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Professor Starr's Grammar > Grammar Exercises > Flashcards

Grammar Exercises Flashcards

251 Exercises

1
Q
  1. Annie and her brothers (is, are) at school.
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2
Q
  1. Either my mother or my father (is, are) coming to the meeting.
A
  1. Either my mother or my father is coming to the meeting. https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html
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3
Q
  1. The dog or the cats (is, are) outside.
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4
Q
  1. Either my shoes or your coat (is, are) always on the floor.
A
  1. Either my shoes or your coat is always on the floor.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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5
Q
  1. George and Tamara (doesn’t, don’t) want to see that movie.
A
  1. George and Tamara don’t want to see that movie.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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6
Q
  1. Benito (doesn’t, don’t) know the answer.
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7
Q
  1. One of my sisters (is, are) going on a trip to France.
A
  1. One of my sisters is going on a trip to France.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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8
Q
  1. The man with all the birds (live, lives) on my street.
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9
Q
  1. The movie, including all the previews, (take, takes) about two hours to watch.
A
  1. The movie, including all the previews, takes about two hours to watch.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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10
Q
  1. The players, as well as the captain, (want, wants) to win.
A
  1. The players, as well as the captain, want to win.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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11
Q
  1. Either answer (is, are) acceptable.
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12
Q
  1. Every one of those books (is, are) fiction.
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13
Q
  1. Nobody (know, knows) the trouble I’ve seen.
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14
Q
  1. (Is, Are) the news on at five or six?
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15
Q
  1. Mathematics (is, are) John’s favorite subject, while Civics (is, are) Andrea’s favorite subject.
A
  1. Mathematics is John’s favorite subject, while Civics is Andrea’s favorite subject.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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16
Q
  1. Eight dollars (is, are) the price of a movie these days.
A
  1. Eight dollars is the price of a movie these days.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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17
Q
  1. (Is, Are) the tweezers in this drawer?
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18
Q
  1. Your pants (is, are) at the cleaner’s.
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19
Q
  1. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
A
  1. There were fifteen candies in that bag. Now there is only one left!

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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20
Q
  1. The committee (debates, debate) these questions carefully.
A
  1. The committee debates these questions carefully.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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21
Q
  1. The committee members (leads, lead) very different lives in private.
A
  1. The committee members lead very different lives in private.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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22
Q
  1. The Prime Minister, together with his wife, (greets, greet) the press cordially.
A
  1. The Prime Minister, together with his wife, greets the press cordially.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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23
Q
  1. All of the CDs, even the scratched one, (is, are) in this case.
A
  1. All of the CDs, even the scratched one, are in this case.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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24
Q
  1. Politics (is, are) sometimes a dirty business.
A
  1. Politics is sometimes a dirty business.

Politics is singular.

Additional info:

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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25
Q
  1. A large number of voters still (vote, votes) along party lines.
A
  1. A large number of voters still (vote, votes) along party lines. ‘Number’ is a collective noun, but the elements within the collective noun, the voters, are acting separately in this case (we hope!), so the verb should be plural: ‘vote.’

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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26
Q
  1. Four years (is, are) a long time to spend away from your family and friends.
A
  1. Four years (is, are) a long time to spend away from your family and friends. The quantity of ‘four years’ here is meant to be taken as a whole, as one quantity, so the verb should be singular.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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27
Q
  1. Most of the milk (has, have) gone bad. However, six gallons of milk (is, are) still in the refrigerator.
A
  1. Most of the milk has gone bad. Six gallons of milk (is, are) still in the refrigerator.

“Most” is not a countable noun here (you can’t count ‘the milk’ in the first sentence), so the verb must be singular.

You can count the gallons of milk, though, so the subject in the second sentence is plural.

I recieved this suggested edit: “What if there is a singular six-gallon jug of milk in the fridge?”

Good question! Notice the verb this student used in the question itself! “IS”

In the first example, we are using “gallon” as a thing that can be counted. “Milk” is a non-countable noun, but “gallon” is countable. So, is “jug” countable? yes! Therefore, there is a six gallon jug in the fridge.

“Most of the milk has gone bad. However,

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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28
Q
  1. Each and every student and instructor in this building (hope, hopes) for a new facility by next year.
A
  1. Each and every student and instructor in this building (hope, hopes) for a new facility by next year. The subject of the verb is ‘each and every,’ which is singular: the correct verb choice, then, is ‘hopes.’

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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29
Q
  1. Not only the students but also their instructor (has, have) been called to the principal’s office.
A
  1. Not only the students but also their instructor (has, have) been called to the principal’s office. With paired conjunctions such as either … or and not only … but also, the subject closer to the verb – in this case, the singular ‘instructor’ – determines whether the verb will be singular or plural.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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30
Q
  1. Carlos is the only one of those students who (has, have) lived up to the potential described in the yearbook.
A
  1. Carlos is the only one of those students who (has, have) lived up to the potential described in the yearbook. The ‘who’ refers, in this case, to ‘the only one,’ which is singular.

https://owl.purdue.edu/owl/general_writing/grammar/subject_verb_agreement.html

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31
Q
  1. The International Club, as well as the Choral Society and the Rowing Club, (need, needs) to submit a new constitution.
A
  1. The International Club, as well as the Choral Society and the Rowing Club needs to submit a new constitution.

The subject here is ‘The International Club,’ which is singular. The modifying phrase that comes after ‘as well as’ modifies the subject but does not compound it as the word ‘and’ would do.

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32
Q
  1. One of my best friends (is, are) an extra on Game of Thrones this week.
A
  1. The subject of this sentence is ‘one,’ which is, of course, singular. Don’t let the intervening prepositional phrase (with its plural ‘friends’) fool you.
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33
Q
  1. Rice and beans, my favorite dish, (remind, reminds) me of my native Puerto Rico.
A
  1. ‘Rice and beans’ is one dish, so we need a singular verb to agree with it.
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34
Q
  1. To an outsider, the economics of this country (seem, seems) to be in disarray.
A
  1. ‘Economics,’ in this case, means any number of aspects of or facts about the country’s financial health, so we need a plural verb. When the word ‘economics’ refers to the course or the discipline, it is singular. (I think you could argue either way, depending on intention)
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35
Q
  1. Whos the partys candidate for vice president this year.
A
  1. Who’s the party’s candidate for vice president this year.

Who is = who’s - the apostrophe takes the place of the letter “i” in the contraction

the “candidate” belongs to the “party” - so this apostrophe shows possession.

Additional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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36
Q
  1. Apostrophe:

The fox had its right foreleg caught securely in the traps jaws.

A
  1. The fox had its right foreleg caught securely in the trap’s jaws.

The pronoun “its” is already possessive (like the other possesive pronouns: his, hers, ours, theirs), so no apostrophe is needed.

However, the “jaws” belong to the “trap” - so a possessive apostrophe is necessary.

Additional Info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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37
Q
  1. Apostrophe: the sentence below refers to one neighbor:

Our neighbors car is an old Chrysler, and its just about to fall apart.

A
  1. Our neighbor’s car is an old Chrysler, and it’s just about to fall apart.

Possesive apostrophe needed - the car belongs to the neighbor.

I know what you are thinking: what if the car belongs to the “neighbors” (the whole family)? in that case, use “neighbors’ car.”

Additional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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38
Q
  1. Apostrophe:

In three weeks time well have to begin school again.

A
  1. In three weeks’ time we’ll have to begin school again.

add the apostrophe to show possession (the time of three weeks- just like the car of Jim becomes Jim’s car)

three weeks is already plural, so add the apostrohe after the s

We will contracts to we’ll (the apostrophe takes the place of wi in will)

Additional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)
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39
Q
  1. Apostrophe:

Didnt you hear that theyre leaving tomorrow?

A
  1. Didn’t you hear that they’re leaving tomorrow?

Both apostrophes take the place of missing letters in the contractions.

Additional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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40
Q
  1. Apostrophe:

Whenever I think of the stories I read as a child, I remember Cinderellas glass slipper and Snow Whites wicked stepmother.

A
  1. Whenever I think of the stories I read as a child, I remember Cinderella’s glass slipper and Snow White’s wicked stepmother.

add ’s to show possession

Additional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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41
Q
  1. Apostrophe: the family below refers to Peter Jones and Pamela Jones:

We claimed the picnic table was ours, but the Joneses children looked so disappointed that we found another spot.

A
  1. We claimed the picnic table was ours, but the Joneses’ children looked so disappointed that we found another spot.

ours is a possessive pronoun (the word itself is already possessive, so there is no need to add a possesive apostrophe - same with yours, its, his hers, ours, theirs)

Together, Peter and Pamela make up the plural: The Joneses.

Notice that the plural doesn’t need an apostrohpe (just add -es because the word ends with an -s already),

However, when they possess something (like children or cats) we need to add an apostrophe (and maybe an -s) to show this possession.

This link really gets into it if you are interensted:

https://appendance.com/blog/2019/12/10/are-we-the-joness-the-jones-or-the-joneses-a-holiday-guide

Here are the basics:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)
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42
Q
  1. Apostrophe:

Its important that the kitten learns to find its way home.

A
  1. It’s important that the kitten learns to find its way home.

the apostrophe is needed to show the missing letters from it is

In this sentence, it’s is a contraction not a possessive pronoun.

Optional info:

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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43
Q
  1. Apostrophe:

She did not hear her childrens cries.

A
  1. She did not hear her children’s cries.

The cries belong to the children - add ’s for possession

Apostrophes show one of two things:

  • possession
  • or they take the place of missing letters in a contraction (we will = we’ll)

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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44
Q
  1. Apostrophe:

My address has three 7s, and Tims phone number has four 2s.

A
  1. My address has three 7s, and Tim’s phone number has four 2s.

You don’t need an apostrophe to make uppercase letters:

  • I’m so rich I own three G4s.
    numbers: as shown above

and symbols:

-This newspaper has too many &s in it.

ONE EXCEPTION is lower-case letters:

-Mind your p’s and q’s.

if we didn’t add the apostrophes on lower case letters, the sentence would be unreadable.

and sy

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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45
Q
  1. Apostrophe:

Didnt he say when he would arrive at Arnies house?

A
  1. Didn’t he say when he would arrive at Arnie’s house?

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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46
Q
  1. Apostrophe:

Its such a beautiful day that Ive decided to take a sun bath.

A
  1. It’s such a beautiful day that I’ve decided to take a sun bath.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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47
Q
  1. Apostrophe:

She said the watch Jack found was hers, but she couldnt identify the manufacturers name on it.

A
  1. She said the watch Jack found was hers, but she couldn’t identify the manufacturer’s name on it.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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48
Q
  1. Apostrophe:

Little girls clothing is on the first floor, and the mens department is on the second.

A
  1. Little girls’ clothing is on the first floor, and the men’s department is on the second.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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49
Q
  1. Apostrophe:

The dogs bark was far worse than its bite.

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50
Q
  1. Apostrophe:

The moons rays shone feebly on the path, and I heard the insects chirpings and whistlings.

A
  1. The moon’s rays shone feebly on the path, and I heard the insects’ chirpings and whistlings.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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51
Q
  1. Apostrophe:

Theyre not afraid to go ahead with the plans, though the choice is not theirs.

A
  1. They’re not afraid to go ahead with the plans, though the choice is not theirs.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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52
Q
  1. Apostrophe:

The man whose face was tan said that he had spent his two weeks vacation in the mountains.

A
  1. The man whose face was tan said that he had spent his two weeks’ vacation in the mountains.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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53
Q
  1. Apostrophe:

My professors advice was to try to get at least two As.

A
  1. My professor’s advice was to try to get at least two As.

https://owl.purdue.edu/owl/general_writing/punctuation/apostrophe_introduction.html

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54
Q
  1. Apostrophe:

Johns 69 Ford is his proudest possession.

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55
Q
  1. The whole army is out of step (accept/except) Fred.
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56
Q
  1. I’ll (accept/except) no money from that cheapskate.
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57
Q
  1. Please (accept/except) this pot of Mama’s chicken soup.
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58
Q
  1. It will cure anything (accept/except) flat feet.
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59
Q
  1. Rip could do anything (accept/except) make money.
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60
Q
  1. I had to (accept/except) their negative evaluation.
A
  1. I had to accept their negative evaluation.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

Additional:

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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61
Q
  1. All the girls went to the game (accept/except) Mary.
A
  1. All the girls went to the game except Mary.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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62
Q
  1. Howard could not (accept/except) the job.
A
  1. Howard could not accept the job.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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63
Q
  1. (accept/except) when there’s a classic movie playing, Pete seldom watches TV.
A
  1. Except when there’s a classic movie playing, Pete seldom watches TV.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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64
Q
  1. I will (accept/except) your gift if you let me pay for my lunch.
A
  1. I will accept your gift if you let me pay for my lunch.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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65
Q
  1. Wars (affect/effect) everybody, and their destructive (affects/effects) last for generations.
A
  1. Wars affect everybody, and their destructive effects last for generations.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

Additional:

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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66
Q
  1. Television has a strong (affect/effect) on public opinion.
A
  1. Television has a strong effect on public opinion.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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67
Q
  1. My mood can (affect/effect) my thinking, too.
A
  1. My mood can affect my thinking, too.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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68
Q
  1. I see that you’re trying to (affect/effect) apathy, but I know that you really do care.
A
  1. I see that you’re trying to affect apathy, but I know that you really do care.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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69
Q
  1. Falling on my head had a bad (affect/effect) on my memory.
A
  1. Falling on my head had a bad effect on my memory.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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70
Q
  1. His years of smoking have negatively (affect/effect) -ed his health.
A
  1. His years of smoking have negatively affected his health.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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71
Q
  1. This plan will surely (affect/effect) significant improvements in our productivity.
A
  1. This plan will surely effect significant improvements in our productivity.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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72
Q
  1. The patient shows normal (affect/effect) and appears to be psychologically stable.
A
  1. The patient shows normal affect and appears to be psychologically stable.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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73
Q
  1. The principal’s new rules (affect/effect) the school.
A
  1. The principal’s new rules affected the school.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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74
Q
  1. Supply and demand have a direct (affect/effect) on the prices of commodities.
A
  1. Supply and demand have a direct effect on the prices of commodities.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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75
Q
  1. The (affect/effect) of the speech was visible on the faces of the sleeping audience.
A
  1. The effect of the speech was visible on the faces of the sleeping audience.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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76
Q
  1. He’s just trying to seem cool; his indifference is completely (affected/effected).
A
  1. He’s just trying to seem cool; his indifference is completely affected.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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77
Q
  1. We may never know the full (affect/effect) of the radiation leak.
A
  1. We may never know the full effect of the radiation leak.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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78
Q
  1. The early frost will (affect/effect) the crops.
A
  1. The early frost will affect the crops.

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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79
Q
  1. What kind of (affect/effect) can this quiz have on your dinner tonight?
A
  1. What kind of effect can this quiz have on your dinner tonight?

RAVEN:

——-Remember Affect is a Verb, Effect is a Noun.

–When dealing with appearance, 90% of the time use “affect”

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80
Q
  1. There are (eight, ieght) candles on the cake.
A
  1. There are eight candles on the cake.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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81
Q
  1. I have not (recieved, received) a letter since Saturday.
A
  1. I have not received a letter since Saturday.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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82
Q
  1. Have you ever been on a (sleigh, sliegh) ride?
A
  1. Have you ever been on a sleigh ride?

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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83
Q
  1. Her (neice, niece) is going to come to (grief, greif).
A
  1. Her niece is going to come to grief.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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84
Q
  1. She (shrieked, shreiked) in surprise when he dropped the ice cube down her back.
A
  1. She shrieked in surprise when he dropped the ice cube down her back.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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85
Q
  1. Drop that silver, you (theif, thief)!
A
  1. Drop that silver, you thief!

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’—-You’ll just have to imagine a British person saying, “well, that doesn’t really sound like ‘eeee’ to me” - -it’s an exception - just have to memorize. “Theif” is actually the obsolete spelling of the word. So, if you misspelled it, you were right hundreds of years ago!

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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86
Q
  1. He’s the most (conceited, concieted) man I know.
A
  1. He’s the most conceited man I know.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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87
Q
  1. I don’t (beleive, believe) he is so (conceited, concieted).
A
  1. I don’t believe he is so conceited.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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88
Q
  1. As he was dying, the (cheif, chief) asked for a (preist, priest).
A
  1. As he was dying, the chief asked for a priest.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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89
Q
  1. Leave the mouse a (peice, piece) of cheese.
A
  1. Leave the mouse a piece of cheese.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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90
Q
  1. Brevity is the soul of wit; therefore, be (breif, brief).
A
  1. Brevity is the soul of wit; therefore, be brief.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’ —Yup - -Looks like an exception to me too - you’ll just have to remember “brief.”

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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91
Q
  1. The (freight, frieght) train woke the (nieghbors, neighbors).
A
  1. The freight train woke the neighbors.

I before e, except after c

Or when sounded as ‘a’ as in ‘neighbor’ and ‘weigh’

Unless the ‘c’ is part of a ‘sh’ sound as in ‘glacier’

Or it appears in comparatives and superlatives like ‘fancier’

And also except when the vowels are sounded as ‘e’ as in ‘seize’

Or ‘i’ as in ‘height’ Or also in ‘-ing’ inflections ending in ‘-e’ as in ‘cueing’

Or in compound words as in ‘albeit’

Or occasionally in technical words with strong etymological links to their parent languages as in ‘cuneiform’

Or in other numerous and random exceptions such as ‘science’, ‘forfeit’, and ‘weird’.

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92
Q
  1. I (accept, except) your kind offer of forgiveness.
A
  1. I (accept, except) your kind offer of forgiveness.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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93
Q
  1. I will (accept, except) all of your homework (accept, except) that which is not typewritten.
A
  1. I will accept all of your homework except that which is not typewritten.
    - accept = verb meaning to receive or to agree:

—He accepted their praise graciously.

  • except = preposition meaning all but, other than:
  • —Everyone went to the game except Alyson.
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94
Q
  1. There should be (access, excess) to all the doors while the building is in use.
A
  1. There should be access to all the doors while the building is in use.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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95
Q
  1. I can only (advise, advice) you to enjoy each day to its fullest.
A
  1. I can only advise you to enjoy each day to its fullest.

Advise = verb

Advice = noun

To advise (verb) someone is to give that person good advice (noun).

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96
Q
  1. The only (advise, advice) I can give you is to heat the oil in the pan before you sauté.
A
  1. The only advice I can give you is to heat the oil in the pan before you sauté.

Advise = verb

Advice = noun

To advise (verb) someone is to give that person good advice (noun).

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97
Q
  1. The scenery for “Cats” gives the (allusion, illusion) of being in a junkyard.
A
  1. The scenery for “Cats” gives the (allusion, illusion) of being in a junkyard.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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98
Q
  1. If you had listened carefully, you would have heard your teacher’s (allusion, illusion) to Shakespeare’s Taming of the Shrew.
A
  1. If you had listened carefully, you would have heard your teacher’s (allusion, illusion) to Shakespeare’s Taming of the Shrew.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

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99
Q
  1. He is (already, all ready) to go and waiting in the car.
A
  1. He is (already, all ready) to go and waiting in the car.

https://grammarist.com/spelling/already-all-ready/

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100
Q
  1. He is (already, all ready) waiting in the car.
A
  1. He is (already, all ready) waiting in the car.

https://grammarist.com/spelling/already-all-ready/

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101
Q
  1. Should we (altar, alter) the date of our trip to the (altar, alter)?
102
Q

102.The (altar, alter) is set up for a wedding, so please do not (altar, alter) it.

A

102.The (altar**, alter) is set up for a wedding, so please do not (altar, **alter) it.

https://owl.purdue.edu/owl/general_writing/grammar/spelling_common_words_that_sound_alike.html

103
Q
  1. Here is the (bare, bear) essential: homework must be typed and submitted on time.
A
  1. Here is the bare essential: homework must be typed and submitted on time.

https://www.grammar-monster.com/easily_confused/bare_bear.htm

104
Q
  1. That mother grizzly (bare, bear) can’t (bare, bear) to let her cubs out of her sight.
A
  1. That mother grizzly bear can’t bear to let her cubs out of her sight.

https://www.grammar-monster.com/easily_confused/bare_bear.htm

105
Q
  1. Give me a (break, brake)!
A
  1. Give me a (break, brake)!
106
Q
  1. (Brake, Break) for potholes, or you could (brake, break) the axle.
A
  1. (Brake,** Break) for potholes, or you could (brake, **break) the axle.
107
Q
  1. The dome on the (capital, capitol) is being repainted this week.
108
Q
  1. The (capital, capitol) building is usually found in the (capital, capitol) of the state.
109
Q
  1. That tie will nicely (complement, compliment) your shirt.
A
  1. That tie will nicely complement your shirt.

Definition:

Compliment - with an I - means to say something nice to someone, to express approval or admiration.

Complement - with an E - can be broadly understood as something that completes something else in some way.

Sometimes it completes by improving, as in “a hat that is an elegant complement to the suit.”

sometimes it completes by filling a need, as in “a team with a full complement of players.”

It’s used in technical contexts too, such as medicine, grammar, and mathematics. Complement is also a verb meaning “to complete or enhance by providing something additional.”

And that’s really the crux of it: complement is about completing, and compliment is about courtesy especially in the form of admiration, esteem, or approval.

110
Q
  1. “One technology doesn’t replace another, it (complements, compliments). Books are no more threatened by Kindle than stairs by elevators.” —Stephen Fry
A
  1. “One technology doesn’t replace another, it complements. Books are no more threatened by Kindle than stairs by elevators.” —Stephen Fry.

Definition:

Compliment - with an I - means to say something nice to someone, to express approval or admiration.

Complement - with an E - can be broadly understood as something that completes something else in some way.

  • Sometimes it completes by improving, as in “a hat that is an elegant complement to the suit.”
  • sometimes it completes by filling a need, as in “a team with a full complement of players.”
  • It’s used in technical contexts too, such as medicine, grammar, and mathematics. Complement is also a verb meaning “to complete or enhance by providing something additional.”

And that’s really the crux of it: complement is about completing, and compliment is about courtesy especially in the form of admiration, esteem, or approval.

111
Q
  1. (Complement, Compliment) people whenever you get the chance.
A
  1. Compliment people whenever you get the chance.

Definition:

Compliment - with an I - means to say something nice to someone, to express approval or admiration.

Complement - with an E - can be broadly understood as something that completes something else in some way.

  • Sometimes it completes by improving, as in “a hat that is an elegant complement to the suit.”
  • sometimes it completes by filling a need, as in “a team with a full complement of players.”
  • It’s used in technical contexts too, such as medicine, grammar, and mathematics. Complement is also a verb meaning “to complete or enhance by providing something additional.”

And that’s really the crux of it: complement is about completing, and compliment is about courtesy especially in the form of admiration, esteem, or approval.

112
Q
  1. A woman usually should (precede, proceed) a gentleman through the door.
A
  1. A woman usually should (precede, proceed) a gentleman through the door.

https://www.merriam-webster.com/words-at-play/precede-or-proceed-usage

113
Q
  1. In case of fire, (precede, proceed) to the nearest exit.
A
  1. In case of fire, (precede, proceed) to the nearest exit.

https://www.merriam-webster.com/words-at-play/precede-or-proceed-usage

114
Q
  1. (Who, Whom) is going to wear this awful color coat?
A
  1. Who, is going to wear this awful color coat?

Try the “he/him” test: He is going to wear the awful coat.

“He” does not end with an m (the way him does), so use the form that doesn’t end with an “m.” “He.”

https://www.grammarly.com/blog/who-vs-whom-its-not-as-complicated-as-you-might-think/#:~:text=Whom%20should%20be%20used%20to,the%20subject%20of%20a%20sentence.

115
Q
  1. (Who, Whom) is this awful color coat for?
A
  1. Whom is this awful color coat for?

Try the “he/him” test: The coat is for him. (you wouldn’t say that the coat is for he).

“Him” ends with an “m,” so use the version that also ends with an “m.” “Whom.”

https://www.grammarly.com/blog/who-vs-whom-its-not-as-complicated-as-you-might-think/#:~:text=Whom%20should%20be%20used%20to,the%20subject%20of%20a%20sentence.

116
Q
  1. Add or delete comma(s) as needed:

He left the scene, of the accident and tried to forget that it had happened.

A
  1. He left the scene of the accident and tried to forget that it had happened.

no comma needed.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

117
Q
  1. Add or delete comma(s) as needed:

Oil which is lighter than water rises to the surface.

A
  1. Oil, which is lighter than water, rises to the surface.

Rule 3: Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

118
Q
  1. Add or delete comma(s) as needed:

Madame de Stael was an attractive gracious lady.

A
  1. Madame de Stael was an attractive, gracious lady.

Rule 6: Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

119
Q
  1. Add or delete comma(s) as needed:

Nice is a word with many meanings and some of them are contradictory.

A
  1. Nice is a word with many meanings, and some of them are contradictory.

Rule 1: Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

120
Q
  1. Add or delete comma(s) as needed:

The contractor testified, that the house was completed and that the work had been done properly.

A
  1. The contractor testified that the house was completed and that the work had been done properly.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

121
Q
  1. Add or delete comma(s) as needed:

Some people refuse to go to the zoo, because of pity for creatures that must live in small cages.

A
  1. Some people refuse to go to the zoo because of pity for creatures that must live in small cages.

most of the time, do not use “because” with a comma. Use a comma only in the rare curcumstance that clarification of meaning makes it absolutely necessary

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

122
Q
  1. Add or delete comma(s) as needed:

Taxicabs that are dirty, are illegal in some cities.

A
  1. Taxicabs that are dirty are illegal in some cities.

“That” doesn’t like commas

“which” doesn’t like people (just like real witches!)

https://www.youtube.com/watch?v=6Js8tBCfbWk&t=2s

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

123
Q
  1. Add or delete comma(s) as needed:

The closet contained worn clothes old shoes and dirty hats.

A
  1. The closet contained worn clothes, old shoes, and dirty hats.

Rule 5: Use commas to separate three or more words, phrases, or clauses written in a series.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

124
Q
  1. Add or delete comma(s) as needed:

The uninvited guest wore a dark blue, tweed suit.

125
Q
  1. Add or delete comma(s) as needed: After surviving this ordeal the trapper felt relieved.
A
  1. After surviving this ordeal, the trapper felt relieved.

Rule 2: Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

126
Q
  1. Add or delete comma(s) as needed: Mark Twain’s early novels I believe stand the test of time.
A
  1. Mark Twain’s early novels, I believe, stand the test of time.

Rule 3: Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

127
Q
  1. Add or delete comma(s) as needed: December 7 1941 will never be forgotten.
A
  1. December 7, 1941, will never be forgotten.

Rule 9: Use commas to separate all geographical names, items in dates (except between the month and day), addresses (except between the street number and name), and titles in names.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

128
Q
  1. Add or delete comma(s) as needed: The field was safe enough wasn’t it?
A
  1. The field was safe enough, wasn’t it?

Rule 7: Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

129
Q
  1. Add or delete comma(s) as needed: Write the editor of the Atlantic 8 Arlington Street Boston Massachusetts 02116.
A
  1. Write the editor of the Atlantic, 8 Arlington Street, Boston, Massachusetts 02116.

Rule 9: Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

130
Q
  1. Add or delete comma(s) as needed: He replied “I have no idea what you mean.”
A
  1. He replied, “I have no idea what you mean.”

Rule 10: Use a comma to shift between the main discourse and a quotation.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

131
Q
  1. Add or delete comma(s) as needed: After a good washing and grooming the pup looked like a new dog.
A
  1. After a good washing and grooming, the pup looked like a new dog.

Rule 2: Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

132
Q
  1. Add or delete comma(s) as needed: Because of their opposition to institutions that force creatures to live in captivity some people refuse to go to the zoo.
A
  1. Because of their opposition to institutions that force creatures to live in captivity, some people refuse to go to the zoo.

Rule 2: Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

133
Q
  1. Add or delete comma(s) as needed: Men who are bald, are frequently the ones who are the most authoritative on the subject of baldness.
A
  1. Men who are bald are frequently the ones who are the most authoritative on the subject of baldness.

None Needed https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

134
Q
  1. Add or delete comma(s) as needed: Vests which were once popular have been out of vogue for several years.
A
  1. Vests, which were once popular, have been out of vogue for several years.

Rule 3: Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

135
Q
  1. Add or delete comma(s) as needed: As a celestial goddess she regulated the course of the heavenly bodies and controlled the alternating seasons.
A
  1. As a celestial goddess, she regulated the course of the heavenly bodies and controlled the alternating seasons.

Rule 2: Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

136
Q
  1. Add or delete comma(s) as needed: I hope that someday, he will learn how to be polite.
137
Q
  1. Add or delete comma(s) as needed: There was no question that John’s painting a huge colorful and ugly mural was the worst entry in the art exhibit.
A
  1. There was no question that John’s painting, a huge, colorful, and ugly mural, was the worst entry in the art exhibit.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

138
Q
  1. Add or delete comma(s) as needed: Werner von Braun Willy Ley and Edward Teller noted authorities in the field of rocket development have done much to guide the missile program of the United States.
A
  1. Werner von Braun, Willy Ley, and Edward Teller, noted authorities in the field of rocket development, have done much to guide the missile program of the United States.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

139
Q
  1. Add or delete comma(s) as needed: Mr. Cready’s ability to say the wrong thing at the wrong time is I believe amazing.
A
  1. Mr. Cready’s ability to say the wrong thing at the wrong time is, I believe, amazing.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

140
Q
  1. Add or delete comma(s) as needed: Running around the house the dog was abruptly stopped by a fence.
141
Q
  1. Add or delete comma(s) as needed: If the opposition should win our candidate would never have any political future.
A
  1. If the opposition should win, our candidate would never have any political future.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

142
Q
  1. Add or delete comma(s) as needed: Gracefully lightly and daintily the ballerina moved across the stage.
A
  1. Gracefully, lightly, and daintily, the ballerina moved across the stage.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

143
Q
  1. Add or delete comma(s) as needed: Glamour the woman’s fashion magazine recently incorporated with Charm another fashion journal.
A
  1. Glamour, the woman’s fashion magazine, recently incorporated with Charm, another fashion journal.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

144
Q
  1. Add or delete comma(s) as needed: Joe was born on May 7 1955 and his best friend was born exactly two months later on July 7 1955.
A
  1. Joe was born on May 7, 1955, and his best friend was born exactly two months later on July 7, 1955.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

145
Q
  1. Add or delete comma(s) as needed: Mr. and Mrs. Kwon my parents’ best friends sat in front of us at the football game.
A
  1. Mr. and Mrs. Kwon, my parents’ best friends, sat in front of us at the football game.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

146
Q
  1. Add or delete comma(s) as needed: November 11 1918 the armistice ending World War I was signed.
147
Q
  1. Correct? if incorrect, fix:

As the boat turned about a dozen dolphins began to follow it.

A
  1. As the boat turned, about a dozen dolphins began to follow it.

(missing comma after introductory clause ending with “turned”)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

148
Q
  1. Correct? if incorrect, fix:

Since we moved into town, our fuel bill has tripled.

A
  1. Since we moved into town, our fuel bill has tripled.

(correct use of comma after introductory clause)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

149
Q
  1. Correct? if incorrect, fix:

Having chosen nursing as a career Susan enrolled in many science courses.

A
  1. Having chosen nursing as a career, Susan enrolled in many science courses.

(missing comma after introductory participial phrase ending with “career”)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

150
Q
  1. Correct? if incorrect, fix:

Usually, I have time to eat breakfast.

A
  1. Usually, I have time to eat breakfast.

(correct use of comma after introductory adverb)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

151
Q
  1. Correct? if incorrect, fix:

From outside the twelve-mile fishing limits off the coast of Maine, a strange phenomenon has been reported.

A
  1. From outside the twelve-mile fishing limits off the coast of Maine, a strange phenomenon has been reported.

(correct use of comma after combination of prepositional phrases)

prepositional phrases:

from outside…

off the coast

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

152
Q
  1. Correct? if incorrect, fix:

When he was in high school he was known only as an athlete.

A
  1. When he was in high school, he was known only as an athlete.

(missing comma after introductory clause ending with “school”)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

153
Q
  1. Correct? if incorrect, fix:

Before you decide what courses to take, you should consider the amount of work you are willing to do.

A

153.Before you decide what courses to take, you should consider the amount of work you are willing to do. (correct use of comma after introductory clause)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

154
Q
  1. Correct? if incorrect, fix:

Nevertheless I do not want to meet him.

A
  1. Nevertheless, I do not want to meet him.

(missing comma after introductory transitional word “nevertheless”)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

155
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

To give Jane a good look at the university Mr. Benson drove up for the Day on Campus.

A
  1. To give Jane a good look at the university, Mr. Benson drove up for the Day on campus.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

156
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

Since the dog had started to run a way we had to scramble to catch him.

A
  1. Since the dog had started to run a way, we had to scramble to catch him.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

157
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

Of course the movie that I had rushed to see didn’t start on time.

158
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

Her secondhand car was in excellent condition when she bought it.

A
  1. Her secondhand car was in excellent condition when she bought it.

No comma needed.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

159
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

As I mentioned the rules can be broken occasionally.

160
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

Having decided to eat only natural foods he had to give up all of his favorite junk food snacks.

A
  1. Having decided to eat only natural foods, he had to give up all of his favorite junk food snacks.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

161
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

To estimate the costs he consulted a repairman by phone.

162
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

To succeed in politics is not necessarily desirable.

163
Q
  1. Add introductory commas where they are needed: Can you identify whether the introductory element, if any, is a clause, phrase, or word?

Making up his mind quickly Jared ordered lasagna while we were still reading the menu.

A
  1. Making up his mind quickly, Jared ordered lasagna while we were still reading the menu.

without the comma after quickly, the reader is going to have to figure out whether the “quickly” refers to Jared ordering or jared making up his mind. it makes the reader do extra work for no benefit. This kind of comma error can erode the trust a reader gives the writer.

The tell-tale sign that the first phrase is an introductory phrase (rather than the main clause) is the verb ending with -ing. That’s called a gerund!

additional:

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

164
Q
  1. Is the use of the semicolon correct? Why or why not?

He tried to use the bottle opener; however, it wouldn’t work.

A
  1. it’s fine the way it is.

so,

He tried to use the bottle opener is an independent clause.

however, it wouldn’t work. is an independent clause.

a semicolon is fine separating two independent clauses that require a little more of a logical connection than a period would provide.

Another possibility would be to use a period to separate the two independent clauses:

He tried to use the bottle opener. However, it wouldn’t work.

Here, the period is correct, but the emphasis is slightly different. the two thoughts are seprate. The author wants the reader to move on between the two sentences. In the semicolon example, the author wants to convey to the reader that the thought is not yet complete. The semicolon signals to the reader, “hang on, I know it looks like I’m done with this thought, but don’t stop just yet–the following clause is intimately connected to the current clause.”

Both are correct; they differ in emphasis.

Optional additional material:

The original sentence works fine with the semi-colon; however, no comma is needed if the sentence is rephrased in the following way:

However he tried to use the bottle opener, it wouldn’t work.

The however now introduces an introductory clause —- and introductory clauses require a comma between it and the main clause.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/extended_rules_for_commas.html

165
Q

165.Identify the nonessential words, phrases, or clauses (if any) and add the appropriate punctuation (if necessary):

Patterson Tower the recently completed office building is a monument to concrete ugliness.

A
  1. Patterson Tower, the recently completed office building, is a monument to concrete ugliness.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_with_nonessential_elements.html

166
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

The movie that I wanted to see is no longer playing.

A
  1. The movie that I wanted to see is no longer playing.

(correct - everything is essential)

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_with_nonessential_elements.html

167
Q
  1. Identify the nonessential words, phrases, or clauses (if any) and add the appropriate punctuation (if necessary):

Each person who enters the contest must send in two box tops.

168
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

John decided nonetheless not to buy the car.

169
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

The Mississippi River which once flowed north into Hudson Bay flows south into the Gulf of Mexico.

A
  1. The Mississippi River, which once flowed north into Hudson Bay, flows south into the Gulf of Mexico.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_with_nonessential_elements.html

170
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

Your cat watching the dog intently walked carefully away.

171
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

The cat that was watching the dog most intently walked carefully away.

A
  1. there are no non-essential words, so you don’t need any commas.

remember :

“That” doesn’t like commas

“Which” doesn’t like people (just like a Halloween-style witch!)

The cat that was watching the dog most intently walked carefully away. (correct)

https://www.youtube.com/watch?v=6Js8tBCfbWk

172
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

TV commercials sometimes the most entertaining parts of a program are essentially flashy corporate propaganda.

A
  1. TV commercials, sometimes the most entertaining parts of a program, are essentially flashy corporate propaganda.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_with_nonessential_elements.html

173
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

The dam project which many in the government consider to be a sign of national strength will destroy hundreds of villages and vast areas of wildlife habitat along the river banks.

A
  1. The dam project, which many in the government consider to be a sign of national strength, will destroy hundreds of villages and vast areas of wildlife habitat along the river banks.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_with_nonessential_elements.html

174
Q
  1. Identify the nonessential words, phrases, or clauses and add the appropriate punctuation:

The free-jazz musician Sun Ra claimed to be from Saturn.

175
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

Mary is trying hard in school this semester, her father said.

A
  1. “Mary is trying hard in school this semester,” her father said.

https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

176
Q
  1. In the following sentences put in quotation marks wherever they are needed

No, the taxi driver said curtly, I cannot get you to the airport in fifteen minutes.

A
  1. “No,” the taxi driver said curtly, “I cannot get you to the airport in fifteen minutes.”

https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

177
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed: I believe, Jack remarked, that the best time of year to visit Europe is in the spring. At least that’s what I read in a book entitled Guide to Europe.
A
  1. “I believe,” Jack remarked, “that the best time of year to visit Europe is in the spring. At least that’s what I read in a book entitled Guide to Europe. “

https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

178
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

My French professor told me that my accent is abominable.

A
  1. My French professor told me that my accent is abominable.

This sentence is correct as is.

https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

179
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

She asked, Is Time a magazine you read regularly?

180
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

Flannery O’Connor probably got the title of one of her stories from the words of the old popular song, A Good Man Is Hard to Find.

A
  1. Flannery O’Connor probably got the title of one of her stories from the words of the old popular song, “A Good Man Is Hard to Find.”

https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html

181
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed: When did Roosevelt say, We have nothing to fear but fear itself?
A
  1. When did Roosevelt say, “We have nothing to fear but fear itself”?

Correct

https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html

182
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed: It seems to me that hip and cool are words that are going out of style.
A
  1. It seems to me that “hip” and “cool” are words that are going out of style.

https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html

183
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

Yesterday, John said, This afternoon I’ll bring back your book Conflict in the Middle East; however, he did not return it.

A
  1. Yesterday, John said, “This afternoon I’ll bring back your book Conflict in the Middle East “; however, he did not return it.

https://owl.purdue.edu/owl/general_writing/punctuation/commas/commas_vs_semicolons.html

https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html

184
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

Can you believe, Dot asked me, that it has been almost five years since we’ve seen each other?

A
  1. “Can you believe,” Dot asked me, “that it has been almost five years since we’ve seen each other?”

https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

185
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

A Perfect Day for Bananafish is, I believe, J. D. Salinger’s best short story.

A
  1. “A Perfect Day for Bananafish” is, I believe, J. D. Salinger’s best short story.https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html
186
Q
  1. In the following sentences put in quotation marks wherever they are needed, and underline words where italics are needed:

Certainly, Mr. Martin said, I shall explain the whole situation to him. I know that he will understand.

A
  1. “Certainly,” Mr. Martin said, “I shall explain the whole situation to him. I know that he will understand.”

https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html

187
Q
  1. The grapes are grown in California. → Active/Passive
188
Q
  1. The hamster can be kept in a cage. → Active/Passive
189
Q
  1. The party has already started. → Active/Passive
190
Q
  1. The car is standing at the garage. → Active /Passive
191
Q
  1. The ship has left the harbor. → Active /Passive
192
Q
  1. The police didn’t find the robber last week. → Active /Passive
193
Q
  1. The first fast food restaurants were opened in the USA in 1916. → Active /Passive
194
Q
  1. The train is going to arrive late. → Active /Passive
195
Q
  1. The search will be stopped because of the storm. → Active /Passive
196
Q
  1. The friends have been looking forward to meeting her. → Active/ Passive
197
Q
  1. Rewrite the following sentence using passive voice:

Julia rescued three cats.

A
  1. Three cats were rescued (by Julia).

[I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice. Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.]

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

198
Q
  1. Rewrite the following sentence using passive voice: The students handed in the reports.
A
  1. The reports were handed in (by the students).

[I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice. Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.]

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

199
Q
  1. Rewrite the following sentence using passive voice: Maria crashed into the blue car.
A

199.

(this one is going to be awkward no matter what – so you probably wouldn’t use it in the real world)

The blue car was crashed into by Maria - -

  • -or maybe – The blue car got into an accident.

This sentence illustrates how sometimes it’s not a matter of choice — active is simply a better way to state the information.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

200
Q
  1. Rewrite the following sentence using passive voice: Alex learned the poem.
A
  1. The poem was learned (by Alex).

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

201
Q
  1. Rewrite the following sentence using passive voice: Steven has forgotten the book.
A
  1. The book has been forgotten (by Steven).

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

202
Q
  1. Rewrite the following sentence using passive voice: The technician has not repaired the DVD recorder.
A
  1. The DVD recorder has not been repaired (by the technician).

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

203
Q
  1. Rewrite the following sentence using passive voice:

They play handball.

204
Q
  1. Rewrite the following sentence using passive voice:

Sue puts the rucksack on the floor.

A
  1. The rucksack was placed on the floor (by Sue).

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

205
Q
  1. Rewrite the following sentence using passive voice:

The girls had lost the match.

A
  1. The match had been lost (by the girls).

(Also notice how “has been” is not the same verb tense as “had been.”)

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

206
Q
  1. Rewrite the following sentence using passive voice: The teacher is not going to open the window.
207
Q
  1. Rewrite the following sentence using passive voice: Scientists found strong data to support the hypothesis.
A
  1. Strong data was found (by the scientists) to support the hypothesis.

I put in the parenthesis for emphasis— obviously you wouldn’t do that – but notice in all the examples that actor of the sentence is found in a prepositional phrase (starting with “by’ or “from.”)

The prep phrase and the “to be” verb in one sentence is a major clue that you are in passive voice.

Remember that the Subject of a sentence CANNOT be found within a prepositional phrase.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

208
Q
  1. Rewrite the following sentence using passive voice: Someone or something started the fire at approximately one o’clock in the morning.
A
  1. The fire was started at approximately one o’clock in the morning (and you may add, “by someone or something”)

You can see why official statements from the fire department use passive voice…because we may not know who did what at the time of the report.

https://owl.purdue.edu/owl/general_writing/academic_writing/active_and_passive_voice/active_versus_passive_voice.html

209
Q
  1. Is the parallel structure correct?. Can you explain why?

Tomorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, to trim back the tree, or to install a heater.

A
  1. Correct: T

omorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, to trim back the tree, or to install a heater.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

210
Q
  1. Is the parallel structure correct?. Can you explain why? Tomorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, trim back the tree, or to install a heater.
A
  1. Incorrect:

Tomorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, trim back the tree, or to install a heater.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

211
Q
  1. Is the parallel structure correct?. Can you explain why? Tomorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, trim back the tree, or install a heater.
A
  1. Correct:

Tomorrow, the Home Owners Association will vote on whether to chop down a tree that blocks the sun from the pool, trim back the tree, or install a heater.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

212
Q
  1. Correct any errors (if there are any) in parallel structure: The plaintiff was wasting the court’s time and prejudiced my client.
A
  1. The plaintiff was wasting the court’s time and prejudicing my client.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

213
Q
  1. Correct any errors (if there are any) in parallel structure: The investment firm must choose to either disclose its clients to the SEC or to immediately return the funds to those clients.
A
  1. The investment firm must choose to either disclose its clients to the SEC or immediately return the funds to those clients.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

214
Q
  1. Correct any errors (if there are any) in parallel structure: Before crashing his car, the defendant smoked two marijuana cigarettes, drank sixteen ounces of bourbon, and was swallowing three Valium pills.
A
  1. Before crashing his car, the defendant smoked two joints, drank sixteen ounces of bourbon, and swallowed three Valium pills.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

215
Q
  1. Correct any errors (if there are any) in parallel structure: Detective Cobb is a skilled forensic investigator with over 200 convictions under his belt and who is admired by the junior officers of the police department.
A
  1. Detective Cobb is a skilled forensic investigator who has over 200 convictions under his belt and who is admired by the junior officers of the police department.

Correct

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

216
Q
  1. Correct any errors (if there are any) in parallel structure: The Disciplinary Board investigated Attorney Johnson when it was alleged that she misled the court by failing to reveal unfavorable law, commingled personal and client funds, and there was a conflict of interest because of a sexual relationship with a client’s former spouse.
A
  1. The Disciplinary Board investigated Attorney Johnson when it was alleged that she misled the court by failing to reveal unfavorable law, commingled personal and client funds, and had a conflict of interest because of a sexual relationship with a client’s former spouse.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

217
Q
  1. Correct any errors (if there are any) in parallel structure: Derek Jeter is not only a great fielding shortstop and he is also a superb hitter.
A
  1. Derek Jeter is not only a great fielding shortstop but also a superb hitter.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

218
Q
  1. Correct any errors (if there are any) in parallel structure:

To legally register to vote, a person must have resided in the state for thirty days, be a United States citizen, and committed no felony.

A
  1. To legally register to vote, a person must have resided in the state for thirty days, be a United States citizen, and have committed no felony.

Correct

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

219
Q
  1. Correct any errors (if there are any) in parallel structure:

The plaintiff’s attorneys were bombastic, uncivil, and lacked competence.

A
  1. The plaintiff’s attorneys were bombastic, uncivil, and incompetent.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

220
Q
  1. Correct any errors (if there are any) in parallel structure:

My favorite activities are baseball, riding my bike, and playing piano.

A
  1. My favorite activities are baseball, riding my bike, and playing piano.

Well, what do you think?

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

221
Q
  1. Correct any errors (if there are any) in parallel structure:

Her chores were to polish the furniture, sweep the floor, and to water the garden.

A
  1. Her chores were to polish the furniture, sweep the floor, and water the garden.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

222
Q
  1. Correct any errors (if there are any) in parallel structure:

We want a candidate who has a sense of commitment, a good record in public office, and who has experience in foreign affairs.

A
  1. We want a candidate who has a sense of commitment, a good record in public office, and experience in foreign affairs.
    delete: who has

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

223
Q
  1. Correct any errors (if there are any) in parallel structure: The condominium board’s goals include building up a reserve fund, keeping the community informed, and property assessment.
A
  1. The condominium board’s goals include building up a reserve fund, keeping the community informed, and assessing property.

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

224
Q
  1. Correct any errors (if there are any) in parallel structure:

Later that day, Mike took the fishing rods to the lake, caught several fish, and he fell asleep.

A
  1. Later that day, Mike took the fishing rods to the lake, caught several fish, and he fell asleep.

This one implies that the two first in the list go together, and the third is not part of the previous group.

Falling asleep was a separate activing that (in this case because he didn’t plan on it).

If they were just three things he did and you were going to say what those three things were, then you could revise: Mike took the fishing rods to the lake, caught several fish, and fell asleep.

Both would be correct - but they mean slightly different things ;-)

https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html

225
Q
  1. Revise any modifier errors:

After walking for hours, the car looked wonderful.

A
  1. After walking for hours, the car looked wonderful.

or- After we walked for hours, the car looked wonderful.

or - After walking for hours, we thought the car looked wonderful.

https://www.youtube.com/watch?v=NfN_gcjGoJo

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

226
Q
  1. Revise any modifier errors:

While watching a classic film, commercials are irritating.

A
  1. While watching a classic film, commercials are irritating.
    - or - While I am watching a classic film, commercials are irritating.
    - Or - While watching a classic film, I find commercial irritating.

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

https://www.youtube.com/watch?v=NfN_gcjGoJo

227
Q
  1. Revise any modifier errors:

To please the children, some fireworks were set off early.

A
  1. To please the children, some fireworks were set off early.
    - or - To please the children, they set off some fireworks early.
    - or - The children were pleased when some fireworks were set off early.

https://www.youtube.com/watch?v=NfN_gcjGoJo

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

228
Q
  1. Revise any modifier errors:

At the age of twelve, my mother entered me in a contest.

A
  1. At the age of twelve, my mother entered me in a contest.
    - or - When I was twelve, my mother entered me in a contest.
    - or - At the age of twelve, I was entered in a contest by my mother.

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

https://www.youtube.com/watch?v=NfN_gcjGoJo

229
Q
  1. Revise any modifier errors:

By taking good care of myself, the flu never kept me from work this winter.

A
  1. By taking good care of myself, the flu never kept me from work this winter.
    - or - Because I took good care of myself, the flu never kept me from work this winter.
    - or - By taking good care of myself, I never had to take off work for the flu this winter.

https://www.youtube.com/watch?v=NfN_gcjGoJo

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

230
Q
  1. Revise any modifier errors:

Budgeting his money carefully, his debts were finally paid.

A
  1. Budgeting his money carefully, his debts were finally paid. (his debts didn’t budget his money! He did, so the sentence is incorrect.)
    - or - Budgeting his money carefully, he finally paid his debts.
    - or - Because he budgeted his money carefully, his debts were finally paid.

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

https://www.youtube.com/watch?v=NfN_gcjGoJo

231
Q
  1. Revise any modifier errors:

To lose weight, fatty foods should be avoided.

A
  1. To lose weight, fatty foods should be avoided. (incorrect: fatty foods don’t do anything to lose weight.)

Correct:

– To lose weight, you should avoid fatty foods.

  • or - If you want to lose weight, fatty foods should be avoided.

https://www.youtube.com/watch?v=NfN_gcjGoJo

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

232
Q
  1. Revise any modifier errors:

By digging test wells, new oil sources were located.

A
  1. By digging test wells, new oil sources were located. (incorrect: new oil sources don’t dig anything!)

Correct:

  • By digging test wells, they located new oil sources.
  • or - When they dug new test wells, new oil sources were located.

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

https://www.youtube.com/watch?v=NfN_gcjGoJo

233
Q
  1. Revise any modifier errors:

Dropped in the bushes, the child found the missing keys.

A
  1. Dropped in the bushes, the child found the missing keys.
    - or - Dropped in the bushes, the missing keys were found by the child.
    - or- The child found the missing keys that were dropped in the bushes.

https://www.youtube.com/watch?v=NfN_gcjGoJo

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

234
Q
  1. revise any modifier errors:

Carrying a heavy pile of books, her foot caught on the step.

A
  1. Carrying a heavy pile of books, her foot caught on the step.
    - or- Carrying a heavy pile of books, she caught her foot on the step.
    - or -When she was carrying a heavy pile of books, her foot caught on the step.

https://owl.purdue.edu/owl/general_writing/mechanics/dangling_modifiers_and_how_to_correct_them.html

235
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses. This sentence has been done as an example: Many local farmers plan to attend next Friday’s meeting.
236
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

Although Bradley Hall is regularly populated by students, close study of the building as a structure is seldom undertaken by them.

237
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

He dropped out of school on account of the fact that it was necessary for him to help support his family.

238
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

It is expected that the new schedule will be announced by the bus company within the next few days.

239
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

There are many ways in which a student who is interested in meeting foreign students may come to know one.

A
  1. Any student who wants to meet foreign students can do so in many ways.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

240
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

It is very unusual to find someone who has never told a deliberate lie on purpose.

A
  1. Rarely will you find someone who has never told a deliberate lie.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

241
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

Trouble is caused when people disobey rules that have been established for the safety of all.

242
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

A campus rally was attended by more than a thousand students. Five students were arrested by campus police for disorderly conduct, while several others are charged by campus administrators with organizing a public meeting without being issued a permit to do so.

A
  1. Five out of more than a thousand students at a campus rally were arrested for disorderly conduct, and several others were charged by campus administrators with organizing a public meeting without a permit.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

243
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

The subjects that are considered most important by students are those that have been shown to be useful to them after graduation.

A
  1. Students think that the most important subjects are those that will be useful after graduation.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

244
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

In the not too distant future, college freshmen must all become aware of the fact that there is a need for them to make contact with an academic adviser concerning the matter of a major.

A
  1. Soon college freshmen must realize that they need to contact their advisors about their choices of majors.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

245
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

In our company there are wide-open opportunities for professional growth with a company that enjoys an enviable record for stability in the dynamic atmosphere of aerospace technology.

A
  1. Our company provides opportunities for professional growth and stability in the dynamic field of aerospace technology.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

246
Q
  1. Revise the sentence to state its meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses:

Some people believe in capital punishment, while other people are against it; there are many opinions on this subject.

A
  1. There are people who are for and people who are against capital punishment.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/index.html

247
Q
  1. Combine the two sentences into one concise sentence:

The cliff dropped to reefs seventy-five feet below. The reefs below the steep cliff were barely visible through the fog.

A
  1. The cliffs dropped to the reefs seventy-five feet below, which were barely visible through the fog.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/avoid_common_pitfalls.html

248
Q
  1. Combine the two sentences into one concise sentence: Their car is gassed up. It is ready for the long drive. The drive will take all night.
249
Q
  1. Combine the two sentences into one concise sentence: Sometimes Stan went running with Blanche. She was a good athlete. She was on the track team at school.
A
  1. Sometimes Stan went running with Blanche, a good athlete on the track team at school.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/avoid_common_pitfalls.html

250
Q
  1. Combine the two sentences into one concise sentence: Taylor brought some candy back from Europe. It wasn’t shaped like American candy. The candy tasted kind of strange to him.
A
  1. Taylor brought some strange-tasting candy back from Europe that wasn’t shaped like American candy.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/avoid_common_pitfalls.html

251
Q
  1. Combine the two sentences into one concise sentence: Government leaders like to mention the creation of new jobs. They claim that these new jobs indicate a strong economy. They don’t mention that low-wage jobs without benefits and security have replaced many good jobs.
A
  1. Government leaders like to mention the creation of new jobs, claiming that these jobs indicate a strong economy, but ignoring the fact that low wage jobs without benefits and security have replaced many good jobs.

https://owl.purdue.edu/owl/general_writing/academic_writing/conciseness/avoid_common_pitfalls.html

252
Q

Fin

A

French - for : the end!

you made it!

Professor Starr's Grammar (2 decks)

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