Grammar and Composition Grammar Practice Workbook Grade 9 Glencoe/McGraw-Hill Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Printed in the United States of America. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-823355-0 1 2 3 4 5 6 7 8 9 079 04 03 02 01 00 ii Contents Unit 10 Parts of Speech 10.1 10.2 10.3 10.3 10.4 10.5 10.6 10.7 Unit 11 Parts of the Sentence 11.3 11.5 11.5 11.5 Unit 12 Simple and Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Adjective Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Four Kinds of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Verb Tenses and Voice 15.2 15.4 15.7 Unit 16 Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Appositives and Appositive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Participles and Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Gerunds and Gerund Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Clauses and Sentence Structure 13.3 13.5 13.6 13.7 13.8 13.9 13.10 Unit 15 Compound Subjects and Compound Predicates . . . . . . . . . . . . . . . . . . . . . . 9 Indirect Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Object Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Subject Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Phrases 12.1 12.2 12.3 12.3 12.3 Unit 13 Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Action Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Linking Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Regular and Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Voice of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Subject-Verb Agreement 16.2 16.4–5 Agreement with Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Agreement with Special and Compound Subjects . . . . . . . . . . . . . . . . . . . . 29 iii Contents Unit 17 Using Pronouns Correctly 17.1 17.2 17.3 17.5 17.6 Unit 18 Using Modifiers Correctly 18.2 18.4 18.7 Unit 20 Capitalization of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Capitalization of Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . . 39 Punctuation, Abbreviations, and Numbers 21.1–3 21.4 21.5 21.6 21.6 21.6 21.6 21.6 21.7–8 21.9 21.10 21.11 21.12–13 iv Irregular Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Incomplete Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Misplaced and Dangling Modifiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Capitalization 20.1 20.2–3 Unit 21 Case of Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Pronouns with and as Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Pronouns After Than and As . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Pronoun-Antecedent Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Clear Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 End Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 The Semicolon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Commas and Compound Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Commas and Coordinate Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Commas with Parenthetical Expressions and Conjunctive Adverbs . . . . . . 45 Commas with Direct Address and Tag Questions . . . . . . . . . . . . . . . . . . . . 46 Misuse of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 The Dash and Parentheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Quotation Marks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Italics (Underlining) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 The Apostrophe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 The Hyphen and Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.1 Nouns Key Information Nouns name people, places, things, or ideas. grandfather kitchen peacock vegetarianism Concrete nouns identify objects that are tangible or can be identified through the senses. hoof fog William Loman Zaire Islam Machu Picchu Collective nouns name groups. The singular form is sometimes considered singular and sometimes considered plural. yawn melodies Abstract nouns name ideas, qualities, or characteristics. fear love Proper nouns name particular people, places, things, or ideas. Proper nouns are always capitalized. committee (a) pride (of lions) choir spirit kindness ■ A. Categorizing Nouns Place each of the nouns listed below in the appropriate column. Many nouns may be listed in more than one column. Copyright © The McGraw-Hill Companies, Inc. crew theory Leontyne Price hesitation democracy clan Pythagoras elation orchestra aroma Caracas Buddhism Concrete Abstract Proper Collective crew __________________ Leontyne Price __________________ theory __________________ hesitation __________________ Leontyne Price ___________________ Pythagoras ___________________ crew __________________ clan __________________ clan __________________ Pythagoras __________________ democracy __________________ elation __________________ Caracas ___________________ Buddhism ___________________ orchestra __________________ orchestra __________________ aroma __________________ Buddhism __________________ ___________________ __________________ __________________ ___________________ __________________ Caracas __________________ __________________ ___________________ __________________ __________________ ■ B. Identifying Nouns Underline all nouns in the following sentences. Write whether each noun is concrete (C), abstract (A), proper (P), or collective (CL). A C, CL C 1. The audience showed its approval with a standing ovation. C C, P C, P 2. Mecca is a holy city for all Muslims. A C, CL 3. The ideals of the team were very high. C C C, P A 4. The urban designs of architect I. M. Pei have won him international acclaim. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 1 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.2 Pronouns Key Information Pronouns can take the place of nouns, groups of words acting as nouns, or other pronouns. Interrogative pronouns are used to form questions. Relative pronouns introduce subordinate clauses. Rene, who is from Paris, drives a Porsche. Who is the best athlete on the team? The house that we spoke about has been sold. Whatever do you mean? Give the trophy to whomever you choose. ■ A. Identifying Pronouns Underline all interrogative and relative pronouns in the following sentences. Write whether each is interrogative (I) or relative (R). I R 1. Who was the woman that I saw you with at the movies? R 2. The singer for whom the rock opera was written married the director. R 3. You should do whatever you think is best. I R 4. What is the name of the song that he wrote? ■ B. Using Relative Pronouns Combine the following sentences, changing one sentence of each pair to a subordinate clause. Introduce each subordinate clause with a relative pronoun. Some people are glad when winter is over. They do not like cold weather. People who do not like cold weather are glad when winter is over. 1. Mary McLeod Bethune is a famous black educator. She lived from 1875 to 1955. Mary . . . educator who lived from 1875 to 1955. _________________________________________________________________________________ _________________________________________________________________________________ 2. In the early part of the twentieth century, Bethune founded a school for girls. The school eventually merged with a boys’ school and became Bethune-Cookman College. In the early . . . for girls, which eventually merged. . . . _________________________________________________________________________________ _________________________________________________________________________________ 3. Bethune worked closely with Franklin D. Roosevelt. She served as the Special Advisor on Minority Affairs. Bethune, who served as the Special Advisor on Minority Affairs, worked. . . . _________________________________________________________________________________ _________________________________________________________________________________ 4. Bethune was an observer for the State Department at the UN Conference in 1945. Bethune had spent many years in public service. Bethune, who had spent . . . service, was an observer. . . . _________________________________________________________________________________ _________________________________________________________________________________ 2 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 Copyright © The McGraw-Hill Companies, Inc. Example: Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.3 Action Verbs Key Information Action verbs describe physical or mental action. jog smile point think worry Transitive verbs are action verbs followed by words that answer what? or whom? Intransitive verbs are also action verbs, but they are not followed by words that answer what? or whom? Condors live in the Andes. [The intransitive verb live is followed by the words in the Andes, which tell where, not what or whom.] Jack made his own wedding cake. [The words wedding cake follow the transitive verb made and answer the question made what?] ■ A. Identifying Transitive and Intransitive Verbs The following excerpt is from The Waves, a novel by British writer Virginia Woolf. Write whether each of the boldface action verbs in the excerpt is transitive (T) or intransitive (I). If the verb is transitive, underline the word or words following it that answer the question what? or whom? Literature Model T I he light struck upon the trees in the garden, making one leaf transparent and then another. One I T bird chirped high up; there was a pause; another chirped lower down. The sun sharpened the I T walls of the house, and rested like the tip of a fan upon a white blind and made a blue fingerprint of I Copyright © The McGraw-Hill Companies, Inc. shadow under the leaf by the bedroom window. The blind stirred slightly, but all within was dim T and unsubstantial. The birds sang their blank melody outside. . . . T T T The waves broke and spread their waters swiftly over the shore. One after another they massed I T themselves and fell; the spray tossed itself back with the energy of their fall. Virginia Woolf, The Waves ■ B. Using Transitive and Intransitive Verbs Write five sentences about yourself. Identify each action verb you use as transitive (T) or intransitive (I). Sentences will vary. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 3 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.3 Linking Verbs Key Information Linking verbs connect the subject of a sentence with words or groups of words that identify or describe it. Oro is the Spanish word for gold. Below are some other common linking verbs. All forms of the verb be can function as linking verbs. seem appear become remain smell taste feel look sound Tomorrow will be bright and sunny. ■ A. Identifying Linking Verbs Underline all linking verbs in the sentences below. 1. She said that she feels confident about the success of the plan. 2. Thai food often tastes exotic to those who have never tried it. 3. That is the year Maria was born. 4. Herbs grow well if the soil is sandy and the drainage is adequate. 5. The President looked tired and frustrated. 6. The world’s tallest trees are California redwoods. 7. All the actors were proud of their performances. 8. The food smelled delicious from two blocks away. 9. I am tired because I did not sleep well last night. ■ B. Using Linking Verbs Write five sentences about your family and friends, using at least one linking verb in each sentence. Underline each linking verb. Sentences will vary. 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________ 4 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 Copyright © The McGraw-Hill Companies, Inc. 10. A stubborn person, he remains certain that he is right. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.4 Adjectives Key Information Adjectives modify nouns and pronouns. eerie room sharp, sharper, sharpest psychic, more psychic, most psychic some people The adjectives a, and, and the are called articles. latest fad Proper adjectives are formed from proper nouns and are always capitalized. Many adjective have comparative and superlative forms. hot, hotter, hottest Italian opera Buddhist thought Dutch tulips ■ A. Identifying Adjectives Underline all of the adjectives, except articles, in the following passage. Along the foot of a tilted red rock a porcupine came. . . . It broke open a tiny shelter of sticks and some meager round-eared creature, all eyes and bony limbs, fled across the stones. The porcupine, ignoring it, was about to devour the beetles . . . when suddenly it paused, raised its head and listened. As it remained motionless a brown, mongoose-like creature broke quickly through the bushes and disappeared down its hole. From farther away came the sound of scolding birds. Shardik, Richard Adams Copyright © The McGraw-Hill Companies, Inc. ■ B. Forming Adjectives Write an adjective form of each of the words listed below. Use a dictionary only if you have to. elegant furious elegance _______________________________ furor ______________________________ deceptive, deceiving deceive ________________________________ noble nobility ________________________________ foggy fog ________________________________ wide width ______________________________ harmful, harmless harm __________________________________ flattering, flattered flattery_________________________________ inspirational; inspiring, inspired inspire _____________________________ gritty grit ________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 5 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.5 Adverbs Key Information Adverbs modify verbs, adjectives, and other adverbs. run quickly deeply embarrassed quite nicely Adverbs answer the questions when? where? how? and to what degree? when? soon where? there how? carefully to what degree? completely Adverbs always precede the adjectives and other adverbs they modify. rather handsome just barely Their position in relation to verbs can vary. I disagree with you completely. I completely disagree with you. I disagree completely with you. ■ A. Finding Adverbs Underline the seven adverbs in the following sentences. Then identify the word each adverb modifies by underlining it twice. 1. Hans Christian Andersen was born in Denmark in almost complete poverty. 2. At the age of fourteen, he bravely left his home to seek his fortune in Copenhagen. 3. As a child he sang beautifully and often pretended he was performing for the Emperor of China. 4. It was much later that he began to write the fairy tales for which he has become famous. ■ B. Using Adverbs Using the adverbs in parentheses, rewrite each of the following sentences. 1. Because he does not like crowds, he does not go to concerts. (seldom) Because . . . crowds, he seldom goes to concerts. _________________________________________________________________________________ 2. He took her hand. (timidly) Timidly, he took her hand. (Timidly could be placed after he or hand.) _________________________________________________________________________________ 3. The movie was unbelievable. (completely) The movie was completely unbelievable. _________________________________________________________________________________ 4. Melba sings nicely. (rather) Melba sings rather nicely. _________________________________________________________________________________ 5. Robbie will not eat his pizza with anchovies. (never) Robbie will never eat his pizza with anchovies. _________________________________________________________________________________ 6 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 Copyright © The McGraw-Hill Companies, Inc. 5. “The Ugly Duckling,” his most famous story, is oddly autobiographical. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.6 Prepositions Key Information Prepositions show relationships of nouns and pronouns to other words in the sentence. These relationships often indicate space or time. Compound prepositions consist of more than one word. according to the law in the closet on top of Old Smokey after lunch out of the ordinary during the dance Prepositions begin phrases that conclude with a noun or pronoun, called the object of the preposition. outside the perimeter since yesterday A wounded deer stood in front of the car. from the government A box of antique jewelry sat on the trunk. ■ A. Identifying Prepositional Phrases Underline the twelve prepositional phrases in the following paragraphs. That summer it was very hot, but according to Grandma, past summers had been hotter. She sat down between two apple trees, took a Chinese fan from her apron pocket, and told us about the time, many years ago, that she had actually fried an egg on the sidewalk—and it worked. Next to her, Franny sprawled on the green grass and listened intently, in spite of the fact that she had already heard the story many, many times. Opposite her, I pulled a blade of grass from Copyright © The McGraw-Hill Companies, Inc. the rocky ground, stuck it between my teeth, and chewed contentedly. ■ B. Using Prepositions Possible answers are given. Fill in the blanks in the following sentences with the appropriate prepositions. above, over, between the mountains __________________ in 1. The sun was just rising __________________ the distance when we awoke. above, about, around us 2. Countless birds and insects were chirping and buzzing __________________ in _________________ the trees. Around, Above among, through 3. __________________ us, the wind rustled softly __________________ the leaves. with, from Below, Beneath 4. __________________ us, the ground was still slightly moist __________________ morning dew. Below, Beyond 5. __________________ our campsite was a lovely valley where a small stream trickled among, through in __________________ beautiful wildflowers that were __________________ full bloom. through, during 6. We had slept soundly __________________ the night, and now we anticipated a day full of __________________ hiking and exploring. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 7 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 10.7 Conjunctions Key Information Subordinating conjunctions join two clauses so that one clause depends grammatically upon the other. The clause introduced by the subordinating conjunction is called a dependent clause. It cannot stand alone as a sentence. She did not marry him although she loved him. [Although is the subordinating conjunction. Although she loved him is a dependent clause.] Other common subordinating conjunctions include the following: As far as I am concerned, you have the job. [As far as is the subordinating conjunction. As far as I am concerned is a dependent clause.] before unless until because while in order that since as soon as ■ A. Identifying Subordinating Conjunctions In the following sentences circle the subordinating conjunctions. 1. Please turn off the oven before you go out. 2. Whenever she tried to call her office, the line was busy. 3. In order that we understand each other perfectly, I have asked a translator to be present. 4. Angler fish move very slowly unless they are eating. 5. Although the country has been called Thailand for many years, some people still refer to it by its old name, Siam. Using the subordinating conjunctions provided in parentheses, combine each pair of sentences below so that the first sentence becomes grammatically dependent upon the second. 1. It had rained so heavily. We postponed the car wash. (because) Because it . . . heavily, we. . . . _________________________________________________________________________________ 2. I was stepping out of the shower. The telephone rang. (while) While I was . . . , the telephone. . . . _________________________________________________________________________________ 3. Miriam thought about it for a few minutes. She apologized. (after) After Miriam . . . , she apologized. _________________________________________________________________________________ 4. He did not prepare well. Frank did very well on the SAT. (considering that) Considering that he did . . . , Frank did. . . . _________________________________________________________________________________ 5. Beethoven had gone deaf. He still composed beautiful music. (even though) Even though Beethoven had gone deaf, he still. . . . _________________________________________________________________________________ 8 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 10 Copyright © The McGraw-Hill Companies, Inc. ■ B. Using Subordinating Conjunctions Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 11.3 Compound Subjects and Compound Predicates Key Information Two or more simple subjects connected by a conjunction make up a compound subject. Compound subjects share the same verb. Compound predicates share the same subject. The wind howled and cried as if it were human. Bali, Malta, and Grenada are islands. Karla simultaneously juggled rolling pins, danced the jitterbug, and sang an aria from Madama Butterfly. Neither Bali nor Malta is located in the Caribbean Sea. Two or more verbs or verb phrases connected by a conjunction make up a compound predicate. ■ A. Identifying Compound Subjects and Compound Predicates Underline the subjects once and the predicates twice in each of the following sentences. Above each, indicate whether the subject or predicate is simple (S) or compound (C). S C C 1. Marcie enjoyed children and frequently babysat for young families in her neighborhood. C C C 2. Jeremy and Kasey lived nearby and often needed someone to care for them. S C C 3. The boys’ parents were involved in several civic organizations and attended numerous meetings. S C C 4. The two brothers liked Marcie and usually behaved well for her. C S 5. Babysitter and friend were her two main titles. Copyright © The McGraw-Hill Companies, Inc. ■ B. Using Compound Subjects and Compound Predicates Write five sentences about a party, concert, or other event that you have recently attended. Structure the sentences in the manner requested. Sentences will vary. 1. (compound subject) _____________________________________________________________ _________________________________________________________________________________ 2. (compound predicate)____________________________________________________________ _________________________________________________________________________________ 3. (compound subject, compound predicate)____________________________________________ _________________________________________________________________________________ 4. (compound predicate)____________________________________________________________ _________________________________________________________________________________ 5. (compound subject, compound predicate)____________________________________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 11 9 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 11.5 Indirect Objects Key Information Complements are words or groups of words that make the meaning of a verb complete. Porter gave the homeless man his last dollar. [To whom did Porter give his dollar?] Indirect objects are complements that answer the question for what? to what? for whom? or to whom? after an action verb. Juditha mailed the recruiting office her completed application. [To whom did Juditha mail the application?] Bill baked Marla a birthday cake. [for whom did Bill bake?] Only sentences with direct objects can have indirect objects. ■ A. Identifying Indirect Objects Underline the indirect objects in the following sentences. Write IO above each indirect object. IO 1. Carmella bought her little brother the Samoyed puppy he wanted so badly. IO 2. Could you lend me your math book until next Tuesday? IO 3. He brought the team genuine grass skirts and two bushels of fresh pineapples. IO 4. Miss Bunger said she didn’t tell Jackie your secret. IO 5. Jesse showed the doctor the unusual scar. ■ B. Using Indirect Objects Using the nouns or pronouns in parentheses, rewrite each sentence so that it contains an indirect object. (Remember to place the indirect object between the verb and the direct object.) 1. Ralph saved a ticket. (Pamela) _________________________________________________________________________________ 2. Dr. Prankas offered his professional opinion. (Michelle) Dr. Prankas offered Michelle his professional opinion. _________________________________________________________________________________ _________________________________________________________________________________ 3. Chris made his special meatless chili. (Kevin) Chris made Kevin his special meatless chili. _________________________________________________________________________________ _________________________________________________________________________________ 4. The stand-up comedian promised an encore. (his fans) The stand-up comedian promised his fans an encore. _________________________________________________________________________________ _________________________________________________________________________________ 10 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 11 Copyright © The McGraw-Hill Companies, Inc. Ralph saved Pamela a ticket. _________________________________________________________________________________ Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 11.5 Object Complements Key Information An object complement follows a direct object and describes or identifies it by answering the question what? Object complements can be adjectives, nouns, or pronouns. Consider the job yours. [pronoun] Object complements often are used with the following verbs: think elect He thought the trial useless. [adjective] call make find name appoint choose They named her Queen for a day. [noun] ■ A. Identifying Object Complements Underline the object complements in the following sentences and indicate whether each is an adjective (ADJ), a noun (N), or a pronoun (PRO). ADJ ADJ 1. Most gardeners consider dandelions ugly and offensive. N 2. In a moment of madness, he declared his dead father king. PRO 3. Bonnie thought the mistake hers, but it wasn’t. N N 4. Do you consider Ohio the Midwest or the East? ADJ 5. He called the project foolish and slammed the receiver down. ■ B. Using Object Complements Using any of the verbs listed below, write five sentences about your ideal pet, whether real or imagined. Include an object complement in each sentence. Sentences will vary. Copyright © The McGraw-Hill Companies, Inc. make name consider declare call elect think choose appoint find 1. ______________________________________________________________________________ _________________________________________________________________________________ 2. ______________________________________________________________________________ _________________________________________________________________________________ 3. ______________________________________________________________________________ _________________________________________________________________________________ 4. ______________________________________________________________________________ _________________________________________________________________________________ 5. ______________________________________________________________________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 11 11 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 11.5 Subject Complements Key Information Subject complements describe or identify subjects. Kiri Te Kanawa is a Maori. She has become a diva. Predicate nominatives are subject complements that identify the subject. Predicate nominatives are usually found after forms of the verb be, but they can also follow certain other linking verbs, such as remain and become. Predicate adjectives are another kind of subject complement. Predicate adjectives describe the subject and can follow any linking verb. Julie’s boss appeared angry. She also looked tired and overworked. ■ A. Identifying Predicate Nominatives and Predicate Adjectives Underline the subject complements in the following conversation and indicate whether each is a predicate nominative (PN) or a predicate adjective (PA). PA 1. Cynthia: Paree, you’re Chinese, aren’t you? PA PA 2. Paree: No, I’m Cambodian. I do look Chinese though because my grandfather was from PN Shanghai. He was an acupuncturist. PA 3. Cynthia: Really? That’s interesting, but to tell you the truth, acupuncture scares me. PN 4. Paree: That’s because you are an American. For many Asians, acupuncture is a respected PA PN medical art. It isn’t frightening at all. PA PA 5. Cynthia: It still seems scary to me, but maybe I’m wrong. Write five sentences about a place that you have visited within the last year. Include the indicated types of subject complements in your sentences. You may want to use some of the following linking verbs in your sentences. Sentences will vary. appear become feel remain grow look seem smell be taste sound stay 1. (predicate nominative) ___________________________________________________________ _________________________________________________________________________________ 2. (predicate nominative) ___________________________________________________________ _________________________________________________________________________________ 3. (predicate adjective) _____________________________________________________________ _________________________________________________________________________________ 4. (predicate adjective) _____________________________________________________________ _________________________________________________________________________________ 5. (predicate adjective) _____________________________________________________________ _________________________________________________________________________________ 12 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 11 Copyright © The McGraw-Hill Companies, Inc. ■ B. Using Predicate Nominatives and Predicate Adjectives Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 12.1 Prepositional Phrases Key Information A group of words that begins with a preposition and ends with a noun or pronoun is called a prepositional phrase. The noun or pronoun that follows the preposition is called the object of the preposition. They began their project with good intentions. [Intentions is the object of the preposition with.] Prepositional phrases can act as adjectives. Have you ever had a room with a view? [With a view modifies the noun room.] They can also act as adverbs. At noon they met in secret. [At noon and in secret modify the verb met.] ■ A. Identifying Prepositional Phrases Circle the prepositional phrases in the following titles of poems by African poets. “The Fate of Vultures” “To Abuenameh at Four” “Elegy for Oduduwa” “There Was Thunder Without Rain” “Waiting for Others” “Nursery Rhyme After a War” “To the Wielders of Flags” “Sunset Over Mparayi” “By the Long Road” “Law of the Jungle” ■ B. Using Prepositional Phrases Copyright © The McGraw-Hill Companies, Inc. Rewrite the sentences below. Make the word in parentheses the object of a prepositional phrase and insert the phrase into the sentence. Then write whether the phrase is working as an adjective or adverb. 1. The flowers were delivered yesterday afternoon. (wedding) _______________________________ The flowers for the wedding. . . . adjective _________________________________________________________________________________ 2. Alfredo continued to breathe roughly, but he seemed better the next morning. (day) __________ ._________________________________________________________________________________ . . breathe roughly during the day. . . . adverb 3. The telephone rang seven times. (breakfast) ___________________________________________ ._________________________________________________________________________________ . . rang seven times before breakfast. adverb 4. Although the contestant fidgeted nervously, he was calm when his turn came to answer the question. (soundproof booth) ____________________________________________________ Although the contestant in the soundproof booth. . . . adjective _________________________________________________________________________________ 5. The engagement ring was the most expensive one available. (showcase) _____________________ The engagement ring in the showcase. . . . adjective _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 12 13 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 12.2 Appositives and Appositive Phrases Key Information Appositives are placed next to other nouns and pronouns and give extra or identifying information about them. An appositive should be set off with commas unless it is necessary to the meaning of the sentence. My dog, Ariel, is an Australian shepherd. Appositives of more than one word are called appositive phrases. His fiancee, a civil engineer, was transferred. Toni Morrison’s novel The Bluest Eye has been the topic of such serious discussion. [Since Morrison has written more than one novel, the appositive is necessary to the meaning of the sentence.] ■ A. Identifying Appositives and Appositive Phrases Underline the appositives and appositive phrases in the following sentences. 1. Meredith decided to major in herpetology, the study of amphibians and reptiles. 2. The San Andreas fault, a fracture in the earth’s crust, is the focus of intense geologic study. 3. The policy was begun by Jimmy Carter, the thirty-ninth president of the United States. 4. The movie Chariots of Fire is still one of my favorites. 5. Jay’s friend Charles wants to train to be a pilot. 6. Shakespeare’s play A Midsummer Night’s Dream is one of the most recent to be made into a film. Rewrite each of the following sentences, adding an appositive or appositive phrase. Use commas where necessary. Sentences may vary. 1. Chicago can be overwhelming if you are uncomfortable in large metropolitan areas. _________________________________________________________________________________ _________________________________________________________________________________ 2. Stephen likes to ride horses when he visits his grandparents’ farm. _________________________________________________________________________________ _________________________________________________________________________________ 3. His sister won the best actress award. _________________________________________________________________________________ _________________________________________________________________________________ 4. Many people do not realize that Panama is in the same time zone as New York City. _________________________________________________________________________________ _________________________________________________________________________________ 14 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 12 Copyright © The McGraw-Hill Companies, Inc. ■ B. Using Appositives and Appositive Phrases Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 12.3 Participles and Participial Phrases Key Information Participles are verb forms that can work as adjectives. Present participles end in -ing. The suspect told a confusing story. Past participles usually end in -ed, but may take other forms. Participial phrases contain a participle and include all complements and modifiers. A participial phrase that begins a sentence is usually followed by a comma. Frightened by the horror movie, Mike and Leroy turned on all the lights in the house. He ordered fried haddock, but the waiter brought him broiled scrod. ■ A. Identifying Participles and Participial Phrases Underline the participles and participial phrases in the following sentences. Circle the word each participle or participial phrase modifies. 1. Standing on the corner of Hollywood and Vine, Barbara felt as if she owned the world. 2. The students sitting in the back of the auditorium could not hear the lecturer. 3. Regina, bored nearly to tears, did her best to make small talk with the stranger. 4. The Incas did as Atahualpa, captured by Pizarro, indicated and filled the large room with gold. 5. Believing herself to be destined for the stage, she began to take voice lessons. 6. Clearly infatuated, the audience refused to leave until Makeba sang one more song. 7. All the toys displayed in the shop window attracted the child’s attention. Copyright © The McGraw-Hill Companies, Inc. 8. The warm weather predicted for this week has not materialized. 9. The baked pork chops were served with stuffing. 10. Waiting in line, the people at the cafeteria grew impatient and hungry. ■ B. Using Participial Phrases For each of the following sentences, fill in the blank with a participial phrase. Use the first word in parentheses to form a participle. Use the second word, and any other words you may need, to complete the phrase. Possible answers are given. Believing in the impossible 1. ___________________________________, the alchemists tried to change ordinary metals into gold and silver. (believe, impossible) born in France 2. Nicolas Flamel, ___________________________________, was a famous alchemist. (born, France) experimenting with various substances 3. He spent three years ___________________________________. (experiment, various substances) claiming success 4. On January 17, 1382, _______________________________, Flamel added a secret potion to a half pound of molten lead. (claim, success) changing to silver 5. His wife claimed she saw the lead ___________________________________. (change, silver) Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 12 15 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 12.3 Gerunds and Gerund Phrases Key Information Like present participles, gerunds are verb forms that end in -ing. Unlike participles, however, gerunds act as nouns. Thinking hard, he discovered the answer. [Thinking is a participle that modifies the pronoun he.] Thinking gives him a headache. [Here, Thinking is a gerund that functions as the subject of the sentence.] A gerund phrase includes a gerund and any complements and modifiers. Thinking like a criminal is part of every detective’s job. ■ A. Identifying Gerunds and Gerund Phrases Underline the gerunds and gerund phrases in the following sentences. Cross out the participles and participial phrases. 1. Watching the diver perform, Susan made up her mind to practice harder. 2. Watching television has become a national pastime. 3. He had a bad case of insomnia from watching the news. 4. Martha, singing like a professional, stole the show. 5. She said the thing she likes least about her new boyfriend is his singing. 6. Collecting stamps is a popular hobby. 7. By working together, the man’s sons repaired his damaged roof in two days. 8. Exercising regularly, Linda had more energy than most of the people around her. 10. Exhausted, Ben finally finished writing his paper for history class. ■ B. Using Gerunds and Gerund Phrases Rewrite the following sentences by replacing the italicized words with gerunds or gerund phrases. 1. To believe that story is to believe in Santa Claus. Believing, believing _________________________________________________________________________________ 2. To get there before dinner is easy for him. Getting _________________________________________________________________________________ 3. Marissa said that she really likes to read and to write. reading, writing _________________________________________________________________________________ 4. To smoke is not permitted here. Smoking _________________________________________________________________________________ 5. I could not bear to tell him the bad news. telling _________________________________________________________________________________ 16 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 12 Copyright © The McGraw-Hill Companies, Inc. 9. The student council position will involve assuming a great deal of responsibility. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 12.3 Infinitives and Infinitive Phrases Key Information Infinitives are base forms of verbs preceded by the word to. Infinitives can be used as nouns, adjectives, or adverbs. To smoke is prohibited. [The infinitive to smoke is used as a subject.] Raphael loves to cook. [The infinitive to cook is used as a direct object.] He had a longing to escape. [The infinitive to escape is used as an adjective.] He was too angry to talk. [The infinitive to talk is used as an adverb.] Infinitive phrases include an infinitive plus all modifiers and complements. It is easiest to get there by plane. ■ A. Identifying Infinitives and Infinitive Phrases Underline the infinitives and infinitive phrases in the following sentences. 1. To get to the village, first you have to take a ferry and then you have to take a taxi. 2. Is it really better to look before you leap? 3. She wanted to try out for the basketball team, but she learned that in order to do that she had to have a B average. 4. They had initially decided to go mountain climbing but feared they were too out of shape to try it. 5. They have always wanted to go to India to see if they could find their relatives. 6. Here the writer tried to develop an unusual image in the reader’s mind. 7. When Laticia was late, her friends decided to leave without her. Copyright © The McGraw-Hill Companies, Inc. 8. To win the prize will require extraordinary effort. 9. When they travel, his parents like to visit historical places. 10. If you do not want to drive in the city, you will need to take the bus. ■ B. Using Infinitives Rewrite the following sentences by changing the underlined words or phrases to infinitives. 1. Getting there by car is almost impossible. To get _________________________________________________________________________________ 2. My aunt Mattie really likes swimming in the Atlantic in December. to swim _________________________________________________________________________________ 3. Listening well is a skill worth cultivating. To listen _________________________________________________________________________________ 4. I have decided that approaching him is more trouble than it is worth. to approach _________________________________________________________________________________ 5. Florence began taking lessons at the age of five. to take _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 12 17 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.3 Simple and Compound Sentences Key Information A simple sentence has one main clause. underpaid trainer. [expanded simple sentence with compound subject, compound predicate, and modifiers.] The dog bit the trainer. The dog and the cat bit the trainer. [simple sentence with compound subject.] The dog bit and scratched the trainer. [simple sentence with compound predicate] A compound sentence has two or more main clauses joined by a coordinating conjunction or a semicolon. The mangy dog and the scruffy, yowling cat viciously bit and scratched the cruel, The dog bit, and the cat scratched. The dog bit; the cat scratched. ■ A. Identifying Simple and Compound Sentences Write whether each of the following sentences is simple or compound. 1. Our cousins have moved to Quebec, and we may visit them soon. compound 2. Sandra and all the other girls simply could not believe the seasoned newscaster’s methods of gathering and synthesizing information. simple 3. Bell bottoms were once the latest fad; now they seem comically old-fashioned. compound 4. There was something vaguely mysterious about his odd European mannerisms, yet both my gangly older brother and I were grateful for his advice. compound 5. Ted had hoped to spend the summer as a swimming instructor, but he was unable to pass the Red Cross test. compound 7. The students considered the problem but were unable to agree on a solution. simple 8. This recipe sounded good, but the casserole tastes terrible. compound ■ B. Using Simple and Compound Sentences Combine each of the following groups of simple sentences to form compound sentences. 1. The movie was supposed to be good. I still didn’t want to go. _____________________________ ._________________________________________________________________________________ . . be good, but I still . . . 2. Charles bought the Thanksgiving turkey. Jefferson cooked it. Maria, Elaine, and Rebecca ate it. ____________________________________________________________________________ ._________________________________________________________________________________ . . turkey, and Jefferson cooked it; Maria, Elaine. . . . 3. Study anthropology. Study art. You can’t do both. ______________________________________ Study anthropology or art; you can’t do both. _________________________________________________________________________________ 4. The little dog laughed to see such a sport. The dish ran away with the spoon. ________________ ._________________________________________________________________________________ . . sport, and. . . . 18 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 Copyright © The McGraw-Hill Companies, Inc. 6. After hours of investigation, the detectives still had not discovered a single clue. simple Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.5 Adjective Clauses Key Information An adjective clause modifies a noun or a pronoun and normally follows the word it modifies. An essential, or restrictive, clause is one that is necessary for the meaning of the sentence. The person who parked in the driveway should move the car immediately. A nonessential, or nonrestrictive, clause contains information that is not necessary for the meaning of the sentence and is set off by commas. Katmandu, which is the capital of Nepal, is the home of many famous temples. ■ A. Identifying Essential and Nonessential Adjective Clauses Underline the adjective clauses in the following sentences. Write whether each clause is essential or nonessential. 1. Where is the red envelope that I gave you for Chinese New Year? essential 2. David Copperfield, which was Dickens’s favorite work, is well-known for its villain, Uriah Heep. nonessential 3. He had seen an opossum, which is the only native North American marsupial. nonessential 4. This is the mysterious person who introduced me to folk dancing. essential 5. The key that unlocks the front door is under the pot of geraniums. essential 6. January 1 is usually the day when the Tournament of Roses parade occurs. essential 7. This clock, whose minute hand is bent, needs a new battery. nonessential 8. Cartoons, which are often created for children, amuse almost everyone. nonessential Copyright © The McGraw-Hill Companies, Inc. 9. The first one hundred people who arrived at the theater selected the best seats. essential 10. The new law, which tightens regulations, should save the government and taxpayers money. nonessential ■ B. Using Essential and Nonessential Adjective Clauses Combine each of the following pairs of sentences by changing the second sentence to an adjective clause. Be sure to set off nonessential clauses with commas. 1. Kick-boxing allows opponents to use both their hands and their feet. Kick-boxing is a popular sport in Thailand. _______________________________________________________ Kick-boxing, which is a popular sport in Thailand, allows. . . . _________________________________________________________________________________ 2. Another martial art is judo. Judo means “the gentle way”. ________________________________ ._________________________________________________________________________________ . . is judo, which means “the gentle way.” 3. Katamewaza is a judo technique. This technique includes choking and holding. ______________ Katamewaza is a judo technique that includes. . . . _________________________________________________________________________________ 4. A person is called a judoka. This person is a student of judo. _____________________________ A person who is a student of judo is called a judoka. _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 19 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.6 Adverb Clauses Key Information Adverb clauses modify verbs, adjectives, or adverbs and are introduced by one of the following or similar subordinating conjunctions: since although because when whenever after An adverb clause with some words left out is called elliptical. The omitted words can easily be filled in because they are implied. before while wherever I have never heard a better pianist than she [is]. ■ A. Identifying Adverb Clauses Underline the adverb clauses in the following sentences. Draw a second line under the subordinating conjunction at the beginning of each adverb clause. 1. Because they had not seen each other in such a long time, their reunion was very emotional. 2. Wherever you go, I’ll follow. 3. If you have ever been to Oaxaca, you can never forget it. 4. The wedding was wonderful although it was rather costly. ■ B. Distinguishing Between Adverb and Adjective Clauses Each of the following sentences contains two dependent clauses, one adverb clause and one adjective clause. Underline the adverb clause in each sentence. 1. After the Civil War ended, thousands of settlers who sought to build new lives traveled to California. 3. I admire people who can play a song by ear after they have heard the song just once. 4. As he crossed the finish line, the runner who had been favored to win felt relieved. ■ C. Using Adverb Clauses Combine each of the following pairs of sentences by changing the second sentence to an adverb clause. Remember that an adverb clause can be placed before or after the main clause. Possible answers are given. 1. They didn’t eat a thing. The refrigerator was full of food. ________________________________ Although the refrigerator was full of food, they didn’t eat a thing. _________________________________________________________________________________ 2. The game was postponed. It rained. _________________________________________________ Because it rained, the game was postponed. _________________________________________________________________________________ 3. Bob was the first to congratulate Susan. He heard the news. ______________________________ Bob . . . Susan when he heard the news. _________________________________________________________________________________ 4. She went to the office. She accepted the new job. _______________________________________ After she accepted the new job, she went to the office. _________________________________________________________________________________ 20 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 Copyright © The McGraw-Hill Companies, Inc. 2. Finally, Eleanor asked the question that had been on everyone’s mind since the debate began. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.7 Noun Clauses Key Information Noun clauses can perform any function that nouns can perform. Whoever can sing well may try out for the part. [subject] She couldn’t decide which she liked best. [direct object] The argument caused a misunderstanding about when the lights should have been turned off. [object of a preposition] Sometimes the relative pronoun used to introduce a noun clause is omitted. I believe that the wallet belongs to you. I believe the wallet belongs to you. ■ A. Identifying Noun Clauses Underline the noun clauses in the following sentences. Write whether each is used as a subject (S), predicate nominative (PN), direct object (DO), indirect object (IO), or object of a preposition (OP). S DO 1. Whoever believes what Roberta said should stand by her. DO 2. I just cannot understand why they do not cooperate. DO 3. Emily said she impressed a lot of her friends with her adventure story. S PN 4. What I would really like to know is whose car she was driving. DO DO 5. If I knew that, I think I could decide who is telling the truth. IO 6. They gave whoever entered their candy shop a free sample. S 7. Which of the nominees will be chosen remains to be decided. Copyright © The McGraw-Hill Companies, Inc. OP 8. Our dog Poodle, a German shepherd, barks fiercely at whoever walks by our house. PN 9. Marti’s only consideration had been what was best for her sister. DO 10. This chart shows how trends have changed in the past ten years. ■ B. Using Noun Clauses Each of the following incomplete sentences contains a main clause and a relative pronoun. In the space after each relative pronoun, use your own words to form a noun clause that appropriately completes the sentence. Sentences will vary. 1. Most people believe that __________________________________________________________ _________________________________________________________________________________ 2. He said he would go with whoever __________________________________________________ _________________________________________________________________________________ 3. No one agrees that_______________________________________________________________ _________________________________________________________________________________ 4. Whoever believes that ____________________________________________________________ ______________________________________________________ has never had the experience. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 21 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.8 Four Kinds of Sentences Key Information A declarative sentence makes a statement and ends with a period. An interrogative sentence asks a question and ends with a question mark. The sun rises in the east. An imperative sentence also ends with a period, but it gives a command. Why on earth did he do that? An exclamatory sentence expresses strong emotion and ends with an exclamation point. Tell me what you see. What a fool I made of myself! ■ A. Identifying the Four Kinds of Sentences Write whether each of the following sentences is declarative, imperative, interrogative, or exclamatory. interrogative 1. Could you tell me the name of this plant? ________________________________________ 2. I think that’s a trumpet vine. 3. Please don’t touch it. 4. Why shouldn’t I? 5. It’s poison ivy! declarative ________________________________________ imperative ________________________________________ interrogative ________________________________________ exclamatory ________________________________________ ■ B. Using the Four Kinds of Sentences Change each of the following sentences to the kind of sentence indicated in parentheses. 1. By the end of the twentieth century, Mexico City became the largest city in the world. _________________________________________________________________________________ 2. Would you please put that bottle of sulfuric acid back on the shelf? (imperative)______________ Please put that bottle of sulfuric acid back on the shelf. _________________________________________________________________________________ 3. Stop it! (interrogative)____________________________________________________________ Will you stop it? _________________________________________________________________________________ 4. Does success in astronomy depend on a good understanding of mathematics? (declarative) Success in astronomy depends on a good understanding of mathematics. _________________________________________________________________________________ _________________________________________________________________________________ 5. Perhaps you should be more careful. (exclamatory)_______________________________________ You should be more careful! _________________________________________________________________________________ 6. Describe the painting in detail. (declarative) __________________________________________ You must describe the painting in detail. _________________________________________________________________________________ 22 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 Copyright © The McGraw-Hill Companies, Inc. By the end of the twentieth century, was Mexico City the largest city in the world? (interrogative) __________________________________________________________________ Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.9 Sentence Fragments Key Information Sentence fragments are incomplete sentences that have been punctuated as complete sentences. Fragments are sometimes caused by a missing subject. Fragments are also caused by missing verbs. Bob and Luis in the ballpark at noon. Often a fragment is formed by punctuating a subordinate clause as if it were a a sentence. Since I have been thirteen years old. Ran quickly to the store. Will be dancing beautifully later today. Although professional writers occasionally use them for effect, fragments should be avoided in writing. ■ A. Identifying Sentence Fragments Underline the five sentence fragments in the following paragraph. Chiew Ha Lee, a Chinese student from Malaysia. She speaks English very well. Most people do not realize that Chiew is also an excellent athlete. Recently she participated in the Southeast Asian games. Where she won a gold medal. As a shotputter. She threw the 4 kilogram metal sphere. Over fourteen meters. Chiew trained hard. For more than three months. In four years, she hopes to participate in the Olympics. ■ B. Correcting Sentence Fragments Do whatever is needed to each of the following fragments to form a complete sentence. Write your corrected sentence in the space provided. Sentences will vary. Copyright © The McGraw-Hill Companies, Inc. 1. In spite of his delicate condition. ___________________________________________________ _________________________________________________________________________________ 2. Seem to feel that they are always right. _______________________________________________ _________________________________________________________________________________ 3. Because my best friend told me to. __________________________________________________ _________________________________________________________________________________ 4. Franklin and Mustapha all the way home. ____________________________________________ _________________________________________________________________________________ 5. When she heard about it. _________________________________________________________ _________________________________________________________________________________ 6. Lying on the sofa. _______________________________________________________________ _________________________________________________________________________________ 7. After I jog two miles. _____________________________________________________________ _________________________________________________________________________________ 8. Whoever needs to earn some spending money. ________________________________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 23 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 13.10 Run-on Sentences Key Information Run-on sentences are two or more sentences that have been written as one sentence. Comma splices, resulting when two main clauses are separated by a comma instead of by a period or semicolon, are the most common kinds of run-ons. It’s been such a long time, I can’t tell you how happy I am to see you. Two main clauses joined with no punctuation at all also result in a run-on. The reminder had been posted on the wall he didn’t see it, though. Run-ons also result when the comma before a coordinating conjunction that connects two main clauses is omitted. Burkina Faso is its new name but many books still list it by its old name of Upper Volta. ■ A. Identifying Run-ons Identify the run-on sentences in the following paragraph by putting an X wherever necessary punctuation has been left out. June, Patty, and Edward said that they were planning to celebrate Kwanza instead of Christmas but Michelle and Ramona said that they felt the traditions of Christmas were too important to give up. The decorating of a tree and the giving of gifts had been a part of their lives as long as they could remember. This led to a much larger discussion about cultural identity Kyoko surprised us by saying that she felt much more Japanese than American. Even though Keiko was born here, she agreed with her. Keiko is part of a close-knit family that has maintained most of its national and religious heritage and Keiko’s grandparents still live in Tokyo. Carlos added that he really misses celebrating the Day of the Dead and he plans to be in Mexico next year to celebrate it there. Correct each of the following sentences. 1. Sir James Matthew Barrie is the author of both The Little White Bird and Peter Pan Barrie’s own life was rather tragic. Sir James Matthew Barrie . . . Peter Pan; Barrie’s own life was rather tragic. _________________________________________________________________________________ _________________________________________________________________________________ 2. When Barrie was a little boy, his older brother died and his mother never recovered from this tragedy. When Barrie . . . brother died, and his mother never recovered. . . . _________________________________________________________________________________ _________________________________________________________________________________ 3. Barrie never matured physically even as a forty-year-old man he still looked like a boy of twelve. Barrie never matured physically; even as a forty-year-old man. . . . _________________________________________________________________________________ _________________________________________________________________________________ 4. It is not surprising that Barrie wrote Peter Pan, the story of a boy who would not grow up, knowledge of Barrie’s life may reveal new interpretations of the play’s meaning and symbols. It is not surprising . . . not grow up. Knowledge of Barrie’s life . . . . _________________________________________________________________________________ _________________________________________________________________________________ 24 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 13 Copyright © The McGraw-Hill Companies, Inc. ■ B. Correcting Run-on Sentences Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 15.2 Regular and Irregular Verbs Key Information Regular verbs are verbs whose past and past participles are formed by adding -ed. Irregular verbs are verbs whose past and past participle are not formed by adding -ed. peek peeked peeked begin began begun declare declared declared fall fell fallen baste basted basted put put put ride rode ridden think thought thought ■ A. Identifying Regular and Irregular Verbs List each of the verbs underlined in the following passage in the appropriate column. Copyright © McGraw-Hill Companies, Inc. I was held back from the crowd by Mary and told to cover my eyes. I tried to obey. A terrible yearning sprang up in my heart to escape; I hoped my fears would not come true. But many watchful eyes were upon me. I realized that any effort then at escape would result in failure. I resigned myself to the fact that my surprise birthday party would continue. I had no choice but to surrender. Regular Irregular tried ________________________________________ hoped ________________________________________ held ________________________________________ told ________________________________________ realized ________________________________________ resigned ________________________________________ sprang ________________________________________ were ________________________________________ ________________________________________ had ________________________________________ ■ B. Using Regular and Irregular Verbs Supply the past and past participle forms for the verbs listed below. lied, lied 1. lie (to tell an untruth) ____________________________________________________________ lay, lain 2. lie (to recline) __________________________________________________________________ laid, laid 3. lay _______________________________________________________________________________ interrogated, interrogated 4. interrogate _____________________________________________________________________ forbade, forbidden 5. forbid _________________________________________________________________________ wanted, wanted 6. want __________________________________________________________________________ broadcast, broadcast (or broadcasted, broadcasted) 7. broadcast ______________________________________________________________________ swam, swum 8. swim _________________________________________________________________________ shook, shaken 9. shake _________________________________________________________________________ brought, brought 10. bring _____________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 15 25 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 15.4 Perfect Tenses Key Information The present perfect tense expresses either action that took place at an unspecified time or a condition that began in the past but continues into the present. They have performed the experiment twice. The past perfect tense expresses an action that was completed before another activity or time in the past. They had finished by the time he arrived. The future perfect tense indicates activity that will be completed before another activity or time in the future. Lillian Ogg has lived in the same house since she was born. By the time she realizes it, I will already have disappeared. ■ A. Identifying Tenses Identify the tense of the underlined verbs in the following paragraph. Write whether each verb is present (pres.), past, future (fut.), present perfect (pres. perf.), past perfect (past perf.), or future perfect (fut. perf.). pres. pres. perf. fut. Moira says that she has tried to talk with Miguel several times, but he absolutely will pres. past past not listen to her. I don’t blame him, either. I spoke with him yesterday, and he said that he past perf. past perf. had tried several times in the past to give Moira a chance. I had planned to tell him how past pres. perf. pres. perf. sorry I thought she was but I’ve changed my mind. Perhaps by the time they have settled their fut. perf. disagreement, I will have learned not to interfere. Choose the appropriate tense of the verb in parentheses and write the verb or verb phrase in the space provided in each sentence. has enjoyed 1. He told me that he __________________ himself ever since he discovered that books are not boring. (enjoy—present perfect) had fired 2. By the time they got the mistake cleared up, Marsha __________________ Rasheed and had hired __________________ Fatima. (fire—past perfect, hire—past perfect) will have been 3. She __________________ there and back by six o’clock tomorrow morning. (be—future perfect) has eaten 4. Jean __________________ in this restaurant five times in the past two weeks. (eat—present perfect) had completed appeared 5. They __________________ their vows when her former husband __________________ . (complete—past perfect, appear—past) 26 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 15 Copyright © McGraw-Hill Companies, Inc. ■ B. Using the Perfect Tenses Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 15.7 Voice of Verbs Key Information When the subject of a sentence is the performer of the action, the verb is in the active voice. In 1581, Sieur Juvigny invented the flageolet. When the subject of the sentence is the receiver of the action, the verb is in the passive voice. The flageolet was invented by Sieur Juvigny. Tense Active Passive present wins is won past won was won future will win will be won present perfect has won has been won past perfect had won had been won future perfect will have won will have been won Each verb tense has an active and a passive form. ■ A. Identifying the Voice of Verbs Above each underlined verb in the following sentences, write whether it is active or passive. 1. Mount Everest, the highest mountain in the world, stands between Tibet and Nepal. active 2. Until 1950, when it was captured by the Chinese, Tibet was ruled by Buddhist monks. passive, passive 3. However, in the 1960s and 1970s, Chinese Communists destroyed or closed nearly all of the monasteries. active, active active, 4. The Dalai Lama, the spiritual ruler of Tibet, fled in 1959 and has lived in India since then. active Copyright © McGraw-Hill Companies, Inc. 5. It is hoped by many Tibetans that the Dalai Lama will one day return to Tibet and will be passive, active, passive restored to his place in the Potala Palace. ■ B. Using Active and Passive Voice Determine the voice of each of the following sentences. If a sentence is in the active voice, change it to passive. If a sentence is passive, change it to active. 1. John S. Lundy demonstrated the use of an anesthetic in 1934. ______________________________ The use of an anesthetic was demonstrated by John S. Lundy in 1934. _________________________________________________________________________________ 2. During the fifth century B.C., the Greeks expanded sea trade. _______________________________ During the fifth century B.C., sea trade was expanded by the Greeks. _________________________________________________________________________________ 3. Some diners call lobster the king of seafood. ____________________________________________ Lobster is called the king of seafood by some diners. _________________________________________________________________________________ 4. Many Westerners enjoy sukiyaki and sushi. _____________________________________________ Sukiyaki and sushi are enjoyed by many Westerners. _________________________________________________________________________________ 5. The rug was repaired by Julie Taafe. ___________________________________________________ Julie Taafe repaired the rug. _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 15 27 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 16.2 Agreement with Linking Verbs Key Information Sometimes a predicate nominative is different in number from the subject. In this situation, the linking verb always agrees in number with the subject, not with the predicate nominative. The topic of the lecture was whales. [The singular verb was agrees with the singular subject, topic.] Fireworks are his idea of entertainment. [The plural verb are agrees with the plural subject, fireworks.] ■ A. Identifying Subjects and Linking Verbs Circle the subject and underline the linking verb in each of the following sentences. 1. The first five chapters are a chilling account of what happened. 2. Ladybugs are the only type of insect she can stand. 3. The heaviest suitcase is fifteen kilograms. 4. The glass was eight ounces. 5. A sure sign of spring is daffodils. ■ B. Choosing the Correct Linking Verb Fill in the blank in each of the following sentences with the correct form of a linking verb. Possible answers are given. is 1. Marvella’s birthday _______________ always fun. are 2. The songs of the Beatles _______________ a good indication of the values of the sixties and seventies. is 4. That plate he just washed _______________ sixteen ounces of pure silver. is 5. A typical litter _______________ usually four or five puppies. are 6. Today’s personal computers _______________ a significant advance over those of only five years ago. is 7. A mile _______________ eight furlongs. have been 8. Eugenio Montale’s works _______________ a major contribution to Western literature in this century. were 9. Those tickets _______________ our only chance to see Cats. was 10. The generous donation _______________ two thousand dollars. 28 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 16 Copyright © McGraw-Hill Companies, Inc. were 3. Matt’s frequent headaches _______________ a subject of concern for his doctors. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 16.4–5 Agreement with Special and Compound Subjects Key Information When a collective noun refers to a group as a whole, the verb is singular. When it refers to each member of the group individually, the verb is plural. The same is true for nouns of amount. The team is playing well. The team are arriving in separate cars. Eight glasses of water is the recommended amount. Eight glasses of water are on the table. Certain nouns are singular even though they end in -s. The news was disturbing last night. Mumps is a common childhood disease. Each and every, before a compound subject, make the subject singular. Each dog and cat is losing its license. Every man and woman was saved. When compound subjects are joined by or or nor, the verb agrees with the subject that is closer to the verb. Neither Marian nor her sisters are going. Neither her sisters nor Marian is going. ■ A. Identifying Errors in Agreement Each of the following sentences has an error in agreement. Circle each incorrect verb, and write the correct verb on the line. was 1. Every car, bus, and truck were driving around in circles. _________________________________ is 2. Measles are becoming more and more widespread. _____________________________________ are 3. Either Deanna or Jonathan and Keith is bringing the mustard. ____________________________ are 4. In her hands, scissors is dangerous.__________________________________________________ Copyright © McGraw-Hill Companies, Inc. was 5. It’s difficult to believe that neither the eggs nor the roast were edible. ________________________ ■ B. Using Correct Subject-Verb Agreement Use the following subjects to write sentences of your own. Write the sentences in either the present, present progressive, or present perfect tense. Make sure each verb agrees with its subject. Sentences will vary. 1. Gerald’s trousers ___________________________________________________________________ _________________________________________________________________________________ 2. Every carpet, curtain, and bedspread ___________________________________________________ _________________________________________________________________________________ 3. Neither the trapeze artist nor the clowns _______________________________________________ _________________________________________________________________________________ 4. Either the hamburgers or the potato salad ______________________________________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 16 29 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 17.1 Case of Personal Pronouns Key Information Nominative case pronouns (I, you, he, she, it, we, and they) function as subjects or as predicate nominatives. The manager gave them the donation. I found an incriminating picture of her. Possessive case pronouns (my, mine, your, yours, his, her, hers, its, our, ours, their, and theirs) replace possessive nouns. They have finally won. It is he who sambas so well. Objective case pronouns (me, you, him, her, it, us, and them) function as direct objects, indirect objects, or objects of prepositions. A possessive pronoun does not use an apostrophe. That is my guitar. Shasta sent it to him on Valentine’s Day. No, it isn’t. It’s hers. ■ A. Identifying the Case of Pronouns Identify the case of each underlined pronoun in the following sentences. Above each, indicate whether it is nominative (nom.), objective (obj.), or possessive (poss.). nom. obj. 1. What they said about him was outrageous. obj. poss. obj. 2. I wouldn’t have believed it but my cousin Francesca said that every word of it was true. nom. nom. obj. nom. nom. 3. Frankly I wish she hadn’t told me. nom. nom. 4. I wonder what he would do if he knew that we knew. poss. nom. obj. 5. My heart skips a beat when I think about it. ■ B. Choosing the Correct Case of Pronouns 1. It is (I/me). 2. Between you and (I/me), I think something is dreadfully wrong. 3. Her parents were proud of (she/her) being a quarterback. 4. The dog licked (its/it’s) wounds, turned around, and went home. 5. I had no idea that they had complained about (me/my) practicing at home. ■ C. Using Pronouns Correctly Write a sentence of your own using each of the following pronouns: I, she, him, its, me. Sentences will vary. Try to include colorful descriptions and interesting verbs in your sentences. 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________ 30 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 17 Copyright © McGraw-Hill Companies, Inc. In each of the following sentences, circle the correct pronoun. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 17.2 Pronouns with and as Appositives Key Information Use the nominative case for pronouns in apposition to subjects or predicate nominatives. The youngest kittens, he and Felix, attacked a June bug. The cutest ones are the calicos, she and Coco. Use the objective case for pronouns in apposition to a direct object, an indirect object, or the object of a preposition. We gave my neighbors, Mrs. Kang and him, one of the kittens. They loved to snuggle with anything warm: us, a blanket, or each other. When you use appositives after pronouns, use the case of the pronoun that would be correct without the appositive. We cat lovers enjoy watching their antics. The kittens enjoy pouncing on us humans. ■ A. Identifying Pronouns and Appositives Write whether the underlined phrase is in apposition to a subject (S), predicate nominative (PN), direct object (DO), indirect object (IO), or object of a preposition (OP). DO 1. Mauricio met those new counselors, Mr. Washington and him, and said they _____ were nice. S _____ 2. The best players, she and Brooke, are averaging eight rebounds per game. PN 3. My favorite contestants were the French skaters, he and Isabelle. _____ OP 4. Senator Linden should give thanks to you campaign workers. _____ S 5. We the people want to create a better life for our children. _____ ■ B. Choosing Pronouns with and as Appositives Copyright © McGraw-Hill Companies, Inc. In the reading below, circle the correct personal pronoun from each pair in parentheses. F. Scott Fitzgerald was a leading author of the Jazz Age. The Fitzgeralds, both (he/him) and his wife Zelda, were fond of commenting on the lifestyle of the rich. The novel The Great Gatsby describes the extremely wealthy Jay Gatsby and what is, for (we/us) average Americans, his extravagance and moral emptiness. (He/Him) and Daisy, the main characters of The Great Gatsby, are a doomed pair. Dick Diver is the protagonist in Tender Is the Night, which details the decline of two jet-setting Americans in Europe, his wife Nicole and (he/him). Oddly, the Fitzgeralds themselves associated with the type of pleasure-seeking socialites he wrote about, and some critics see autobiographical undertones in the character of Dick in Tender Is the Night. According to these critics, the Divers, (he/him) and Nicole, are disturbingly similar to the Fitzgeralds. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 17 31 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 17.3 Pronouns After Than and As Key Information In an elliptical adverb clause, unnecessary words may be left out. When you use a pronoun in such clauses, choose the case that you would use if the missing words were included. Kenny water-skis much better than I [water-ski]. That loud music bothers your father as much as [it bothers] me. ■ A. Identifying Pronouns After Than and As In the underlined part of each of the following sentences, many words are unnecessary to the meaning of the sentence. Make an elliptical adverb clause by crossing out every word in the clause except the pronoun. Then write above the pronoun whether it is in the nominative or the objective case. nominative 1. My best friend, Jonathan, has many more brothers and sisters than I have brothers and sisters. objective 2. Jonathan’s father understands his brothers better than Jonathan’s father understands him. nominative 3. My eldest sister plays football almost as well as I play football. nominative 4. My little brother George hates broccoli as much as I hate broccoli. 5. When I tease him, my little brother George likes broccoli more than my little brother objective likes me. ■ B. Using Pronouns After Than and As me 2. Math was much easier for Einstein than ______________________________________________ 3. Neanderthal men, prehistoric humans, did not depend on their intelligence as much as we _________________________________________________________________________________ her 4. Diane’s minor accident scared her mother more than ___________________________________ I 5. Latoya doesn’t watch as much television as____________________________________________ 6. Many people think John Kennedy was the youngest president ever to hold office, but he Theodore Roosevelt was actually younger than ________________________________________ her 7. The ballet interested my brother more than ___________________________________________ I 8. To my surprise, my parents liked the science fiction movie better than ______________________ 9. Jane Austen was not as popular during her lifetime as Sir Walter Scott, although she is he now more widely studied than _____________________________________________________ us 10. The bright orange paint apparently pleased our house’s former owner better than _____________ 32 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 17 Copyright © McGraw-Hill Companies, Inc. Complete each of the following sentences with any appropriate pronoun (except you or it) in the nominative or objective case. Possible answers are given. he 1. I am a better athlete than _________________________________________________________ Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 17.5 Pronoun-Antecedent Agreement Key Information Pronouns agree with their antecedents in number, gender, and person. Pele’s extraordinary skill as a soccer player made him world famous. [Both Pele and him are singular, male, and third person.] My favorite teachers try to use some fun activities in their classes. [Teachers and their are both plural and third person. Plural pronouns are gender-neutral.] If the gender of a singular antecedent could be either masculine or feminine, it is traditional to use a masculine pronoun. Other options are to use a gender-neutral expression or to rewrite the sentence to use a plural pronoun or no pronoun. A person should choose his or her friends carefully. People should choose their friends carefully. People should choose friends carefully. Avoid shifts in person. POOR: BETTER: When people drive, you should be alert. When people drive, they should be alert. ■ Identifying Antecedents and Using Pronouns that Agree Fill in the blanks in the following passage by Alex Haley with the pronouns them, they, he, his, and me. Use each pronoun once. Then circle the antecedent of each pronoun you supplied. The first native Gambian I could locate in the U.S. was named Ebou Manga, then a junior He attending Hamilton College in upstate Clinton, N.Y. __________________ and I flew to Copyright © McGraw-Hill Companies, Inc. Dakar, Senegal, then took a smaller plane to Yundum Airport, and rode a van to Gambia’s capital, Bathurst. Ebou and his father assembled eight Gambia government officials. them I told __________________ Grandma’s stories, every detail I could remember, as they __________________ listened intently, then reacted. “ ‘Kamby Bolong’ of course is Gambia his River!” I heard. “But more clue is your forefather’s saying __________________ name was ‘Kinte.’” Then they told me something I would never even have fantasized—that in places in the back country lived very old men, commonly called griots, who could tell centuries of the histories of certain very old family clans. As for Kintes, they pointed out to me __________________ on a map some family villages, Kinte-Kundah, and Kinte-Kundah Janneh-Ya, for instance. Alex Haley, “My Furthest-Back Person—‘The African’ ” Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 17 33 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 17.6 Clear Pronoun Reference Key Information Avoid using the pronouns this, that, which, or it unless the antecedent is clearly stated. VAGUE: CLEAR: He’s a great pitcher, and this was obvious in the game last night. He’s a great pitcher, and his athletic talent was obvious in the game last night. AMBIGUOUS: After the dogs barked at the neighbors all night, they slept late. CLEAR: The dogs slept late after they barked at the neighbors all night. Do not use the pronouns you and they in an indefinite sense. If a pronoun could refer to more than one antecedent, reword the sentence to make it clear. INDEFINITE: In many places, you rest at midday. CLEAR: In many places, people rest at midday. ■ A. Identifying Unclear Pronoun Reference unclear __________________ 3. President Franklin D. Roosevelt was a conscientious leader, and this was evident in his efforts to help the unemployed. clear __________________ 4. Several government assistance programs were set up, and they provided jobs for thousands of workers. unclear __________________ 5. When the economy finally began to improve, they saw a gradual decline in unemployment figures. ■ B. Rewriting Sentences with Unclear Pronoun Reference Each of the following sentences contains an unclear pronoun reference. Rewrite each sentence so that all pronoun references are clear. Possible solutions are given. 1. In many places, such as Mexico, you can feel frequent small earthquakes. people _________________________________________________________________________________ 2. After the Spaniards defeated the Aztecs in the sixteenth century, they resettled Mexico. the Spaniards _________________________________________________________________________________ 3. Chad’s father bought a brand new Ferrari, which was incredible. a car that _________________________________________________________________________________ 4. When Henry VIII broke from the Church, it had a great impact on English history. his leaving _________________________________________________________________________________ 34 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 17 Copyright © McGraw-Hill Companies, Inc. If a pronoun in one of the following sentences has a clear reference, write clear in the blank. If the reference is unclear, write unclear in the blank. In each sentence with unclear pronoun reference, circle the pronoun that makes the sentence unclear. unclear __________________ 1. Unemployment was so severe during the Great Depression that many people despaired of it. unclear __________________ 2. You might search for months and still not find work. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 18.2 Irregular Comparisons Key Information Many modifiers have irregular comparative and superlative forms. Some of them are listed here. Positive Comparative Superlative bad ill far (distance) far (degree, time) little (amount) many worse worse farther further less more (the) (the) (the) (the) (the) (the) worst worst farthest furthest least most ■ A. Identifying Incorrect Comparison Forms In the following passage draw a line through the five underlined words or phrases that are incorrect comparative or superlative forms. Above each write the correct comparison form. The American crocodile and American alligator are related, but they’re not the same animal. broader more peaked Not only do crocodiles have more broad snouts, but also their snout is peakeder than an alligator’s. If you can find photographs of them both, you’ll see that alligators have a more rounded more visible snout. Besides that, the fourth tooth of a crocodile’s lower jaw is visibler than that of an alligator’s. The American crocodile is also about thirty percent lighter than the American alligator, better so it can move much more better. Maybe that is why alligators are less aggressive. Finally, there are different types of crocodiles all over the world, but there are only two types of alligators: more fearsome the American and the Chinese alligators. I don’t know which one is fearsomer, but I don’t Copyright © McGraw-Hill Companies, Inc. want to find out. ■ B. Using Irregular Comparisons Use the comparative or superlative form of the modifiers in parentheses to write sentences about the given topics. Whenever necessary, alter the wording in the topics or phrases to fit your sentences. Sentences will vary. 1. eating Brussels sprouts, eating spaghetti (good) __________________________________________ _________________________________________________________________________________ 2. snow in Georgia, Hawaii, and Minnesota (little) _________________________________________ _________________________________________________________________________________ 3. cutting calories, eating less salt (difficult) _______________________________________________ _________________________________________________________________________________ 4. the North Pole, the South Pole (far—distance) __________________________________________ _________________________________________________________________________________ 5. how you feel when you begin your homework, how you feel when you finish your homework (well) ____________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 18 35 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 18.4 Incomplete Comparisons Key Information Be sure to include words like other or else when you compare members of a group. UNCLEAR: China’s population is greater than America. UNCLEAR: China has more people than any country. CLEAR: China’s population is greater than America’s. CLEAR: China has more people than any other country. UNCLEAR: The population of China is greater than America. CLEAR: The population of China is greater than that of America. Be careful that you only compare like things. ■ A. Identifying Incomplete Comparisons In the following sentences, identify any incomplete comparisons in the underlined words. Correct each one by drawing a line through it and writing the complete comparison above it. 1. Some travelers claim that South America has more geographic variety than any continent in the world. any other continent 2. Its east coast beaches are more popular than Mexico. than those of Mexico 3. Skiing in the Chilean Andes is just as exciting as the Swiss Alps. as skiing in the Swiss Alps 4. Tourists can visit historic sites in Peru that are older than America. older than any others in America 5. Chile’s Atacama Desert is drier than any other country. drier than any other country’s desert 6. The Amazon River Basin has more kinds of plants and animals than zoos. than zoos have 7. Parts of Argentina’s Patagonia are windier than any regions of the world. than any other regions of the world than any South American falls. any other South American falls ■ B. Using Complete Comparisons Complete each of the following sentences by making complete comparisons. Answers will vary. 1. The altitude of Mount Everest is greater than__________________________________________ 2. The novels of Ken Kesey aren’t as well known as _______________________________________ 3. The test scores of students in the morning class were higher than__________________________ 4. Laura’s new puppy is cuter than ____________________________________________________ 5. There are more skyscrapers in New York City than _______________________________________ 36 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 18 Copyright © McGraw-Hill Companies, Inc. 8. Iguaçú Falls in southern Brazil has at least 275 waterfalls, making it more spectacular Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 18.7 Misplaced and Dangling Modifiers Key Information If you misplace a modifier, it might seem to modify the wrong word in the sentence. MISPLACED: CLEAR: Throwing food on the floor, Maria smiled at the child. Maria smiled at the child throwing food on the floor. A dangling modifier does not logically describe any word in the sentence. DANGLING: CLEAR: Quietly playing video games, I was startled when the dog licked my arm. You must put the word only immediately before the word(s) it modifies. UNCLEAR: I only study math on Tuesdays. CLEAR: I study only math on Tuesdays. I study math only on Tuesdays. Quietly playing video games, the dog’s licking on my arm startled me. ■ A. Identifying Misplaced and Dangling Modifiers Underline the misplaced or dangling modifiers in the following sentences. If a sentence contains no errors, write correct. 1. Having discovered a more effective use of refractive telescopes, important new discoveries in astronomy were made by Galileo. 2. Galileo could view craters of the moon with a larger telescope. 3. Using a pendulum, the law of falling bodies was finally developed. Copyright © McGraw-Hill Companies, Inc. 4. Only Galileo is called “the founder of modern experimental science”; no one else is referred to in this manner. Correct 5. Finding Galileo guilty of disobeying the Church, he was sentenced to life imprisonment by the officials. ■ B. Correcting Dangling and Misplaced Modifiers Possible answers Rewrite each of the following sentences to correct the dangling or misplaced modifiers. are given. 1. Falling asleep during the test, the teacher never saw the student. ___________________________ The teacher never saw the student falling asleep during the test. _________________________________________________________________________________ 2. Hungrily eating oysters on the half shell, a strong wind knocked over our beach umbrella. ______ While we were hungrily eating oysters on the half shell, a strong wind knocked over our beach umbrella. _________________________________________________________________________________ 3. Suzanne only eats Cruncho cereal because she hates all others. _____________________________ Suzanne eats only Cruncho cereal because she hates all others. _________________________________________________________________________________ 4. Ichabod pointed at a wombat with a long, bony finger. ____________________________________ With a long, bony finger Ichabod pointed at a wombat. _________________________________________________________________________________ 5. Rolling off the table, my father caught the grapefruit. _____________________________________ My father caught the grapefruit rolling off the table. _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 18 37 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 20.1 Capitalization of Sentences Key Information Capitalize the first word of the following: Do not capitalize the first word of the following: • each sentence. • sentences in parentheses that are contained within another sentence. • quotations that are complete sentences. • sentences that stand by themselves in parentheses. • indirect quotations. • quotations that are not complete sentences. After leaving the Phillipines, MacArthur said, “I shall return.” (He did in fact return with his troops in 1944.) MacArthur later said (he had returned to civilian life) that old soldiers don’t really die but “just fade away.” ■ A. Capitalization of Sentences In the following sentences circle the first letter of the underlined word if it should be capitalized. 1. last week, while my sister was raiding the refrigerator late at night, my mother came downstairs and said “oh I thought you were a burglar!” 2. in a famous speech John F. Kennedy said that people should ask what they can do for their country. 3. people living in the extreme north of Chile wouldn’t know what to do if it ever rained. (they live in the driest desert in the world.) 4. my best friend hates urban life (he grew up in a small town) and said last week that big cities are nothing more than a necessary evil. ■ B. Correcting Capitalization of Sentences Rewrite each of the following sentences that contains incorrect capitalization. If a sentence contains no errors, write correct. 1. In an essay on writing, William Zinsser said, “Clutter is the disease of American writing.” correct _________________________________________________________________________________ 2. He also said that to be clear writers, we must “Clear our heads of clutter.” ____________________ He also said that to be clear writers, we must “clear our heads of clutter.” _________________________________________________________________________________ 3. He noted that Many people think simple sentences are wrong and then stated, “the secret of good writing is to strip every sentence to its cleanest components.” _________________________ He noted that many people . . . then stated, “The secret . . . .” _________________________________________________________________________________ 4. He said that his students (he is also an educator) look stricken when he asks them to cut out unnecessary words. _________________________________________________________________ correct _________________________________________________________________________________ 38 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 20 Copyright © McGraw-Hill Companies, Inc. 5. when Dorothy Parker (an American poet and short-story writer) was told that the quiet, stern president had died, she asked, “how could they tell?” Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 20.2–3 Capitalization of Proper Nouns and Adjectives Key Information Capitalize all proper nouns. If a proper noun contains several words, capitalize only the important words. Bob Hope “The Beast in the Jungle” Capitalize names of ethnic groups, national groups, languages, and religious terms. Kurds English Hashem German Capitalize names of organizations, institutions, political parties, firms, and of documents, awards, and laws. Beal College a Nobel Prize Sherman Antitrust Act Capitalize the names of roads, cities, states, countries, continents, and bodies of water. Lake Erie Wyoming North America Capitalize names of monuments and bridges and of ships, trains, and aircraft. Statue of Liberty Friendship 7 Proper adjectives are adjectives formed from proper nouns and must be capitalized. Islamic law Appalachian dance Not all proper nouns change form when used as adjectives. Kansas plains Easter parade ■ A. Identifying Words for Capitalization Read each sentence. Use the proofreading symbol (a triple underline) to correct all capitalization errors. 1. We were looking forward to our class trip to washington, d.c. 2. Our bus was to leave reynoldsburg high school on wednesday and return late sunday afternoon. 3. Even principal thompson and ms. hoffinan, two of our chaperons, were eager to go. Copyright © McGraw-Hill Companies, Inc. 4. We stopped for dinner at the keystone diner, somewhere along interstate 70 in pennsylvania. 5. By the time we arrived at monroe’s motor inn, most of us were too excited to sleep. 6. On thursday we saw the washington monument, the lincoln memorial, and the white house, home of the president. 7. Parts of the smithsonian institution kept us busy all day friday. 8. A special treat on saturday was a dinner-cruise aboard the annapolis star on the potomac river. ■ B. Using Proper Adjectives Imagine that a distant relative from another country is coming to visit you. Write four sentences telling him or her about the area where you live. Use proper adjectives to describe such things as buildings, parks, theaters, the ethnic background of the residents, holidays you cele- Sentences brate, or any other items of special interest. Use at least one proper adjective in each sentence. will vary. 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 20 39 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.1–3 End Punctuation Key Information Use periods at the end of declarative sentences and polite commands. I don’t have the key to the front door. Oh, no! Davy, shut the door! Use question marks after direct questions but not after indirect questions. Don’t close the door all the way. Use exclamation points to show strong emotion. Does anyone know of a good locksmith? Our neighbor Kate asked whether we wanted to use her phone. ■ Using End Punctuation The following passage describes a soggy canoe trip. Insert the missing periods, exclamation points, and question marks. ! (1) Jack exclaimed, “It’s a beautiful day for canoeing _____” . The sun was shining in the (2) Jane nodded her head vigorously in agreement _____ . They brilliant blue sky, and a warm spring breeze was blowing gently through the trees _____ . had been looking forward to their family canoe trip for weeks, and it had finally arrived _____ . ! . “We have to catch up to Mom and Dad _____ (3)“Come on _____” Jack called _____ . ? Push _____” ! Ready _____ Together they pushed the canoe into the calm, muddy water _____ . They dug As soon as they climbed aboard, they put the bright orange life jackets on _____ . Soon they were floating peacefully splashed gently as they pushed their oars through it _____ . with the current _____ (5) As they coasted around a bend in the creek, their parents, paddling their own canoe . As he raised his . “Hey _____” ! furiously, came into view _____ Jack called to them _____ ! . . “Oh, no _____” hand in greeting, he knocked his oar into the water _____ he cried _____ ! “Jane _____” ? I was just waving to Mom _____” . . “What _____ (6) Annoyed, Jane turned around _____ . ! ! (7) “I lost my oar ______ We have to stop _____” Jack was beside himself ______ . “I don’t believe it _____ ! How can we stop _____ ? The current (8) Jane sighed heavily _____ . Startled, Jane lost her grip is too—” The canoe scraped over a rock and came to a stop _____ . They both watched it float swiftly away _____ . on her oar, and it slid into the water _____ ? . (9) “Now what do we do _____” Jane asked _____ (10) Many minutes later, their shoes squishing with every step, they pulled their canoe . Jack mumbled, “It’s a beautiful day ashore, where their dry and smiling parents awaited _____ . for canoeing _____” 40 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 Copyright © McGraw-Hill Companies, Inc. . their oars into the creek’s sandy bottom and shoved off _____ . The water ! ! (4) “Stroke _____Stroke _____” Jane called from her position in the front _____ Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.4 The Colon Key Information Use colons after words such as these, as follows, or the following to introduce lists. Avoid colons if the lists follow verbs or prepositions. This course will cover the following Lost Generation writers: F. Scott Fitzgerald, Ernest Hemingway, and Gertrude Stein. Of Hemingway’s books, we will study For Whom the Bell Tolls, A Farewell to Arms, and The Old Man and the Sea. ■ A. Identifying Missing Colons Insert and circle the missing colons in the following sentences. If a sentence contains no errors, write correct. 1. The ingredients for s’mores are as follows one box of graham crackers, ten milk chocolate bars, and a bag of marshmallows. as follows: 2. I still need to buy Christmas presents for Susan, Tricia, Sarie, and Katie. correct 3. To perform this experiment, you need these things a thin piece of cork, red dye, a slide with a cover, and a microscope. these things: 4. Smoking has been shown to cause heart disease, emphysema, lung cancer, and complications during pregnancy. correct ■ B. Writing Sentences that Include Lists Sentences Write a sentence according to each of the following guidelines. Be sure to use colons correctly. will vary. 1. (Use a colon and list three places you would like to visit.) _________________________________ Copyright © McGraw-Hill Companies, Inc. _________________________________________________________________________________ 2. (Use no colon and list the four oceans of the world.) _____________________________________ _________________________________________________________________________________ 3. (Use the phrase as follows and list three landmarks in your home state.)______________________ _________________________________________________________________________________ 4. (Use the word these and list two or more states that border yours.) __________________________ _________________________________________________________________________________ 5. (Use the word about and list three places about which you have read.) _______________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 41 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.5 The Semicolon Key Information Identifying items in a series can be confusing if the items contain commas. To make such sentences clear, use a semicolon to separate the items. Similarly, use a semicolon to separate two main clauses joined by a coordinating conjunction when the clauses already contain several commas. I still have to write a thank-you note to my grandmother, who gave me a sweater; Aunt Mary, who gave me a basketball; and my brother in Des Moines, who gave me a watch, a CD, and a poster. Of all my presents, the CD, the poster, and the watch were great; but I’m afraid the sweater, which was really gorgeous, was too small. ■ A. Identifying Misused Commas and Semicolons In the following sentences, circle commas that should be changed to semicolons and semicolons that should be changed to commas. If a sentence contains no errors, write correct. 1. I really enjoy reading the poetry of John Donne; Gerard Manley Hopkins; and W.B. Yeats. 2. Last year Paul visited New York City and saw the Empire State Building, which didn’t impress him, the Metropolitan Museum of Art, in which he spent one whole day, and Rockefeller Center, where he tried to ice-skate but sprained his ankle right away. 3. Chile, a narrow country on the western edge of South America, is famous for its breathtaking views of the ocean, mountains, and valleys, yet it is possibly best known for its excellent red wines. correct 4. So far, we have studied colons, semicolons, and commas. Copyright © McGraw-Hill Companies, Inc. 5. One of the most critically acclaimed movies ever made is Citizen Kane, a brilliant study of the rise and fall of a wealthy publisher, but even more dazzling than the treatment of its subject was the innovative camera work Orson Welles used. ■ B. Using Commas and Semicolons Change commas to semicolons as necessary to correct the following sentences. < 1. In one version of Greek mythology, Antigone was the daughter of Oedipus and Jocasta, king and queen of Thebes, she was later the subject of a play by Sophocles. ; < 2. Pan, the son of Mercury and a wood nymph, was the god of woods, fields, shepherds, and sheep, he lived in a forest and played his panpipe. ; < < 3. The three Graces, who sang and danced at the banquets of the Greek gods, were Aglaia, whose other name was Splendor, Euphrosyne, who was called Mirth, and Thalia, who ;/; brought good cheer. < 4. Zeus was originally the sky god, lord of the wind and rain, subsequently, he became leader of the gods. < 5. Poseidon was the god of the sea, he was referred to by Homer as the “earth shaker.” 42 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 ; ; Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.6 Commas and Compound Sentences Key Information Use commas between two main clauses joined by a coordinating conjunction, unless the clauses are very short and the meaning is clear without them. Mary is rather short, yet she is a great basketball player. Camila loves pizza but her parents hate it. [clear] I have seen Westminster Cathedral and Buckingham Palace is next on my list. [unclear] I have seen Westminster Cathedral, and Buckingham Palace is next on my list. [clear] ■ A. Identifying Coordinating Conjunctions and Missing Commas Underline the coordinating conjunction in each of the following sentences. If a comma is needed before a conjunction, insert and circle the comma. 1. Tala used to live in Jordan, but she recently emigrated to the United States. 2. Michael turned up the radio and we danced. 3. Judy wanted to learn to play the violin, and her mother enrolled her in a Suzuki course. 4. The weatherman predicted we would have sunny weather, yet it snowed heavily. 5. Nelson bought a new Ferrari, and a Buick hit it soon afterwards. ■ B. Using Coordinating Conjunctions and Commas Add a coordinating conjunction and another main clause to expand each of the following sentences. Use a comma when necessary. Remember to cross out the period. Sentences will vary. 1. I’ve never been in a spaceship. ________________________________________________________ Copyright © McGraw-Hill Companies, Inc. _________________________________________________________________________________ 2. The oceans are becoming very polluted. ________________________________________________ _________________________________________________________________________________ 3. A red sky in the morning is a sign of rainy weather. ______________________________________ _________________________________________________________________________________ 4. Dogs are usually loyal to their owners. _________________________________________________ _________________________________________________________________________________ 5. Violence is a serious problem. ________________________________________________________ _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 43 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.6 Commas and Coordinate Adjectives Key Information Coordinate adjectives modify a noun equally. They must be separated by commas. Mr. Seebart has loyal, industrious, and diligent students. I live in an old brick house. Commas may be needed to separate some adjectives in a series but not others. I bought an inexpensive, comfortable stuffed chair. Adjectives that are not coordinate should not be separated by commas. These are often adjectives that describe size, shape, age, and material. ■ A. Identifying Correct Use of Commas Insert and circle any missing commas in the following sentences. Draw a line through any comma that should be omitted. If a sentence contains no errors, write correct. 1. We heard a roar of slow, mirthful laughter. correct 2. They lived on a dark,sooty, gloomy back alley. 3. Robin wore a durable, coarse, gray, wool coat. 4. We watched the desperate, unruly, angry mob storm through the city. 5. The old man drew together his thick, shaggy, dark eyebrows and glared at me. 6. We thought the man’s long, dull,confusing speech would never end. 7. Most of the businesses in town are along the widest, busiest, best-lit street. correct 8. The thick, picture-filled, travel book made for interesting reading. 10. Hot,humid August weather is something I would like to be able to escape this year. ■ B. Using Coordinate and Noncoordinate Adjectives Choose four things around you—such as your desk, a noise you hear, a person you see—and write one sentence for each thing you choose. Use two to three adjectives before each thing you’re describing. Use commas correctly, and don’t use any adjective more than once. Be creative! Sentences will vary. 1. _________________________________________________________________________________ _________________________________________________________________________________ 2. _________________________________________________________________________________ ______________________________________________________________________________ 3. _________________________________________________________________________________ _________________________________________________________________________________ 4. _________________________________________________________________________________ _________________________________________________________________________________ 44 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 Copyright © McGraw-Hill Companies, Inc. 9. The strident, uncivilized home fans on the other side of the field offered a striking contrast to our normal, fun-loving fans. Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.6 Commas with Parenthetical Expressions and Conjunctive Adverbs Key Information Use commas to set off parenthetical expressions such as on the contrary, in addition, and in other words; and to set off conjunctive adverbs such as nonetheless, therefore, and however. Mr. Bodine eats a lot of junk food; in addition, he never exercises. Nevertheless, he seems to be in relatively good health for the time being. ■ A. Identifying Parenthetical Expressions and Conjunctive Adverbs Underline the parenthetical expressions and conjunctive adverbs in the following sentences. 1. English is the mother tongue of more than 300 million people in the world; it is spoken, moreover, by many more millions as a second language. 2. Chinese, nevertheless, has twice as many native speakers as any other language in the world. 3. Many people believe English is the official language of the United States; however, the country has no official language. 4. Some people want English to become the official language of the United States; as a result, the English Language Amendment was proposed in the 1980s. 5. Most immigrants to the United States in the 1800s quickly learned English to become more American; they wanted, in other words, to jump into the melting pot. ■ B. Using Commas with Parenthetical Expressions and Conjunctive Adverbs Insert and circle any missing commas in the following paragraph. Copyright © McGraw-Hill Companies, Inc. (1) Henry David Thoreau is one of America’s best-known writers, yet he published only two books in his lifetime. (2) Moreover, each book sold poorly; in fact ,together they sold fewer than 1,200 copies. (3) Thoreau moved to the shore of Walden Pond and spent much time in solitude and meditation. (4) Thoreau ,however, did not think he was escaping from life. (5) On the contrary, he went to the woods to live it more fully. (6) Nevertheless, part of this life did include work on his first book. (7) During this time in his life, he refused to pay his poll tax; consequently,he was arrested and jailed for one night. (8) He soon wrote “Civil Disobedience,” an essay on passive resistance that influenced,among others ,Gandhi and Martin Luther King Jr. (9) In addition ,this work and his book Walden made him popular among young people in the 1960s. (10) His themes elevated the world of nature and inspired readers to follow their own conscience. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 45 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.6 Commas and Direct Address and Tag Questions Key Information Use commas to separate words of direct address from the rest of a sentence. Bart, is that completely necessary? Use commas to separate tag questions from the rest of a sentence. A tag question reinforces an implied answer to the statement it follows. I believe, students, that we are done for the day. You have made your point, haven’t you? ■ A. Identifying Direct Address Underline any words used in direct address in the following sentences. 1. Do you mind if the new student, Roberto, goes with you? 2. Do you mind if the new student goes with you, Roberto? 3. Roberto, the new student is going with you. 4. Roberto, the new student, is going with you. 5. Charlotte, your art project has pleased quite a few of the judges. 6. Charlotte’s new art project has pleased quite a few of the judges. 7. Jamar, Tyler, and Sarah have been chosen as our representatives. 8. Jamar, Tyler and Sarah have been chosen as our representatives. 9. Well, my friend, I hope you are feeling better. 10. I hope my friend is feeling better. Insert and circle any missing commas in the following sentences. If a sentence contains no errors, write correct. 1. Jimmy, you have spoken with Susan Alexander lately, haven’t you? 2. Susan Alexander, this is your conscience speaking. 3. She has hinted several times ,Arthur, that you should be more careful. 4. You have heard her hint that you should be more careful,haven’t you? 5. Nate, Michael, and D. J. are going to see the concert next week, Millie. 6. Nate, Michael, and D. J. are going to see the concert with Millie next week. 7. Janet is going to the movies with us ,isn’t she? 8. Janet,are you going to the movies with us? 9. There are rumors,Aaron, that you will try out for the track team. 10. Aaron ,you are sure that you will make the team,aren’t you? 46 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 correct Copyright © McGraw-Hill Companies, Inc. ■ B. Using Commas with Direct Address and Tag Questions Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.6 Misuse of Commas Key Information Commas alone cannot join two main clauses. INCORRECT: CORRECT: Zamboanga is a city in the southern Philippines, it has a distinct Moro influence. Zamboanga is a city in the southern Philippines; it has a distinct Moro influence. Do not place a comma before a conjunction that joins a two-item compound element in a sentence. INCORRECT: Bob, and Joe have won the series. CORRECT: Bob and Joe have won the series. Do not place a comma between a verb and its complement. INCORRECT: She bought her mother, a milkshake. CORRECT: She bought her mother a milkshake. ■ Identifying Comma Errors Circle each of the misused commas in the following sentences. Then rewrite each sentence, using correct punctuation. 1. The sky was gray, and cloudy, it was one of those days that cause one to sit at the window, The sky was gray and cloudy. It was one of those days, in fact, and dream of days gone by. __________________________________________________________ that cause one to sit at the window and dream of days gone by. _________________________________________________________________________________ 2. That is exactly what I was doing when the telephone rang, I, jumped out of my chair, That is exactly what I was doing when the telephone and ran to answer it. ________________________________________________________________ Copyright © McGraw-Hill Companies, Inc. rang. I jumped out of my chair and ran to answer it. _________________________________________________________________________________ 3. The voice at the other end seemed familiar, for a moment I, thought I knew who it was. ________ The voice at the other end seemed familiar; for a moment, I thought I knew who it was. _________________________________________________________________________________ _________________________________________________________________________________ 4. The person told me that I had won, a trip to Hawaii. Then he laughed hysterically, and The person told me that I had won a trip to Hawaii. Then he laughed hysterically hung up. _________________________________________________________________________ and hung up. _________________________________________________________________________________ 5. I have not run to the store, for sunscreen, something tells me Hawaii will have to wait. _________ I have not run to the store for sunscreen; something tells me Hawaii will have to wait. _________________________________________________________________________________ _________________________________________________________________________________ 6. Meanwhile, I’ll continue to look at cloudy, gray skies through a window, daydreaming is Meanwhile, I’ll continue to look at cloudy, gray probably as relaxing as Hawaii anyway. _________________________________________________ skies through a window; daydreaming is probably as relaxing as Hawaii anyway. _________________________________________________________________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 47 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.7–8 The Dash and Parentheses Key Information Use a dash to show an abrupt change of thought within a sentence. Albino whales (the most famous albino is, of course, Moby Dick) have often been the subject of tall tales. She grew mint—or perhaps thyme—in her herb garden. Parentheses indicate extra material not vital to the main statement. If a complete sentence enclosed in parentheses is contained within another sentence, it does not require capitalization or end punctuation. However, if the parenthetical sentence stands by itself, capitalize, and use appropriate punctuation. They are among the most intelligent creatures on earth. (Whales have always been respected by hunters.) When a comma or semicolon is required after a parenthetical expression, place it outside the final parenthesis. Kyle and Sally will be there (I think), but Johnson backed out. Whales range in length from 4 to 100 feet (1.2 to 30 meters). ■ A. Identifying Errors in and Around Parentheses Rewrite each of the following sentences, correcting capitalization and punctuation errors. Some people like him. (Some people don’t.) 1. Some people like him (some people don’t.) _____________________________________________ _________________________________________________________________________________ 2. One of my best friends (A foreign exchange student from Indonesia) finds much One of my best friends (a foreign exchange student from Indonesia) finds. . . . American food bland. ____________________________________________________________ I can eat plate after plate of kimchee (a spicy Korean dish), but it gives my terrible stomach ache. _______________________________________________________________ girlfriend a terrible stomach ache. _________________________________________________________________________________ 4. She says that Macao (formerly a Portuguese colony near Hong Kong,) is famous for its She says that Macao (formerly a Portuguese colony near Hong architecture and its casinos. __________________________________________________________ Kong) is famous for its architecture and its casinos. _________________________________________________________________________________ 5. While they were in Tanzania, they saw a rhinoceros (The rhinoceros is in danger of While they were in Tanzania, they saw a rhinoceros becoming extinct;) Irena saw one, too. _________________________________________________ (the rhinoceros is in danger of becoming extinct); Irena saw one, too. _________________________________________________________________________________ ■ B. Using Dashes and Parentheses Write two sentences of your own. In the first sentence, use dashes to show a change in thought. In the second sentence, use parentheses to set off extra material. Sentences will vary. 48 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 Copyright © McGraw-Hill Companies, Inc. 3. I can eat plate after plate of kimchee (a spicy Korean dish,) but it gives my girlfriend a Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.9 Quotation Marks Key Information Place commas and periods inside closing quotation marks. “I can’t believe my eyes,” she whispered. Marion said, “Take it back, I hate it.” Place a question mark or exclamation point inside closing quotation marks when it is part of the quotation or when the same punctuation is needed for both the quotation and the sentence. He shouted, “Heavens to Betsy!” Place semicolons and colons outside closing quotation marks. I have just read Ralph Ellison’s story “The King of the Bingo Game”; it is brilliant. These words were used to describe Marianne Moore’s poem “Marriage”: ambitious and accomplished. Seth asked, “May I tell you something you might not want to hear?” Place the quotation mark or exclamation point outside closing quotation marks when it is part of the full sentence. What is meant by “let the buyer beware”? ■ A. Identifying Quotation Mark Errors Circle the misplaced punctuation in the following sentences. Each sentence contains one error. 1. “If you do that again, I’m afraid I’ll have to report you”, Ms. Witherspoon said calmly. 2. It was at that point that he screamed, “Long live the king”! 3. Mother was in the workshop singing “I’m a Lonely Little Petunia in an Onion Patch,” Dan was upstairs whistling “The Streets of Laredo”, and I was in the living room with my hands over my ears. 4. Juliet asked, “Who is that in the bright blue blouse”? Copyright © McGraw-Hill Companies, Inc. 5. Does anybody know who wrote “Silent Night?” ■ B. Using Quotation Marks Complete the following sentences to create a short dialogue between a man who is lost and looking for his way back to his hotel and a young woman at an information booth. Sentences will vary. 1. Looking exhausted and confused, the man approached the information booth and frantically asked, ________________________________________________________________ 2. The woman in the booth, trying to calm him down, said,__________________________________ _________________________________________________________________________________ 3. The man responded, ________________________________________________________________ _________________________________________________________________________________ 4. The woman gave him directions. She said, ____________________________________________ 5. Relieved, the man exclaimed, __________________ and walked toward his hotel. Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 49 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.10 Italics (Underlining) Key Information Italicize (or underline when typing or writing) names of the following: A, an, and the are italicized only when they are part of a title. books long poems ships A Night at the Opera is a very funny movie. sculptures paintings trains Our newspaper is the Daily News. magazines newspapers planes television series plays spacecraft long musical works films Words, letters, and numerals used to represent themselves are italicized. My young son often confuses p with g when he writes. ■ A. Identifying Titles to Be Italicized Underline any of the following words and phrases that should be italicized. 1. Shakespeare’s play Romeo and Juliet 9. the rock group the Beatles 2. our national anthem, The Star-Spangled Banner 10. Michelangelo’s sculpture the Pietà 3. our neighboring continent, South America 11. the television series Bewitched 4. the painting the Mona Lisa 12. the musical Cats 5. the spacecraft Apollo 7 13. the television series Star Trek 6. the daily newspaper the New York Times 14. the song Let It Be 7. the children’s rhyme Jack and Jill 15. the magazine Seventeen 8. the short story The Monkey’s Paw Use five of the items you have underlined in Part A in sentences of your own. Remember to underline correctly again. Sentences will vary. 1. _________________________________________________________________________________ _________________________________________________________________________________ 2. _________________________________________________________________________________ _________________________________________________________________________________ 3. _________________________________________________________________________________ _________________________________________________________________________________ 4. _________________________________________________________________________________ _________________________________________________________________________________ 5. _________________________________________________________________________________ _________________________________________________________________________________ 50 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 Copyright © McGraw-Hill Companies, Inc. ■ B. Using Italics Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.11 The Apostrophe Key Information Use an apostrophe with -s to indicate the possessive of a singular noun and of a plural noun not ending in -s. the dog’s owner Add an apostrophe and -s to the last word of a compound noun. her father-in-law’s hat the commander in chief’s house the boss’s daughter the children’s toys Use an apostrophe alone to indicate the possessive of a plural noun ending in -s. the Smiths’ house Use the possessive form for only the final name when two or more people own something jointly. Chris and Andy’s house but Chris’s and Andy’s exam scores Apostrophes are also used to form contractions the (two) records’ jackets you’re he’s I’d won’t ■ A. Identifying Misused Apostrophes Correct any of the following items in which apostrophes are misused or omitted. If an item contains no errors, write correct. she’s not here 1. shes not here ___________________________________________________________________ James’s little sister 2. James little sister ________________________________________________________________ correct 3. I’ve wanted to __________________________________________________________________ one walrus’s tusk 4. one walrus’ tusk_________________________________________________________________ correct 5. Ms. Ryan’s garden _______________________________________________________________ Copyright © McGraw-Hill Companies, Inc. correct 6. a caterpillar’s cocoon _____________________________________________________________ The Smiths’ and the Wilsons’ property line 7. The Smiths and the Wilsons property line ____________________________________________ correct 8. Betty and Bob’s diner ____________________________________________________________ correct 9. Russ’s sneakers__________________________________________________________________ everyone’s friend 10. everyones’ friend ________________________________________________________________ correct 11. the Morrises’ front yard___________________________________________________________ her sister-in-law’s dress 12. her sister’s-in-law dress ______________________________________________________________ ■ B. Using Apostrophes Each of the following sentences contains a word that is missing an apostrophe and, in some cases, an -s. Rewrite the word correctly in the space provided. Rolling Stones’ 1. Today there appears to be a revival of the Rolling Stones songs. ___________________________ hostess’s 2. Everyone from the embassy was fascinated by the hostess charm. __________________________ girls’ contributions 3. Two girls contributions to the fund were outstanding.___________________________________ Saint Louis’s 4. Many of Saint Louis neighborhoods are really rather different._____________________________ Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 51 Grammar Practice Name ...................................................................................... Class .................................................. Date ................................ 21.12–13 The Hyphen and Abbreviations Key Information Hyphenate compound adjectives that are placed before nouns. the sky-blue truck the round-faced boy Hyphenate all spelled-out numbers up to ninety-nine. one-half glass but one sixteenth of an inch Most abbreviations require periods. Exceptions are the official U.S. Postal Service abbreviations of state names and abbreviations of organization names formed from initial letters of words. These abbreviations are written in capital letters with no periods. Hyphenate a fraction only when it is used as an adjective. ■ A. Using Hyphens Insert and circle hyphens where needed in the following items. If an item contains no errors, write correct. 1. fifty -five 9. a thirty-nine-year-old man 2. my brown-eyed girl 10. an eagle-eyed scout 3. a beautifully made basket correct 11. a three-dollar watch 4. well-known broadcaster 12. an easily-earned million 5. one-fourth teaspoon 13. a baby-faced grandfather 6. two hundred twenty-nine 14. three fourths of a cup 7. a vacation that was well deserved correct 15. the rain-delayed game correct ■ B. Using Abbreviations Abbreviate each of the following items. Consult a dictionary when necessary. NBC 1. National Broadcasting Corporation _________________________________________________ Conn. or CT 2. Connecticut ____________________________________________________________________ U.S. 3. United States ___________________________________________________________________ ME 4. Maine_________________________________________________________________________ Nebr. or NB 5. Nebraska ______________________________________________________________________ oz. 6. ounce _________________________________________________________________________ A.D. 7. anno Domini ___________________________________________________________________ P.M. 8. post meridiem __________________________________________________________________ Sen. 9. Senator________________________________________________________________________ mm 10. millimeter _____________________________________________________________________ 52 Writer’s Choice: Grammar Practice Workbook, Grade 9, Unit 21 Copyright © McGraw-Hill Companies, Inc. 8. the seventy-first time