Student Edition
COLLEGE PREP HANDBOOK
for Reading & Writing
Review and Preparation for COMPASS
COMPASS Testing in Reading and Writing
Table of Contents
PAGE
First Day of College Prep Program ...……………….………………...…………….…4-5
Reading
Lesson 1:
Focus on Comprehension
Learning Objectives & Material for Review …....………….………...…….……6
Passage: “Midnight Feedings”…………………………………………..……..7-8
Homework …………….....……….……….………….………………....……… 9
Lesson 2:
Focus on Identifying the Main Ideas in What You Read
Learning Objectives & Material for Review …………………...………...….…10
Passage: “I Hated to Write” ……………………….………………..……… 11-12
Homework …………………...………………………………………...……… 13
Lesson 3:
Focus on Organization and Order
Learning Objectives & Material for Review ………………………….…….… 14
Passage: “The Writing Process” ………….………..……………………… 15-16
Homework …………………………………………….…………….………….17
Lesson 4:
Focus on Finding Details in What You Read
Learning Objectives & Material for Review ………………….………….…… 18
Passage: “Hope for the Non-Athletic Male” ………………………….…… 19-20
Extra Reading Practice ……………………….………………………….……. 21
Tips for Taking the Reading COMPASS …………………………..….………………..……. 22
Writing
Lesson 1:
Focus on Sentences
Learning Objectives & Material for Review …………………...………….. 23-24
Passage: “A Summer Memory”………………...….……………….…….… 25-26
Optional Vocabulary Work …………...………..……………………………… 27
Homework …………………………………..……………….………………... 28
Lesson 2:
Focus on End Punctuation, Semicolons, and Confusing Words
Learning Objectives & Material for Review …….…..………….…….….….29-30
Passage: “Happy Holiday Hosting” ………………………………………... 31-32
Optional Vocabulary Work ……………………………………………….…… 33
Homework ………………………………………….………………………….. 34
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
2
Writing Continued
Lesson 3:
Focus on Commas
Learning Objectives & Material for Review ……………………….…………..35
Passage: “Spelling and Human Intelligence” ………………......………….. 36-37
Optional Vocabulary Work …………………………….……………………… 38
Homework ……………………………………...…………………………….. 39
Lesson 4:
Focus on Verbs, Point of View, and Apostrophes
Learning Objectives & Material for Review ………………….……………. 40-41
Passage: “A Moment I’ll Remember” …………...……….…...……………. 42-43
Optional Vocabulary Work ……………………………….………….………… 44
Extra Writing Practice ……...……………………………………………….….. 46
Tips for Taking the Writing COMPASS ……….……………………………….……………
Credits
This handbook is published by Jefferson County Public Schools Adult Basic Education
as part of a collaboration between Jefferson Community College and Ahrens Learning
Center. It was written by Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider. The
following individuals generously gave permission for their writing to be included:
Melissa Brownson, Craig Douglas, Diane Ernst, Nancy Gall-Clayton, Anne Greenwell,
John Greenwell, Glenn Prezocki, and Trish Schneider. We welcome comments and
suggestions for improving this handbook. . Permission is granted for reprinting so long as
credit is given to Jefferson County Public Schools ABE Program.
The Jefferson County Public School District is an equal
opportunity/affirmative action employer offering equal educational opportunities.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
3
First Day of College Prep Program
Orientation & Preliminaries
WELCOME!
We’re so glad you’re here! Our plans for today include the following activities (though not
necessarily in this order).

►
Meet the instructor and one another.
►
Hear a brief overview of the College Prep Program.
►
Complete the enrollment form and turn in your COMPASS assessment.
►
Learn about the building and rules here (smoking, cell phone use, restrooms,
vending machines, food and beverages near computers, security, parking, etc.).
►
Learn a little about the COMPASS.
►
Write something brief about yourself – on the computer if one is available.
Because the COMPASS is computer-based, we’d like to give you opportunities to
use the computer during the College Prep Program. A few ideas for what you
might write about yourself follow:
Something you enjoy doing
Your family
Why you’re here
Your career interests
►
Take a 39-minute language assessment to help identify areas to focus on..
Remaining classes will involve lecture and discussion. Homework will reinforce the day’s
activities. Each session will begin with a quick review of the previous day’s homework. We’ll
offer tips for taking each type of COMPASS. (The tips are in this handbook if you wish to look
at them ahead of time.) We’ll also ask you to fill out a brief evaluation. We value your thoughts
about this program!
On the next page, you’ll find some Internet resources that relate directly to our work in the
College Prep Program.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
4
First Day of College Prep Program
Resources
In addition to class work and homework, numerous resources are available on the Internet. If you
don’t have Internet access from a home computer, you may use computers at the Louisville Free
Public Library branches. Here are just a few websites of interest. If you want a topic that is not
listed, go to a search engine like www.google.com and put in key words. Ask for help if you’re
not sure how to search.
COMPASS
Sample questions. Go to the following website, and then click on “Writing Skills” or
“Reading,” for sample questions for each subject area.
http://www.act.org/compass/sample
How to prepare for COMPASS. The following website is from the University of
Hawaii, but the advice applies everywhere.
http://www.kcc.hawaii.edu/support/testing/prepare.htm
WRITING
Guide to Grammar and Writing. This website has Power Point explanations and 170
grammar quizzes you can take online. You can instantly check your answers, too.
http://www.ccc.commnet.edu/grammar/
Grammar Help. Here are definitions of terms and much more from the Flagler College
Writing Center website. http://www.flagler.edu/academics/grammarhelp.html
Interactive Grammar Exercises. http://www.chompchomp.com/exercises.htm
READING & VOCABULARY
Reading Exercises (main idea, details, and inference). Reading, questions, and
vocabulary http://depts.gallaudet.edu/englishworks/exercises/main/reading.html
Reading Skills Tutorials. Information and exercises related to main ideas and
vocabulary in context. http://www3.cerritos.edu/READING/tutorials.htm
Improving Reading Skills. Offers good ideas for becoming a better reader.
http://www.how-to-study.com/Improving%20Reading%20Skills.htm
Practice Finding Main Ideas, Finding Details, and Making Inferences. Read a story,
answer questions, study vocabulary.
http://depts.gallaudet.edu/englishworks/exercises/main/reading.html
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
5
READING: Lesson 1
Focus on Comprehension
Today’s Learning Objectives:
First, we’ll discuss strategies for making an educated guess about the meaning of a word. Then
we’ll learn definitions of three key words: comprehension, infer, and imply. Today and at future
sessions, we will read and analyze a passage focusing on the day’s objective. (Today’s focus is
on comprehension.) Vocabulary questions are incorporated into each day’s reading, and at some
sessions, we’ll do a computer-based activity.
Ideas for Determining a Definition
If you don’t know the meaning of a word, you can look it up in the dictionary or go to a webbased dictionary such as www.webster.com. When you take the COMPASS, however, you can’t
use a dictionary. One or more of the following questions may help with any unfamiliar word.
► What words or concepts are used in the sentence?
► What else does the context (surrounding words) tell you about the word you don’t
know?
► Does the unknown word remind you of another word? (Words with similar meanings
may have the same root word.)
Definitions of Three Key Words
Read this definitions and try to use each word in a sentence. COMPASS reading questions may
use the words infer and imply.
Comprehension: The act of understanding. The act of grasping something intellectually.
Infer: To draw a conclusion from facts and information.
Imply: To suggest indirectly.
How Can You Increase Your Comprehension of What You Read?
Here are several ideas for increasing your reading comprehension. In addition to these, consider
reading more. You will read more effectively if you read more. In that way, reading is like a
sport or playing the piano or baking. The more you do, the better you are!
► Before you read something, look at the title or other introductory material. (The
COMPASS begins with a question to focus your thoughts.)
► If you will be asked questions about the passage (as you will with COMPASS), read
the questions before you read the passage.
► Take your time. (The COMPASS is not timed.)
► When you finish the first paragraph, decide what you think the main point of the
whole passage is. The main point will be in the first paragraph and often (but not
always) appears in the first sentence of the first paragraph.
► If any words are unfamiliar, try to figure out what they mean from context.
► Before reading the entire passage slowly and carefully, you may wish to skim it to get
a general idea of what is covered.
► Take a minute to simply think about what you’ve read. Would you be able to tell
someone else what it’s about?
Problems are included in today’s homework to help you with comprehension.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
6
READING PASSAGE: Lesson 1: Focus on Comprehension
Read the question carefully. Choose the best answer.
You may use the following question to help you
focus your reading.
Remember to read the questions
before reading the passage.
How did the writer handle her baby’s
nighttime feedings?
Feedings
By Trish Schneider
Used with Permission
(¶ 1) Well, they weren’t actually midnight
feedings – they were “every-2-hours-likeclockwork” feedings. The first year of my son’s
life was marked, like that of many babies, with
sleepless nights. My husband would take our
little infant from 8 to 11 so that I was
guaranteed at least 3 hours of uninterrupted
sleep. After that, it was a never-ending night of
screaming, spitting up, and re-feedings.
(¶ 2) God was kind enough to cause me to
stir a little before 1 a.m. so that I would not be
startled out of a deep sleep by a shrill cry. I
would get the bottle of soy formula and add a
big tablespoon of baby rice to thicken it. The
doctors had assured me this would stop him
from spitting it back up. It helped, I think, but it
never completely worked.
1. Which of the following can be learned from
the passage?
□ A. The writer has several children.
□ B. The baby’s first year was very unusual.
□ C. The writer’s husband didn’t help.
□ D. The writer struggled with her soul.
□ E. The writer was guaranteed only three
hours’ sleep during her son’s first year of life.
2. As used in ¶ 2, shrill most likely means
□ A. sweet
□ B. noisy but pleasant
□ C. whistling
□ D. sharp, piercing
□ E. like a car crash
(¶ 3) He would awaken, take the bottle very
tiredly, and fall back to sleep. I had to hold him
in an upright position for 20 minutes, but as
soon as I put him back down, he’d fold his little
legs underneath him, twist his neck, arch his
back, and let out horrible screams. I would pick
him up and walk with him and invariably be
covered with half the bottle contents.
3. From the mention of doctors in ¶ 2, we can
infer that the writer
(¶ 4) The combination of crying and acid in
the throat usually left his little cry nothing but a
squeak by morning. I kept a stash of T-shirts for
me and pajamas for him to change into many
times in the night. I learned to keep pads on the
crib after the first few nights of changing crib
sheets at 3 a.m. However, by the fourth change,
I just left the mess on me as I fell asleep, usually
sitting up, propped against pillows.
4. As used in ¶ 4, stash most likely means
□ A. thought the baby had strep throat.
□ B. and her husband had health insurance.
□ C. was concerned about her son.
□ D. wanted help at night.
□ E. was worried about her husband’s health.
□ A. to hide.
□ B. drugs.
□ C. something hidden away.
□ D. baby clothing.
□ E. something to do with a mustache.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
7
(¶ 5) Most nights, we both cried. The doctors
told me I could do nothing – he’d grow out of it.
I was exhausted and miserable. All the romantic
notions I had about being a mother were long
since squashed. My epiphany came on a hot
July night when I realized I had no control over
lack of sleep and the nighttime mess.
(¶ 6) There was no reason for me to stay in
his room where I slept in a twin bed 2 feet from
his crib. Usually, I was too scared to put him in
the crib, so he curled up on my chest where I
could be sure that he wasn’t choking on his
reflux. On this particular night, the room was
closing in on me. At 5 a.m., we went outside.
The night was muggy, and I was wearing a
stained T-shirt and cut-off sweats. My bare feet
paced through the grass, and nature soothed us
both. He was 7 weeks old, and I decided to
surrender the battle.
(¶ 7) I was there for him – he needed me no
matter what it had taken from me. I was
unhealthy and sleep-deprived at that point. I had
had strep throat and three ear infections that
caused my eardrums to burst twice, and I lost
my hearing in one ear for two weeks. The
doctor said my immune system was down, but I
didn’t care. There was this little baby who
couldn’t understand why he was so
uncomfortable, and the only comfort he had was
my rocking, walking, and talking. So that night,
under the stars, I cradled him in my arms so that
I could see his big brown eyes, and I told him
someday there would not be so much sickness
and then he would enjoy this new life of his.
(¶ 8) “Until then,” I whispered to him, “I will
get you through these nights.” An older,
knowing countenance crossed his face, and he
stared intently at me. Then, very slowly, he
smiled his first smile with one little corner
going up.
5. As used in ¶ 5, epiphany most likely means
□ A. a musical sound.
□ B. a new perception of reality.
□ C. knowledge of pregnancy.
□ D. frightening religious experience.
□ E. history.
(¶ 9) From then on, I was never quite so
bitter about the nighttime rituals. I comforted
him the best I could and enjoyed my time with
him as much as possible. At no other time since
then have we been alone together with such
peace and quiet and understanding.
9. The passage is mainly about
□ A. sleeplessness.
□ B. the writer’s marriage.
□ C. the baby’s illness.
□ D. how the writer dealt with her baby’s
night-time feedings.
□ E. how to avoid problems with infants.
6. What “battle” does the reader refer to in the
last sentence of ¶ 6?
□ A. the battle for her own sleep and comfort
□ B. the battle of the sexes
□ C. the battle against her strep throat
□ D. a Civil War battle
□ E. the battle with her husband over chores
related to the baby
7. According to the passage, the writer
experienced which of the following?
I. bitterness
II. feeling athletic
III. sleep deprivation
□ A. I only
□ B. II only
□ C. I, II, and III
□ D. I and II only
□ E. I and III only
8. As used in ¶ 8, countenance most likely means
□ A. look or expression.
□ B. ability to count.
□ C. smile.
□ D. frown.
□ E. related to mathematics.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
8
READING: Lesson 1 Homework
Read the following passage. Then answer the questions to test your comprehension.
To Appear More Confident
By Diane Ernst*
1. What kind of passage is this:
□ A. Humor
Used with Permission
□ B. Something from a children’s
magazine
(¶ 1) Your body language can say a lot
for you. Simple movements and
□ C. Advice
positions of your body can support the
image that you want other people to
have of you. If you want to seem
confident and reliable, begin by looking
people directly in the eye when you are
□
D. Military manual
□
E. Something from a fashion
magazine
speaking or listening to them. When
you shake hands with a man or woman,
give them a firm handshake. Don’t
seem like a “cold fish” by shaking their
2. The main point of the entire passage
hand lightly or just shaking their
is
fingers!
□ A. Don’t give a fish handshake.
□ B. If you slouch, people will think
you’re shy.
□ C. Nervous habits give a bad
impression.
□
D. Body language tells a lot.
□
E. Bring a resume to every job
interview.
(¶ 2) Erect posture says a lot about
3. The writer’s goal is for readers to
you. Stand or sit up straight when you
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
9
are talking to someone; don’t slouch as
□ A. Choose body language that
if you are embarrassed to be there. Do
conveys a positive image.
not cross your arms over your chest.
This will make people think you are
stubborn.
□ B. Stop biting their nails.
□ C. Dress for success.
□
D. Stand up straight.
□
E. Come across as the center of
attention.
(¶ 3) Try to avoid nervous habits, such
4. What “nervous habits” does the writer
as twisting your hair with your finger,
want readers to avoid?
rubbing your thumb against your
fingers, giggling anxiously, fidgeting
I.
Twisting hair with the fingers,
with your clothing or jewelry, or
rubbing a thumb against fingers, and
repeatedly saying “you know” or “uh.”
fidgeting with clothing or jewelry
Speak in an assured and clear manner.
Let other people have a chance to talk.
Confident people don’t need to be the
center of attention at all times; they
know their own importance and worth.
Follow these tips, and your body
language will help instead of hinder
you.
II. Calling attention to yourself
III. Giggling anxiously and saying “uh”
repeatedly
IV. Speaking in an assured and clear
manner
□ A.
I only.
□ B.
I and III only.
□ C.
I, II, and III only.
□
D.
I, II, III, and IV.
□
E.
None of the above
*This passage is excerpted from a book Ms. Ernst is writing.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
10
READING: Lesson 2
Focus on Identifying the Main Ideas in What You Read
Today’s Learning Objectives
Learn that paragraphs as well as whole passages have main ideas. Sometimes main ideas are
implied or suggested rather than stated. Learn how to identify main ideas.
Main Ideas& How to Identify Them
Good writing has a stated or implied main idea. This main idea is a general point that helps the
reader focus and mentally organize the rest of the written material. Usually, the main idea in a
passage appears in the first paragraph. Therefore, you should read the first paragraph of a
passage slowly and carefully. Think about what general point is being made before you read
more. Often, it is the first sentence in the first paragraph.
Examples of Main Idea in the First Sentence:
To be admitted to Jefferson Community College, you must follow certain steps. (The rest
of the paragraph will describe the steps.)
Reading a bedtime story to your children has many benefits. (The rest of the paragraph
will discuss the benefits.)
Sometimes, an attention-getting sentence is used as the first sentence of a passage. In such a
case, the main idea may appear in the middle or at the end of the first paragraph.
Example of Main Idea after an Attention-Getting First Sentence:
Blind dates never, never, never work out. At least that’s what I used to think. Now in our
tenth year of marriage, my wife and I still occasionally talk about the blind date when we
met. (The topic sentence is the third sentence. The writer is going to discuss the blind
date when he met his wife. The first sentence is not the main point. In fact, the writer
disagrees with the first sentence, but he used it to get the reader’s attention.)
Sometimes the main idea is not stated at all, but the reader can figure it out because everything in
the paragraph is obviously related to a more general idea.
Example of Implied Main Idea
My husband and I were both exhausted, but we were too excited to sleep. We had done
everything we needed to do – decided on a name, called our families, taken photographs
– but we still couldn’t sleep. The only one sleeping was that cute little baby boy in the
bassinette. (The main idea is implied. If the writer wanted to include a main idea
explicitly, it might be as follows: Having a baby is exhausting, but that doesn’t mean the
new parents will fall asleep when he’s born.)
Problems to help you identify main ideas are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
11
READING PASSAGE: Lesson 2: Focus on Identifying Main Ideas
Read the questions carefully. Choose the best answer.
You may use the following question to help you
focus your reading.
Why did the writer once hate to write?
Remember to read the questions
before reading the passage.
I Hated to Write
By John Greenwell
Used with Permission
(¶ 1) When I went to school, writing was an
ordeal, at least for me. It seemed that all we did
was copy or correct sentences, look for nouns
and verbs and underline them, and fill in blanks
with the best choice of words to make the
sentence more clear. It wasn’t until I had a
teacher in the seventh grade that I was turned
loose and allowed to really write, but even then,
I still didn’t know how to write a wonderful
paper.
(¶ 2) In high school, it seemed that
everything was timed, including writing. We’d
be given a topic (too bad if we had to choose
our own), and then we had 15 minutes to finish.
Most often, I would stare at my hand holding
the pencil, urging it to move and write
something on the lined loose-leaf paper. It
always took my hand at least two minutes to
even budge. The point of the pencil would be
positioned a half inch from the red lined margin
(points were taken off if a student didn’t indent
properly), and I would desperately think to
myself, “Come on and write something!”
Suddenly, I would relax and feel a tingling
sensation in my fingers. Words started to fill the
page, the whole page. It was nothing but
unrelated words and phrases, but by golly, I
filled the page within the allotted time. Another
assignment was completed.
(¶ 3) I never felt sorry for the teachers who
had to grade these papers; I didn’t care. To me,
writing was a chore and a headache. I accepted
the fact that I was a poor speller, and when I got
my papers back with red marks dotting the page,
I told myself that the teacher just didn’t agree
with my views. Sometimes I’d make a challenge
out loud by asking, “What’s wrong with this?” I
never really took responsibility for the
development of my own abilities, or lack
thereof, to write.
1. As used in ¶ 1, ordeal most likely means
□ A. pleasurable activity.
□ B. a painful experience.
□ C. a big and exciting situation.
□ D. ordinary activity.
□ E. writing practice
2. Considering the passage as a whole, the
writer’s main point is that
□ A. he loves to write now and appreciates his
teachers’ hard work when he was young.
□ B. writing is worthwhile.
□ C. his writing teachers did a poor job
motivating him.
□ D. despite unpleasant experiences as a
writer in his younger years, he has changed his
outlook and attitude about writing.
□ E. when he relaxed, he was able to write –
and other people can do so, too.
3. As used in ¶ 2, allotted most likely means
□ A. quantity.
□ B. busy.
□ C. isomeric.
□ D. encyclopedic.
□ E. allowed.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
12
(¶ 4) As I look back and reflect on my early
training in writing, I see the problem not just
with my lack of confidence, but also with the
way writing was taught. It wasn’t until I was an
adult that I learned writing is a process. At that
time, I decided to change my outlook and
attitude about. I had to identify my strengths and
my weaknesses, and, most importantly, I had to
take responsibility for what and how I wrote.
4. What does the writer say about taking
responsibility for his writing?
I. He has still not taken responsibility for
writing, but he plans to do so.
II. As an adult, he realized that he should
take responsibility for his writing.
III. As a young person, he never really took
responsibility for developing his writing
ability.
IV. At 17, he finally had a teacher who
turned him loose to write.
□ A. I and II only
□ B. I and III only
□ C. I, II, and III only
□ D. II and III only
□ E. II, III, and IV only
5. As used in ¶ 4, confidence most likely
means
□ A. a secret.
□ B. feeling of self-assurance.
□ C. an overflowing.
□ D. faithfulness.
□ E. abnormality.
6. The writer implies that
□ A. attitudes toward writing are set in stone.
□ B. young people can change their attitudes
about writing, but only if they have good 7th
grade teachers.
□ C. teachers shouldn’t take off points for
indentation errors.
□ D. the attitude a person has toward writing
can change.
□ E. people who know their strengths and
weaknesses are in the best position for
personal growth.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
13
READING: Lesson 2 Homework
1. What is the main idea in the following paragraph?
The control of preventable causes of progressive physical and mental decline is extremely
important, for individuals and society as a whole. Both personal and societal quality of life and financial
stability are at stake as the average American grows old. This trend, dubbed “the graying of America” by
some, is reflected in the dramatic increase in the actual and estimated percentages of Americans over 65
years old: 1900 – 4%, 1970 – 10%, 2000-17%, and 2010-20%. I am getting older. You are getting older.
Society is getting older. We must intelligently face the consequences.1
□ A. Old people these days tend to be financially stable.
□ B. There are more people with gray hair than ever.
□ C. We can and should control problems that older people face.
□ D. Life is short, so we should live each day to the fullest.
□ E. Consider joining AARP if you are over 50.
2. What is the main idea in the following paragraph?
The Internet can be confusing, and the prospect of keeping it safe is daunting. You may ask
yourself, “What can I do about Internet safety?” The answer is “A lot!” The good news is the
responsibility for safe surfing doesn’t rest solely on parents’ shoulders. Instead, kids and parents can –
and must – work together to keep their web experiences fulfilling and enriching.2
□ A. The Internet is very confusing, especially for parents.
□ B. Children should not use computers in locked rooms.
□ C. Porn on the Internet is causing major problems.
□ D. Parents should take computer courses so they know as much as their kids do.
□ E. It’s possible to increase the safety of the Internet.
3. What is the main idea in the following paragraph?
Learn to make healthy eating a celebration of life. Don’t fall into the trap of letting loneliness and
isolation lead to poor food habits. You are an important person. Take the time to plan and prepare
enjoyable nutritious meals. Cooking can be great fun. Occasionally invite a friend over to share your
company and the results of your work in the kitchen. Your “nutrition-oriented” entertaining will not only
benefit you mentally and physically but may also be just what the doctor ordered for your companion!1
□ A. There are many benefits to preparing and eating nutritious meals.
□ B. It’s quite difficult to eat nutritious food these days.
□ C. Teaching your child to cook is a wonderful gift.
□ D. Eating alone invariably leads to problems.
□ E. Healthy eating is boring but important.
1
2
Excerpted from a book by Diane Ernst. Used with permission.
Excerpted from an article by Melissa Brownson. Used with permission.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
14
READING: Lesson 3
Focus on Organization and Order
Today’s Learning Objectives:
Today we will learn that most written information is organized to make it easy for the reader to
understand the contents. We also will learn that one aspect of organization is order.
What Are Organization & Order?
What is organization? You may belong to an organization such as a sports team, a club, a
church, or a labor union. Organizations have structures that help them meet their mission.
Different people within an organization have different functions. Together, they play baseball,
hold a fundraiser, conduct a church service, or try to improve working conditions. An
organization is something made of elements or parts. These elements have varied functions that
contribute to the function of the whole thing.
Order is one aspect of organization. There is usually a best order for doing something. If you
want to learn math, you wouldn’t start with algebra. If you want to make spaghetti, you boil
water before you add the pasta. If you want to learn to ski, you start by getting used to wearing
the skis – not by trying to go down the tallest hill. Similarly, good writers know that readers are
more likely to understand what they are presenting if they use an appropriate order. Often, they
will help the reader with words like first, then, next, last, similarly, also, on the other hand, and
so on.
How Do You Determine the Organization of a Passage?
► Before you read the passage, look at the title or other introductory material. The title
may give you a lot of information about what’s coming. For example, think of what we
would follow titles like these:
“How to Write a Resume”
“Three Reasons to Buy a CD Player”
“Drive-In Versus Sit-In Movies”
► Review the questions before reading the passage.
► Before you read, think about how the passage may be organized. In the first sample
above, the passage will probably begin with some general ideas about resumes and then
give pointers, including what to do first. What could you expect from the other two?
► Now read the passage, noticing the organization and order. Be on the lookout for
answers to the questions.
Problems are included in today’s homework to help you with organization and order.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
15
READING PASSAGE: Lesson 3: Focus on Organization and Order
Read the questions carefully. Choose the best answer.
You may use the following question to help you
focus your reading.
What are the steps in the writing process?
The Writing Process
By Nancy Gall-Clayton
Used with Permission
Remember to read the questions
before reading the passage.
1. How has the writer organized her passage?
□ A. comparison and contrast
(¶ 1) Have you ever thought about how much
□ B. providing a step-by-step progression
time and effort go into writing a magazine
article or book? The answer is “a lot.” Few, if
□ C. like a TV show
any, writers can simply sit down and instantly
write the perfect piece. Most writers follow five □ D. grabbing the reader’s attention
steps, whether or not they know these steps by
□ E. like a short story or novel
name. You can learn and apply these steps, too.
(¶ 2) Prewriting refers to anything a writer
2. The prefix pre in the word prewriting most
does to generate ideas before beginning to write. likely means
Some writers use brainstorming to generate
□ A. after
ideas. Others take a walk, soak in the tub, or talk
□ B. before
with a friend to get ideas. Some read a book on
a related topic. However you choose to do it,
□ C. during
mentally exploring your topic before writing is a
good idea. In the long run, prewriting saves time □ D. correlated
by helping writers focus.
□ E. for emphasis
(¶ 3) Once writers have a general idea of
3. According to the writer, what is the second
what they want to say, they begin to plan the
step in the writing process?
writing. What is the main point, and what is the □ A. finding the right place to write
best way to present it? Should the tone of your
□ B. mental exploration
writing be scholarly or humorous or something
else? How will you begin? How will you
□ C. to quit procrastinating and just write
organize the material? What would be a good
way to end? Although writers often change their □ D. prewriting
original plans, having a plan keeps them from
□ E. planning
rambling and losing focus.
(¶ 4) After prewriting and planning, it’s time 4. As used in ¶ 4, transcribe most likely means
to jump in. Some like to handwrite the first
□ A. to disappear
draft; others go straight to the computer. A few
□ B. to carry across
writers talk into a tape recorder and then
transcribe what they said. Whatever you come
□ C. to put in another language
up with as your first draft, you’re not done.
□ D. to put into written form
□ E. to uproot and plant
Continued on next page
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
16
(¶ 5) Next it’s time to revise, the step when
you consider what you’ve said and how it is
presented. Carefully and slowly read your draft,
preferably out loud. You might even ask a
friend to listen and give feedback. You’ll hear
mistakes that you don’t see, you’ll notice if
you’re repeating yourself, and you’ll discover if
you’ve left out something essential. Make
whatever revisions seem appropriate. If you’re
working on a computer, you can revise your
first draft on the monitor.
5. What does the writer think about revision
and editing?
I. They are the same thing with different
names.
II. Editing should be done first.
III. Good writers edit and revise.
(¶ 6) Editing is the final step in the writing
process. Just like an editor at a publishing
house, you edit by looking closely for errors in
grammar and punctuation. Perhaps you have
trouble with commas or subject-verb agreement.
If so, you’ll look very closely for such errors. If
you sometimes write sentence fragments, you
may wish to try reading from the end to help
you spot them. Be systematic. The goal of
editing is to make sure your writing is ready for
others to read. If you’ve followed these five
steps carefully, you’ll produce a paper you can
be proud of.
6. As used in ¶ 6, systematic most likely
means
□ A. I only.
□ B. II only.
□ C. III only.
□ D. I and II only.
□ E. II and III only.
□ A. carried on in an orderly way.
□ B. related to a corporation.
□ C. on time.
□ D. chaotic.
□ E. relating to balance and equivalence.
7. According to this writer, should you have a
plan when you write?
□ A. No, because plans interfere with
spontaneity.
□ B. No, because the best ideas come when
you are relaxing.
□ C. Yes, because otherwise, you’ll make
mistakes in grammar and punctuation.
□ D. Yes, because it will keep you from
rambling and losing focus.
□ E. Yes, because all good writers have one.
8. As used in ¶ 3, tone most likely refers to
□ A. a musical note.
□ B. how loud something is.
□ C. a style or manner of expression in
speaking or writing
□ D. freewheeling or uptight.
□ E. a step in the writing process.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
17
READING: Lesson 3 Homework
Follow the directions on the right for each paragraph on the left.
(A) Try Kool Aid Pie. (B) Want an
easy, fun recipe to make with your
Indicate the best order for the
sentences.
children or grandchildren? (C) First, buy 1 package of
Kool Aid, 1 can of condensed milk, a
small container of whipped topping, and
a graham cracker crust.
(D) Then put the pie in the refrigerator
for several hours. (E) Next, mix the
first three ingredients in a bowl and
pour into the crust. (F) Last, enjoy a
piece of pie!
1st sentence should be _________
2nd sentence should be _________
3rd sentence should be _________
4th sentence should be _________
5th sentence should be __________
6th sentence should be __________
(A) Earthquakes have affected
Where would you place this sentence?
Kentucky and Kentuckians. (B) Several
thousand tremors were felt in 1811 and
Landslides occurred in Henderson,
1812 in Louisville and elsewhere as a
Kentucky, in 1925 as a result of an
result of a major quake at New Madrid,
earthquake
Missouri. (C) In 1878, a quake caused
a section of a bluff to fall into the
Mississippi River at Columbus,
Kentucky. (D) In Mayfield, Kentucky, a
quake caused pictures to fall from the
walls in 1915. (E) Henderson was
affected again in 1968 by damage to
brick buildings from a quake in
southern Illinois. (F) Kentucky is not
generally thought of as a place where
earthquakes happen, but they have
occurred and have caused damage
here.
□ Before Sentence A.
□ Between Sentence A and Sentence B.
□ Between Sentence B and Sentence C.
□ Between Sentence C and Sentence D.
□
Between Sentence D and Sentence E.
□ Between Sentence E and Sentence F.
□
After Sentence F.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
18
(A) There are advantages and
disadvantages to owning a home. (B)
No one can tell you what color to paint
the kitchen or stop you from adding a
deck. (C) It’s up to you if children or
pets live in the house. (D) You must
maintain your property or risk being
fined for failure to do so. (E) If you pay
your mortgage on time, you’ll have a
good credit rating and be able to
borrow against your equity in the
house. (F) Most homes gain in value
over time, so when you’re ready to sell,
you should make a profit. (G) On the
other hand, you must come up with a
down payment for the home and also
set aside money for unexpected needs.
(H) Also, you are responsible for all
repairs, large and small. (I) Before you
decide to buy, be sure you’re ready to
accept the responsibilities that go with
What sentence is in the wrong place?
□ Sentence A.
□ Sentence B.
□ Sentence C.
□
Sentence D.
□
Sentence E.
□ Sentence F.
□ Sentence G.
□ Sentence H.
□
Sentence I.
□
Sentence J.
home ownership. (J) If you are, it’s
time to start house shopping!
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
19
READING: Lesson 4
Focus on Finding Details in What You Read
Today’s Learning Objectives:
First, learn what a detail is. Learn about the relationship between main ideas and details. Learn
tips for finding details and being sure you understand them.
What Is a Detail? How Are Details and Main Ideas Related?
A detail is an individual item or part. A detail is part of something larger. A writer includes
details to support, explain, or expand on a main point In the example below, the main point is in
bold, and the supporting details are in italic.
That young man is very talented. He sings and plays the piano. He is an
excellent basketball player. He has won several art competitions.
The English language has more words than any other language. About
5,000 new words are added to the language each day. At last count,
English contained more than half a million words! German, which has
about one-fourth as many words, is the second wordiest language.
Our new apartment is much nicer than our last one. It’s bigger and has
more windows. The carpeting is brand new. There’s a party room we can
use for free. It’s closer to the bus line than the other apartment, and we’re
walking distance from a dry cleaner and a Quick Mart now.
Tips for Finding Details and Being Sure You Understand Them
Here are a few tips to help you find and understand details.
► Read the questions before reading the passage. You’ll know what details to look for
before you read.
► Don’t answer until you’re sure you understand exactly what is being asked. For
example, if you’re asked for someone’s age, don’t just choose the answer that
corresponds with the first age you find in the passage. Maybe several ages are mentioned.
► Be alert to words that broaden or narrow the question. For example, what someone
often does before breakfast is different from what they always do.
► When you are given choices in various combinations (I only, II only, II and III only,
etc.), remember the COMPASS is not timed. Go slowly! If this type of question frustrates
you, answer the others first. With COMPASS, you can answer in any order.
► If you can’t find the detail quickly, skim the passage from beginning to end. If that
doesn’t work, read it slowly from beginning to end. Remember, there is no time limit for
COMPASS.
Problems are included in today’s homework to help you with finding details.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
20
READING PASSAGE: Lesson 4: Focus on Finding Details in What You Read
Read the question carefully. Choose the best answer.
You may use the following question to help you
focus your reading.
Remember to read the questions
How did the writer deal with his lack of
before reading the passage.
interest in sports?
Hope for the Non-Athletic Male
By Craig Douglas
Used with Permission
(¶ 1) My mother believes it all started when
1. As used in ¶ 1, oblivious most likely means
she signed me up for T-ball at age four.
□ A. overly busy
Although I do not recall this, instead of “keeping
□ B. owing or obligated
my eye on the ball,” I put down my glove and
wandered to the creek behind the field and
□ C. lacking awareness
caught crawdads. I was oblivious to the screams
of the coach to get back on the field. My mother □ D. angry
knew then that the middle of her three sons had □ E. stubborn
not inherited the Douglas gift of athletics.
(¶ 2) My family, including my mother, were
all sports nuts. I never properly understood the
seasons of the year – baseball season, football
season, and some annual oddity appropriately
called “March madness.” Sunday dinners were
scheduled around the “big game.” Family
conversations consisted of guessing draft picks
and stating someone else could have coached
that game better.
2. When did the writer begin playing the
guitar?
(¶ 3) One coping strategy for all this
nonsense was sarcasm. I would interrupt their
conversations and ask how they thought our
school’s lacrosse team would do this year. To
get them really riled, I would state my support
for our school’s arch rival. However, being
excluded from the family pastime allowed me to
continue with my music. At the age of eight, I
began to teach myself guitar by listening to my
favorite bands in my basement. By the time I
was in high school, I was a decent guitarist, and
no one knew it.
3. At Sunday dinners, the writer’s family
I. discussed lacrosse and golf.
II. guessed draft picks and discussed
coaching.
III. encouraged the writer to play his guitar.
(¶ 4) The all-male Catholic high school I
attended was immersed in sports. My older
brother was the baseball star, and my younger
brother was the football star. As an average
student and a non-athlete, I was overlooked. I
was Scott’s brother, or Matt’s brother, or “the
weird, artsy one in the middle – I think his name
is Greg or something.” It never really bothered
me, but it was difficult for me to believe so
many people’s lives revolved around playing or
viewing of sports.
4. Choose the sentence that accurately
describes the writer’s position in his family.
□ A. At the age of 4.
□ B. At the age of 8.
□ C. At the age of 15.
□ D. As an adult.
□ E. He plays drums, not guitar.
□ A. I only.
□ B. I and II only.
□ C. I, II, and III.
□ D. II only.
□ E. III only.
□ A. Oldest son
□ B. One of nine children
□ C. Youngest child
□ D. Only boy
□ E. Middle son
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
21
(¶ 5) All the brain power put to memorizing
statistics and filling out those inane basketball
charts was staggering. All the while, I
continued, unnoticed, playing my guitar. At 15,
I was in a band. Looking back, it was nothing
extraordinary. The band was just a few misfits
like myself with a common love of Led
Zeppelin. By the end of my high school career,
some students began to see the band I was in
and couldn’t believe I had talent. More
impressive to the jocks at my school was the
amazing amount of attention we received from
the girls in the audience. Ah, that was sweet
vengeance.
(¶ 6) To this day, my family is obsessed with
sports. Although their glory days are behind
them, my brothers still talk about the big game
of 1982. Now that they are in their thirties, their
game of choice is golf. Their only current sports
contribution is to coach their own kids so that
my brothers can relive their heydays.
5. As used in ¶ 5, inane most likely means
(¶ 7) As for me, I chuckle at my young son
who can’t throw a ball to save his life and who
delights in painting and playing piano. Since
being a musician does not depend on age, I have
been able to play guitar in bands since those
early high school days and have only perfected
my craft over time. There is hope for the
misplaced artsy teenaged boy after all.
7. According to the writer’s family, there
are how many seasons in a year?
□ A. tiny.
□ B. silly.
□ C. not active.
□ D. clever.
□ E. white.
6. As used in ¶ 6, heydays most likely means
□ A. Friday nights.
□ B. school days.
□ C. failures.
□ D. the past.
□ E. a time of greatest strength.
□ A. One.
□ B. Two.
□ C. Three.
□ D. Four.
□ E. Five.
8. Led Zeppelin is most likely
□ A. a relative of the writer.
□ B. a band.
□ C. a coach.
□ D. a psychologist.
□ E. the owner of a local music store.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
22
READING: Extra Practice (If Time)
Read the following paragraph. Find the main idea. Then put a check mark by each supporting
detail.
Old Louisville is a great place to live. Public transportation is readily available. Groceries, dry
cleaners, barber shops, and restaurants are within walking distance. Both Jefferson Community College
and University of Louisville are nearby, meaning classes are handy for students. Also, interesting
programs open to the public are often sponsored by these institutions. The neighborhood has parks, big
trees, and public art. Housing is available in many price ranges. If you’re considering a move, why not
consider the Old Louisville neighborhood?
Read the questions on the right. Then read the passage on the left. Answer the questions.
The Wright Brothers
1. What was Wilbur and Orville Wright’s
birthplace?
By Glenn Prezocki
Used with Permission
(¶ 1) Wilbur and Orville Wright first
became interested in flying machines
when they were young boys in 1878.
Their father brought home a model
glider plane powered by a rubber band.
The boys watched in amazement as it
□ A. Kitty Hawk, North Carolina
□ B. Another city in North Carolina
□ C. Louisville, Kentucky
□
D. This information is not in the
passage.
struck the wall on the other side of the
room.
(¶ 2) Intrigued by the flying toy, the
2. The brothers became interested in
brothers began copying it, building
flying when
increasingly larger models until the
energy provided by the rubber bands
□ A. they received a glider plane at a
became insufficient to power them.
birthday party.
However, after they graduated from
high school, they put their flying
□ B. their father brought a glider plane
machine dreams aside and opened a
home.
bicycle shop.
□ C. they bought a glider plane in Kitty
Hawk.
□
D. they found a glider plane outside
their home.
□
E. they opened a bicycle shop.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
23
(¶ 3) At the end of the century, gliders
3. The brothers liked Kitty Hawk because
were in the news. The brothers
remembered their toy gliders and
decided to build a large one. They
found the best testing site was at Kitty
Hawk, North Carolina. The sand there
was soft, and there was always a
breeze. In 1902, they glided a record
620 feet. This success encouraged
them to try an engine with propellers to
power the glider. They needed an
engine that would create 8 horsepower
(HP) but would weigh less than 200
pounds.
(¶ 4) After much trial and error and
testing, the new glider was ready with
I.
the sand was soft.
II. it was close to home.
III. a breeze was always present.
□ A. I only.
□ B. II only.
□ C. III only.
□
D. I and II only.
□
E. I and III only.
4. The men’s first engine needed to
two engines. On December 17, 1903,
□ A. weigh 200 pounds and create 18
Wilbur won a coin toss and boarded the
HP.
latest model. It flew 105 feet. It only
stayed in the air 3.5 seconds, but it
□ B. weigh less than 200 pounds and
flew!
create 8 HP.
□ C. weigh more than 200 pounds.
□
D. create 8 horsepower.
□
E. fly 105 feet.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
24
READING:
Tips for Taking the Reading COMPASS
The COMPASS Reading Placement Test asks you to read and answer questions about several
passages. The passages may be fiction, or the subject matter might come from social sciences,
science, or humanities. You may be asked to
 Identify the main idea
 Make inferences (draw conclusions)
 Locate information
 Define words in the passage
Each reading lesson in the College Prep Program includes a passage and questions similar to
those on COMPASS. Remember that the COMPASS is not timed.
Tips for taking the Reading COMPASS:
1.
First, read the question at the very beginning of the passage and the title. Take a moment
to reflect.
2.
Next, read the questions slowly and carefully – before you read the passage.
3.
Third, read the passage slowly and carefully. Be alert to answers to the questions that
you’ve already read.
4.
When you are ready to answer the questions, answer in any order you wish. Using the
“More” buttons, move the passage up and down until you find the place in the passage
that you want to review before answering. At the bottom right of the screen, you’ll notice
a box corresponding to each question. Once you’ve answered a question, a checkmark
will appear in the box. However, you can change the answer later as many times as you
wish.
5.
If you are unsure about the answer to a question, think about what could be true.
Remember that words that take in everything or nothing (all, every, never, no one, etc.)
convey a different thought than words like some, sometimes, many, and most.
6.
If you don’t understand a word, try to guess the meaning from context.
7.
Even if you’re not asked what the main idea of the passage is, it may help you to decide
for yourself what the main idea is.
8.
When you feel you’ve answered the questions to the best of your ability, click the “Go
On” icon to move to the next passage.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
25
WRITING: Lesson 1
Focus on Sentences
Today’s Learning Objectives:
Be able to answer these questions: What is editing? What’s a sentence and what’s not a
sentence?
Editing
We are interested in editing because the COMPASS Writing Placement Test asks you to edit
written material. Like any other editor, you will look for and correct errors in punctuation,
grammar, and sentence structure. Today, your editing will focus on sentences.
What’s a Sentence? What’s Not a Sentence?
A sentence is a complete thought .
Which of these are sentences?
□ When Tamika goes to Kentucky Kingdom.
□ Tamika goes to Kentucky Kingdom.
□ Goes to Kentucky Kingdom.
□ She goes to Kentucky Kingdom.
Problems to help you find sentences are included in today’s homework.
You have three choices – and only three – for punctuation between two complete thoughts.
Period (. or ? or !)
Example: John likes camping out. His wife prefers a nice hotel.
Semicolon (;)
Example: John likes camping out; his wife prefers a nice hotel.
Note that the first word of the second complete thought is not capitalized when a semicolon
connects the two complete thoughts.
Comma PLUS one of these 7 words: and, but, or, yet, so, for, nor
Example of the comma PLUS rule: John likes camping out, but his wife prefers a nice hotel.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
26
Each problem below has two complete thoughts with no connectors between the two thoughts.
Decide where the first complete thought ends. Then insert a connector before the second
complete thought. You may have to capitalize a word at the beginning of the second complete
thought. Please use each type of connector at least once.
Dr. Anthony Newberry is president of Jefferson Community College in 1976, he joined the
faculty as a history professor.
Jefferson Community College opened in 1968 it offers small classes and individual attention to
students.
JCC has more than 8,000 students working on degrees and certificates many students attend parttime, which makes it possible for them to hold down a job and raise a family at the same time.
The beautiful old building on Broadway at First Street was once a seminary young men who
planned to become ministers lived, studied, and worshipped there.
Problems to help you practice using proper connectors between
complete thoughts are included in today’s homework.
Three sentence errors are common. Errors like these will appear on the COMPASS.
Fragment:
Examples:
A fragment is part of a sentence. It is not a complete thought.
When I shop at the Mall.
Always running late.
On Tuesday next week.
Run ons:
A run-on is two complete thoughts with no connector between the complete
thoughts.
She bought a new computer she decided against a printer.
The couple was expecting twins they picked four baby names.
Examples:
Comma Splices:
Examples:
A comma splice is two complete thoughts with only a comma between
them. (A comma is correct, if and only if, you use a word like and, but, or
or after the comma.)
Her son had a toothache, she took him to the dentist.
He found a penny, it turned out to be a lucky penny.
Problems to help you with fragments, run ons, and
comma splices are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
27
WRITING PASSAGE: Lesson 1: Focus on Sentences
Choose the best answer for each underlined portion. “A” is always the same as the portion.
A Summer Memory
□ A. Despite my father’s repeated attacks. The
By Anne Greenwell
lawn always
Used with Permission
□ B. Despite my father’s repeated attacks; the
lawn always
(¶ 1) As children, my brothers and sisters
and I made chains from the clover that grew in □ C. Despite my father’s repeated attacks, the
our grass. Despite my father’s repeated attacks. lawn always
The lawn always seemed to be well-supplied
□ D. Despite my father’s repeated attacks.,
with these tenacious flowers. We would sit in
the yard, choose a flower, and then reach to the and the lawn always
end of its stem before pinching the flower off.
□ E. Despite my father’s repeated attacks! The
We wanted the longest possible stems so it
lawn always
would be easier to tie them together into
chains. Over and over again, we would pinch
and knot, weaving the blossoms into our
imagination.
(¶ 2)
Often, the five of us would begin by
□ A. We would weave belts and crowns until
fashioning bracelets for our wrists. Soon, we
we had encircled our whole bodies in summer
would have lengths of flowers up to our
blooms.
elbows. We would weave belts and crowns
□ B. We would weave belts and crowns. Until
until we had encircled our whole bodies in
summer blooms. Usually, my youngest brother we had encircled our whole bodies in the
summer bloom.
would grow restless and feel trapped by these
delicate clover chains. One lunge would break
□ C. We would weave belts and crowns until;
the fragile bond and release him, flowers
we had encircled our whole bodies in summer
trailing like scarves of an exotic dancer.
blooms.
□ D. We would weave belts and crowns. Until
we had encircled our whole bodies in summer
blooms.
□ E. We would weave. Belts and crowns until
we had encircled our whole bodies in summer
blooms.
□ A. A tribe of grass-stained children gathered
(¶ 3) Once, we knotted a chain around our
whole house. I don’t remember how we
decided on such a fantastic scheme, but we did.
I do remember, however, that we soon realized
we would need help. We took turns scouting
the neighborhood for idle hands. All sizes of
fingers worked in spurts helping us tie a living
ribbon around our house. By afternoon, we
could measure only body-lengths between the
two ends of our home’s flowered necklace. A
tribe of grass-stained children gathered in the
fading daylight and they watched as the last
clover connected the two ends of the chain so
that it embraced our home.
in the fading daylight and they watched as the
□ B. A tribe of grass-stained children gathered
in the fading daylight; and they watched as the
□ C. A tribe of grass-stained children gathered
in the fading daylight and, they watched as the
□ D. A tribe of grass-stained children gathered
in the fading daylight, and they watched as the
□ E. A tribe of grass-stained children
gathered; in the fading daylight and they
watched as the
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
28
□ A. Skipping feet jumped in and out of the
(¶ 4) Every one of us was thrilled, and we
danced around the house celebrating our
triumph. “Wasn’t it magnificent? marvelous?
magical?” Skipping feet jumped in and out of
the clover chain, shrieks of amazement rose
into the air. Still we celebrated, cartwheeling
and somersaulting around the house like circus
performers around the center ring.
clover chain, shrieks of amazement rose into
the air.
□ B. Skipping feet jumped in and out of the
clover chain; shrieks of amazement rose into
the air.
□ C. Skipping feet jumped in and out of the
clover chain and, shrieks of amazement rose
into the air.
□ D. Skipping feet jumped in and out. Of the
clover chain, shrieks of amazement rose into
the air.
□ E. Skipping feet jumped in and out of the
clover chain shrieks of amazement rose into the
air.
□ A. We still talk in terms of “Do you
(¶ 5) At last, calls to dinner from kitchen
doors dispersed our band. At every kitchen
table, children recounted our accomplishment.
The product became the benchmark of our
youth. We still talk in terms of “Do you
remember So-And-So he moved here the
summer before we made the clover chain.” The
chain remains in our memories exactly as we
left it that clear summer’s evening so long ago.
The next morning, flowers still surrounded our
home, but our excitement, like the clover, had
withered a little. Yet, every summer for the last
35 years, I have sat cross-legged in a patch of
clover and made a chain. Something about this
ritual links me to my brothers and sisters more
strongly than any other kind of bond.
remember So-And-So he moved here the
summer before we made the clover chain.”
□ B. We still talk. In terms of “Do you
remember So-And-So he moved here the
summer before we made the clover chain.”
□ C. We still talk in terms of “Do you
remember So-And-So he moved here. The
summer before we made the clover chain.”
□ D. We still talk in terms of “Do you
remember So-And-So, he moved here the
summer before we made the clover chain.”
□ E. We still talk in terms of “Do you
Strategy, Organization, and Style Question 1
remember So-And-So? He moved here the
summer before we made the clover chain.”
The writer remembers this summer because:
□ A. Her father’s weed killer was ineffective,
and there was a lot of clover in the yard.
□ B. Her younger brother was always restless.
□ C. Her boyfriend gave her a crown of clover.
□ D. A group encircled the house with a
garland of clover.
□ E. Turning 35 brought back the memory.
Strategy, Organization, and Style Question 2
If the writer decided to omit one paragraph, she
should choose:
□ A. ¶ 1
□ D. ¶ 4
□ B. ¶ 2
□ E. ¶ 5
□C ¶3
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
29
A Summer Memory: Optional Vocabulary Work
The meaning of an unfamiliar word can often be guessed by context. (Context means the words around
the unfamiliar word.) Also, some unfamiliar words are similar to words we know, and we may be able to
guess the meaning. For example, you might guess that encircled (¶ 2) means surround in a circle shape.
1. Choose the most likely definition of tenacious in the following sentence from ¶ 1:
On those long days of summer, despite my father’s repeated attacks, the lawn always
seemed to be well-supplied with these tenacious flowers.
□ A. sweet smelling
□ B. beautiful and delicate
□ C. tall and stately
□ D. hardy, refusing to give up
□ E. tan colored
2. Choose the most likely definition of fragile in the following sentence from ¶ 2:
One lunge would break the fragile bond and release him, flowers trailing like scarves of
an exotic dancer.
□ A. sweet smelling
□ B. powerful
□ C. greenish
□ D. strange and unusual
□ E. easily broken or destroyed
3. Choose the most likely definition of dispersed in the following sentence from ¶ 5:
At last, calls to dinner carried from kitchen doors dispersed our band.
□ A. caused to scatter or spread
□ B. depressed
□ C. excited
□ D. caused to celebrate
□ E. reminded
4. Choose the most likely definition of benchmark in the following sentence from ¶ 5:
The product became the benchmark of our youth.
□ A. a special bench we used in summer
□ B. a point of reference, a standard □ C. a high point
□ D. a reminder of football victories
□ E. a permanent reminder
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
30
WRITING: Lesson 1 Homework
Check the box next to each group of words that is only a fragment.
1.
□ Cave Hill Cemetery was dedicated in 1848.
2.
□ More than 100,000 people.
3.
□ Are buried in the cemetery.
4. □ Some of the most famous dead people there are Colonel Sanders, Jim Porter, J. Graham
Brown, and George Rogers Clark.
Decide where the first complete thought ends and the second complete thought begins.
Write in a correct connector. Use each type of connector at least once.
5. West Main Street has a parking lot with an historic name it’s called the Birthday Lot after
Mildred and Patty Hill.
6. The Hill sisters were kindergarten teachers they also taught music.
7. In 1893, the sisters published an original song its name was “Good Morning to You.”
8. The tune is very familiar the first line is “Happy birthday to you.”
9. Patty Hill died in 1946 she is buried in Cave Hill Cemetery.
Decide which of the following are comma splices. Then decide how you would correct them.
Remember a comma splice means there is only a comma between two complete thoughts.
It’s fine if you find two complete thoughts connected with a comma AND one of these seven
words: and, but, or, yet, nor, for, so. (Some items may be correct as is.)
10. On October 26, 1803, Meriwether Lewis and William Clark headed west from what we know
as Clarksville, Indiana.
11. At the time, Indiana was still a territory.
12. The men left from the home of George Rogers Clark, he was the brother of William Clark.
13. Lewis and Clark’s mission was to explore new land acquired by the United States, it was
known as the Louisiana Purchase, but it covered 800,000 square miles from the Mississippi
River to the Rocky Mountains.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
31
WRITING: Lesson 2
Focus on End Punctuation, Semicolons, and Confusing Words
Today’s Learning Objectives:
Be able to answer these questions: What is end punctuation, and when do you use it? What is a
semicolon used for? What are some tips for choosing the right word (its/it’s, their/there/they’re,
your/you’re)?
End Punctuation
Punctuation includes marks like commas, semicolons, and periods that help a reader understand
meaning. End punctuation refers to the three marks used at the end of a sentence:
A period (.) is used at the end of a statement. (Note: A statement may be a statement about a
question.)
Examples: Nick asked me about my dictionary.
I bought mine at the JCC bookstore.
A question mark (?) is used at the end of a question.
Examples: Where did you buy your dictionary?
Why are you so late?
An exclamation point (!) is used at the end of an excited statement or a statement needing
emphasis. Such statements are usually short.
Examples: Watch out!
Hurry!
That book is on fire!
Problems to help you choose the right end punctuation are included in today’s homework.
The Semicolon (;)
The semicolon may be used as a connector between two complete thoughts. (Note: End
punctuation would also be correct between two complete thoughts.)
Examples:
Summer will be here soon; I hope to swim every day.
Summer will be here soon; however, I haven’t made any summer plans yet.
Problems to help you use a semicolon correctly are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
32
Confusing Words
A few common words sound alike but have different spellings and meanings. It’s, they’re, and
you’re are contractions. Its, their, theirs, your, and yours are possessive pronouns. Following
are some suggestions for remembering which is which.
It’s is a contraction (shortened version) of “it is.”
Example: It’s a wonderful gift.
It’s his dog by the tree.
It’s waiting for its master.
Its is a possessive pronoun. An apostrophe is not needed to show possession with “its” or any
other possessive pronoun.
Examples: The snake shed its skin. The college changed its policies.
They’re is a contraction (shortened version) of “they are.”
Examples:
They’re planning to move to Middletown in the spring.
They’re lost.
They’re giving their old car to their grandson.
Their is a possessive pronoun. Within the word, you can see the word “heir.” An heir will
possess property from a will; “their” is a word showing possession.
Examples:
I like their magnolia tree.
Their child makes all A’s.
Their new car is bright green.
Their picnic basket is loaded with food.
Theirs is a possessive pronoun. An apostrophe is not needed to show possession with “theirs” or
any other possessive pronoun.
Examples:
Theirs is newer than ours.
I like theirs very much.
There is used two ways. Sometimes it indicates a location or place. Sometimes it’s used as the
first word of a sentence before a verb like is, are, or were.
Examples:
I left my coat there.
I like going there on Saturdays.
There is no way I can catch that bus.
There was something odd about him.
You’re is a contraction (shortened version) of “you are.”
Examples:
You’re going to do well on the COMPASS.
You’re reading one of my favorite novels.
You’re on time.
You’re busy this morning.
Your is a possessive pronoun. An apostrophe is not needed to show possession with “your” or
any other possessive pronoun.
Examples:
Your college schedule fits well with your job.
Your car has a flat.
Your answer was correct.
Your salad is delicious.
Yours is a possessive pronoun. An apostrophe is not needed to show possession with “yours” or
any other possessive pronoun.
Examples:
Yours tastes better than the others.
Yours is likely to win the prize.
Yours is the best.
Yours has just the right spices.
Problems to help you choose the right word are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
33
WRITING PASSAGE: Lesson 2
Focus on End Punctuation, Semicolons, & Confusing Words
Choose the best answer for each underlined portion. “A” is always the same as the portion.
□ A. If your intent on
Happy Holiday Hosting
creating a warm, welcoming
By Melissa Brownson
environment for your guests,
Used with Permission
□ B. If your intent on
creating a warm, welcoming
environment for you’re guests
(¶ 1) “Home ________ home.” Does the thought
of a house full of holiday guests inspire you to fill in
the blank with “sweat” rather than the traditional
phrase-finisher? If your intent on creating a warm,
welcoming environment for your guests, but you
feel overwhelmed, relax.
□ C. If you’re intent on
creating a warm, welcoming
environment for your guests,
□
D. If you’re intent on
creating a warm, welcoming
environment for you’re
guests,
□
E. If youre intent on
creating a warm, welcoming
(¶ 2) “I have to polish the silver and scrub the tub
environment for your guests,
□ A. Create a list of things
and…” Whoa there, Mr. or Ms. Clean! Before you
you must do before your
even think about beginning your housework, do
guests arrive, then create a
your homework. Create a list of things you must do
realistic daily schedule based
before your guests arrive, then create a realistic
on this list.
daily schedule based on this list. Doing a bit each
day can make seemingly insurmountable tasks
□ B. Create a list of things
quite manageable.
you must do before your
guests arrive? Then create a
_________________________________________________________
(¶ 3) Talking to your guests about their needs and
preferences before they arrive can also be a timesaver. Knowing your guests’ serious food aversions,
allergies, and medical conditions can help you plan
realistic daily schedule based
on this list.
□ C. Creating a list of things
you must do before your
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
34
the menu. While one person’s dislike of meringue
guests arrive, then create a
shouldn’t prevent you from preparing your famous
realistic daily schedule based
pie, knowing that another guest has diabetes alerts
on this list.
you to have sugar-free options available.
□
D. Create a list of things
you must do before your
guests arrive. Then create a
realistic daily schedule based
on this list.
□
E. Create a list of things
you must do before your
guests arrive! Then create a
realistic daily schedule based
(¶ 4) If your guests will be staying with you for a
on this list.
□ A. Maybe they’re more
few days, don’t spend time planning a busy
interested
itinerary without first consulting them. “Maybe they
don’t want to do too much,” says Nora Houtsma,
□ B. Maybe their more
owner of a bed-and-breakfast in Lincoln, Nebraska.
interested
“Maybe they’re more interested in just relaxing and
talking with you or looking through old family
□ C. Maybe there more
photographs.”
interested
□
D. Maybe there’s more
interested
□
(¶ 5) If you’ve ever slept on a guest bed that
E. Maybe their’re more
interested
□ A. Do them a favor take a
□ B.
makes you feel like you’re doing hard time, you
nap on the guest bed
understand the importance of providing a
Do them a favor; take a nap
on the guest bed □ C. Do
comfortable mattress for your guests. Do them a
favor take a nap on the guest bed to make sure it’s
rest-worthy. If new pillows or an extra-thick
mattress pad are in order, make the investment.
them a favor? Take a nap on
the guest bed □ D. Do them
a favor, take a nap on the
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
35
guest bed
□
E. Do them a favor and
(¶ 6) Once you’ve gotten the bed basics under
take a nap. On the guest bed
□ A. its time to prepare the
control, its time to prepare the rest of the room.
rest of the room
Houtsma suggests the simple-yet-meaningful act of
putting a note on the pillow that says, “I’m so glad
□ B. its’ time to prepare the
you’re here.” Another thoughtful gesture is having
rest of the room
books or magazines in the guest room. Having a
few small snacks in the room can help your guests
□ C. it time to prepare the
feel more comfortable if they wake before you do
rest of the room.
and would hesitate to forage for breakfast on their
own.
□
D. its timely to prepare the
rest of the room
□
E. it’s time to prepare the
(¶ 7) It’s important to treat yourself as well as you
rest of the room
□ A. Why not prepare a meal
treat your guests, saving a cup of tea and a handful
together!
of bath salts for your own use. After all, wouldn’t
your guests prefer to spend time with a relaxed,
□ B. Why not prepare a meal
happy you than with the perfect turkey or a well-
together.
starched napkin? Also, don’t be afraid to ask your
guests for help. Why not prepare a meal together!
□ C. Why not prepare a meal
“It can be a fun, bonding experience,” Houtsma
together?
says.
□
(¶ 8) As you get ready for the hectic holiday
season, remember: A warm heart and a welcoming
D. Why not prepare a meal
together!!!
smile make any home a sweet home – and any host
□
successful.
together …
Strategy, Organization, and Style Question 1
The writer’s purpose is
E. Why not prepare a meal
□ A. to remind the reader of
how difficult it is to have
holiday guests.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
36
□ B. to suggest how anyone
can be a good guest.
□ C. to remind hosts that, no
matter where they live,
there’s something guests will
want to see.
□
D. to provide suggestions
for simplying the life of a
host.
□
E. to offer a simple holiday
menu.
Strategy, Organization, and Style Question 2
The writer is considering
adding the following sentence
at the end of ¶7: Also, they
won’t be able to say “Yuck!” if
they don’t like the meal.
□ A. She should add it
because it’s another way for a
host to feel relaxed about
having guests.
□ B. She should add it
because it adds a bit of
humor to the passage.
□ C. She should not add it
because the tone is different
from the tone of the passage.
□
D. She should not add it
because it’s not true.
□
E. She should not add it
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
37
because it’s grammatically
incorrect.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
38
Happy Holiday Hosting: Optional Vocabulary Work
The meaning of an unfamiliar word can often be guessed by context. (Context means the words around
the unfamiliar word.)
1. Choose the most likely definition of insurmountable in the following sentence from ¶ 2:
Doing a bit each day can make seemingly insurmountable tasks quite manageable.
□ A. rude
□ B. incapable of being overcome or solved
□ C. only capable of being completed by males
□ D. related to horseback riding
□ E. easy
2. Choose the most likely definition of aversions in the following sentence from ¶ 3:
Knowing your guests’ serious food aversions, allergies, and medical conditions can help
you plan the menu.
□ A. desires
□ B. foreign food
□ C. preferences
□ D. dislikes
□ E. multiple recipe choices
3. Choose the most likely definition of forage in the following sentence from ¶ 6:
Having a few small snacks in the room can help your guests feel more comfortable if they
wake before you do and would hesitate to forage for breakfast on their own.
□ A. ask for children’s cereal
□ B. wander in search of food
□ C. wander in a forest
□ D. cook
□ E. shop
4. Read the definition of itinerary. Write a sentence using the word in the space below.
(¶2) Itinerary: the route of a journey or tour
Example: According to our itinerary, we’ll travel within a few miles of Niagara Falls.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
39
WRITING: Lesson 2 Homework
Write the correct end punctuation for each sentence.
1. Don’t count your chickens before they hatch __
2. Does the early bird really get the worm __
3. You can’t make a silk purse out of a sow’s ear, can you ___
4. Stop ___
5. I’ve been wondering when to plant my corn ___
Decide if there is one or two complete thoughts. If there are two, insert a semicolon between
them. If there is only one complete thought, make no changes.
6. A landscape architect named Frederick Law Olmsted was invited to Louisville in 1891.
7. Olmsted’s design of Central Park in New York City had made him famous city leaders were
interested in hiring him to design a park system for Louisville.
8. Olmsted proposed building three major parks (Iroquois, Shawnee, and Cherokee) smaller
parks and parkways would provide additional beauty.
9. Today, we rarely think of parkways as “ways to parks” however, Eastern Parkway, Southern
Parkway, and Northwestern Parkway all lead to parks.
Circle the right word.
Whether (your)(you’re) interested in watching from afar or skateboarding at a premier
park, Louisville’s Extreme Park is the place to go. (There)(They’re)(Their) are 40,000 square
feet of concrete and plans to include lockers and concession stands in the future. (“Its)(“It’s) as
great as the mayor promised,” said a 16-year-old who came to the grand opening on April 5,
2002. City leaders brought Tony Hawk to the Extreme Park three months after the opening.
(There)(They’re)(Their) expectation was that about 4,000 fans would come out to see Hawk and
his crew of skateboarders and bikers. Instead, more than 8,000 showed up. (“Its)(“It’s) a real
testament to the park,” said Mayor Dave Armstrong. A story in the Courier-Journal quoted a 14year-old who waited for several hours to photograph his favorite skaters. “You see them on TV,
and then (your)(you’re) like ‘Wow, (there)(they’re)(their) here,” said the young man. The
Extreme Park has given a boost to tourism and also has brought lots of young people downtown.
If you plan to skate or bike, don’t forget (your)(you’re) helmet!
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
40
WRITING: Lesson 3
Focus on Commas
Today’s Learning Objectives:
Learn the four most important comma rules (in a series, with compound sentences joined by a
coordinating conjunction, to set off introductory material, and to set off non-essential clauses and
interrupters). Also, we may spend a few minutes on vocabulary. Finally, we’ll do a computerbased activity at the end of the hour.
#1 Using Commas in Series
In a series of three or more items, use a comma after all but the last item.
Examples: My favorite summer activities are hiking, swimming, and reading.
My aunts, my uncles, and my cousins live outside Kentucky.
#2 Using Commas in Compound Sentences Joined by a Coordinating Conjunction
Use a comma before a coordinating conjunction used to join compound sentences.
Coordinating conjunctions join items of equal value. There are only seven coordinating
conjunctions: and, but, or, yet, so, for, nor.
Compound sentences have two or more complete thoughts joined by a coordinating
conjunction.
Examples: You may think your social security number is a random group of digits, but you
would be mistaken.
The first three numbers are called area numbers, and the middle numbers are called
group numbers.
#3 Using Commas to Set Off Introductory Matter
Use a comma to set off introductory matter in a sentence.
Introductory matter is a word or group of words that comes before the thought that stands
alone. In the examples below, the thought that stands alone is italicized.
Examples: When a baby is born, the parents must apply for the newborn to be assigned a social
security number.
According to the Social Security Administration, social security numbers are not
reused.
Although the first three numbers were once a state code, now they are assigned
according to zip code.
#4 Using Commas to Set Off Non-Essential Clauses and Interrupters
Use a comma to set off non-essential clauses and interrupters.
Non-essential clauses and interrupters are words that could be omitted without changing
the essential meaning of a sentence.
Examples: The Social Security Act, which was enacted in 1935, originally provided a one-time
lump sum payment upon retirement.
Now, as most people know, payments are made on a monthly basis.
Problems to help you use commas correctly are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
41
WRITING PASSAGE: Lesson 3: Focus on Commas
Choose the best answer for each underlined portion. “A” is always the same as the portion
For Strategy, Organization, and Style questions, choose the best answer..
Spelling and Human Intelligence
Strategy, Organization, and Style Question 1
By John Greenwell
Used with Permission
What do the words “idiot”and “guy” suggest?
(¶ 1) Human intelligence is sometimes
□ A. The writer is a poor speller.
measured inappropriately. How many times
□ B. The writer is referring to men only.
have you read something only to discover a
misspelled word? You suddenly think out loud, □ C. The style of writing is very formal.
“What an idiot. There are two ‘f’s’ in office,
□ D. The writer thinks good spellers are very
not one.” Never mind that the person who
wrote the note might have a college degree and intelligent.
years of experience writing. Never mind that
□ E. The style of writing is informal.
the guy who wrote it might be a custodian with
limited education, but skills far superior to a
college graduate. Never mind that the note
might have been sent by a waitress who works
hard all day, but spends her evenings tirelessly
doing homework with her kids.
(¶ 2) My point is that in this society, we
□ A. As with, all skills and talents, some
often measure people’s intelligence by how
people are more capable than others.
well they spell. As with, all skills and talents,
□ B. As with all skills and talents, some people
some people are more capable than others.
are more capable than others.
Personally, I am and always have been a poor
speller. Poor spelling may reflect a difficulty in □ C. As with all skills and talents some people,
the ability to spell for some, or for others it
are more capable than others.
might just be careless oversights. In any case,
spelling should not be the definitive measure of □ D. As with all, skills and talents some
people are more capable than others.
a person’s intelligence.
□ E. As with all skills and talents some people
are more capable, than others.
(¶ 3) To further my point, let’s pretend that
□ A. singers, and we are going to take turns
we belong to a choir. (You can choose the
□ B. singers and we are going to take turns
name). We are all singers, and we are going to
take turns singing solos during a special
□ C. singers; and we are going to take turns
program to celebrate the opening of a new
□ D. singers we are going to take turns
business. (This company goes all out.) Just
when everything is in place and ready to go,
□ E. singers and; we are going to take turns
the company’s CEO decides to boost ticket
sales by bringing in Barbra Streisand, Luciano
□ A. Streisand, Luciano Pavarotti, and Celine Dione
Pavarotti, and Celine Dione to sing with us.
And guess what? They’re singing in succession □ B. Streisand, Luciano Pavarotti and Celine Dione
before I do my solo act! Are the organizers
□ C. Streisand Luciano Pavarotti, and Celine Dione
crazy or what? Am I crazy or what? There
□ D. Streisand Luciano Pavarotti and Celine Dione
would be no way that I would want to follow
such talented singers nor would anyone without
□ E. ,Streisand, Luciano Pavarotti, and Celine Dione
a deaf ear want to hear a program lined up in
this order. I know I can sing; however, I’m no
fool either. Let them follow my act.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
42
(¶ 4) Even if everyone can sing, some
people have the ability to sing better than
others. Spelling is similar lessons might help
me improve my singing and spelling abilities,
but I will never be a professional at either one.
□ A. Spelling is similar lessons might help
□ B. Spelling is, similarly, lessons might help
□ C. Spelling is similar. Lessons might help
□ D. Spelling is similar. Lessons, might help
□ E. Spelling is. Similar lessons might help,
(¶ 5) If you have been blessed with an
incredible ability to recall or decode you are
fortunate. No matter how low your IQ, you’ll
be able to fool the entire world by simply
spelling correctly. If you, however, are a poor
speller like me, be aware of the fact and have
the resources to closet the genetic gift that
made you the “spelling bee loser” in
elementary school. Whenever and whatever the
opportunity, use a dictionary, thesaurus,
writing guide, and even spell check. Also, be
aware of the need to proofread your writing no
matter how short or simple the piece. Society’s
way of measuring intelligence will probably
not change and those of us who are poor
spellers will need to rely on the tools to
measure up. Don’t let our spelling inadequacies
be the measure of how others perceive us.
We’re much too smart to let that happen.
□ A. incredible ability to recall or decode you
□ B. incredible ability, to recall or decode you
□ C. incredible ability to recall, or decode you
□ D. incredible ability, to recall or decode you
□ E. incredible ability to recall or decode, you
Strategy, Organization, and Style Question 2
□ A. will probably not change and those of us
who are poor spellers will need to rely on
□ B. will probably not change, and those of us
who are poor spellers will need to rely on
□ C. will probably, not change, and those of us
who are poor spellers will need to rely on
□ D. will probably not change those of us who
are poor spellers will need to rely on
□ E. will probably not change and, those of
us, who are poor spellers will need to rely on
The writer’s closing statement suggests his
belief that:
□ A. Poor spellers are not smart.
□ B. Poor spellers can never spell well.
□ C. Poor spellers can change others’
perceptions of them as poor spellers.
□ D. Poor spellers need genetic help.
□ E. Poor spellers can win spelling bees.
Strategy, Organization, and Style Question 3
One reason the writer’s comparison of spelling
and singing ability is effective is
□ A. Good singers spell well.
□ B. The ability to spell or sing well relates to
intelligence.
□ C. The ability to spell or sing well does not
relate to intelligence.
□ D. Everyone can sing “Happy Birthday.”
□ E. We learn to sing and spell in school.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
43
Spelling and Human Intelligence: Optional Vocabulary Work
The meaning of an unfamiliar word can often be guessed by context. (Context means the words around
the unfamiliar word.) Also, some unfamiliar words are similar to words we know, and we may be able to
guess the meaning. For example, you might guess that tirelessly (¶ 1) means seeming to be incapable of
becoming tired.
1. From context, choose the most likely definition of tirelessly in the following sentence from ¶ 1.
Never mind that the note might have been sent by a waitress who works hard all day, but
spends her evenings tirelessly doing homework with her kids
□ A. without becoming tired
□ B. involving mechanics
□ C. impoverish
□ D. fatigued
□ E. extremely worn out
2. From context, choose the most likely definition of succession in the following sentence from ¶ 3:
They’re singing in succession before I do my solo act!
□ A. highly successful
□ B. withdrawing, retirement
□ C. a musical term referring to loudness
□ D. a number of persons or things that follow one another
□ E. preparation
3. From context, choose the most likely meaning of the phrase closet the genetic gift in the following
sentence from ¶ 5:
If you, however, are a poor speller like me, be aware of the fact and have the resources to
closet the genetic gift that made you the “spelling bee loser” in elementary school.
□ A. expose a birthmark
□ B. expose something you were born with
□ C. hide your appearance
□ D. take care of yourself hide something you were born with
□ E . take care of yourself
Read the definition of definitive. Write a sentence using the word in the space below.
(¶2) Definitive: Authoritative, decisive, serving to provide a final solution.
Example: If you want a definitive answer on whether the law was broken, you may need to go to
court.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
44
WRITING: Lesson 3 Homework
Commas in the following sentences are correct. In the blank, indicate the comma rule from
the first page of Lesson 3 (page 38) that has been followed.
____ Under the 1935 social security law, benefits were paid only to the worker.
____ Benefits are now available to the spouse of a deceased worker, and they also may be paid
to the deceased worker’s children.
____ Social security numbers, which have been issued continuously since 1936, have been
assigned to over 400 million people.
____ Indiana issues social security numbers that begin 303-317, Kentucky issues numbers that
begin 400-407, and Tennessee issues numbers that begin 408-415.
Insert commas following the four comma rules. Some sentences may not need a comma.
Lots of interesting information may be found on the Social Security Administration’s
(SSA) Internet website. You may start at www.socialsecurity.gov for general information or you
may go straight to their page entitled “Frequently Asked Questions” at
www.ssa.gov/history/hfaq.html. Below are a few tidbits of information from the website.
Social security cards issued in New Hampshire Maine and Vermont begin with the lowest
numbers in the system. Higher numbers are issued by states in the west. No number can begin
with 000.
The Social Security Administration maintains a Death Index of deceased persons who
had social security numbers. This index would be of interest to anyone researching family
history but the SSA charges a fee for information from the index.
Based on each year’s applications the SSA has studied what first names are most
common. In 2001 Jacob Michael and Matthew were the most popular boys’ names. Emily
Madison and Hannah were the most popular girls’ names. In 1990 Jessica Ashley and Brittany
topped the girls’ list and Michael Christopher and Matthew were the most common names
among boys.
Ernest Ackerman a motorman from Cleveland was the first person to receive Social
Security benefits. He retired one day after the program began and received 17 cents. Benefits are
based on how much you pay into the system.
Franklin Delano Roosevelt who served four terms as president signed the Social Security
Act into law on August 14, 1935.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
45
WRITING: Lesson 4
Focus on Verbs, Point of View, and Apostrophes
Today’s Learning Objectives:
Learn two important rules involving verbs (subject-verb agreement and avoiding shifts in verb
tense). Learn how to avoid shifting points of view (shifting from you to I or they). Learn the
basics of using apostrophes to show possession. Also, we may spend a few minutes on
vocabulary. Finally, we may do a computer-based activity at the end of the hour.
Subject/Verb Agreement
A subject must agree with its verb. This rule gives little trouble except in three situations, all
involving verbs in the present tense. First, mistakes are sometimes made when the subject and
verb are not close to one another in the sentence. Second, mistakes are made when the subject is
a singular word like he, she, it, or a noun that he, she, or it could stand for. Problems also occur
when a subject seems to be singular but is actually plural. In the examples below, the subject is
underlined and the verb is italicized.
Examples: John, who is taking three classes on two campuses, walks to school.
My brother works the graveyard shift at UPS.
Tiffany’s experience and her love of travel make her perfect for the coaching job.
Problems to help you with subject-verb agreement are included in today’s homework.
Avoiding Shifts in Verb Tense
Generally, verbs should be in the same tense in one piece of writing. In other words, all verbs
should be present tense or past tense or future tense in most cases. The verbs in the following
sentences are italicized. Note there are other words in the sentences that are sometimes used as
verbs (held, express, love, work, carry), but they are not used as verbs in these examples.
Examples: Tomorrow, I will shop for my vacation. I will buy a swim suit. I will rent a cabin, and
I will arrange to have my newspaper and mail held.
In February, I bought a dozen roses for my girlfriend. I wanted to express my love.
I often ride my bike to work, but if I have a lot to carry, I drive.
Point of View
Writing is told from a point of view. If you are telling a personal story, you will probably write
in the “first person,” using words like I, me, my, myself, we, our, and ours. If you are giving
directions or addressing others, you will probably write in the “second person,” using you, your,
and yours. If you are describing an event that you were not part of, you’ll probably write in the
“third person,” using words like he, his, she, her, hers, it, its, they, their, and theirs. Don’t shift
from one point of view to another within a single piece of writing.
Examples: I had a flat tire Sunday evening. Luckily, my AAA membership is up-to-date, so I
was able to make a quick call and soon be on my way.
You have to practice a lot to run the mini-marathon. You should watch what you eat,
and be sure you’re getting your eight hours of sleep each night, too.
Problems to help you maintain a consistent point of view are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
46
Using Apostrophes (’)to Show Possession
Apostrophes are not needed to make a word plural although seeing an s at the end of a word
sometimes makes us think we need an apostrophe. Apostrophes are used to make nouns
possessive. The apostrophe is placed after the “possessor.” This means that some apostrophes go
before the s and some come after the s. In the examples below, the underline shows who or what
the possessor is.
Examples: Your son’s trumpet makes great sounds. (trumpet of your son)
The firefighters’ meeting was well attended. (meeting of the firefighters)
Ross’s car has a million dents, but the engine works well. (car of Ross)
The children’s playground has three swings. (playground of the children)
Problems to help you use apostrophes correctly are included in today’s homework.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
47
WRITING PASSAGE: Lesson 4
Focus on Verbs, Point of View, and Apostrophes
Choose the best answer for each underlined portion. “A” is always the same as the portion.
A Moment I’ll Remember
□ A. I occasionally experiences another
By Nancy Gall-Clayton
emotion when I think of them — fear.
Used with Permission
□ B. I occasionally experienced another
emotion when I think of them — fear.
(¶ 1) Last August, my twins turned 18.
That's memorable in and of itself, for it was
□ C. I occasionally experience another
only a week ago that I was eating for three and emotion when I thought of them — fear.
the day before yesterday when they learned to
□ D. I occasionally experience another
walk. But besides amazement and pride, I still
emotion when I think of them — fear.
occasionally experiences another emotion
when I think of them — fear.
□ E. I occasionally am experiencing another
emotion when I thinks of them — fear.
(¶ 2)
Such a moment came shortly before
If the writer wished to revise the underlined
their birthday. The barking of our three dogs
phrase to use an apostrophe, the following
announced that mail lay in the entryway of our would be correct:
Old Louisville home. I gathered up bills,
□ A. It already has an apostrophe.
catalogs, college "view books," and — here's
□ B. Our three dogs’ barking
what frightened me — oversized postcards
inviting my sons to "Register On-Line NOW," □ C. Our three dogs’s barking
the "NOW" in bright green capital letters.
□ D. Our three dog’s barking
(¶ 3)
No male in my direct bloodline has
been in uniform since 1865. By chance, it was
collateral maternal relatives who served, and
on the paternal side, there were few opportunities
because we space childbearing so dramatically.
My sons birth year was 1984, I was born in
1946, my father in 1908, and his father in 1860.
Four generations span 124 years! Still, I had a
great-grandfather who fought for the Union
during the Civil War — and lost his arm and a
piece of his skull in the process.
(¶ 4) A pacifist at heart, you become even
more sensitized to U.S. military policy when
you became a mother, but surely my greatgrandfather needed to defend the Union in the
1860s just as Kentuckians needed to fight
Hitler 80 years later — and I am deeply
grateful that they did. I respect the men and
women who have served since then, too, and
I've already found time for sober meditation at
the new Patriots Peace Memorial on River
Road.
□ E. Our three dogses barking
□ A. My sons birth year was 1984,
□ B. My sons' birth years was 1984,
□ C. My sons' birth year was 1984,
□ D. My son’s birth year was 1984,
□ E. My sons' birth year were 1984,
□ A. A pacifist at heart, you become even more
sensitized to U.S. military policy when you
□ B. A pacifist at heart, I became even more
sensitized to U.S. military policy when you
□ C. A pacifist at heart, I became even more
sensitized to U.S. military policy when I
□ D. A pacifist at heart, I becomes even more
sensitized to U.S. military policy when I
□ E. A pacifist at heart, you becomes even
more sensitized to U.S. military policy when
you
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
48
(¶ 5) Nonetheless, I hope my sons will have
the opportunity to fight — not human beings
— but ignorance, racism, and poverty. I want
them to make friends in a dorm, not a barracks;
to look through microscopes, not gun sights; to
study the movements of a symphony, not those
of foreign troops.
(¶ 6) When I saw those Selective Service
registration forms in the mail that sunny day
last August, well, for just a fleeting second, you
consider destroying them. Of course, that
wouldn't have changed anything for long, but
the frightening realization that Joshua and
James are registered and could be "selected to
serve" is a moment I won't forget about 2002.
Strategy, Organization, and Style Question 1
□ A. I hope my sons will have the opportunity
□ B. I hope my son’s will have the opportunity
□ C. I hope my sons had the opportunity
□ D. I hope my sons are having the opportunity
□ E. I hope my sons’ will have the opportunity
□ A. you consider destroying them.
□ B. I consider destroying them.
□ C. you will consider to destroy them.
□ D. you are considering destroying them.
□ E. I considered destroying them.
In ¶ 1, the writer uses the phrases “a week ago”
and “day before yesterday” because she
□ A. Fears that her sons might serve.
□ B. Is easily confused.
□ C. Wants to convey how quickly the last 18
years have passed quickly.
□ D. Is unable to concentrate.
□ E. Wishes she were still pregnant.
Strategy, Organization, and Style Question 2
Which statement accurately sums up the
writer’s feelings about war?
□ A. She is against all wars.
□ B. The passage does not provide enough
information on this point.
□ C. She is in favor of all wars the U.S. joins.
□ D. She believes at least two past wars were
necessary.
□ E. She hopes her sons will serve.
Strategy, Organization, and Style Question 3
The moment the writer will remember is
□ A. Her twins’ 18th birthday party.
□ B. Her great grandfather’s service in the
Civil War.
□ C. The Selective Service’s invitations to her
sons to register
□ D. Her moments of meditation at the Peace
Memorial.
□ E. The fact that so few of her family
members served in the military.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
49
A Moment I’ll Remember: Optional Vocabulary Work
The meaning of an unfamiliar word can often be guessed by context. (Context means the words around
the unfamiliar word.) Also, some unfamiliar words are similar to words we know, and we may be able to
guess the meaning. For example, you might guess that memorable (¶ 1) worth being remembered or noted
5. Choose the most likely definition of collateral in the following excerpt from ¶ 3:
No male in my direct bloodline has been in uniform since 1865. By chance, it was
collateral maternal relatives who served, and on the paternal side, there were few
opportunities because we space childbearing so dramatically.
□ A. secondary, not direct
□ B. brave
□ C. comparable
□ D. collegiate
□ E. of another political belief
6. From context, choose the most likely definition of meditation in the following sentence from ¶ 4.
I've already found time for sober meditation at the new Patriots Peace Memorial on River
Road.
□ A. arbitration
□ B. opposed to alcoholism
□ C. mercy
□ D. reflective thinking
□ E. prayer
7. Choose the most likely definition of fleeting in the following phrase from ¶ 6:
for just a fleeting second
□ A. unable to measure
□ B. feeling as if she might be nauseated
□ C. as if time were standing still
□ D. moving very quickly
□ E. irritating
Read the definition of pacifist. Write a sentence using the word in the space below.
(¶2) Pacifist: One who opposes war or violence.
Example: He was such a pacifist, he refused to go out for the wrestling and football teams.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
50
WRITING: Extra Practice (If time)
Cross out any incorrect verbs. Write in correct verbs.
There are 340,000 adults in Kentucky who lacks the necessary reading skills to hold a
job. Another 656,000 Kentuckians has low levels of literacy. However, family literacy programs
were now operating in every county. The idea behind family literacy programs is to meet the
needs of both children and their parents. Another group in need of literacy skills are immigrants
who speak English as a second language. In March of 2003, the National Center for Family
Literacy announces a new program to help Hispanic families in the U.S. At a news conference,
Sharon Darling, founder of the National Center for Family Literacy, was saying, “The family
approach to education is very powerful for the English language learner.”
Make whatever changes you think are needed to keep the point of view consistent.
Students who want to improve their skills are to be congratulated. You are doing the right
thing to make time for a review course. They will be reminded of things they know but haven’t
thought about for a long time. Also, you will learn new skills and strategies.
Add or delete apostrophes as appropriate. Change spelling if needed.
A wanted child is truly a gift to the parent’s, and twins are a double blessing. But what
about larger multiples? The babie’s parents will certainly be busy. Just ask the parents’ of the
quintuplets born in Kentucky in 2001.
Bailey Christine Wainscott, the first of the five infant’s, was born November 16. She
weighed 1 pound and 4 ounce’s, just a little more than a can of corn. After the delivery, the
doctors’ (assume more than one doctor) advice was to sew up the mothers’ womb and let the
remaining four baby’s mature further. The mother and her husband agreed. Sixteen days later,
the remaining four infants were delivered by Caesarean section.
One doctor noted how pleased he was that the parents were willing to wait for delivery of
the last four after Baileys birth. Do you think the Wainscotts will have birthday parties’ on two
dates or one?
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
51
WRITING:
Tips for Taking the Writing COMPASS
The COMPASS Writing Skills Placement Test asks you to read and edit several passages. You
will look for errors in the following:
 Punctuation (such as commas and semicolons)
 Grammar and usage (such as subject-verb agreement)
 Sentence structure (such as comma splices and run on sentences)
Each passage also has 2 or 3 questions related to the following:
 Strategy and Organization (for example, is the ending effective?)
 Style (for example, is a particular sentence too informal for the rest of the
passage?)
Each writing lesson in the College Prep Program includes a passage and questions similar to
those on COMPASS. Remember that the COMPASS is not timed.
Tips for taking the Writing COMPASS:
1.
First, read the passage read slowly and carefully. If you tend to write fragments or run-on
sentences, consider reading the first time from the bottom up.
2.
Using the mouse, click on every sentence. Not every sentence has an error, but seeing
possible changes may help you spot an error. (You can always keep the sentence “as is”
by selecting “A.”)
3.
By using the “More” icons, you can go back and forth in the passage, making changes
and re-reading as much as you wish.
4.
Remember the basic punctuation and sentence rules you’ve studied:
a.
If you see a semicolon, be sure there’s a complete thought on each side.
b.
If you see a comma, be sure it’s not a comma splice (two complete thoughts with
only a comma between them). If you see a comma and a coordinating conjunction
(and, but, or, nor, yet, for, so), the sentence is a properly punctuated compound
sentence.
c.
If you see a coordinating conjunction (and, but, or, nor, yet, for, so), check for
correct comma usage. Commas come before coordinating conjunctions (, and).
Commas are used with a series of three or more items. Commas are used with
compound sentences joined by a coordinating conjunction. Commas are used to
set off introductory material. Commas are use to set off non-essential clauses and
interrupters.
d.
If you see an apostrophe, be sure it’s needed. Its needs an apostrophe only if you
mean it is. Yours, theirs, his, and hers never need an apostrophe.
4.
When you are satisfied that you’ve done the best you can, re-read one last time. Then
click on the “Finished Editing” icon.
5.
You will then be asked two or three questions concerning strategy, style, and
organization about the passage. You may answer in any order, and you may change your
answers until you click the “Go On” icon.
Developed by JCPS ABE Staff Nancy Gall-Clayton, Sandy Lamp, and Trish Schneider, 2004 Revision.
Permission is granted for reprinting if credit is given to Jefferson County Public Schools ABE program.
52