gardens. [The singular verb
was agrees with the singular subject joy, not with the plural
predicate nominative gardens.]
EXAMPLE
Japanese gardens were her great joy. [The plural verb
PRACTICE
Agreement with Subject, Not Predicate
Nominative
Write the subject of each sentence. Then write the correct
verb from the choices in parentheses.
1. Bushels of donated wheat (was, were) the salvation of
2.
3.
4.
5.
6.
7.
8.
9.
10.
the starving populace during the famine.
Traffic jams (is, are) a problem during construction.
My favorite photographic subject (is, are) waterfalls.
Beans (is, are) the mainstay of a vegetarian diet.
Virginia’s greatest culinary accomplishment (is, are)
cream puffs.
Ocean sunsets (is, are) her passion.
The Greek islands (is, are) a treat for history lovers.
The shoe factory’s greatest asset (is, are) its employees.
Tonight’s special (is, are) mixed greens and rice.
Long fingers (is, are) an advantage for a pianist.
6.9 AGREEMENT IN ADJECTIVE CLAUSES
When the subject of an adjective clause is a relative
pronoun, the verb in the clause must agree with the word
to which the relative pronoun refers.
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GRAMMAR / USAGE / MECHANICS
were agrees with the plural subject gardens, not with the
singular predicate nominative joy.]
If the relative pronoun is the subject of the clause and
it refers to a singular word, the verb in the adjective
clause must be singular.
EXAMPLE
The man who teaches my yoga class dresses in white.
If the relative pronoun is the subject of the clause and
it refers to a plural word, then the verb in the adjective
clause must be plural.
EXAMPLE
Classrooms that have computers are convenient.
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Sanctuary is one of my favorite books that were
written by Faulkner. [The relative clause refers to books because all
EXAMPLE
of the books are written by Faulkner.]
If an adjective clause is preceded by the only one of
(plural word), the relative pronoun will refer to the word
one, and the verb in the clause must be singular.
EXAMPLE
Pedro is the only one of the Fernandez children who
owns a car. [The relative clause refers to one because only
one person owns a car.]
PRACTICE
Agreement with Relative Pronouns
Write the relative pronoun and the word to which it
refers. Then write the correct verb from the choices in
parentheses.
1. Don’t enter that yard. There is a dog that (bites, bite).
2. Mathematics is the only one of his classes that
3.
(challenges, challenge) him.
The motel rooms that (has, have) an ocean view are
more expensive.
Chapter 6
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GRAMMAR / USAGE / MECHANICS
If an adjective clause is preceded by one of (plural
word), then the relative pronoun will refer to the plural
word, and the verb in the clause must be plural.
4. In the city, the streets that (is, are) named for states run
5.
6.
7.
8.
10.
PRACTICE
Proofreading
Rewrite the following passage, correcting errors in
spelling, capitalization, grammar, and usage. Add any
missing punctuation. Write legibly to be sure one letter is
not mistaken for another. There are ten errors.
Richard Wright
Wright was born in Mississippi in 1908, and he grew up in
poverty. 2His work as a teenager were a series of menial jobs. 3Wright
moved to Chicago when he was nineteen, he later began writing for the
Federal Writers’ Project. 4He wrote a series of stories, called Uncle Tom’s
Children, about the african american experience in the United States.
5Uncle Tom’s Children were so impressive that it won a prize from Story
magazine. 6In 1940 Wright published Native Son a novel set in Chicago.
7Wright played it’s hero, Bigger Thomas, in the movie version of his book.
8Native Son is one of the most famous books that was written by Wright.
9Wright and his wife later moved to Paris. 10Some of Wright’s friends
there was famous; for example, he knew the writers Gertrude Stein and
Jean-Paul Sartre.
11There is two books by Wright about his life. 12Both Black Boy and
American Hunger is autobiographical.
1Richard
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GRAMMAR / USAGE / MECHANICS
9.
east and west.
Bing Crosby’s “White Christmas” is one of the most
popular recordings that (was, were) ever made.
Hercules is the only one of the dogs that (catches,
catch) a Frisbee.
The broker who (sells, sell) stocks and bonds left you a
phone message.
The only one of the students who (reads, read) every
day is Roberto.
Antiques that (is, are) sold in antique stores are usually
quite expensive.
The music that (entertains, entertain) us most is rock
music.
POSTTEST
Identifying the Simple Subject and the
Correct Verb Form
Write the simple subject of each sentence. Then write the
correct verb from the choices in parentheses.
1. A steak or the scallops (is, are) the best choice tonight.
2. The paper clips on the desk (is, are) for everyone’s use.
3. Short Stories for Young Americans (contains, contain)
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7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Chapter 6
Subject-Verb Agreement
231
GRAMMAR / USAGE / MECHANICS
4.
5.
6.
many tales of courage.
Sylvia’s interest (is, are) lamps.
Many of these plants (has, have) lost their leaves.
The hat, as well as the jewels, (adds, add) interest to
the costume.
Both mother and child (is, are) to receive the
immunization.
Some of the audience members (leaves, leave) the
performance early.
(Has, Have) any of the cards been printed yet?
My best friend and my chess partner (is, are) Miguel.
To take risks (is, are) sometimes costly.
None of my friends (is, are) going to attend the local
university.
My favorite pants (needs, need) to be ironed.
Ten cents (is, are) on the table.
Writing stories (is, are) not as easy as it might seem.
Either the moon or the planets (shines, shine) brightly
at certain times.
A large percent of the soccer team (is, are) graduating
this year.
Rhonda, along with the other cheerleaders, (rides, ride)
the team bus.
This one page of expenditures (indicates, indicate) a
shortage of company funds.
The candidate, along with her assistant and her
speechwriter, (is, are) taking the flight.
Chapter 70
Using Pronouns
Correctly
7.1
7.2
7.3
7.4
7.5
PRETEST
234
236
239
240
242
244
250
Identifying the Correct Pronoun
For each sentence, write the correct pronoun from the
choices in parentheses.
1. The charging bull frightened Marty and (I, me).
2. Mother and (they, them) went to the political rally.
3. (Who, Whom) do you think threw the cake in the trash
4.
5.
6.
232
by mistake?
Few of the men leave town for (his, their) vacations.
(Who’s, Whose) skis did you borrow?
I was disappointed at (you, your) not sharing your idea
with me.
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7.6
7.7
Case of Personal Pronouns . . . . . . . . . . . . .
Pronouns with and as Appositives . . . . . . .
Pronouns After Than and As . . . . . . . . . . . .
Reflexive and Intensive Pronouns . . . . . . .
Who and Whom in Questions
and Subordinate Clauses . . . . . . . . . . . . . .
Pronoun-Antecedent Agreement . . . . . . . .
Clear Pronoun Reference . . . . . . . . . . . . . .
7. (We, Us) people whose names begin with B usually
8.
9.
10.
11.
12.
13.
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15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Chapter 7
Using Pronouns Correctly
233
GRAMMAR / USAGE / MECHANICS
14.
end up in the front of the room.
The last two students to finish the test, Benny and
(I, me), got the best grades on it.
Everyone should keep (his or her, their) locker clean.
The coach knows that she can depend on (we, us)
players to be at practice.
She swims better than (he, him).
(We, Us) Americans believe in freedom of speech for
every person.
Class rings will be delivered to (whoever, whomever)
ordered them.
(Them, Their) laughing disturbed those who were
asleep.
Between you and (I, me), I think Juan is going to be
class president.
You may have as your best man (whoever, whomever)
you choose.
My sister participates in more outdoor activities than
(I, me).
Who did he say had won the tennis championship—
(her, she) or Angela?
The person whom you are thinking of is probably (she,
her).
Miss Brown seems to think that you are more capable
than (I, me).
I am more studious than (he, him).
That is (he, him) in the phone booth. Do you know
him?
I dished (me, myself) a huge bowl of chocolate ice
cream.
His dad gets upset over (him, his) playing his stereo so
loudly.
The English class give (its, their) speeches to the student body today.
7.1 CASE OF PERSONAL PRONOUNS
PERSONAL PRONOUNS
CASE
SINGULAR
PRONOUNS
PLURAL
PRONOUNS
FUNCTION
IN SENTENCE
NOMINATIVE
I, you, she,
he, it
we, you, they
subject or
predicate
nominative
OBJECTIVE
me, you, her,
him, it
us, you, them
direct object,
indirect object,
or object of
preposition
POSSESSIVE
my, mine, your,
yours, her, hers,
his, its
our, ours, your,
yours, their,
theirs
replacement for
possessive
noun(s)
Use these rules to avoid errors with the case of personal pronouns:
1. Use the nominative case for a personal pronoun in a
compound subject.
EXAMPLE
Dorothy and I planted the perennials.
EXAMPLE
She and Luke planted the annuals.
EXAMPLE
He and I designed the drip irrigation system.
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Pronouns that refer to persons or things are called
personal pronouns.
Personal pronouns have three cases, or forms. The
three cases are called nominative, objective, and possessive. The case of a personal pronoun depends on the
pronoun’s function in a sentence—that is, whether it is
a subject, a complement, an object of a preposition, or
a replacement for a possessive noun.
2. Use the objective case for a personal pronoun in a
compound object.
EXAMPLE
EXAMPLE
Lana brought Dorothy and them some lemonade.
For Luke and me, there was iced tea.
Hint: When you are choosing a pronoun for a sentence
that has a compound subject or a compound object, try
saying the sentence to yourself without the conjunction
and the other subject or object.
EXAMPLE
The sprinkler sprayed [Dorothy and] me.
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EXAMPLE
Kris, Rick, and I transplanted this rosebush.
[nominative case]
EXAMPLE
The tiller was rented by Edmund and me.
[objective case]
3. Use the nominative case for a personal pronoun after a
linking verb.
EXAMPLE
EXAMPLE
EXAMPLE
The best garden designer was he.
The most careful weeders are we.
The creakiest in the knees am I!
This rule is changing. In informal speech, people often
use the objective case after a linking verb; they say, It’s me,
It was him. Some authorities even recommend using the
objective case in informal writing to avoid sounding pretentious. To be strictly correct, however, use the nominative case after a linking verb, especially in formal writing.
4. Never spell possessive personal pronouns with
apostrophes.
EXAMPLE
This shovel is hers.
The pitchforks are theirs.
This is yours.
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Note: It is considered courteous to place the pronoun
I or me last in a series.
It’s is a contraction for it is or it has. Don’t confuse it’s
with the possessive pronoun its.
EXAMPLE
It’s time to thin the carrots. Please bring me the
kneeler and its cushion.
EXAMPLE
Your mowing the lawn was a big help.
EXAMPLE
His eating all the ripe berries was to be expected.
EXAMPLE
We are glad of their lending us the wheelbarrow.
PRACTICE Personal Pronouns
Write the correct personal pronoun from the choices in
parentheses.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
It was David and (I, me) who sent the flowers.
The dog loves to chase (it’s, its) tail.
She and (I, me) will take care of the arrangements.
The person who called was (she, her).
I always enjoy (you, your) singing.
This application was sent to both you and (I, me).
(Theirs, Their’s) is the convertible with the white top.
(We, Us) and (they, them) decided on the campsite.
This old television loses (its, it’s) picture from time to time.
Winter gives Raul and (they, them) a chance to take a
break from work at the harbor.
7.2 PRONOUNS WITH AND AS APPOSITIVES
Use the nominative case for a pronoun that is an
appositive to a subject or a predicate nominative.
EXAMPLE
The ringmasters, Keri and she, had a difficult task.
[Ringmasters is the subject of the sentence.]
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5. Use possessive pronouns before gerunds (-ing forms
used as nouns).
EXAMPLE
The stars of the show were two brothers, Ananda and he.
[Brothers is a predicate nominative.]
Use the objective case for a pronoun that is an
appositive to a direct object, an indirect object, or an
object of a preposition.
EXAMPLE
The crowd applauded the jugglers, Reed and him.
EXAMPLE
The strongest acrobats gave the climbers, Kate and her,
boosts to help them climb. [Climbers is an indirect object.]
EXAMPLE
The best costumes were worn by the tightrope
walkers, Leeza and him. [Walkers is the object of the
preposition by.]
It is considered courteous to place the pronoun I or
me last in a pair or series of appositives.
EXAMPLE
The jugglers, William, Abeni, and I, performed our routines perfectly. [nominative case]
EXAMPLE
The audience gave the unicycle riders, Cai and me, a
special prize. [objective case]
When a pronoun is followed by an appositive,
choose the case of the pronoun that would be correct
if the appositive were omitted.
EXAMPLE
We performers were pleased with the circus we had
organized. [We, which is in the nominative case, is correct
because we is the subject of the sentence.]
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[Jugglers is a direct object.]
EXAMPLE
The circus earned money for the local hospital and for
us students. [Us, which is in the objective case, is correct
because us is the object of the preposition for.]
EXAMPLE
We were pleased with the circus we had organized.
EXAMPLE
The circus earned money for the local hospital and
for us.
PRACTICE Pronouns as Appositives
Write the correct pronoun from the choices in parentheses.
Then write the word to which the pronoun is an appositive, and tell how this word is used in the sentence.
EXAMPLE
The audience applauded the winners, Kenny and
(I, me).
Answer: me; winners; direct object
1. His assistants, Jack and (she, her), were there.
2. The troop leaders, Rosanna and (I, me), planned some
pool activities.
3. Next week’s schedule was given to the only people at
the meeting, (we, us).
4. We are all indebted to the people who made this celebration possible, (they, them).
5. The legal department sent the officers, Rocky and (I,
me), an explanation of the law.
6. The first persons there were the triplets, Larry, James,
and (he, him).
7. Mr. Willis gave his best student, (I, me), an award for
excellence.
8. The first violinist, (her, she), is playing a solo tonight.
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Hint: When you are choosing the correct pronoun, it is
often helpful to say the sentence to yourself leaving out
the appositive.
9. The chauffeur drove our group, my six neighborhood
10.
friends and (I, me), to the door of the auditorium.
The firefighter showed the equipment to everyone
there, (they, them) and (we, us).
7.3 PRONOUNS AFTER THAN AND AS
When words are left out of an adverb clause that
begins with than or as, choose the case of the pronoun that you would use if the missing words were
fully expressed.
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You skate more skillfully than I. [That is, . . . than I skate.
The nominative pronoun I is the subject of the adverb clause
than I skate.]
EXAMPLE
The crash startled Becca as much as me. [That is, . . . as
much as it startled me. The objective pronoun me is the
direct object in the adverb clause as much as it startled me.]
Some sentences can be completed with either a nominative or an objective pronoun, depending on the meaning intended by the speaker or writer.
EXAMPLE
The manager respects the director more than I [respect
the director].
EXAMPLE
The manager respects the director more than [the manager respects] me.
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EXAMPLE
PRACTICE Pronouns After Than and As
Rewrite each sentence, choosing the correct pronoun from
the parentheses and adding the necessary words to complete the comparison.
EXAMPLE The alarm’s buzzer startled Rafe as much as (I, me).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
José is a better worker than (I, me).
He should do better on the test than (I, me).
Our employer doesn’t pay Roger as much as (I, me).
Les goes to movies more often than (I, me).
The weight lifter is no stronger than (I, me).
The family next door hasn’t planted as many trees as
(we, us).
My sister has saved more money than (I, me).
I cannot swim as well as (she, her).
I was not as late as (she, her).
Mr. Andrews told me more than (she, her).
7.4 REFLEXIVE AND INTENSIVE PRONOUNS
Observe the following rules when you use reflexive
and intensive pronouns.
Don’t use hisself, theirself, or theirselves. All three
are incorrect forms. Use himself and themselves.
EXAMPLE
Billy pruned the apple tree himself.
EXAMPLE
My sisters themselves put the family budget on the
computer.
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Answer: The alarm’s buzzer startled Rafe as much
as it startled me.
Use a reflexive pronoun when a pronoun refers to
the subject of the sentence.
EXAMPLE
INCORRECT
CORRECT
EXAMPLE
INCORRECT
CORRECT
I made me a tuna sandwich.
I made myself a tuna sandwich.
We found us a new house.
We found ourselves a new house.
Don’t use a reflexive pronoun unnecessarily.
Remember that a reflexive pronoun must refer to the
subject, but it must not take the place of the subject.
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INCORRECT
CORRECT
EXAMPLE
Deliver the papers to Mr. Morton or myself,
please.
Deliver the papers to Mr. Morton or me,
please.
INCORRECT
Tam and yourself have done good work.
CORRECT
Tam and you have done good work.
PRACTICE Reflexive and Intensive Pronouns
Most of the sentences below contain errors in pronoun use.
Rewrite the incorrect sentences, correcting the errors by
replacing the incorrect pronouns. If a sentence is already
correct, write C.
EXAMPLE
Caitlin and myself will be ready at nine o’clock.
Answer: Caitlin and I will be ready at nine o’clock.
1. I fried me some eggs and potatoes.
2. He wrote hisself a note about the bill.
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EXAMPLE
3.
4.
5.
6.
7.
8.
7.5 WHO AND WHOM IN QUESTIONS
AND SUBORDINATE CLAUSES
In questions use the nominative pronoun who
for subjects and the objective pronoun whom for
direct and indirect objects and for objects of a
preposition.
EXAMPLE
Who needs a ride home? [Who is the subject of the verb
needs.]
EXAMPLE
Whom did you call? [Whom is the direct object of the verb
did call.]
EXAMPLE
Whom did they send a telegram? [Whom is the indirect
object of the verb did send.]
EXAMPLE
For whom is this bouquet of roses? [Whom is the object
of the preposition for.]
In questions that have an interrupting expression (such
as did you say or do you think), it often helps to drop the
interrupting phrase to make it easier to decide whether to
use who or whom.
EXAMPLE
Who do you think broke the window? [Think, “Who
broke the window?” Who is the subject of the verb broke.]
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9.
10.
The girls treated themselves to banana splits.
Simon Hudson built the patio hisself.
Give yourself a little more time.
I sometimes find that I am talking to myself.
Please send Lois and myself a postcard when you
go to Italy.
We did ourself a favor by staying away from the crowd
in the street.
We bought us hot dogs and chips at the baseball game.
At the spa, the women pampered theirselves with mud
baths and facials.
In subordinate clauses, use the nominative pronouns who and whoever for subjects and predicate
nominatives.
EXAMPLE
Ask them who will be home for dinner. [Who is the subject of the noun clause who will be home for dinner.]
EXAMPLE
They know who her supervisor is. [Who is the predicate
nominative of the noun clause who her supervisor is.]
EXAMPLE
The winner of the Miss Congeniality Award will be
whoever deserves it. [Whoever is the subject of the noun
In subordinate clauses, use the objective pronouns
whom and whomever for direct and indirect objects
and for the objects of prepositions.
EXAMPLE
They told her whom she could call. [Whom is the direct
object of the verb could call in the noun clause whom she
could call.]
EXAMPLE
Rembrandt is a painter about whom I have read quite a
bit. [Whom is the object of the preposition about in the
adjective clause about whom I have read quite a bit.]
EXAMPLE
The new president will be whomever the voters elect.
[Whomever is the direct object of the verb elect in the noun
clause whomever the voters elect.]
In informal speech, many people generally use who in
place of whom in sentences such as Who did you vote for?
In writing and in formal speaking situations, however,
make the distinctions between who and whom.
When the pronouns who and whom are used in questions, they are called interrogative pronouns; when
who/whoever and whom/whomever are used to introduce
subordinate clauses, they are called relative pronouns.
Chapter 7
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clause whoever deserves it.]
PRACTICE Who and Whom in Questions and
Subordinate Clauses
For each sentence, write the correct pronoun from the
choices in parentheses.
5.
6.
7.
8.
9.
10.
Listen to the person (who, whom) you trust most.
(Who, Whom) is your favorite actor?
(Who, Whom) are they paging?
The rules state that the winner is (whoever, whomever)
comes closest to guessing the number of peanuts in
the jar.
For (who, whom) is this gift?
I’m sure that (whoever, whomever) leaves the concert
early will be disappointed.
A person (who, whom) is fair and honest is usually
respected.
The boy (who, whom) I met last night only recently
enrolled in our school.
(Whoever, Whomever) wants to go to the amusement
park should be on the bus by eight in the morning.
(Who, Whom) cuts your hair?
7.6 PRONOUN-ANTECEDENT AGREEMENT
An antecedent is the noun or pronoun to which a
pronoun refers or that a pronoun replaces. All pronouns must agree with their antecedents in number
(singular or plural), gender (masculine, feminine, or
neuter), and person (first, second, or third).
A pronoun’s antecedent may be a noun, another pronoun, or a phrase or a clause acting as a noun. In the following examples, the pronouns appear in blue type and
their antecedents appear in blue italic type. Notice that
they agree in both number and gender.
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1.
2.
3.
4.
EXAMPLE
Samuel Clemens used Mark Twain as his pseudonym.
[singular masculine pronoun]
EXAMPLE
Mary Anne Evans used George Eliot as her pseudonym. [singular feminine pronoun]
EXAMPLE
Dogwood blossoms are admired for their beauty. [plural
pronoun]
EXAMPLE
I subscribe to this magazine for its monthly column on
writing. [singular neuter pronoun]
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EXAMPLE
A careful diver checks his equipment before each dive.
This usage has changed, however. Many people now
feel that the use of masculine pronouns excludes half of
humanity.
Use gender-neutral language when the gender is
unknown or could be either masculine or feminine.
Here are three ways to avoid using a masculine pronoun when the antecedent may be feminine:
1. Use his or her, he or she, and so on.
2. Make the antecedent plural and use a plural
pronoun.
3. Eliminate the pronoun.
EXAMPLE
A careful diver checks his or her equipment before
each dive.
EXAMPLE
Careful divers check their equipment before each dive.
EXAMPLE
A careful diver checks the equipment before each dive.
[no pronoun]
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Traditionally, a masculine pronoun was used when the
gender of an antecedent was not known or might be
either masculine or feminine. When you are reading
literature written before the 1970s, remember that his
may mean his, it may mean her, or it may mean his or her.
PRACTICE Gender-Neutral Pronoun-Antecedent
Agreement
Rewrite each sentence in three different ways, using
gender-neutral language.
A pilot must run his checklist before every flight.
Answer: A pilot must run his or her checklist
before every flight.
Pilots must run their checklists before
every flight.
A pilot must run checklists before every
flight.
1. A student must buy himself school supplies.
2. A schoolteacher often volunteers his time to help
students.
3. A student should do his homework before class.
4. An employee must get himself to work on time.
5. Every day, a doctor must make his rounds at the hospital.
When the antecedent of a pronoun is a collective
noun, the number of the pronoun depends on whether
the collective noun is meant to be singular or plural.
EXAMPLE
The team plays its last game of the season. [The collective noun team conveys the singular sense of one unit.
Therefore, the singular pronoun its is used.]
EXAMPLE
The team argue among themselves about their batting
order. [The collective noun team conveys the plural sense of
several people with different opinions. Therefore, the plural
reflexive pronoun themselves and the plural personal pronoun their are used.]
EXAMPLE
The orchestra play their instruments with passion.
[The collective noun orchestra is being used in the plural
sense of several people performing separate actions.
Therefore, the plural pronoun their is used.]
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EXAMPLE
EXAMPLE
The orchestra gives its best performance of the year.
[The collective noun orchestra is being used in the singular
sense of one single group working together. Therefore, the
singular pronoun its is used.]
PRACTICE Agreement with Collective Nouns
Write the correct pronoun from the choices in parentheses.
Then write the collective noun that is the subject of each
sentence and tell whether it is singular or plural in the
sentence.
The jury is always accompanied by a bailiff on (its,
their) way to the courtroom.
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Answer: its, jury, singular
1. The jury renders (its, their) verdict after deliberations.
2. The panel take turns giving (its, their) opinions.
3. The board of directors of the zoo speak to various organizations about (its, their) needs.
4. The band always plays a lively polka for (its, their) last
number.
5. Each class chooses (its, their) gift to the school prior to
commencement.
A pronoun must agree in person (first, second, or
third person) with its antecedent.
Don’t use you, a second-person pronoun, to refer to an
antecedent in the third person. Either change you to an
appropriate third-person pronoun or replace it with a
suitable noun.
EXAMPLE
POOR
Linda and Soo will visit Spain, where you can
see Arabic architecture.
BETTER
Linda and Soo will visit Spain, where they can
see Arabic architecture.
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EXAMPLE
BETTER
Linda and Soo will visit Spain, where visitors
can see Arabic architecture.
When the antecedent of a pronoun is another pronoun,
be sure that the two pronouns agree in person. Avoid
unnecessary shifts from they to you, I to you, or one to you.
EXAMPLE
BETTER
EXAMPLE
I visited the coast of Maine, where I was able
to go on a whale watch.
When one teaches something to a child, you
can learn a lot.
BETTER When one teaches something to a child, one
can learn a lot.
BETTER When you teach something to a child, you can
learn a lot.
POOR
PRACTICE Agreement in Person
Rewrite each item, correcting the inappropriate use of you
by substituting a third-person pronoun or a suitable noun.
EXAMPLE
Amateur chefs can take cooking classes, where you
can learn professional techniques.
Answer: Amateur chefs can take cooking classes,
where they can learn professional
techniques.
1. When one keeps an open mind, you can appreciate
2.
248
many points of view.
I bought a new encyclopedia set, which you can read to
learn about many subjects.
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GRAMMAR / USAGE / MECHANICS
EXAMPLE
They love to walk the forest trails, where you
can hear the birds singing.
BETTER They love to walk the forest trails, where they
can hear the birds singing.
POOR
I visited the coast of Maine, where you can go
on a whale watch.
POOR
3. Some students take the woodworking class where you
4.
5.
learn how to make furniture.
When a person goes to work, you should be on time.
He watches the kinds of movies that make you weep.
An indefinite pronoun must agree with its antecedent
in number. Use a singular personal pronoun when the
antecedent is a singular indefinite pronoun. Use a
plural personal pronoun when the antecedent is a