GED Language Arts, Writing Flashcards
subject
tells who or what a sentence is about
verb
tells what the subject is or does
Complete sentences
Rule 1: A complete sentence has a subject and a verb. The subject names who or what the sentence is about. The verb tells what the subject is or does.
No subject: Teaches her son to drive a car with a stick shift.
Complete: Gloria teaches her son to drive a car with a stick shift.
No verb: A car with an automatic transmission.
Complete: A car with an automatic transmission is easy to drive.
Sometimes the subject of a sentence is not stated, but it is understood to be the word you.
Complete: Learn to drive safety.
Rule 2: A complete sentence expresses a complete thought.
Incomplete: Because it gets better mileage.
Complete: Ramon plans to buy a car with a standard transmission because it gets better mileage.
Rule 3: A complete sentence ends with punctuation. Most statements end with a period. A question ends with a question mark. A strong statement or command ends with an exclamation point.
Statement: Gloria prefers to drive a car with a stick shift.
Question: Is Ramon a good driver?
Exclamation: Get out of his way!
Sentence fragment
an incomplete sentence.
Method 1: If a fragment is missing a subject, add a subject.
Fragment: Went to the interview with her resume.
Correct: Lia went to the interview with her resume.
Method 2: If a fragment is missing a complete verb, make the verb complete.
Fragment: Dr. Parks asking about her last job.
Correct: Dr. Parks is asking about her last job.
Method 3: Add or change words to make an incomplete thought complete.
Fragment: Not a bad job, only boring.
Correct: Her last job was not bad, only boring.
Method 4: Attach the fragment to a complete sentence. This is a good method to use when a fragment has a subject and verb but still does not express a complete thought.
Fragment: Lia took the job. Because she wanted a challenge.
Correct: Lia took the job because she wanted a challenge.
Correct: Because she wanted a challenge, Lia took the job.
coordinating conjunction
a word that connects the independent clauses in a compound sentence.
a word that connects equal elements, such as the independent clauses in a compound sentence (and, but, or, for, nor, yet, so).
Example: She works hard, but her performance could improve.
independent clause
a group of words that has a subject and verb and expresses a complete thought.
Example: With hard work, they all passed the test.
compound sentence
two independent clauses connected by a comma and a coordinating conjunction (and, but, or, for, nor, yet, so).
Example: We traveled by boat, and we had a wonderful time.
coordinating conjunction
Method: To write a compound sentence, combine independent clauses with a coordinating conjunction. The coordinating conjunction shows the relationship between the clauses.
Coordinating conjunction Relationship
and connects two related ideas
but, yet contrasts two ideas
for shows a cause
so shows an effect
or gives choices
nor gives negative choices
Rule: When you write a compound sentence with a coordinating conjunction, use a comma before the conjunction.
Separate: Jack joined a group of actors. They are quite talented.
Combined: Jack joined a group of actors, and they are quite talented. (The word and connects the two related ideas.)
Separate: Their first play is a hilarious comedy. It’s sure to be a hit.
Combined: Their first play is a hilarious comedy, so it’s sure to be a hit. (The word so shows an effect.)
other connectors
There are two other ways to combine independent clauses in compound sentences.
Method 1: Combine sentences using a semicolon when the ideas are closely related.
separate: Nuclear weapons threaten all our lives. Failure to solve this problem could have serious consequences.
Combined: Nuclear weapons threaten all our lives; failure to solve this problem could have serious consequences.
Method 2: Combine sentences using a semicolon and a conjunctive adverb. The conjunctive adverb you choose should show the relationship between the two ideas being combined.
Conjunctive adverbs Relationship
also, furthermore,moreover, besides - connect two ideas
however, still, nevertheless, instead,nonetheless - contrast two ideas
similarly, likewise - compare two ideas
therefore, thus, consequently - show a result
next, then, meanwhile, finally, subsequently - show time order
for example, for instance - give examples
Rule: When you use a conjunctive adverb to connect two clauses, put a semicolon before it and a comma after it.
Separate: People are interested in avoiding nuclear war. They do not always agree on the best way to do so.
Combined: People are interested in avoiding nuclear war; however, they do not always agree on the best way to do so.
(However contrasts the two ideas.)
conjunctive adverb
a word that shows the relationship between two ideas. In a compound sentence, a semicolon precedes the adverb and a comma follows it.
Example: He had to leave; however, his report is on the desk.
verb tense
tells when an action takes place or when a condition is true
present tense
The present tense expresses that an action takes place now or that a condition is true now.
Present: Mr. Gomez advises Paula to apply for another job.
past tense
The past tense expresses that an action took place or that a condition was true in the past.
Past: He worked with Paula on a special project last year.
future tense
The future tense expresses that an action will take place or that a condition will be true in the future. Use the helping verbs will or shall with the present form.
Future: Paula will bring her resume to the office next Thursday.
simple
Rule 1: Use the simple tenses for actions or for conditions that are usually true.
The present tense expresses that an action takes place now or that a condition is true now.
Present: Mr. Gomez advises Paula to apply for another job.
The past tense expresses that an action took place or that a condition was true in the past.
Past: He worked with Paula on a special project last year.
The future tense expresses that an action will take place or that a condition will be true in the future. Use the helping verbs will or shall with the present form.
Future: Paula will bring her resume to the office next Thursday.
perfect tense
Rule 2: Use perfect tenses for more complex time relationships.
The perfect tenses always use a helping verb that is a form of the verb have plus the past participle.
The present perfect tense expresses an action that began in the past and is already completed or continues into the present. Use have or has with the past participle.
Present perfect: I have sent along her application to Ms. Hall.
The past perfect tense expresses an action that was completed in the past before another past action began. Use had with the past participle.
Past perfect: Previously, Ms. Hall had considered only graduates.
The future perfect tense expresses a future action that will begin and end before another future action begins. Use will have with the past participle.
Future perfect: Paula will have graduated by June.
present perfect tense
The present perfect tense expresses an action that began in the past and is already completed or continues into the present. Use have or has with the past participle.
Present perfect: I have sent along her application to Ms. Hall.
past perfect tense
The past perfect tense expresses an action that was completed in the past before another past action began. Use had with the past participle.
Past perfect: Previously, Ms. Hall had considered only graduates.
future perfect tense
The future perfect tense expresses a future action that will begin and end before another future action begins. Use will have with the past participle.
Future perfect: Paula will have graduated by June.
regular verb
a verb that forms its principle parts by adding -d, -ed, or -ing to the present form
helping verb
(also called auxiliary verb) a form of the verb be or have used with the main verb to make participle forms
verb form
Rule 1: Form the present participle by adding -ing to the present form of the verb. The present participle always uses a helping verb in forms of the verb be.
Present: Scientists remind us to reduce the amount of trash right now.
Present participle: They are reminding us we must act immediately.
Rule 2: Form the past by adding -d or -ed to the present form of a verb. The past tense does not use a helping verb.
Present: Today, many towns require people to recycle paper, wood, and plastic.
Past: Years ago, towns required people to recycle paper only.
Rule 3: Form the past participle by adding -d or -ed to the present form of the verb and use a helping verb. The helping verbs used with the past participle are forms of the verb be or have.
Present: Today, towns recycle everything they can.
Past: In 2000 alone, my town recycled 178 tons of plastic.
Past participle: In fact, my town has recycled more plastic than any other town in the state.
irregular verb
a verb whose past forms are not made by adding -d or -ed to the simple present
irregular verbs usually changes their spelling pattern in a variety of ways to form the past and past participle.
Rule 1: Form the past participle for some irregular verbs by adding -en or -n to the present.
Presnt past past participle
blow blew blown
drive drove driven
eat ate eaten
fall fell fallen
give gave given
Rule 2: Form the past participle for some irregular verbs by adding -en or -n to the past.
Present Past past participe
break broke broken
choose chose chosen
Rule 3: Form the past and past participle for some irregular verbs by changing the vowel from i in the present to a in the past and u in the past participle.
present past pat participle
begin began begun
drink drank drunk
ring rang rung
Rule 4: Some irregular verbs do not follow a pattern.
Present Past Past participle
buy bought bought
come came come
do did done
Indicative mood
The Indicative Mood. This states facts or asks questions. For example:
She is driving the car.
Is she driving the car?
Imperative mood
The Imperative Mood. This expresses a command or a request. For example:
Drive the car!
Please drive the car.
Subjunctive mood
The Subjunctive Mood. This shows a wish or doubt. For example:
I suggest that Dawn drive the car.
I propose that Dawn be asked to drive the car.
If I were Dawn, I would drive the car.
