Phrases Commas Verbs Pronoun Spelling Suffixes Verbals Adjective Predicate Sentence ClauseNouns Prepositions Verb Tense Agreement Colons Negative Active Superlative Voice Case Adverb Dangling Passive Forms Nominative Plurals Italics Series Noun Double Dashes Mood Places Prefixes People Misplaced Purpose Gerunds © Houghton Mifflin Harcourt Publishing Company Grade 11 Grammar Practice DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G11_GP_TG_FM.indd 1 29/04/19 1:05 PM
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© Houghton Mifflin Harcourt Publishing Company iii Table of Contents Module 1 PARTS OF SPEECH Nouns 1 Pronouns 3 Adjectives 5 Verbs 7 Adverbs 9 ■ Review Exercise 1 11 Prepositions 13 Conjunctions and Interjections 15 Determining Parts of Speech 18 ■ Review Exercise 2 20 ■ Module Review 22 Module 2 THE SENTENCE Sentences and Sentence Fragments 24 Compound Subjects and Compound Verbs 26 Finding the Subject of a Sentence 28 Direct and Indirect Objects 30 Objective Complements 32 ■ Review Exercise 33 Subject Complements 34 Classification of Sentences 36 ■ Module Review 38 Module 3 THE PHRASE Prepositional Phrases 40 Adjective Phrases and Adverb Phrases 42 Participles and Participial Phrases 44 Infinitives and Infinitive Phrases 47 Gerunds and Gerund Phrases 49 ■ Review Exercise 51 Appositives and Appositive Phrases 53 ■ Module Review 55 Module 4 THE CLAUSE Kinds of Clauses 57 The Adjective Clause 59 The Adverb Clause 61 The Noun Clause 63 Sentence Structure 65 ■ Module Review 67 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G11_GP_TG_FM.indd 3 29/04/19 1:05 PM
© Houghton Mifflin Harcourt Publishing Company iv Module 5 AGREEMENT Subject-Verb Agreement 69 Intervening Phrases 71 Agreement with Indefinite Pronouns 73 The Compound Subject 75 Collective Nouns 78 ■ Review Exercise 1 79 Other Problems with Agreement 80 ■ Review Exercise 2 84 Pronoun Agreement 86 ■ Module Review 90 Module 6 USING PRONOUNS CORRECTLY Case of Pronouns 92 Nominative Case Pronouns 94 Objective Case Pronouns 97 ■ Review Exercise 99 Possessive Case Pronouns 101 Special Pronoun Problems 103 Who and Whom 105 ■ Module Review 107 Module 7 CLEAR REFERENCE Ambiguous Reference 109 Weak and Indefinite Reference 111 ■ Module Review 113 Module 8 CORRECT USE OF VERBS Regular Verbs 115 Irregular Verbs 117 Lie and Lay 122 Sit and Set and Rise and Raise 124 Review Exercise 126 Verb Tense 128 Sequence of Tenses 130 Active Voice and Passive Voice 133 Mood 135 ■ Module Review 137 Module 9 CORRECT USE OF MODIFIERS Uses of Modifiers 139 Six Troublesome Modifiers 141 Comparison of Modifiers 143 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G11_GP_TG_FM.indd 4 29/04/19 1:05 PM
v Uses of Comparative and Superlative Forms 145 ■ Module Review 147 Module 10 PLACEMENT OF MODIFIERS Misplaced Modifiers 150 Dangling Modifiers 152 ■ Module Review 154 Module 11 A GLOSSARY OF USAGE Affect / Being As, Being That 156 Could Of /Off Of 158 Or, Nor / Who, Whom, Which, That 161 The Double Negative 164 ■ Module Review 167 Module 12 CAPITAL LETTERS People and Places 170 School Subjects, First Words, Proper Adjectives 172 Groups, Organizations, and Religions 175 Objects, Events, Awards 177 Titles 179 ■ Module Review 182 Module 13 PUNCTUATION I End Marks 184 Abbreviations 186 ■ Review Exercise 187 Commas in a Series 188 Commas with Independent Clauses 190 Commas with Nonessential Elements 192 Commas with Introductory Elements 194 Commas with Other Sentence Interrupters 196 Other Uses of Commas 198 ■ Module Review 200 Module 14 PUNCTUATION II Semicolons and Colons 202 Hyphens 204 Dashes, Parentheses, and Brackets 205 Underlining (Italics) 207 Quotation Marks 209 ■ Module Review 213 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G11_GP_TG_FM.indd 5 30/04/19 11:23 AM
© Houghton Mifflin Harcourt Publishing Company vi Module 15 SPELLING The Dictionary 215 Spelling Rules 217 Prefixes and Suffixes 219 Plurals of Nouns 223 ■ Module Review 228 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A G11_GP_TG_FM.indd 6 29/04/19 1:05 PM
© Houghton Mifflin Harcourt Publishing Company Module 1 1 MODULE 1: PARTS OF SPEECH NOUNS The Eight Parts of Speech noun adjective pronoun conjunction verb adverb preposition interjection 1a A noun is a word used to name a person, a place, a thing, or an idea. PERSONS skater, Haruki Murakami, grandfather, police PLACES valley, Connecticut, nation, gymnasium THINGS apple, Grammy Award, fever, life, cactus IDEAS friendship, trust, worry, value, liberty 1b A common noun names any one of a group of persons, places, things, or ideas. A proper noun names a particular person, place, thing, or idea. COMMON NOUNS woman, nation, event, holiday, language, car, bridge, road PROPER NOUNS Chien-Shiung Wu, China, Academy Awards, Valentine’s Day, Italian, Toyota, London Bridge, Route 66 1c A concrete noun names an object that can be perceived by one or more of the senses (hearing, sight, smell, taste, or touch). An abstract noun names a quality, a characteristic, an emotion, or an idea. CONCRETE NOUNS guitar, cafeteria, Idaho, Bob Ross, lamp ABSTRACT NOUNS skill, bravery, love, charm, solitude, humor 1d A collective noun names a group. COLLECTIVE NOUNS class, swarm, fleet, crew, group, team 1e A compound noun consists of two or more words used together as a single noun. Some compound nouns are written as one word, some as separate words, and others as hyphenated words. COMPOUND NOUNS sidewalk, telephone pole, bull’s-eye, Jonas Salk
© Houghton Mifflin Harcourt Publishing Company Module 1 2 EXERCISE 1 Classifying Nouns Classify each of the nouns below by writing comm. for common or prop. for proper. Then, if the noun is compound, write comp., and if it is collective, write coll. Separate your answers with a semicolon. EX. 1. family comm.; coll. 1. football __________ 2. dancer __________ 3. Pablo Picasso __________ 4. hotel __________ 5. Buick __________ 6. Labor Day __________ 7. vegetable __________ 8. piano __________ 9. sister-in-law __________ 10. honesty __________ 11. Japan __________ 12. child __________ 13. team __________ 14. Ohio __________ 15. orange __________ 16. sunflower __________ 17. shower __________ 18. totem pole __________ 19. South America __________ 20. herd __________ EXERCISE 2 Classifying Concrete and Abstract Nouns On the line before each of the sentences below, classify each italicized noun. Write con. for concrete or abs. for abstract. Separate your answers with a semicolon. EX. con.; abs. 1. The coach thanked the players for their dedication to the team. ___________ 1. That play was written by Tennessee Williams. ___________ 2. Abraham Lincoln earned a reputation for honesty. ___________ 3. The United Nations tries to ensure world peace. ___________ 4. Early on, Pablo Picasso showed great talent as an artist. ___________ 5. Examples of pasta include spaghetti, macaroni, and penne. ___________ 6. Horticulturists are people who study the art and science of growing fruits, vegetables, and flowers. ___________ 7. Civil rights laws provide equal opportunities to all people. ___________ 8. Walter Cronkite was a newscaster on television. ___________ 9. Use caution when handling chemicals in the laboratory. ___________ 10. In what year did the wedding of George and Martha Washington occur? ___________ 11. The audience applauded the speaker’s ideas. ___________ 12. Grapes spilled out of the bowl and onto the table. ___________ 13. The sunset was the color of a ripe peach. ___________ 14. The popularity of the author was well known in China. ___________ 15. His success was due to his humor.
© Houghton Mifflin Harcourt Publishing Company Module 1 3 MODULE 1: PARTS OF SPEECH PRONOUNS 1f A pronoun is a word used in place of a noun or of more than one noun. Personal Pronouns I, me, my, mine, we, us, our, ours, you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, theirs Relative Pronouns who, whom, whose, which, that Interrogative Pronouns who, whose, what, whom, which Demonstrative Pronouns this, that, these, those Indefinite Pronouns all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, much, neither, no one, nobody, none, one, other, several, some, somebody, someone, such Reflexive/ Intensive Pronouns myself, oneself, ourselves, yourself, yourselves, himself, herself, itself, themselves NOTE In this book, the words my, your, his, her, ours, and their are considered possessive pronouns rather than adjectives. Follow your teacher’s instructions in referring to such words. A word that a pronoun stands for is called its antecedent. A pronoun may appear in the same sentence as its antecedent or in a following sentence. The antecedent may be a noun or another pronoun. EXAMPLE They went home. Kim followed them. [They is the antecedent of them.] EXERCISE 3 Identifying Pronouns Underline the pronouns in the following sentences. EX. 1. Were both of Mia’s parents born in Taiwan? 1. Those are the boots Jim bought yesterday. 2. Would you like more salad? 3. A few of Sally’s friends have planned a surprise party. 4. W. H. Auden was the poet who wrote “The Composer.” 5. Rafael built that computer table himself. 6. Everyone on the debating team is ready to begin. 7. Now extinct, the Dunkleosteus was a fish that was as big as a bus.
© Houghton Mifflin Harcourt Publishing Company Module 1 4 8. This is the phone number to call if the girls want to order some sandwiches. 9. Are the books on the dining room table mine? 10. The following morning, neither of the cars would start. 11. Anything we asked of Mr. and Mrs. Tong, they gave us gladly. 12. Since it was so late, the boys decided to sleep over, not trusting themselves to stay awake during the long drive home. 13. My parents say that much of the time young people watch television. 14. If you want it done right, I advise you to do it yourself. 15. Which of the computers has the software for teaching graphing? EXERCISE 4 Identifying Pronouns and Their Antecedents Underline the pronouns in the paragraph below. Underline the antecedent of each pronoun twice. EX. [1] Grandma Moses began painting when she was seventy-six years old. [1] Grandma Moses’ colorful pictures are valued today because they are filled with innocence and have a fresh, primitive style. [2] Many of the paintings hang in art museums. [3] Each of the scenes has a rural setting. [4] Grandma Moses based the paintings on memories she had of her childhood. [5] They were fond memories of a peaceful life on farms in Virginia and northern New York. [6] Several of the paintings show busy people, working and having fun. [7] Some are working in the fields or picking apples or hanging quilts out on a clothesline. [8] Grandma Moses taught herself to paint. [9] She never took art lessons; she apparently never needed them. [10] Grandma Moses lived 101 years, and in her last year, she painted twenty-five pictures.
© Houghton Mifflin Harcourt Publishing Company Module 1 5 MODULE 1: PARTS OF SPEECH ADJECTIVES 1g An adjective is a word used to modify a noun or pronoun. To modify means “to describe or to make more definite” the meaning of a word. Adjectives modify nouns or pronouns by telling what kind, which one, or how many/how much. What kind? old book, blue sky, warm water Which one? that game, those lights, his radio How many? six days, nine judges, many friends The most frequently used adjectives are a, an, and the. These words are called articles. A and an are indefinite articles. They indicate that a noun refers to one of a general group. A is used before words beginning with a consonant sound; an is used before words beginning with a vowel sound. An is also used before words beginning with the consonant h when the h is not pronounced. EXAMPLES A lion crouched in the tall grass. This is an excellent essay, Clarice! An hour passed while we chose a hat for the scarecrow. The is the definite article. It indicates that a noun refers to someone or something in particular. EXAMPLE The blackbird sat in the cedar tree, sheltered from the rain. Sometimes nouns are used as adjectives. EXAMPLES Have you ever been to an auto race? [Auto, usually a noun, is used as an adjective modifying the noun race.] Is that machine the new carpet cleaner? [Carpet, usually a noun, is used as an adjective modifying the noun cleaner.] NOTE Some pairs or groups of nouns are considered compound nouns. By checking a dictionary, you can avoid confusing a noun that is used as an adjective with a noun that is part of a compound noun. EXAMPLES country club, blood bank, road map, United States
© Houghton Mifflin Harcourt Publishing Company Module 1 6 EXERCISE 5 Identifying Adjectives in Sentences Underline the adjectives in each of the sentences below, and double underline the word each adjective modifies. Do not include a, an, or the. EX. 1. Onesimus developed a successful cure for smallpox in 1721. 1. Smallpox is a serious disease that causes a high fever. 2. Also a contagious disease, it was causing many people to die at the time. 3. Onesimus based the new medicine on an old remedy he knew. 4. That remedy had been a popular and common medicine in Africa. 5. Onesimus was an enslaved African American. 6. The Puritan leader who owned Onesimus sent the medicine to a Dr. Boylston. 7. Dr. Boylston tried the remarkable medicine on three smallpox victims. 8. The sick people became well. 9. Onesimus did not receive immediate credit for his tremendous discovery. 10. The dishonest Dr. Boylston took all credit for himself. EXERCISE 6 Using Adjectives in Sentences In each sentence below, add interesting adjectives to modify the nouns and pronouns. Write your sentences on your own paper. EX. 1. The workers took the truck to the building. 1. The fatigued workers took the rusty, old-fashioned truck to the gigantic building. 1. Scott gave a book to his father. 2. Camara donated toys and tools for the sale. 3. Marian packed a lunch for the picnic. 4. The athlete ran across the field. 5. The warrior fought the animal and rescued the child. 6. Which book have you chosen for your report? 7. For days, the woman made her baskets. 8. During the day, we washed cars and raked the leaves. 9. The children gave gifts to their friends at the party. 10. Rosie painted a picture of the meadow for her relatives.
© Houghton Mifflin Harcourt Publishing Company Module 1 7 MODULE 1: PARTS OF SPEECH VERBS 1h A verb is a word that expresses action or a state of being. (1) An action verb expresses physical or mental activity. EXAMPLES leap, sail, break, scoop, consider, forget, hope, believe (2) A transitive verb is an action verb that takes an object—a word that tells who or what receives the action. EXAMPLES The cows crossed the pasture. [The action of the verb crossed is received by pasture.] Tyrone tuned his car’s engine. [The action of the verb tuned is received by engine.] (3) An intransitive verb is an action verb that does not take an object. EXAMPLES The children laughed. A letter came from your friend in Norway. A verb can be transitive in one sentence and intransitive in another. EXAMPLES Shulka wrote a play. [transitive] Shulka wrote carefully. [intransitive] (4) A linking verb, or state-of-being verb, connects the subject with a word that identifies or describes it. The most commonly used linking verbs are forms of the verb be: am, is, are, was, were, being, and been. Other common linking verbs include appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn. EXAMPLES This tree is a sycamore. That music sounds distorted. Many linking verbs can be used as action verbs as well. EXAMPLES The chicken tasted good. [The verb links the subject, chicken, to a word that describes it, good.] Did you taste the chicken? [The verb describes an action taken by the subject, you.] (5) A verb phrase consists of a main verb and at least one helping, or auxiliary, verb. Common helping verbs are forms of be, forms of have, forms of do, and the auxiliaries can, could, may, might, must, shall, should, will, and would. EXAMPLES did speak, must have been sleeping, is working
© Houghton Mifflin Harcourt Publishing Company Module 1 8 EXERCISE 7 Identifying and Classifying Transitive and Intransitive Verbs In the sentences below, underline each verb or verb phrase. Then identify the verb as transitive or intransitive. Write trans. for transitive or intr. for intransitive on the line before each sentence. EX. 1. intr. Marc grew tall. _________ 1. The veterinarian treated my cat. _________ 2. Georgia streamed a movie last night. _________ 3. You skate particularly well. _________ 4. Nadine is calling the dentist for an appointment. _________ 5. I have grown many herbs in pots on my windowsill. _________ 6. The twins are racing down the hill. _________ 7. When did the bus leave? _________ 8. For a three-year-old, Harley speaks very clearly. _________ 9. Uncle Pierre drove to Texas last summer in an old car. _________ 10. I named my cat “Humphrey” in honor of Humphrey Bogart. EXERCISE 8 Identifying Verb Phrases and Helping Verbs In each sentence below, underline the verb phrase once and the helping verb or verbs twice. EX. 1. Everyone in the auditorium was cheering for Tia. 1. Tomorrow we are starting a new literature selection. 2. I have been studying German for two years now. 3. Did Marilyn give you her new phone number? 4. He must have been hoping for a raise in pay. 5. The trees in the meadow have dropped their leaves. 6. We might go to the park after the game. 7. Does Andrew watch Jeopardy every night? 8. Benji would like more broccoli. 9. You should have seen the hot-air balloon in the field last night. 10. I must have lost my library card.
© Houghton Mifflin Harcourt Publishing Company Module 1 9 MODULE 1: PARTS OF SPEECH ADVERBS 1i An adverb is a word used to modify a verb, an adjective, or another adverb. Adverbs modify by telling how, when, where, or to what extent. How? The rescue team worked frantically. The drummer plays well. When? Will winter be here soon? I occasionally play basketball. Where? The shutters flew open. Do ospreys travel far? To what extent? Cleve nearly won the race! I’ve never seen an ocean. EXAMPLES The bank closes promptly each day. [Promptly modifies the verb closes, telling when the bank closes.] I thought that the play was rather exciting. [Rather modifies the adjective exciting, telling to what extent.] The police officer acted quite heroically. [Quite modifies the adverb heroically, telling to what extent.] EXERCISE 9 Identifying Adverbs and the Words They Modify Underline the adverbs in each of the following sentences. Draw brackets around the words they modify. Then identify the words modified by writing v. for verb, adj. for adjective, or adv. for adverb on the line before the sentence. EX. adj. 1. Joseph Bruchac is a nationally [famous] storyteller. _________ 1. The trash barrel is nearly empty. _________ 2. My cousins from Nevada visit frequently. _________ 3. Suddenly, all the bright lights dimmed. _________ 4. We never found the lost necklace. _________ 5. They finished their meeting quite quickly. _________ 6. Geraldo and Demi were thoroughly happy with the results. _________ 7. Did you play well in yesterday’s game? _________ 8. Turn the lever slowly so you don’t break it. _________ 9. Fish are rarely caught in this river. _________ 10. These lines are slightly uneven. _________ 11. Quite soon, we will have the election results.
© Houghton Mifflin Harcourt Publishing Company Module 1 10 _________ 12. The sheep grazed in a gently rolling meadow. _________ 13. You can put the stack of boxes here. _________ 14. Did you ever meet a famous person? _________ 15. The food at that Chinese restaurant is really great. EXERCISE 10 Using Adverbs in Sentences Complete each sentence below by writing an appropriate adverb on the line provided. The word or phrase in parentheses tells you what information the adverb should give about the verb, adjective, or other adverb. EX. 1. I have almost finished my book. (To what extent?) 1. They will return the books ________________. (When?) 2. Barbara picked up the papers ________________. (How?) 3. John Wayne ________________ played tough characters. (When?) 4. Sit ________________. (Where?) 5. My friends ________________ recognized me in my costume. (To what extent?) 6. This story was ________________ exciting. (To what extent?) 7. The players on the opposing team played ________________. (How?) 8. The package should arrive ________________. (When?) 9. I’ll put your sandwich ________________. (Where?) 10. Kacey visits her older sister at college ________________. (When?) 11. Helen speaks ________________ quickly. (To what extent?) 12. The flock of geese are nesting ________________. (Where?) 13. He has ________________ visited Puerto Rico. (When?) 14. ________________ gently, Jonah bandaged my arm. (To what extent?) 15. ________________, I agreed to be president of the club. (How?)
© Houghton Mifflin Harcourt Publishing Company Module 1 11 MODULE 1: PARTS OF SPEECH REVIEW EXERCISE 1 A. Identifying Nouns, Pronouns, and Adjectives On your own paper, identify the italicized words in each of the sentences below by writing n. for noun, pron. for pronoun, or adj. for adjective. EX. 1. Those are the best amplifiers on the market today. 1. pron.; adj. 1. We went for a long hike around Lake Sunapee. 2. Fern still remembers the friends she made in Iran. 3. The woods were peaceful and dark. 4. Please fill out the application with your full name and address. 5. The Liberty Bell is near Independence Hall in Philadelphia. 6. Everyone on the bus was anxious to get to the next station on time. 7. I wish that I had continued my piano lessons. 8. Eleanor had bought the latest newspapers for her mother to read. 9. He couldn’t find either of his shoes. 10. Is it a fact that elephants have remarkable memories? B. Classifying Verbs On the line before each of the following sentences, identify the italicized verb as an action verb or a linking verb. If it is an action verb, tell whether it is transitive or intransitive. Write a.v. for action verb, l.v. for linking verb, trans. for transitive, and intr. for intransitive. EX. a.v., intr. 1. They were calling to the hikers on the rocky slopes. _________ 1. People are often happy when they find unexpected treats. _________ 2. The bread seems slightly stale, don’t you think? _________ 3. Where did you buy that silly hat? _________ 4. The students remained in their seats after the performance. _________ 5. The cat sat outside most of the day, enjoying the sunshine. _________ 6. Who has borrowed my tennis racquet? _________ 7. They became worried when the hikers did not return. _________ 8. Do you remember all of your lines for the play? _________ 9. Katya worked hard all afternoon, raking leaves. _________ 10. It seems late; what time is it?
© Houghton Mifflin Harcourt Publishing Company Module 1 12 C. Identifying Adjectives and Adverbs On the line before each sentence below, identify the italicized words by writing adj. for adjective or adv. for adverb. Then underline the word or words that each adjective modifies, and double underline the word or words each adverb modifies. EX. adv.; adj. 1. Rather quickly, black clouds appeared in the sky. _______ 1. Humorous advertisem*nts often appear on television. _______ 2. The game certainly ended in a surprising way. _______ 3. Thank you for your extremely thoughtful letter. _______ 4. Yesterday we saw a young bear close to our tent! _______ 5. Usually you have to work hard to become a great athlete. _______ 6. Tyrone finished the history project easily. _______ 7. I had hardly begun to speak when an older gentleman interrupted me. _______ 8. We were very happy to hear about the Latin award that you won! _______ 9. Unexpectedly, a visitor arrived at the information booth just before closing time. _______ 10. Ramón unexpectedly brought up several interesting questions at the meeting. _______ 11. Certainly, water helps young plants to develop strong roots. _______ 12. I did not know that Sandra Day O’ Connor was the first woman to serve on the U.S. Supreme Court. _______ 13. The mushroom soup was truly delicious. _______ 14. Does popcorn really contain any nutritional value? _______ 15. The church bus usually arrives at this corner promptly at 6:00 A.M. _______ 16. How often do you watch the evening news on television? _______ 17. The senators were quite firm in their support of the president. _______ 18. Walking can certainly be an excellent form of exercise. _______ 19. Clearly, I understand your unusual point of view. _______ 20. Yesterday we visited the Smithsonian Institution in Washington, D. C., and stayed at a nearby hotel.
© Houghton Mifflin Harcourt Publishing Company Module 1 13 MODULE 1: PARTS OF SPEECH PREPOSITIONS 1j A preposition is a word that shows the relationship of a noun or pronoun to some other word in the sentence. A preposition always introduces a phrase. The noun or pronoun that ends a prepositional phrase is the object of the preposition. In each of the following examples, the object of the preposition is me. Notice how the prepositions show six different relationships between sang and me. EXAMPLES Sabrina sang to me. Sabrina sang after me. Sabrina sang with me.Sabrina sang before me. Sabrina sang for me. Sabrina sang beside me. Commonly Used Prepositions aboard before by like through about behind concerning near to above below down of toward across beneath during off under after beside except on until against besides for onto up along between from outside upon among beyond in over with around but (meaning except) inside past within at into since without NOTE The same word may be either an adverb or a preposition, depending on its use in a sentence. EXAMPLES A motorcycle zoomed by. [adverb] A motorcycle zoomed by us. [preposition] Prepositions can also be compound. Compound Prepositions according to in addition to next to because of in front of on account of aside from instead of prior to
© Houghton Mifflin Harcourt Publishing Company Module 1 14 EXERCISE 11 Identifying Prepositions and Their Objects Underline each preposition in the sentences below. Draw a bracket around its object. EX. 1. Tony Thornton competed for an important boxing [title]. 1. Tony Thornton was an African American mail carrier who worked in New Jersey. 2. He delivered mail to over four hundred homes. 3. In addition to that job, Tony had another large interest and talent. 4. He was a contender for the super-middleweight boxing championship. 5. Tony is a lifetime resident of New Jersey. 6. In one boxing match in 1993, Tony faced James Toney, a much younger boxer. 7. Tony boxed well, but he lost the match in a twelve-round decision. 8. Tony’s co-workers at the post office sometimes made some good-natured jokes. 9. Because of his two interests, they called him “The Punching Postman.” 10. However, his co-workers also shared great respect for Tony. 11. They agreed that he was a dedicated postal worker who never let his job suffer because of his boxing talent. 12. Before a boxing match, Tony spent many hours training. 13. He sometimes missed work after a match, though. 14. Usually, instead of resting, Tony delivered the mail the very next morning! 15. His co-workers supported Tony, whether he became the super-middleweight champion of the world or not. EXERCISE 12 Describing an Amusem*nt Park You have been employed by a large entertainment company to plan a new amusem*nt park. On your own paper, draw a diagram of the park. Show what rides, forms of entertainment, restaurants, and other attractions might be found there. Then, also on your own paper, write fifteen sentences describing the park. Use at least ten prepositions in your sentences, and include at least three compound prepositions. Underline the prepositions you use. EX. 1. Inside the park next to a Stone Age man, stands a giant statue of a prehistoric mammoth.
© Houghton Mifflin Harcourt Publishing Company Module 1 15 MODULE 1: PARTS OF SPEECH CONJUNCTIONS AND INTERJECTIONS 1k A conjunction is a word used to join words or groups of words. (1) Coordinating conjunctions join words or groups of words used in the same way. Coordinating Conjunctions and but for nor or so yet EXAMPLES The workshop has a bench saw and a sander in one corner. Advance ticket sales were slow, but many people showed up at the door. (2) Correlative conjunctions are used in pairs to join words or groups of words used in the same way. Correlative Conjunctions both … and neither … nor whether … or either … or not only … but (also) EXAMPLES Both moose and caribou live in the north country. The comedian’s routine was not only funny but also appropriate to the occasion. (3) A subordinating conjunction begins a subordinate clause and connects it to an independent clause. Commonly Used Subordinating Conjunctions after because since when although before so that whenever as even though than where as if how that wherever as much as if though whether as though in order that unless while as well as provided until why EXAMPLES Did Otto decide whether he would take that class? We should take a taxi since the bus is late.
© Houghton Mifflin Harcourt Publishing Company Module 1 16 1l An interjection is a word that expresses emotion. It has no grammatical relation to other words in the sentence. An interjection is set off from the rest of the sentence by an exclamation point or a comma. EXAMPLES Hey! Watch out for that truck! No, there aren’t many stars out tonight. EXERCISE 13 Identifying and Classifying Conjunctions Underline the conjunctions in the sentences below. In the space above each conjunction, write coor. for coordinating conjunction, corr. for correlative conjunction, or sub. for subordinating conjunction. coor. EX. 1. Lee Seong Chul was a great spiritual leader, and he inspired many people. 1. Until Uncle Jeff bought the farm, he lived in the city. 2. Some students will finish the story before the class is over. 3. When Stephanie was born, the whole family sent flowers. 4. Horses, donkeys, and ponies ran freely in the pasture. 5. Mexico is a country of both ancient, abandoned cities and new, busy centers. 6. The people of River Junction, where I grew up, always looked out for all the young people. 7. Dad sang the song and made up the words. 8. Not only giant pandas but also red pandas live in bamboo forests in the mountains of Asia. 9. Gina said her essay was too long, yet we all agreed that it was wonderful. 10. Legend has it that the emperor Nero played the fiddle while the city of Rome burned.
© Houghton Mifflin Harcourt Publishing Company Module 1 17 EXERCISE 14 Using Interjections On your own paper, write a sentence using each of the interjections below. EX. 1. hey 1. Hey! Haven’t I seen you on television? 1. ouch 2. help 3. well 4. yes 5. oh 6. wow 7. why 8. whew 9. ah 10. ugh
© Houghton Mifflin Harcourt Publishing Company Module 1 18 MODULE 1: PARTS OF SPEECH DETERMINING PARTS OF SPEECH 1m The part of speech of a word is determined by the way the word is used in a sentence. EXAMPLES Menino will win the election. You can bank on it. [Bank is used as a verb.] Deposit your paycheck in the bank. [Bank is used as a noun.] EXERCISE 15 Classifying the Parts of Speech Above each italicized word in the paragraph below, write the word’s part of speech. Write n. for noun, pron. for pronoun, v. for verb, adj. for adjective, adv. for adverb, prep. for preposition, conj. for conjunction, or intj. for interjection. adj EX. [1] Gina heard a loud crash. [1] Gina ran to the open window. [2] Outside, the wind was howling and shaking the shutters of her old house. [3] At first, she couldn’t see what had caused the crash that she had heard. [4] “I’d better go outside and have a look.” [5] A large, knotted oak tree, planted by her grandfather many years ago, had fallen to the ground. [6] “No! It’s just horrible, you beautiful old tree,” she said. [7] After the storm, Gina helped her grandfather saw the branches and trunk of the tree into firewood. [8] As he worked, he said, “That was a great tree, almost like a dear friend, and I’ll surely miss it.” [9] For the rest of the fall and the cold winter months that followed, the yard seemed empty and sad without the oak tree. [10] Although neither of them spoke about it, the loss of their “old friend” saddened Gina and her grandfather. [11] Then, one spring morning, Gina saw a brand-new oak tree, which had sprouted from a buried acorn. [12] Gina rushed into the house and gave a shout to her grandfather. [13] When her grandfather saw the tiny seedling, he said, “Let’s water it well and put a little fence around it to
© Houghton Mifflin Harcourt Publishing Company Module 1 19 keep it safe.” [14] Both of them knew that oak trees take years and years to grow into big trees. [15] But that didn’t matter, for the seedling seemed like a gift from the old tree.
© Houghton Mifflin Harcourt Publishing Company Module 1 20 MODULE 1: PARTS OF SPEECH REVIEW EXERCISE 2 A. Identifying Parts of Speech In the paragraph below, identify the part of speech of each italicized word. Write n. for noun, pron. for pronoun, v. for verb, adj. for adjective, adv. for adverb, prep. for preposition, conj. for conjunction, or intj. for interjection. v. prep. EX. [1] If pets crowd your home, take a lesson from Sandee Chreiman. [1] This Pennsylvania woman cares for forty-three animals in her home. [2] She doesn’t find all those animals a bother. In fact, she thinks of them as a big, happy family. [3] Yes, some of them sometimes get into mischief. [4] Some, like the twelve cats and the five dogs, may occasionally jump on the furniture. [5] Others, such as the twenty-four ferrets, steal little items found around the house and hide them under Sandee’s dresser. [6] Her pet bird watches all this activity from a perch overhead, while her pet rat sits quietly, munching on raisins. [7] All of Sandee’s pets are special to her, but perhaps the ferrets are the most special. [8] Sandee has rescued many pet ferrets from animal shelters. [9] Too many people buy ferrets as pets and then decide that they don’t want the animals. [10] Although ferrets are timid animals, when they are frightened, they may bite. [11] That is usually when the pet owner takes the ferret to a shelter. [12] Sandee rarely gets bitten by her friendly ferrets, for she understands that they need gentle care. [13] At Sandee’s house, that care involves big, airy cages in an upstairs bedroom. [14] Because the ferrets enjoy running and playing, Sandee often opens the cages and lets the ferrets run through the house. [15] The ferrets have many friends among the five dogs, who often let the ferrets ride around the house on their backs.
© Houghton Mifflin Harcourt Publishing Company Module 1 21 B. Describing Your Personal Flag A nation’s flag often has special symbols on it that tell about the nation and about the beliefs of its people. Design a flag for yourself that has four sections. The flag should tell about you. On your own paper, write a short paragraph of at least ten sentences describing your personal flag. Use and label each of the eight parts of speech at least once. n. conj. EX. The top two sections of my personal flag represent my personality and my dreams. One part has a red rose in it; the other has a beautiful bird.
© Houghton Mifflin Harcourt Publishing Company Module 1 22 MODULE 1: PARTS OF SPEECH MODULE REVIEW A. Identifying Nouns, Pronouns, and Adjectives in Sentences Classify each italicized word in the sentences below by writing n. for noun, pron. for pronoun, or adj. for adjective above the word. For each adjective, circle the word it modifies. n. adj. adj. n. EX. 1. Garrett Augustus Morgan invented many valuable tools. 1. His mother, Elizabeth Reed Morgan, was a former slave with African and Native American ancestry. 2. He sold his first invention, a tool to tighten belts on sewing machines, for fifty dollars. 3. Morgan invented a fireproof hood; attached to it was a small tank carrying fresh air. 4. This hood eventually became the gas mask, which Morgan patented in 1914. 5. Another invention that made Morgan famous was the automatic traffic light. B. Determining the Parts of Speech of Words In the following paragraph, identify the part of speech of each italicized word or expression. On the line before each sentence, write n. for noun, adj. for adjective, pron. for pronoun, v. for verb, adv. for adverb, prep. for preposition, conj. for conjunction, or intj. for interjection. EX. [1] prep. Wherever I go, I buy a postcard for my album. [1] __________ Last year, I went to Chicago to visit my cousin Sheila. [2] __________ I bought a card that had a picture of the Art Institute on it. [3] __________ Outside the museum’s main entrance are two gigantic statues. [4] __________ Each one is a lion. [5] __________ They guard the museum like silent, powerful friends. [6] __________ According to the card, the lions were created
© Houghton Mifflin Harcourt Publishing Company Module 1 23 by an American sculptor named Edward Kemeys. [7] __________ Since that trip, I have collected other postcards with statues and monuments on them. [8] __________ My favorite grandfather sent me a postcard from Paris. [9] __________ Because he knew of my interest in monuments, his card pictured the Arc de Triomphe. [10] __________ I’ve never before seen a monument in such a busy place. [11] __________ Wow! The card says that twelve major avenues meet in the circle surrounding the arch. [12] __________ My grandfather’s note said that all those roads can create a traffic nightmare. [13] __________ The monument celebrates the courage of the soldiers of Napoleon, a historic leader of France. [14] __________ Along the monument’s outside walls are a group of statues by the French sculptor François Rude. [15] __________ A flame that will burn forever has been installed beneath the arch to honor France’s Unknown Soldier. C. Writing Sentences with Words Used as Specific Parts of Speech On your own paper, write fifteen sentences according to the guidelines below. Underline the part of speech that has been asked for in each sentence. EX. 1. Use down as a preposition. 1. The river flows down the hill. 1. Use some as an adjective. 2. Use so as an adverb. 3. Use touch as a noun. 4. Use where as an interrogative pronoun. 5. Use where as a subordinating conjunction. 6. Use by as a preposition. 7. Use outside as an adverb. 8. Use because of as a compound preposition. 9. Use either … or as a correlative conjunction. 10. Use oh as an interjection. 11. Use taste as a linking verb. 12. Use might as a helping verb. 13. Use cover as a verb. 14. Use cover as a noun. 15. Use but as a coordinating conjunction.
© Houghton Mifflin Harcourt Publishing Company Module 2 24 MODULE 2: THE SENTENCE SUBJECTS AND PREDICATES 2a A sentence consists of two parts: a subject and a predicate. A subject tells whom or what the sentence is about. A predicate tells something about the subject. PRED. s. PRED. EXAMPLES When do | autumn leaves | fall from the branches of the trees? In this example, the words labeled subject make up the complete subject. The words labeled predicate make up the complete predicate. Notice that parts of the complete predicate can come before and after the subject. 2b A simple subject is the main word or group of words in the complete subject that tells whom or what the sentence is about. S. EXAMPLES Who was the research scientist on this project? s. Decorating the float, the students kept warm with mittens and mugs of hot tea. NOTE In this book, the term subject refers to the simple subject unless otherwise indicated. 2c A simple predicate is a verb or verb phrase in the complete predicate that tells something about the subject. PRED. EXAMPLES Alfredo wrote clearly and eloquently. PRED. PRED. Did Julia ever find the concert tickets? NOTE In this book, the term verb refers to the simple predicate (a one-word verb or a verb phrase) unless otherwise indicated. EXERCISE 1 Identifying Complete Subjects and Simple Subjects in Sentences In each of the following sentences, underline the complete subject once and the simple subject twice. EX. 1. The old sleigh provided the only transportation during the blizzard.
© Houghton Mifflin Harcourt Publishing Company Module 2 25 1. The energetic kitten unraveled the ball of yarn. 2. My lab partner completed the science project on time. 3. Each member brought a list of suggestions to the meeting. 4. The orange chrysanthemums brightened Mr. Hwang’s autumn garden. 5. Fresh dandelion greens are tasty in a salad. 6. Mrs. Wharton hoped for a better view of the purple martin. 7. At the track meet, Derek, along with Kate and Gloria, broke several records. 8. After ripping up the carpet, Donna refinished the wooden floors. 9. Piles of red and gold leaves covered the lawn, the driveway, and the front porch steps. 10. Dusty bookcases lined the walls of the abandoned house. EXERCISE 2 Identifying Complete Predicates and Verbs in Sentences In each sentence below, underline the complete predicate once and the verb twice. Be sure to include all parts of a verb phrase. EX. 1. Today we will clean the entire apartment. 1. Yesterday we were walking by the new museum. 2. Angela bought large bags of birdseed at the supermarket. 3. On Saturday George took fresh bread to his neighbors. 4. We will make a quilt from those colorful scraps of fabric. 5. I am learning about everyday life in Israel. 6. Julian saw frogs and fish in the pond behind Robin’s house. 7. Nell wanted answers immediately. 8. I have requested dozens of my favorite songs. 9. I gave Josephine fresh corn, tomatoes, and lettuce. 10. Jerry and I will baby-sit this weekend. 11. Into the compost pile Kim dumped the vegetable scraps. 12. Did Randy go outdoors to help his father? 13. Katy volunteered at the library. 14. All the seedlings grew into huge vines with plump pumpkins. 15. Each of the visitors remarked on the interesting new exhibit at the Museum of Modern Art.
© Houghton Mifflin Harcourt Publishing Company Module 2 26 MODULE 2: THE SENTENCE COMPOUND SUBJECTS AND COMPOUND VERBS 2d A compound subject consists of two or more subjects that are joined by a conjunction and have the same verb. COMP. S. V. EXAMPLES The luggage and its contents | were damaged in the storm. COMP. S. V. Jamal, Terry, and Wanda | raced to the finish line. 2e A compound verb consists of two or more verbs or verb phrases that are joined by a conjunction and have the same subject. S. COMP. V. EXAMPLES For enjoyment Vince | reads or plays basketball. S. COMP. V. COMP. V. Will | you | go to the party with us or stay at home? EXERCISE 3 Identifying Compound Subjects and Compound Verbs In each of the sentences below, underline the subject once and the verb twice. Include all parts of a compound subject or a compound verb and all words in a verb phrase. EX. 1. Leon and Cesar butter and toast their bread for breakfast. 1. As early as 2600 B.C., the Egyptians baked and toasted bread. 2. Toasting or roasting can remove mold and moisture from the bread. 3. In the eighteenth century, people in Great Britain and people in North America called two connected forks a toaster. 4. The fork toaster sandwiched the bread and toasted it over a fire. 5. Tin and wire formed a cage-shaped toaster in the nineteenth century. 6. This toaster held four slices of bread and sat over a coal stove. 7. At the turn of the century, with the invention of electric toasters, toast could finally be made and enjoyed without lighting a stove. 8. Toasters quickly became popular and were installed in kitchens and even in bedrooms. 9. In 1919, a mechanic invented the pop-up toaster and filed for a patent. 10. Springs and a timer were built into the new, automatic toaster.
© Houghton Mifflin Harcourt Publishing Company Module 2 27 EXERCISE 4 Using Compound Subjects and Compound Verbs to Combine Sentences Combine each of the following groups of two or three short sentences into one longer sentence by using compound subjects or compound verbs. Write each new sentence on the line provided. EX. 1. In the evening, Emily called to remind me about band practice. Jason called to remind me about band practice, too. In the evening, both Emily and Jason called to remind me about band practice. 1. The house painters scraped the wood-framed house. They also primed the house. Finally, they painted the house. __________________________________________________________________ 2. This summer, Mr. Ruffolo traveled by train to Canada. Mrs. Ruffolo rode the train to Canada, too. __________________________________________________________________ 3. After cleaning the garage, Lucas played basketball. Then he ate dinner. Finally, Lucas studied for his exam. __________________________________________________________________ 4. Grilled swordfish is especially tasty. Grilled salmon is tasty, too. __________________________________________________________________ 5. Mosi enjoys a game of chess. Eric and Julio enjoy playing chess, too. __________________________________________________________________ 6. After school yesterday, Nina met Felicia at the health food store. Rosa was also at the health food store. __________________________________________________________________ 7. Yesterday morning, Frank jogged two miles. Next, he ate breakfast. Then he showered and dressed for school. __________________________________________________________________ 8. Amanda wrote her first short story. She showed it to her friend Reese. __________________________________________________________________ 9. After skiing, Pearl removed her hat and gloves. She took off her boots. Then she warmed her feet by the fireplace. __________________________________________________________________ 10. After the art history lecture, Cora went to the library. Ben went to the library. __________________________________________________________________
© Houghton Mifflin Harcourt Publishing Company Module 2 28 MODULE 2: THE SENTENCE FINDING THE SUBJECT OF A SENTENCE 2f To find the subject of a sentence, ask Who? or What? before the verb. EXAMPLES The team of doctors worked hard to save the patient. [Who worked? Team worked.] Across the finish line jumped the winning frog. [What jumped? The frog jumped.] (1) The subject of a sentence expressing a command or a request is always understood to be you, although you may not appear in the sentence. EXAMPLES Eat a balanced meal for good health. [Who is being told to eat? You eat.] Please read me the directions again, Kim. [Who is being asked to read? You read.] (2) The subject of a sentence never appears in a prepositional phrase. EXAMPLES A flock of birds flew above the tall pine trees. [What flew? A flock flew. Birds is the object of the preposition of.] A group of friends gathered near the doorway. [Who gathered? Group gathered. Friends is the object of the preposition of.] (3) The subject of a sentence expressing a question usually follows the verb or a part of the verb phrase. EXAMPLES Is the cat sleeping on top of the desk? [What is sleeping on top of the desk? The cat is.] When was Carolyn elected president of the student council? [Who was elected? Carolyn was elected.] Were your friends early? [Who was early? Friends were.] (4) The word there or here is never the subject of a sentence. In the following examples, the words there and here are used as adverbs telling where. EXAMPLES There are the four suitcases we want to take. [What is there? The suitcases are there.] Here is your new video game. [What is here? The game is here.] In the following example, the word there is used as an expletive—a word that fills out the structure of a sentence but does not add to the meaning. EXAMPLE There are two reasons for the delay of the game. [What are? Reasons are.]
© Houghton Mifflin Harcourt Publishing Company Module 2 29 EXERCISE 5 Identifying Subjects and Verbs In each of the sentences below, underline the subject once and the verb twice. Include all parts of a compound subject or a compound verb and all words in a verb phrase. EX. 1. At an early age, Pablo Picasso showed unusual artistic talent. 1. The son of an art teacher, Picasso was born in Spain in 1881. 2. At the age of twenty, he traveled to Paris for the first time. 3. Picasso’s early paintings show the influence of other painters and his mastery of traditional techniques. 4. Despite the early-twentieth century popularity of Fauvism, Picasso followed his own path and questioned standard art forms. 5. Picasso and Georges Braque rejected the formal use of shapes and tried to show three dimensions in their paintings. 6. Together, the two painters developed Analytical Cubism. 7. Throughout their experiments with form, both common and unusual colors appeared in their artwork. 8. Picasso often placed various objects in his paintings. 9. His collages sometimes included newspaper, string, or wire. 10. In 1917, Picasso’s interest in Classicism and his later connection with the Surrealists led to more analytical works. 11. His series of paintings and drawings with unusual figures of dancers started emerging from his studio in 1923 and developed over the next ten years. 12. In the 1930s, bull-fighting subjects appeared in Picasso’s paintings. 13. His most important work during that time is the large mural Guernica. 14. Painted in 1937, Guernica is nearly twenty-six feet long and expresses Picasso’s personal response to the Spanish Civil War. 15. Frightening images remained part of Picasso’s work through World War II.
© Houghton Mifflin Harcourt Publishing Company Module 2 30 MODULE 2: THE SENTENCE DIRECT OBJECTS AND INDIRECT OBJECTS 2g A complement is a word or a group of words that completes the meaning of a verb. INCOMPLETE Jose Rodríguez threw COMPLETE Jose Rodríguez threw the ball. Generally, a sentence includes at least one complement. However, some sentences contain only a subject and a verb. S. V. V. EXAMPLES Knute sang. Run! [The subject you is understood.] Direct objects and indirect objects are two kinds of complements. 2h A direct object is a word or group of words that receives the action of a verb or shows the result of the action. A direct object tells whom or what after a transitive verb. EXAMPLES Angelina met Susan and me at the library. [Met whom? Susan and me.] Ms. Campbell recited the poem from memory. [Recited what? Poem.] NOTE For emphasis, a direct object may come before a subject and a verb. EXAMPLE What an excellent safety record the driver holds! [Holds what? Record.] 2i An indirect object is a word or group of words that comes between a transitive verb and a direct object and tells to whom or to what, or for whom or for what, the action of the verb is done. EXAMPLES Mr. Jacobs showed our class slides of Albert Pinkham Ryder’s paintings. [Showed to whom? Class.] Pedro gave the shelter his extra wool sweaters and pants. [Gave to what? Shelter.] NOTE Do not confuse an adverb for a complement. Also, do not mistake a word in a prepositional phrase for a complement. EXAMPLES Janet plays well. [The adverb well tells how Janet plays.] Janet plays with the band. [The noun band is the object of the preposition with.]
© Houghton Mifflin Harcourt Publishing Company Module 2 31 EXERCISE 6 Identifying Direct and Indirect Objects Underline the direct objects once and indirect objects twice in each of the sentences below. [Note: Not every sentence has an indirect object.] EX. 1. Jared fed his baby brother a bottle of milk. 1. The department gave Constance a surprise retirement party. 2. Lorenzo collected aluminum cans and plastic bottles for recycling. 3. Mrs. Duffy fed her roses the new plant food. 4. The engineer showed David and Mateo the design for the water system. 5. What a dramatic role the actor played! 6. The judge gave her a lenient sentence. 7. Sam demonstrated the new machinery to the production staff. 8. Aunt Sarah brought my sister and me a gift from her trip. 9. Melvin showed Ruben and Sally his notes on the political debate. 10. Brandon served the guests fresh sea bass and a salad. 11. Ramon and Maya built a front porch for their mother’s house. 12. The architect showed the principal the plans for the school’s new gym. 13. Emily’s brilliant news articles won the magazine many awards. 14. The stranger gave us directions to the nearest museum. 15. Mr. Chan showed the students a slide show about early computers. EXERCISE 7 Writing Direct Objects and Indirect Objects On your own paper, finish the sentences below according to the guidelines. In your sentences, underline the direct objects once and the indirect objects twice. EX. 1. Vera told __________. (Add a direct and an indirect object.) 1. Vera told me a secret about the new recreation center. 1. Please give _______________. (Add a direct and an indirect object.) 2. Stan read _______________. (Add a direct and an indirect object.) 3. Do you know _______________? (Add a compound direct object.) 4. Cassie suggested _______________. (Add a direct object.) 5. She promised _______________. (Add a direct and an indirect object.) 6. Tito wrote _______________. (Add a direct and an indirect object.) 7. I understand _______________. (Add a direct object.) 8. Ho handed _______________. (Add a direct and an indirect object.) 9. Joel interviewed _______________. (Add a direct object.) 10. We showed _______________. (Add a direct and an indirect object.)
© Houghton Mifflin Harcourt Publishing Company Module 2 32 MODULE 2: THE SENTENCE OBJECTIVE COMPLEMENTS 2j An objective complement is a word or group of words that helps complete the meaning of a transitive verb by identifying or modifying the direct object. An objective complement may be a noun or an adjective. The complement may also be compound. EXAMPLES Eli and Joy named their son Kai. Tony painted the fence green and white. Only a few verbs take an objective complement: consider, make, and verbs that can be replaced by consider or make, such as appoint, call, choose, elect, name, cut, paint, and sweep. EXERCISE 8 Identifying Objective Complements Underline the objective complement in each of the sentences below. EX. 1. The contestants considered the questions difficult. 1. The judge found the jury’s decision surprising. 2. The students elected Veronica treasurer. 3. They named the new restaurant Pasta Pasta. 4. Ben painted the kitchen walls blue. 5. Nina made the shower invitations pink and silver. 6. Herb swept the sidewalk clean. 7. The neighborhood appointed Kim chairperson of the block party. 8. Many student volunteers made the dance a success. 9. Lena named her two dogs Holly and Chester. 10. The salesperson called the hand cream miraculous. 11. Tomás cut the puzzle pieces smaller. 12. The summer rains made the islands green and lush. 13. Everyone thinks him reliable. 14. Jiro thought the exam simple. 15. Katherine dyed the wool purple.
© Houghton Mifflin Harcourt Publishing Company Module 2 33 MODULE 2: THE SENTENCE REVIEW EXERCISE A. Identifying Complete Subjects and Verbs For each sentence below, put brackets around the complete subject. Then underline the simple subject once and the verb twice. Be sure to include all parts of a compound subject or a compound verb. EX. 1. [Antonia and Maria] visited their friends over summer break. 1. My friends Sylvia, Anna, and Felicia live in California. 2. The bus ride lasted many hours and exhausted Antonia and Maria. 3. The bus driver and the passengers stopped for meals in small towns. 4. Antonia and Maria had seats near the driver. 5. Arriving in San Franciso, Antonia and Maria saw their friends’ waving hands and smiling faces. B. Identifying Direct Objects, Indirect Objects, and Objective Complements Identify the italicized complement in each of the following sentences. On the line before each sentence, write d.o. for direct object, i.o. for indirect object, or obj. c. for objective complement. EX. d.o. 1. Mesopotamians invented the umbrella 3,400 years ago. _______ 1. Early umbrellas protected Mesopotamians from the desert sun. _______ 2. Even today, ancient traditions decide the use of the umbrella. _______ 3. In many African societies, umbrella bearers protect chiefs from the sun. _______ 4. The ancient Egyptians considered the umbrella religious and heavenly. _______ 5. As a high honor, a leader might offer someone the umbrella. _______ 6. Whether made of palm leaves, feathers, or stretched papyrus, the Egyptian umbrella and its shade symbolized royal protection. _______ 7. The Greeks and Romans borrowed the idea of the umbrella from the Egyptians. ________8. Greek women considered the white parasol a status symbol. _______ 9. In the first century A.D., a Roman emperor gave women the right to protect themselves from the rain with umbrellas. 10. Roman women gave their paper umbrellas a coating of oil.
© Houghton Mifflin Harcourt Publishing Company Module 2 34 MODULE 2: THE SENTENCE SUBJECT COMPLEMENTS A subject complement is a word or word group that completes the meaning of a linking verb and identifies or modifies the subject. 2k A predicate nominative is the word or group of words that follows a linking verb and refers to the same person or thing as the subject of the verb. EXAMPLES Mary Cassatt was a famous impressionist painter. [The noun painter refers to the subject Mary Cassatt.] Mrs. Fitzgerald was one of the school board candidates. [The pronoun one refers to the subject Mrs. Fitzgerald.] 2l A predicate adjective is an adjective that follows a linking verb and modifies the subject of the verb. EXAMPLES The autumn sky is blustery. [The adjective blustery modifies the subject sky.] All of the contestants looked nervous but excited. [The adjectives nervous and excited modify the subject All.] NOTE A predicate nominative or a predicate adjective may be compound. EXAMPLES The winners are Adela and Luis. [compound predicate nominative] Our weather was cold, rainy, and windy. [compound predicate adjective] EXERCISE 9 Identifying Linking Verbs and Subject Complements In each of the following sentences, underline the subject complement once and the linking verb twice. On the line before the sentence, identify the complement by writing p.n. for predicate nominative or p.a. for predicate adjective. EX. p.a. 1. Last night the honking geese sounded lonely. _______ 1. Usually, autumn nights are quiet and calm. _______ 2. From my bedroom window, the trees look bent and craggy. _______ 3. In my backyard, the tree with the thick, black trunk is an oak. _______ 4. Of all the trees in our yard, the oak is the oldest one. _______ 5. Now all of the trees are bare. _______ 6. What a wonderful season autumn is!
© Houghton Mifflin Harcourt Publishing Company Module 2 35 _______ 7. The days grow shorter. _______ 8. Cool temperatures and brisk winds feel refreshing. _______ 9. An autumn moon can be golden and bright. ______ 10. Of the four seasons, autumn appears the most colorful time to me. ______ 11. Neighbors are busy with preparations for the cold weather. ______ 12. Mulching trees and bushes is a necessary chore before the arrival of winter. ______ 13. The bush with the bronze, drooping blossom heads is a hydrangea. ______ 14. The hydrangea flowers remain bronze all through the winter. ______ 15. Those striking flowers with the yellow petals and black centers are blackeyed Susans. ______ 16. Both black-eyed Susans and bee balm are good sources of seeds for birds in winter. ______ 17. Bee balm smells spicy. ______ 18. After a frost, bee balm leaves become gray and brown. ______ 19. In autumn, almost all of the flowers look scraggly and worn. ______ 20. The season of renewal is spring. EXERCISE 10 Writing Subject Complements Complete each of the sentences below with the type of subject complement requested in parentheses. Write your answers on the lines provided. EX. 1. The runners in the park are (predicate adjective) energetic . 1. My cousin Tita is (predicate nominative) ________________________________ . 2. The trees are (predicate adjective) _____________________________________ . 3. The winners of the music scholarships are (compound predicate nominative) _________________________________________________________________ . 4. All of the candidates look (compound predicate adjective) ___________________ _________________________________________________________________ . 5. The owner of the new home on Sierra Street is (predicate nominative) __________________________________________________________________.
© Houghton Mifflin Harcourt Publishing Company Module 2 36 MODULE 2: THE SENTENCE CLASSIFICATION OF SENTENCES Sentences may be classified according to purpose. 2m A declarative sentence makes a statement. It is followed by a period. EXAMPLES George Washington was the first president of the United States. The front tires on the car are flat, and I will have to fix them. 2n An interrogative sentence asks a question. It is followed by a question mark. EXAMPLES Have you ever traveled to Colorado? Do you like stir-fry made with vegetables and tofu? 2o An imperative sentence makes a request or gives a command. It is usually followed by a period. A very strong command, however, is followed by an exclamation point. EXAMPLES Please give me the date of my dentist appointment. Stop running! 2p An exclamatory sentence expresses strong feeling or shows excitement. It is followed by an exclamation point. EXAMPLES What a motivating speech she gave! Oh, you were hired for the job! EXERCISE 11 Classifying the Four Kinds of Sentences Classify each of the following sentences. On the line before each sentence, write dec. for declarative, inter. for interrogative, imp. for imperative, or excl. for exclamatory. Then add the appropriate end mark to each sentence. EX. imp. 1. Please lend me your copy of As You Like It. _______ 1. Have you finished your writing assignment _______ 2. Call the paramedics—now _______ 3. Fruits and vegetables are good for you, and you should eat two to four servings of each daily _______ 4. Is Boston the capital of Massachusetts _______ 5. What is your favorite movie
© Houghton Mifflin Harcourt Publishing Company Module 2 37 _______ 6. What an inspired leader she is _______ 7. I’ve heard that downhill skiing can be an exciting and exhilarating sport, but it looks dangerous to me _______ 8. Which do you enjoy more, Chinese food or Italian food _______ 9. Please call Phoebe after school ______ 10. Mr. DeSoto told me that repairing plaster walls can be difficult and timeconsuming work ______ 11. Help me ______ 12. Have you ever traveled to Spain ______ 13. Kim and Alex are the best artists in our class, but Ernesto has the most original ideas ______ 14. What an amazing performance that was ______ 15. Write your answers on a separate piece of paper ______ 16. Oh, no, you’ve ruined the experiment ______ 17. When did you publish your first story ______ 18. Dogs can be loyal companions; however, they do require a good deal of care and attention ______ 19. What did you eat for breakfast ______ 20. Poor thing, you look absolutely exhausted ______ 21. My friends will be arriving soon ______ 22. How long is that scarf ______ 23. Stop the show ______ 24. Please give Jeremy the message as soon as he gets home from work ______ 25. Oh, I’m late EXERCISE 12 Writing Sentences On your own paper, write ten sentences using each of the four types of sentences at least once. After each sentence, write dec. for declarative, inter. for interrogative, imp. for imperative, or excl. for exclamatory. Be sure to add the appropriate end mark to each sentence. EX. 1. Do you know the answer? (inter.)
© Houghton Mifflin Harcourt Publishing Company Module 2 38 MODULE 2: THE SENTENCE MODULE REVIEW A. Identifying Subjects, Verbs, and Complements On the line before each sentence below, identify the underlined word or word group by writing s. for subject, v. for verb, or c. for complement. Classify each complement by writing d.o. for direct object, i.o. for indirect object, obj. c. for objective complement, p.n. for predicate nominative, or p.a. for predicate adjective. EX. c. (p.n.) 1. The Marx Brothers were popular comedians on the stage, the screen, and the radio. ___________ 1. Famous for their inventive humor, the Marx Brothers made film versions of their stage comedies in the late 1920s. ___________ 2. Duck Soup, Animal Crackers, and A Night at the Opera are their best-known pictures. ___________ 3. Groucho Marx was a master of the wisecrack. ___________ 4. In his unpredictable style, Groucho often strode with bent knees across the stage floor. ___________ 5. In contrast to Groucho’s busy actions, Harpo Marx calmly played music on the harp. ___________ 6. A third brother, Chico Marx, played the piano and even smashed it on one occasion. ___________ 7. All five of the original Marx brothers were successful, but Gummo Marx left the act. ___________ 8. During World War II, Chico became a band leader, and Zeppo was a theatrical agent. ___________ 9. Groucho Marx brought his fans much entertainment as the television quizmaster on You Bet Your Life. __________ 10. Many years have passed since Julius Henry Marx named his memorable character Groucho. B. Classifying Sentences Identify each of the following sentences. On the line before each sentence, write dec. for declarative, inter. for interrogative, imp. for imperative, or excl. for exclamatory. Then add the appropriate end mark to each sentence. EX. dec. 1. The raspberry bushes produced many berries this year _______ 1. Please open the door for me _______ 2. Why wasn’t Marlene in school today
© Houghton Mifflin Harcourt Publishing Company Module 2 39 _______ 3. Tamisha wants to be a photographer _______ 4. What an important scientific breakthrough this is _______ 5. We cleaned the house before leaving for the movie _______ 6. Visit the seashore’s fine seafood restaurants and miles of beaches _______ 7. Are you registering for the photography workshop _______ 8. What a wonderful birthday _______ 9. Is there a job opening for a cashier on weekends ______ 10. The extended forecast calls for a chance of snow flurries on Wednesday C. Writing Sentences On your own paper, write one sentence according to each of the guidelines below. In your sentences, underline the words that indicate the italicized sentence parts. Also, use a variety of subjects, verbs, and complements in your sentences. EX. 1. an interrogatory sentence with a compound indirect object 1. Did you bring Harry and Cora their new books? 1. a declarative sentence with a compound subject 2. an exclamatory sentence with a direct object 3. a declarative sentence with a predicate nominative 4. an interrogative sentence with a compound predicate adjective 5. an imperative sentence with an indirect object 6. an interrogative sentence with a compound verb 7. a declarative sentence with a direct object 8. an exclamatory sentence with an indirect object 9. an interrogative sentence with a predicate nominative 10. an imperative sentence with a compound direct object 11. an exclamatory sentence with a predicate adjective 12. a declarative sentence with an indirect object and a direct object 13. an imperative sentence with a compound verb 14. an interrogative sentence with a compound direct object 15. a declarative sentence with a compound verb
© Houghton Mifflin Harcourt Publishing Company Module 3 40 MODULE 3: THE PHRASE PREPOSITIONAL PHRASES 3a A phrase is a group of related words that is used as a single part of speech and does not contain both a verb and its subject. 3b A prepositional phrase is a group of words consisting of a preposition, a noun or pronoun that serves as the object of the preposition, and any modifiers of that object. EXAMPLES The brick house with the green shutters is Jaime’s home. [The noun shutters is the object of the preposition with.] Behind it are a vegetable garden and raspberry bushes. [The pronoun it is the object of the preposition Behind.] An object of a preposition may be compound. EXAMPLE Near the garden and raspberry bushes, wasps are building a nest. [Both garden and bushes are objects of the preposition Near.] EXERCISE 1 Identifying Prepositional Phrases and Their Objects Find the prepositional phrase in each of the following sentences. Underline the preposition once and the object of the preposition twice. EX. [1] We drove through the park to see the ice skaters. [1] Ice skaters swirled across the frozen pond. [2] Above them shone a bright moon and starry sky. [3] Spectators watched from the park benches. [4] Everyone was bundled in bulky, woolen layers. [5] Occasionally, a spectator went into the warming house. [6] Only the skaters, with their glowing faces, seemed oblivious of the cold. [7] Inside the warming house, a young park employee named Salvadore tended a crackling fire and served hot cider. [8] Pairs of skates were lined up by the hearth. [9] Salvadore stoked the fire and from the window longingly watched the skaters. [10] He was eager to join the other skaters and glide across the ice in his new skates. [11] Under his breath, he muttered something. [12] A few more spectators came through the door of the warming house. [13] One of the spectators stood beside Salvadore. [14] He was a tall, elderly gentleman wearing a bright red scarf around his neck. [15]
© Houghton Mifflin Harcourt Publishing Company Module 3 41 “Young man, why aren’t you on the ice?” he asked Salvadore. [16] Salvadore explained that he was working but pointed to his skates underneath a bench. [17] After much discussion, Salvadore loaned the man his skates. [18] On the man’s feet, the skates gleamed. [19] Thanking Salvadore, the man bowed and skated swiftly across the pond. [20] Salvadore smiled as his new friend twirled in front of the spectators, the tail of his bright red scarf waving behind him. EXERCISE 2 Writing a Design Report Write a description of your dream house for an architect. Remember to include bathrooms and closets. On your own paper, write ten sentences about your house. Include at least ten prepositional phrases. Underline each prepositional phrase that you use. EX. 1. A large closet for coats is to the right.
© Houghton Mifflin Harcourt Publishing Company Module 3 42 MODULE 3: THE PHRASE ADJECTIVE PHRASES AND ADVERB PHRASES 3c An adjective phrase is a prepositional phrase that modifies a noun or a pronoun. An adjective phrase tells what kind or which one. An adjective phrase always follows the word it modifies. EXAMPLES A glass of iced tea is refreshing. [The phrase modifies the noun glass, telling what kind.] Her eyes looked like those of her mother. [The phrase modifies the pronoun those, telling which ones.] The treasure at the edge of the old graveyard was never found. [The phrase at the edge modifies the noun treasure. Edge is the object of the preposition at. The phrase of the old graveyard modifies edge.] 3d An adverb phrase is a prepositional phrase that modifies a verb, an adjective, or an adverb. An adverb phrase tells how, when, where, why, or to what extent. EXAMPLES The helicopter hovered over the landing pad. [The phrase modifies the verb hovered, telling where.] Her clothing was black with soot and mud. [The phrase modifies the adjective black, telling how.] We painted the house completely except for the window trim. [The phrase modifies the adverb completely, telling to what extent.] An adverb phrase, unlike an adjective phrase, can precede the word it modifies. EXAMPLE During his friend’s stay, Mr. Bruce slept on the floor in a sleeping bag. [Each phrase modifies the verb slept. During his friend’s stay tells when; on the floor tells where; and in a sleeping bag tells how.] More than one prepositional phrase can modify the same word. EXAMPLE The picture of the author on the book jacket is quite flattering. [Each phrase modifies the noun picture. Both of the author and on the book jacket tell which one.]
