Grammar Proficiency Study Packet
What does this packet cover?
This study packet is designed for students who want to improve their scores on the NHC Grammar Proficiency Exam or to improve their grammar skills. These topics are covered:
Sentence Patterns (simple, compound, complex)
Sentence Structure (fragments, run-ons, comma splices)
Semicolons and Colons
Subject-Verb Agreement
Pronoun-Antecedent Agreement
Parallel Structure
Misplaced Modifiers
Shifts in Tense, Voice, Mood, Person and Number
Commas
Apostrophes
Quotation Marks
Question Marks
Capital Letters
Each topic begins with a short explanation followed by a practice exercise. Study the explanations first, and then do the exercises. You can check your work with the answer key in the Writing Center.
How can I get more help?
If you are enrolled in an English class, begin by asking your teacher how much grammar will be reviewed in class. Then, study your own textbook and take advantage of any class discussions on proofing and editing.
The NHC Writing Center offers more support: free tutors, handouts and answer keys, a practice version of the Grammar Proficiency Exam (hardcopy or on-line), and computer software. See a member of the Writing Center staff for help in finding the materials you need.
Tara Edwards
Writing Center Coordinator
281-618-5483
A fragment is a part of a sentence. It is merely a dependent clause: do not write is as though it were a complete sentence. Read through the following examples of sentence fragments:
A fragment's first word is usually a subordinate conjunction or a relative pronoun. When you spot one of these words at the beginning of a would-be sentence, you should double check to make sure the unit is properly joined to a main clause.
Subordinate Conjunctions
after, although, as, as if, as though, because, before, except, if, since, though, unless, until, when, whereas
Relative Pronouns
that, what, whatever, which, who, whoever, whom, whose
Note: an independent clause is a sentence: it can stand alone and make sense. A dependent clause is a fragment. It cannot stand alone and make sense.
Look over the subordinate conjunctions and relative pronouns for a few minutes, then take the test on the sentence fragment.
TEST
Put a check (Ö) in the left-hand column if the sentence is actually a fragment.
___ 1. If it is going to be used for projects such as public works or roads.
___ 2. Although this year I haven't had time to swim very often.
___ 3. We won the district championship.
___ 4. I love music.
___ 5. As he comes in each morning, glancing keenly about at the clerks in the outer office.
___ 6. Father took me to the zoo.
___ 7. Eventually losing himself in the business section of the city.
___ 8. When the driver lost control of the car.
___ 9. The lifeguard blew his whistle to call the man closer to shore. Because he was swimming alone in a restricted area.
___ 10. Four of us were in the taxi.
___ 11. While he dreamed of being a masterful ship's captain.
___ 12. There has been a lot of flu in town but we have escaped for which we are very thankful.
___ 13. Usually age, education, health, and working experience.
___ 14. The ability to understand and to speak a second language is worth cultivating or preserving.
___ 15. Members of the tour will enjoy overnight accommodation at the leading hotels and an occasional lodge or inn.
___ 16. With the barometer hitting an ominous 28.7 and storm warnings posted from the Bahamas to Cape Cod.
___ 17. Eugene O'Neill and Robert B. Sherwood.
___ 18. Thinking only of his sister, Tom running wildly through the turbulent night.
___ 19. The scene between Bess and the robber in the dark innyard with the creaking wicket gate.
___ 20. The story of research is the great story of men and women whose goal is always just over the horizon.
Correcting Run-ons and Comma Splices
Now that you know how to join ideas together with coordination conjunctions, here are two problems to avoid.
The air is filled with the sound of birds the grass is a beautiful shade of green.
The air is filled with the sound of birds, the grass is a beautiful shade of green.
3. Corrected
The air is filled with the sound of birds, and the grass is a beautiful shade of green.
Directions: Correct these run-ons and comma splices by using a coordinating conjunction and a comma.
Comma Splices
One sentence in each of the following group of four (4) sentences is grammatically incorrect.
Pick out the incorrect sentence and circle its letter.
1. A. The girl was not interested in taking a math course; she was only interested in history courses.
B. Eating is something we all must do, however, junk food can be harmful to our health.
C. The test was a difficult one but was only a small part of my grade.
D. Because the car is being fixed, I must find a ride to work each day.
2. A. While she wrote her research paper, Carol spent many hours in the library.
B. Tourists bring money and publicity to vacation resorts but inconsiderately scatter their trash along the roadsides and in the parks.
C. The corporation has been losing money; investors are worrying that their stock will fall in price.
D. Movies use too much bad language, however their plots usually keep the viewer entertained.
3. A. The boy is five years old, he rides his tricycle, climbs trees, and plays with his dog.
B. The drivers will, consequently, slow down when the road construction sign appears.
C. A restaurant usually contains a waiting area with benches, a bar with stools, and a smoking and non-smoking section of tables.
D. Credit is available without a finance charge; the store provides a three month contract plan consisting of equal payments.
B. The drivers will, however, slow their speed to a minimum limit as they approach the pedestrian zone.
C. Whenever the teacher's lecture was humorous, the entire class laughed loudly.
D. No one likes Jane; she always insults her acquaintances.
Semicolons and Colons
The Semicolon
Between two independent clauses
Use a semicolon between independent clauses not joined by and, but, or, not, for, so, yet.
We hiked to the top of the mountain; we looked out over a valley covered with wildflowers.
Use a semicolon with a conjunctive adverb when it is followed by an independent clause.
We stayed until late afternoon; then we made our way back to camp.
Use a semicolon to separate independent clauses that are long and complex or that have internal punctuation.
Central City, located near Denver, was once a mining town; but now it is noted for its summer opera program.
Between items in a series
Use semicolons in a series between items that have internal punctuation.
In his closet Bill kept a photograph album, which was empty; several tennis shoes, all with holes in them; and the radiator cap from his first car, which he sold in his first year in college.
Do not use a semicolon between elements that are not coordinate.
INCORRECT
After publishing The Day of the Jackal and several other popular novels; Frederick Forsyth wrote his most exciting book, The Devil's Alternative. (Use a comma, not a semicolon.)
The Colon
Use the colon before quotations, statements, and series that are introduced formally.
The geologist began his speech with a disturbing statement: "This country is short of rare metals."
Use a colon to introduce a formal series.
Bring the following items: food for a week, warm clothes, bedding, and a canteen.
Semicolons
Supply semicolons as needed in the following sentences.
Subject and Verb Agreement
--she and her friends are
When two singular subjects refer to the same person, a singular verb is required.
--My friend and cousin was responsible for my becoming a teacher.
--the book or the pen is
--the boy or his friends run
--his friends or the boy runs
--neither Larry nor his classmates were
If compound subjects are thought of as belonging together, a singular verb is used.
--ham and eggs
--horse and buggy
--gin and tonic
--he doesn't
--they don't
--one of the boxes is
--the people who listen to the music are
--the team captain, as well as his players, is
--the book, including all the chapters in the first section, is
--the woman with all the dogs walks
Relative pronouns usually refer to the nearest noun (not necessarily the subject of the sentence). Consequently, a relative pronoun is singular or plural according to the number of the word it refers to. This relationship determines the subject-verb agreement pattern.
Jones and Smith are like the fellow who (throws, throw) the baby out with the bath water.
Who refers to fellow, making who singular and requiring throws for correct pronoun-verb agreement.
--each one of these hot dogs is
--everybody knows
--either is
--The news is boring.
--Mathematics is my favorite subject.
--there are many questions
--there is a question
--The team runs.
--The jury has left the courtroom for its hotel.
--The committee decides.
--The family holds an annual reunion.
--My family have never been able to agree.
--Elaine as well as her sister belongs to the Girl Scouts.
Subject-Verb Agreement
Review: Subject-verb agreement requires the correct ending on the verb to match the singular or plural subject. Agreement is an issue only in the present tense, since all verbs in other tenses are exactly the same for singular or plural subjects (except was and were).
The Rule:
If a noun ends in s, it is plural, usually.
If a verb ends in s, it is singular.
Example: John (do, does) his work.
John is singular, so you need a singular verb. Does is singular because it ends in s.
Directions: Underline the subject in each of the following sentences and then circle the verb in parentheses that correctly completes the sentence.
Subject-Verb Agreement
Review: Subject-verb agreement requires the correct ending on the verb to match the singular or plural subject. Agreement is an issue only in the present tense, since all verbs in other tenses are exactly the same for singular or plural subjects (except was and were).
Subject-Verb Agreement
Directions: Choose the right word from the two given in parentheses.
Agreement of Pronoun and Antecedent
The antecedent of a pronoun is the word to which the pronoun refers. In the sentence "Marcie washed her hair," Marcie is the antecedent of the pronoun her. A pronoun always agrees with its antecedent in both number and gender. Thus in the sentence above, her, like Marcie, is both singular and feminine. A plural pronoun is used when the antecedent is plural: "The singers finished their performance." In regard to pronoun gender, the pronoun is masculine (he, his, him) when the antecedent is masculine, feminine when the antecedent is feminine (she, her, hers), and neuter (it, its) when the antecedent is neither masculine nor feminine (box, car, house). If you need some review of pronoun gender before going into the exercises for this module element on pronoun antecedent agreement, turn back to the pronoun chart on page sixteen for a brief review before continuing. Study these examples of pronouns agreeing with their antecedents:
The student disliked his English class. (His is the masculine, singular form of the third person pronoun which agrees with the singular noun student.)
The girls learned that their term projects were satisfactory. (Their is the plural possessive form of the third person pronoun which agrees with the plural noun girls.)
Janice expressed her opinion on the new styles. (Her is the feminine possessive form of the third person singular pronoun which agrees with the noun Janice.)
The committee members will present their report next week. (Their is the plural possessive form of the third person pronoun which agrees with the plural noun committee members.)
Agreement of Pronoun and Antecedent
Exercise 1
Underline the correct form of the pronoun. Do not be misled by nouns or pronouns intervening between the pronoun and its antecedent.
Pronoun Case
Pronoun case is really a very simple matter. There are three cases.
1. Subjective case: pronouns used as subject.
2. Objective case: pronouns used as object of verbs or prepositions.
3. Possessive case: pronouns which express ownership.
Subjects Objects Possession
I me my (mine)
you you your (yours)
he him his
she her her (hers)
it it its
we us our (ours)
they them their (theirs)
who whom whose
The pronouns this, that, these, those, and which do not change form.
Some problems of case:
Not: Bob and me travel a good deal. (Would you say, "me travel"?)
Not: We gave the flowers to Jane and I. (Would you say "He gave the flowers to I"?)
Not: Us men like the coach. (Would you say "Us like the coach"?)
He is taller than I (am tall).
This helps you as much as (it helps) me.
She is as noisy as I (am).
Comparisons are really shorthand sentences which usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun.
Not: He is taller than me. (Would you say "than me am tall"?)
--use the objective form after a form of the verb to be.
Formal: It is I
Informal: It is me.
--use whom in the objective case.
Formal: To whom am I talking?
Informal: Who am I talking to?
Parallel Structure
Express similar ideas in similar grammatical form.
Not parallel: Jane is tall, blonde, and with blue eyes.
Parallel: Jane is tall, blonde, and blue-eyed.
Use similar grammatical form for:
Not parallel: In spincasting, your stance, how you hold the rod, and the way in which you swing may affect distance and accuracy.
Parallel: In spincasting, your stance, your manner of holding the rod, and your swing may affect distance and accuracy.
Not parallel: He asked me to return his bike and that I should lock it up.
Parallel: He asked me to return his bike and to lock it up.
or
He asked that I return his bike and that I lock it up.
Not parallel: I like tennis better than to play indoor games.
Parallel: I like tennis better than indoor games.
3. Sentence parts separated by double conjunctions
either…or
neither…nor
both…and not
only…but also
not…nor
Not parallel: I like either football or taking part in track events.
Parallel: I like either football or track events.
and
but
or
for
nor
yet
noun noun
verb verb
prep. phrase prep. phrase
Items in a sentence joined by a coordinating conjunction should always belong to the same grammatical category.
Unbalanced: I find it easier to study in the morning and goofing off in the evening.
I find it easier "to verb" and "verb + ing."
Balanced: I find it easier to study in the morning and to goof off in the evening.
I find it easier "to verb" and "to verb."
Exercise: Create as many different sentences as you can using the following grammatical patterns:
1. Example: He told us to attend class every day and to study hard.
Pattern: He told us "to ___" and "to ___."
Example: He told us to work very hard and to write home for money twice a week.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Example: Professor Lecterne told us that C.S. Lewis was a great writer and that we should read his books carefully.
Pattern: "Noun" told us (that + sentence) and (that + sentence).
Example: My mother told us that we had to take our baths and that we had to go to bed.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Example: Stereo Review suggests washing your records in warm water and lending them to no one but close friends.
Pattern: "Noun" suggests "___ ing" and "___ ing."
Example: I suggest closing your term paper and turning it in immediately.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pattern: "Noun" is "___ ing" either (prep. phrase) or (prep. phrase).
Example: John is working either on this term paper or on his final speech.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parallel Construction Test A
Most-- but not all-- of these sentences lack parallel construction. Cross out any part that is not parallel and write the correction above.
Parallel Construction Test B
Most-- but not all-- of these sentences lack parallel construction. Cross out any part that is not parallel and write the correction above.
Misplaced Modifiers
When a modifier is separated from the word it modifies or when its placement blurs relationships, the result is confusion for the reader.
Misplaced: In agony over his tragic life, the pins from his wife and mother's dress became weapons for Oedipus to gouge out his eyes.
Because the introductory phrase precedes pins, the sentence seems to say that inanimate pins were in agony.
Revised: In agony over his tragic life, Oedipus uses the pins from his wife and mother's dress to gouge out his eyes.
Words
Avoid misplacing words by placing most modifiers directly before or after the words they modify and by placing certain modifiers (such as almost, only, even, hardly, nearly, and just) directly before the words they modify.
Misplaced: Innocent and uncomprehending, Othello strangles Desdemona.
Revised: Othello strangles innocent and uncomprehending Desdemona.
Avoid squinting modifiers, words placed so that they may modify either the word directly before or the word directly following.
Squinting: The role of Camille that everyone thought would suit Yvonne completely disgusted her. (Is she suited completely or completely disgusted?)
Revised: The role of Camille that everyone thought would completely suit Yvonne disgusted her.
Revised: The role of Camille that everyone thought would suit Yvonne disgusted her completely.
Phrases
Avoid misplacing phrases by placing verbal phrases near the words they modify and most prepositional phrases immediately following the words they modify.
Misplaced: Tamburlaine rides in triumph through Persepolis, exalting in his power.
Revised: Exalting in his power, Tamburlaine rides in triumph through Persepolis.
Misplaced: Everyman is a medieval morality play that dramatizes every person's death and impending judgment with allegorical characters.
Revised: Everyman is a medieval morality play with allegorical characters; it dramatizes every person's death and impending judgment. (Notice that without the change to a compound sentence in the revision, the final clause might be misconstrued to mean that characters judge.)
Note: Some adverbial prepositional phrases can appear in different positions.
For a long time Hamlet plots his revenge. Hamlet plots his revenge for a long time. But to avoid ambiguity: Hamlet plans to revenge his father's death in his mind. (Did the death take place in Hamlet's mind?)
Subordinating Clauses
Avoid ambiguity by placing subordinate clauses near the words they modify.
Misplaced: Agamemnom is the first play in the Oresteia, a dramatic trilogy which depicts the tragic homecoming of a king. (Only Agamemnon depicts the homecoming.)
Revised: Agamemnon, which depicts the tragic homecoming of a king, is the first play in the Oresteia, a dramatic trilogy.
Intrusive Modifiers
Avoid inserting modifiers intrusively between the parts of a verb phrase or between the parts of an infinitive.
Awkward: Hamlet will, if he ever decides to act, revenge his father's death.
Revised: If he ever decides to act, Hamlet will revenge his father's death.
Awkward: To fully avenge his father's death, Orestes must kill Clytemnestra, his mother.
Revised: To avenge his father's death fully, Orestes must kill Clytemnestra, his mother.
Dangling Modifiers
When the word modified is missing from the sentence, the modifier is left dangling.
Selling his soul to the devil, his life becomes a series or triumphs and pleasures. (Who sold his soul?)
To correct the dangling modifier, you may do one of two things.
Selling his soul to the devil, Faustus enjoys his life of triumphs and pleasures.
After Faustus sells his soul to the devil, his life becomes a series of triumphs and pleasures.
Verbal Phrases
A participial or infinitive phrase dangles when the word it modifies is implied rather than directly stated in the sentence.
Dangling: Surfeited with life's pleasures, the consequences for eternity are forgotten. (Who is surfeited?)
Revised: Surfeited with life's pleasures, Faustus forgets the consequences for eternity.
Dangling: Power and pleasure seemed to carry Faustus's mind away from reality to forget about a future in hell. (Who forgot?)
Revised: Power and pleasure seemed to carry Faustus's mind away from reality so that he forgot about a future in hell.
Prepositional Phrases
Prepositional phrases, which may serve as either adjectives or adverbs, dangle when there is no word in the sentence that they can reasonably modify.
Dangling: With hundreds of lines to memorize, the role of Faustus is overwhelming. (Who must memorize the lines? The role cannot.)
Revised: With hundreds of lines to memorize, Franklin was overwhelmed by the role of Faustus.
Revised: Because there are hundreds of lines to memorize, the role of Faustus is overwhelming.
Elliptical Clauses
Elliptical clauses (clauses from which words have been omitted and must be inferred from the context) also dangle if the sentence lacks the word modified.
Dangling: While on stage, no itch, ache, or desire to sneeze can be given in to. (Are the itch, ache, or desire on stage?)
Revised: While on stage, the actor cannot give in to the desire to sneeze, scratch an itch, or soothe an ache.
Dangling Modifiers- Exercise 1
Rewrite the following sentences, ridding them of any dangling modifiers.
Post Test
Some of the sentences are correct; some contain misplaced modifiers. Under Answers, write C if the sentence is correct; write MM if the sentence contains a misplaced modifier.
___ 1. Mother gave date muffins to my friends with pecans in them.
___ 2. Taking our seats, we watched the opening of the game.
___ 3. The evening passed very pleasantly, eating candy and playing the radio.
___ 4. I agreed to help him on the next day.
___ 5. To run efficiently, proper oiling is needed.
___ 6. By mowing the grass high and infrequently, you can have a beautiful lawn.
___ 7. The tug that was whistling noisily chugged up the river.
___ 8. Weather permitting, we will have a cookout.
___ 9. When only a small boy, my father took me with him to Denver.
Circle the number before any sentence in which you find a shift in tense, mood, person, voice, or number or a mixed construction. Revise each error by crossing out the incorrect word or words and writing the correct word or words above the line.
1 What is play and why do people play? 2 For many, play is when they practice physical and social skills. 3 When you were an infant, you played with brightly colored mobiles to develop eye and hand coordination. 4 As a toddler, play "hide and seek" and "dodge ball" to develop strategies for getting along with others. 5 Competition, which often makes adulthood a rat race, ten-year-olds learn to deal with it by running races and playing marbles. 6 As teenagers, more complex social interactions are learned in team play. 7 When human beings become adults, they continue to play-- to relieve tension, to experience victory, to feel in control of life.
Shifts
Tense, voice, mood, person, and number are like ground rules. They may change from game to game or from writing task or writing task, but once laid down for a specific situation, they should be followed consistently. Shifting from one set of rules to another after the game or sentence or paragraph has begun confuses the participants-- that is, the players and spectators or the writers and readers. Take, for instance, the following paragraph:
To play the game of parcheesi, you need two or more players, a game board, dice, and four markers for each player. First, roll the dice. The player with the highest number starts the play. They placed their markers on the starting place on the board. Then roll the dice again and they will advance their markers the number of spaces indicated on the dice. When the markers have reached home, the game has been won.
The shifts in tense, voice, mood, person, and number make this paragraph difficult to follow. Who rolls the dice- the implied you of sentence 2, rolling perhaps for all players, or the individual player of sentence 3? Do all players advance all their markers for every roll of the dice, as sentence 5 suggests? If so, what is the point of the game, since all will reach home together? Rewriting the paragraph to eliminate shifts clarifies its meaning.
Playing the game of parcessi requires two or more players, a game board, dice, and four markers for each player. First, each player rolls the dice. The player with the highest number starts the play. She places her markers on the starting place on the board. Then she rolls the dice again and advances a marker the number of spaces indicated on the dice. The player whose markers reach home first wins the game.
Avoid tense shifts that do not follow a logical sequence.
Confused: The Monopoly player plans to buy Park Place but went instead "directly to jail" without "passing GO." (shifts from present to past tense)
Revised: The Monopoly player had planned to buy Park Place but went instead "directly to jail" without "passing GO."
Revised: The Monopoly player plans to buy Park Place but goes instead "directly to jail" without "passing GO."
Avoid shifts in voice when they confuse, mislead, or sound awkward.
Confused: Soon after the chess game began, my rook was captured by my opponent. (shifts from active to passive voice.)
Revised: Soon after the chess game began, my opponent captured my rook.
Avoid a shift in mood if it sounds awkward or confuses the reader.
Confused: Open by moving Pawn to rank four, then you should follow with Queen's Bishop to rank three. (shift from imperative to indicative mood.)
Revised: Open by moving Pawn to rank four; then follow with Queen's Bishop to rank three.
Person is a characteristic of pronouns and verbs that indicates the speaker's or speaker's position relative to the pattern of communication. First person (I am, we are) indicates the person or persons speaking; second person (you are, we are), those spoken to; and third person (he, she, it is and they are), those spoken about.
I (first person) am talking to you (second person) about him (third person).
Number is a characteristic of nouns, pronouns, demonstrative adjectives, and verbs. The number of game, she, this, and seems is singular, indicating one. The number of games, they, these, and seem is plural, indicating more than one.
Faulty shifts in person or number are confusing. One common error is shifting from first or third person to second person.
Confused: I enjoy playing Monopoly, but you can never tell how long a game will take. (shift from first to second person.)
Revised: I enjoy playing Monopoly, but I can never tell how long a game will take.
To avoid referring to an indefinite pronoun or noun with a sexist his or an awkward his or her, some writers will shift from third person singular to third person plural. A better solution is to revise the antecedent.
Confused: Everyone who plays strip poker risks embarrassing themselves.
Revised: All of those who play strip poker risk embarrassing themselves.
Direct quotations, the exact words of the speakers enclosed in quotation marks, constitute direct discourse: He said "Let's play." Paraphrases-- telling "what," "that," or "how" and questioning "if" or "why" without using the exact words of the speaker-- constitutes indirect discourse: He said that we should play. Shifts from one kind of discourse to another are unnecessary when they confuse or result in awkward shifts in tense.
Mixed: In Underhanded Chess, Jerry Sohl advises, "Always lose to a kung fu expert: and that is often sporting to allow a sick friend to win."
Revised: In Underhanded Chess Jerry Sohl advises, "Always lose to a kung fu expert or to a sick friend." (revised so that both quotations are direct)
Revised: In Underhanded Chess, Jerry Sohl advises that the prudent player always loses to a kung fu expert and a compassionate player to a sick friend. (revised so that both quotations are indirect)
Shifts
Directions: Indicate the shift in the following sentences.
Mark A if the shift is in person or number.
Mark B if the shift is in tense.
Mark C if the shift is in voice.
Commas Mark Pauses
The comma is a valuable, useful tool in a sentence. When we use it correctly, we help the reader see the necessary separations between ideas within the sentence. When we misuse the commas, we are chopping ideas into wrong pieces or confusing the reader with unnecessary pauses.
The game was over, but the crowd refused to leave.
A trio of Marie, Ellen, and Frances sang at the entertainment.
Jack walked into my office, took off his hat, and sat down.
Do not separate two verbs which follow the same subject.
John ran out of the house and leaped into his car.
The noisy, enthusiastic group applauded the speech.
(The group is noisy and enthusiastic or enthusiastic and noisy.)
But: The new tennis court will soon be open.
(The court is not new and tennis.)
Hearing his owner call him, the dog ran forward.
While I was reading, the cat scratched at the door.
To get a seat, I had to arrive by 7:30 p.m.
My schedule having been arranged, I went home for the week-end.
Yes, I'll think about it.
Sara Clark, who lives in my dorm, is in my chemistry class.
Comma #1 at the beginning. Comma #2 at the end.
But, commas are not used in this "who" clause because it is a necessary part of the sentence.
The girl who is sitting at the table next to you is in my chemistry class.
Use a pair of commas in a similar manner:
-- to set off nonessential appositives (phrases which identify a noun).
Tom, the captain of the team, was injured in the game.
The person injured in the game was Tom, the captain of the team.
-- to set off words or names used in direct address.
It is up to you, Jane, to finish the assignment.
-- to set off nonessential comments which interrupt the sentence.
I was, however, too tired to make the trip.
He was merely ignorant, not stupid.
Birmingham, Alabama, gets its name from Birmingham, England.
July 22, 1967, was a momentous day in his life.
Who lives at 1600 Pennsylvania Avenue, Washington, D.C.?
Donald B. Lake, M.D., will be the principal speaker.
John said, "I'll see you tomorrow."
"I was able," she answered, "to complete the assignment this morning."
To John, Harrison had been a sort of idol.
Above, the mountains rose like purple shadows.
Punctuation- Commas
Some of the following sentences need commas. Put in the commas where they are needed, and leave the sentence alone or no punctuation is needed.
The Apostrophe
Possessive nouns always take apostrophes.
singular = 's Mary's hat
boy's book
secretary's typewriter
Charles's aunt
plurals which use an "s" = ' boys' games
Smiths' house
secretaries' typewriter
plurals which don't need an s = 's men's meeting
mice's tails
children's story
Possessive pronouns (such as my, your, their, her, its, yours, theirs, ours, hers, his, etc.) never take apostrophes.
His car is outside.
That dog is theirs.
The cat hurt its paw.
Contractions always take apostrophes.
it is = it's
he does not = he doesn't
let us go = let's go
she is going = she's going
1983 = '83
For clarity, plurals of letters of the alphabet, abbreviations, and numbers also take apostrophes.
four 7's
six A's
The Apostrophe
Punctuate the following sentences with apostrophes according to the rules you have learned for the use of the apostrophe.
Quotation Marks
He said, "You are old enough to know better."
He said that I was old enough to know better.
2. If the direct quotation is interrupted by expressions such as "he said," or "he stated," use the quotation marks to enclose only the quoted words.
"We may find," he said, "that population control is not the answer."
"Of course," he replied, "I remember you."
The witness said, "I swear to the truth of my statement."; however, the jury remained unconvinced.
He asked, "Where are you going?"
Did she really say, "I accept your invitation"?
4. If you are quoting two or more sentences together, use only one set of quotation marks to enclose all the sentences.
Mary shouted, "Wait for me. I'll be ready in two minutes."
5. Use quotation marks to enclose parts of longer works (such as chapter titles, articles, essays, etc.) and titles of short works (such as short stories, short poems, one-act plays, songs, speeches, etc.) Underline (to indicate italics) long, separate works such as book titles, magazines, newspapers, movies, and plays. Names of ships, airplanes, and trains are also underlined.
Benet's story, "The Devil and Daniel Webster" was first published in the Saturday Evening Post.
"Every Monday" was a favorite song of hers.
6. Use quotation marks to identify words which are being discussed as words.
His favorite expressions were "you know" and "like."
7. Use single quotes to indicate a quotation within a quotation.
Alice explained, "Mary said to me, 'Be careful,' but I forgot."
Direct Quotations
Quotation marks always set off the exact words of a speaker. Periods and commas are usually placed inside the quotation marks. Question and exclamation marks are placed inside the quotation marks if they pertain to the quotation.
Place quotation marks and correct punctuation in the following sentences. Underline the quotation.
Capitalize and punctuate the following sentences.
Using Question Marks
A question mark, used to end sentences or phrases that ask direct questions, is also primarily end punctuation, but it may be used within a sentence to indicate doubt about the accuracy of dates or numbers.
Marking the end of a direct question
Use the question mark to end a direct question. A direct question repeats the exact words of the speaker in the order in which he or she spoke them and often begins with an interrogative word such as who, what, why, or when or with a verb.
What is the difference between a bit and a byte? (question beginning with an interrogative word)
Should we buy a mainframe, a minicomputer, or a microcomputer? (question beginning with a verb)
When a sentence contains a direct question in quotations, parentheses, or dashes, the question mark will directly follow the exact words of the question.
"Is you company's computer user-friendly?" the buyer asked. (declarative sentence opening with a question)
The buyer asked, "Is your company's computer user-friendly?" (declarative sentence closing with a question)
But
Did the salesman state "The Apple IIc is user friendly"? (question containing declarative sentence)
Someone-- an anxious student?-- is accessing midterm grades on the registrar's computer.
In a very short time (one or two nanoseconds?) the mainframe can make a decision.
Place question marks and exclamation points inside or outside final quotation marks, depending upon the meaning of the sentence.
When the quotation itself is an exclamation or a question, put the exclamation point or question mark inside the quotation marks.
"Seven at a blow!" exclaimed the tailor.
"Did I kill seven at a blow?" asked the tailor.
When the sentence of which the quotation is a part rather than the quotation itself is an exclamation or question, put the exclamation point or question mark inside the quotation marks.
Did he say "seven at a blow"?
He did say "seven at a blow"!
Place semicolons and colons outside final quotation marks.
Cinderella told her father that she loved him "like salt"; yet she meant that without him life would be "like food without salt": flavorless.
Use a colon instead of a comma after the introductory tag to a long or formal quotation.
The King sent forth a proclamation: "He who slays the dragon and saves the kingdom will win the hand of my daughter, the peerless Princess Alena, as his bride."
Capital Letters
Capital letters are used for the following
In the following sentence draw a line through each letter that should be capitalized and write above it the capital letter.
In the following sentence draw a line through each letter that should be capitalized and write above it the capital letter.
In the following sentence draw a line through each letter that should be capitalized and write above it the capital letter.
Usage
Grammar usage refers to spelling and word choice such as lie/lay, rise/raise, sit/set, to/too/two. There are too many different usage choices to explain in one handout. Instead, look in your own textbook to review the section on usage and word choice. If you cannot find this section in your textbook, your teacher or a writing tutor can help you find it.
Another usage resource is the Alan Meyers workbook, Writing With Confidence, 3rd edition. See chapters 15, pp. 344-366, for examples and practice. This text is on reserve in the tutor room, with the answer key available in the teacher's manual.
Conclusion
Once this packet is complete, you should take the practice Grammar Proficiency Test (Form Z), which is available on-line or on paper. Ask for it in the Writing Center. A score of 26 is passing. Your score on the practice test will let you know whether you are ready to take the actual test. After you take the practice test, you may want to take your results to a writing tutor to go over the errors you made. Your goal is not only to obtain a passing score of the exam, but also to write clearly and correctly in your English class, your other college classes, and in your profession. Good luck!
Assembled by Pete Gregson, 7/90
Revised by Pete Gregson and Barbara Drow, 1/91
2nd Revision by Barbara Drow, 6/93
3rd Revision by Tara Edwards and Pat Szmania, 6/99
Source: http://classroom.kleinisd.net/users/3541/Packet_for_the_Grammar_Proficiency_Exam.doc
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