chapter 2 pretest: parts of speech chapter pretest:...
TRANSCRIPT
Pretests 1
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I. NounsUnderline each noun.
1. Opera originated in early-seventeenth-century Italy.
2. The Italian composer Giuseppe Verdi wrote the famous operas Rigoletto and Aïda.
3. Many people who have never attended an opera would recognize some of Verdi’s tunes.
4. Verdi based his last two operas, Otello and Falstaff, on Shakespearean dramas.
5. Verdi lived to see the premiere of Giacomo Puccini’s La Bohème.
II. PronounsUnderline each pronoun and label it personal (per), indefinite (ind), demonstrative (dem), relative (rel), interrogative (int), or reciprocal (rec).
6. Who composed the opera Die Walküre?
7. Many are familiar with the operatic characters.
8. Although he wrote the comic masterpiece Die Meistersinger von Nürnberg, Richard Wagner
composed many more serious ones.
9. This is one of Wagner’s longest operas, which is entitled Siegfried. It lasts more than four hours!
10. Verdi and Wagner did not fully appreciate each other, for the music and personalities of these com-
posers were quite different.
III. VerbsUnderline each main verb once and each auxiliary twice.
11. Most countries have opera houses.
12. The Metropolitan Opera has been the most important operatic company in America for over one
hundred years.
13. Listeners can hear broadcasts of the Metropolitan Opera on Saturday afternoons in the United States
and in many other nations worldwide.
14. Although the Metropolitan is one of the greatest opera houses in the world, one of the finest
so pranos, Maria Callas, did not have many performances there.
15. Even though opera had its beginnings in Europe, it has now become popular in America as well.
Name
Chapter 2 Pretest: Parts of Speech
2 Pretests
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Chapter Pretest: Topic (continued)Chapter 2 Pretest: Parts of Speech (continued)
IV. Adjectives and AdverbsUnderline each adjective once and each adverb twice.
16. The very accomplished maestro retired from the opera company recently.
17. The sharply dressed lawyer regularly goes to the opera.
18. Her seat is in the front row of the balcony.
19. Jimmy has never been to his town’s opera.
20. After the last act, the singers will stand before the gold curtain to bow graciously.
V. PrepositionsUnderline each preposition once and the object of each preposition twice.
21. Charlotta has been to many operas over the years.
22. The conductor conducts the orchestra and singers from the orchestra pit .
23. In addition to the audience’s enthusiastic response, the music critic gave the production an
outstanding review in the town’s newspaper.
24. To many people’s surprise, the tenor’s voice cracked on the highest note of the aria.
25. The baritone became one of the best of his generation.
VI. Conjunctions and InterjectionsUnderline each conjunction once. Then label each conjunction as coordinating (coord), correlative (corr), or subordinating (sub). Underline each interjection twice.
26. The audience arrived early for the tenor’s last performance, but then the opera house’s manager came
onstage to announce that the singer was ill.
27. Both the soprano and the tenor forgot a few early lines. Each later sang beautifully.
28. The audience’s response was, well, not enthusiastic.
29. Although his first operas were very Wagnerian, Richard Strauss moved to a more neoclassical style
for his most popular work, Der Rosenkavalier.
30. Wow! Did you hear that final duet?
Key to Pretests 169
Name
Chapter Pretest: Topic
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I. NounsUnderline each noun.
1. Opera originated in early-seventeenth-century Italy.
2. The Italian composer Giuseppe Verdi wrote the famous operas Rigoletto and Aïda.
3. Many people who have never attended an opera would recognize some of Verdi’s tunes.
4. Verdi based his last two operas, Otello and Falstaff, on Shakespearean dramas.
5. Verdi lived to see the premiere of Giacomo Puccini’s La Bohème.
II. PronounsUnderline each pronoun and label it personal (per), indefinite (ind), demonstrative (dem), relative (rel), interrogative (int), or reciprocal (rec).
6. Who composed the opera Die Walküre?
7. Many are familiar with the operatic characters.
8. Although he wrote the comic masterpiece Die Meistersinger von Nürnberg, Richard Wagner
composed many more serious ones.
9. This is one of Wagner’s longest operas, which is entitled Siegfried. It lasts more than four hours!
10. Verdi and Wagner did not fully appreciate each other, for the music and personalities of these com-
posers were quite different.
III. VerbsUnderline each main verb once and each auxiliary twice.
11. Most countries have opera houses.
12. The Metropolitan Opera has been the most important operatic company in America for over one
hundred years.
13. Listeners can hear broadcasts of the Metropolitan Opera on Saturday afternoons in the United States
and in many other nations worldwide.
14. Although the Metropolitan is one of the greatest opera houses in the world, one of the finest
so pranos, Maria Callas, did not have many performances there.
15. Even though opera had its beginnings in Europe, it has now become popular in America as well.
Name
Chapter 2 Pretest: Parts of Speech
int
ind
per
ind
dem ind rel per
rec
170 Key to Pretests
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Chapter Pretest: Topic (continued)Chapter 2 Pretest: Parts of Speech (continued)
IV. Adjectives and AdverbsUnderline each adjective once and each adverb twice.
16. The very accomplished maestro retired from the opera company recently.
17. The sharply dressed lawyer regularly goes to the opera.
18. Her seat is in the front row of the balcony.
19. Jimmy has never been to his town’s opera.
20. After the last act, the singers will stand before the gold curtain to bow graciously.
V. PrepositionsUnderline each preposition once and the object of each preposition twice.
21. Charlotta has been to many operas over the years.
22. The conductor conducts the orchestra and singers from the orchestra pit .
23. In addition to the audience’s enthusiastic response, the music critic gave the production an
outstanding review in the town’s newspaper.
24. To many people’s surprise, the tenor’s voice cracked on the highest note of the aria.
25. The baritone became one of the best of his generation.
VI. Conjunctions and InterjectionsUnderline each conjunction once. Then label each conjunction as coordinating (coord), correlative (corr), or subordinating (sub). Underline each interjection twice.
26. The audience arrived early for the tenor’s last performance, but then the opera house’s manager came
onstage to announce that the singer was ill.
27. Both the soprano and the tenor forgot a few early lines. Each later sang beautifully.
28. The audience’s response was, well, not enthusiastic.
29. Although his first operas were very Wagnerian, Richard Strauss moved to a more neoclassical style
for his most popular work, Der Rosenkavalier.
30. Wow! Did you hear that final duet?
corr
coord
sub
sub
corr
Teaching Helps 35
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Underline each main verb once and each auxiliary twice. Then identify the part of speech of the italicized word or words.
adverb 1. The Cayman Islands, a protectorate of England, is rapidly becoming a world financial center.
noun 2. On Grand Cayman are the offices for more than six hundred banking and trust companies.
adjective 3. In 1997 forty-six of the fifty leading banking companies in the world posted various office locations on Grand Cayman.
adjective 4. Banking assets on this small island represent billions of dollars.
pronoun 5. Many of these banks provide private rather than commercial services.
conjunction 6. Only thirty of the banking and trust companies possess a license to service both residents and nonresidents.
preposition 7. The remaining licensed companies provide services to nonresidents.
adverb 8. The islands levy no taxes and enjoy a very high standard of living.
noun 9. The Cayman government has tried to avoid money-laundering activities and drug smuggling.
preposition 10. The government is attempting to protect the image and reputation of the islands for the continued tourist industry.
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Teaching Help 2: Parts of Speech
Key to Teaching Helps 203
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Underline each main verb once and each auxiliary twice. Then identify the part of speech of the italicized word or words.
adverb 1. The Cayman Islands, a protectorate of England, is rapidly becoming a world financial center.
noun 2. On Grand Cayman are the offices for more than six hundred banking and trust companies.
adjective 3. In 1997 forty-six of the fifty leading banking companies in the world posted various office locations on Grand Cayman.
adjective 4. Banking assets on this small island represent billions of dollars.
pronoun 5. Many of these banks provide private rather than commercial services.
conjunction 6. Only thirty of the banking and trust companies possess a license to service both residents and nonresidents.
preposition 7. The remaining licensed companies provide services to nonresidents.
adverb 8. The islands levy no taxes and enjoy a very high standard of living.
noun 9. The Cayman government has tried to avoid money-laundering activities and drug smuggling.
preposition 10. The government is attempting to protect the image and reputation of the islands for the continued tourist industry.
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Teaching Help 2: Parts of Speech
ESL Helps 59
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Speakers and writers of English usually put adjectives in a specific order before a noun, although the order may sometimes vary. The following chart illustrates the general order of determiners, descriptive adjectives, and modifying nouns as they appear from left to right. Below each type of adjective are further divisions of each. These sub-categories are also in the order in which they appear before a noun.
Adjective OrderDeterminers Descriptive Adjectives Modifying Nouns Main Noun
articles, possessives, demonstra-tives, interrogatives, indefinites, quantity words
adjectives of evaluation, size, shape/length, condition, age, color, nationality/religion
modifying nouns describing composition, etc.
word modified by all preceding words
The chart below shows a sample phrase using correct adjective order. (Of course, this phrase is longer than a good writer or speaker would use in ordinary speech.) Note that descriptive adjectives can generally be used more than the other types in a single phrase.
Determiners Descriptive Adjectives Modifying Nouns Main Noun
the lovely big square faded old green Spanish wool blanket
Exercise in Positions of AdjectivesRewrite the sentences, placing the adjectives in the correct order to modify the noun that immediately follows the adjectives. Do not forget to capitalize the first word of each sentence.
1. Tori stood at the edge of (large, forest, round, the) lake.
Tori stood at the edge of the large round forest lake.
2. In the middle of the lake swam (a, spotted, mother, large) loon.
In the middle of the lake swam a large spotted mother loon.
3. The loon lifted its head and released (age-old, an, eerie) cry.
The loon lifted its head and released an eerie age-old cry.
4. (a, northeastern, gentle) breeze carried the sound.
A gentle northeastern breeze carried the sound.
5. Startled by the noise, (small, a, shy) deer bounded into the forest.
Startled by the noise, a small shy deer bounded into the forest.
6. (tall, pine, the) trees were so close together that the forest was dark.
The tall pine trees were so close together that the forest was dark.
7. But on the lake (yellow, numerous, gorgeous) sunbeams shone cheerfully.
But on the lake numerous gorgeous yellow sunbeams shone cheerfully.
8. Tori trailed her fingers through (brown, countless, tiny) grains of sand on the shore.
Tori trailed her fingers through countless tiny brown grains of sand on the shore.
9. Under (cloudless, the, turquoise) sky, the loon called again.
Under the cloudless turquoise sky, the loon called again.
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ESL Help 2a: Positions of Adjectives
Key to ESL Helps 223
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Speakers and writers of English usually put adjectives in a specific order before a noun, although the order may sometimes vary. The following chart illustrates the general order of determiners, descriptive adjectives, and modifying nouns as they appear from left to right. Below each type of adjective are further divisions of each. These sub-categories are also in the order in which they appear before a noun.
Adjective OrderDeterminers Descriptive Adjectives Modifying Nouns Main Noun
articles, possessives, demonstra-tives, interrogatives, indefinites, quantity words
adjectives of evaluation, size, shape/length, condition, age, color, nationality/religion
modifying nouns describing composition, etc.
word modified by all preceding words
The chart below shows a sample phrase using correct adjective order. (Of course, this phrase is longer than a good writer or speaker would use in ordinary speech.) Note that descriptive adjectives can generally be used more than the other types in a single phrase.
Determiners Descriptive Adjectives Modifying Nouns Main Noun
the lovely big square faded old green Spanish wool blanket
Exercise in Positions of AdjectivesRewrite the sentences, placing the adjectives in the correct order to modify the noun that immediately follows the adjectives. Do not forget to capitalize the first word of each sentence.
1. Tori stood at the edge of (large, forest, round, the) lake.
Tori stood at the edge of the large round forest lake.
2. In the middle of the lake swam (a, spotted, mother, large) loon.
In the middle of the lake swam a large spotted mother loon.
3. The loon lifted its head and released (age-old, an, eerie) cry.
The loon lifted its head and released an eerie age-old cry.
4. (a, northeastern, gentle) breeze carried the sound.
A gentle northeastern breeze carried the sound.
5. Startled by the noise, (small, a, shy) deer bounded into the forest.
Startled by the noise, a small shy deer bounded into the forest.
6. (tall, pine, the) trees were so close together that the forest was dark.
The tall pine trees were so close together that the forest was dark.
7. But on the lake (yellow, numerous, gorgeous) sunbeams shone cheerfully.
But on the lake numerous gorgeous yellow sunbeams shone cheerfully.
8. Tori trailed her fingers through (brown, countless, tiny) grains of sand on the shore.
Tori trailed her fingers through countless tiny brown grains of sand on the shore.
9. Under (cloudless, the, turquoise) sky, the loon called again.
Under the cloudless turquoise sky, the loon called again.
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ESL Help 2a: Positions of Adjectives
60 ESL Helps
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Determiners, which come before descriptive adjectives, are very important in English. The most com-mon determiners are articles, possessives, and demonstratives. Other determiners are used to indicate counting, numbering, and amount. Determiners come before nouns, not after them or in place of them.
ArticlesThe English language has one definite article (the) and two forms of the indefinite article (a and an).
PossessivesWhen possessives modify nouns, possessives are considered determiners. Possessive nouns are made
up either of a noun (in its singular or plural form) and ’s or of a noun (in its plural form already ending in s) and an apostrophe.
Examples The cat’s collar is red.
The child’s favorite food is spaghetti.
The Roths’ house is large.
English has eight possessive determiners made from pronouns.
Examples My brother enjoys playing football with his classmates and their friends.
Your sister uses her talents for the Lord.
DemonstrativesEnglish has four demonstratives that can be used as determiners before nouns. Note that position or
distance helps determine which demonstrative pronoun to use.
Examples This pencil is mine, not that one.
These sugar cookies taste better than those chocolate chip cookies.
Name
ESL Help 2b: Defining and Using Determiners
Person Singular Plural
First my our
Second your your
Third his, her, its their
Singular Singular Possessive Plural Plural Possessive
cat cat’s cats cats’
child child’s children children’s
Mrs. Roth Mrs. Roth’s the Roths the Roths’
Position Singular Plural
Near this these
Far that those
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Some Other DeterminersWords such as one, two, several, many, more, most, some, any, first, second, next, and last can be deter-
miners. Most of these determiners can be used alone before a noun. Sometimes one of them comes after an article, a possessive, or a demonstrative determiner.
Examples Many people have visited the nation’s capital, Washington, D.C.
Most tourists make sure that they visit the Capitol.
I wonder whether more people visit the Washington Monument or the Lincoln Memorial.
There are several major museums in the city.
My two favorite museums are the National Air and Space Museum and the International Spy Museum.
The International Spy Museum is the first museum in the world to be devoted to espionage.
If your time is limited, visit this one museum.
Count Nouns and DeterminersA singular count noun must have at least one determiner before it.
Wrong I need glass of water, please.
Right I need a glass of water, please.
I need one glass of water, please.
I need the glass of water, please.
ESL Help 2b: Defining and Using Determiners (continued)
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1. Proper Nouns 1.1 Always use the before a plural proper noun.
The Republicans lobbied to promote their bill.
1.2 Usually, do not use an article before a singular proper noun.Stoicism was an ancient Greek philosophy.
1.3 Do not use an article before most geographic names.*Lincoln is the capital of Nebraska.
* Exceptions include collective names and plurals (the Philippines or the Adirondack Mountains), land masses (the Hawaiian Islands), bodies of water (the Pacific Ocean), and geographic regions (the North, the Caribbean, or the Far East).
2. Specific Count and Noncount Nouns 2.1 Use the when both you and the hearer know what is referred to.
The water is cold. The dictionary is heavy.
2.2 Use the before a noun that has been mentioned before.I got a can of root beer. The can exploded when I opened it.
2.3 Use the before a noun modified by a superlative or ordinal adjective.The tallest boy in our class is Martin. The third boy to reach the finish line was Philip.
3. General Singular Count Nouns 3.1 Use a or an when representing one member of a class.
Olivia has a parakeet.
3.2 Use an article unless a possessive or a demonstrative is used with the noun.Olivia bought this parakeet.
3.3 Use the in general statements.The parakeet is a small parrot.
4. General Plural Count Nouns 4.1 Usually, do not use an article with plural count nouns used in a general sense.
Parakeets are very talkative birds.
5. General Noncount Nouns 5.1 Usually, do not use an article with noncount nouns used in a general sense (languages, school
subjects, etc.).Felicity knows German.
5.2 Use the if a modifier follows the noun.Felicity knows the German that Martin Luther spoke and wrote.
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ESL Help 2c: Article Usage
ESL Helps 63
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Choose the correct article (a, an, or the) to put in each blank. If no article is needed, put an X in the blank. Above each answer list the appropriate rule number from the Article Usage sheet.
X Abigail Adams, the second first lady of the United States, was a remark-
able woman. She was born X Abigail Smith in X Massachusetts in 1744. Even as
a child she was concerned about her education. Her brother’s classical education caused
her to long for X this type of training as well. Her father encouraged her to read widely, and
she became one of the best-educated women in America through her reading. In 1764 John
Adams and Abigail Smith were united in marriage. The happy marriage lasted fifty-four years.
When America’s Continental Congress convened, John was needed as a delegate. So Abi-
gail stayed home, ran the farm, and reared their five children. This was not the first time
the couple had been separated. During and after America’s struggle for independence, John went
to Europe as an American representative. Abigail was not able to join him until 1784. How-
ever, during their separations, John and Abigail wrote each other X long letters. Abigail ex-
pressed her opinions to John freely. She promoted X liberty for women and for all African
Americans. In 1796 John was elected president of the United States. The help of his first
lady, Abigail, greatly aided X President Adams. Not until 1801 were they able to go home.
For the last seventeen years of her life, Abigail was finally able to spend time with the
husband she called her “dearest Friend.”
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ESL Help 2d: Exercise in Article Usage
224 Key to ESL Helps
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ESL Help Topic
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Choose the correct article (a, an, or the) to put in each blank. If no article is needed, put an X in the blank. Above each answer list the appropriate rule number from the Article Usage sheet.
X Abigail Adams, the second first lady of the United States, was a remark-
able woman. She was born X Abigail Smith in X Massachusetts in 1744. Even as
a child she was concerned about her education. Her brother’s classical education caused
her to long for X this type of training as well. Her father encouraged her to read widely, and
she became one of the best-educated women in America through her reading. In 1764 John
Adams and Abigail Smith were united in marriage. The happy marriage lasted fifty-four years.
When America’s Continental Congress convened, John was needed as a delegate. So Abi-
gail stayed home, ran the farm, and reared their five children. This was not the first time
the couple had been separated. During and after America’s struggle for independence, John went
to Europe as an American representative. Abigail was not able to join him until 1784. How-
ever, during their separations, John and Abigail wrote each other X long letters. Abigail ex-
pressed her opinions to John freely. She promoted X liberty for women and for all African
Americans. In 1796 John was elected president of the United States. The help of his first
lady, Abigail, greatly aided X President Adams. Not until 1801 were they able to go home.
For the last seventeen years of her life, Abigail was finally able to spend time with the
husband she called her “dearest Friend.”
Name
ESL Help 2d: Exercise in Article Usage
(1.2) (2.3) (3.1)
(1.2) (1.3)
(3.1)
(3.2)
(2.3)
(2.2)
(3.1)
(2.1) (2.3)
(3.1)
(4.1)
(5.1)
(1.3) (5.2)
(1.2)
(2.3) (5.2)
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Adverbs of MannerAdverbs of manner answer the question How?
Examples softly, badly, barely, carefully, joyfully, hastily, reverently
Placement: Adverbs of manner usually come in one of three places:
1. They may come directly before the subject when the subject is not preceded by any introductory in-formation (such as a prepositional phrase).
Wrong Softly into the room he walked. Into the room softly he walked.
Right Softly he walked into the room.
Wrong Joyfully around her mother’s neck she threw her arms. Around her mother’s neck joyfully she threw her arms.
Right Joyfully she threw her arms around her mother’s neck.
2. They may come with the verb. • Ifthereareanyauxiliaries,placetheadverbafterthefirstauxiliary.
Robyn was nervously pacing the room. I had quickly come to the hospital.
• Ifthereisnoauxiliarybutthereisabe verb, place the adverb after the be verb.When asked a question, Susan was strangely silent. Susan’s response a moment later was surprisingly eloquent.
• Ifthereisnoauxiliaryandnobe verb, place the adverb before the main verb.Dave loudly called her name. Robyn nervously paced up and down the hallway. Andrew hastily ran down the stairs.
3. They may come after the direct object (especially if the direct object is the end of the clause).Collin trained his dog patiently. Corinna did her homework carefully.
Note: Adverbs of manner should not be placed between the verb and its direct object.
Wrong Corinna did carefully her homework.
Adverbs of PlaceAdverbs of place answer the question Where?
Examples here, below, outside, nowhere, somewhere, up, northward
Placement: Adverbs of place usually come after the verb or at the end of the clause.Those Bible commentaries belong here. Put the commentaries down. The concordances also need to go somewhere.
Note: Although these rules will be helpful for placing adverbs correctly in a sentence, they are somewhat variable. Exceptions are possible, especially for emphasis.
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ESL Help 2e: Adverb Placement
ESL Helps 65
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Adverbs of Time (Including Frequency)Adverbs of time answer the questions When? and How often?
Examples frequently, sometimes, weekly, now, later, never, always
Placement: Adverbs of time usually come in one of three places:
1. They may come before the subject (exception: never).Frequently Michael comes in to work early. Usually he leaves around 5:00 p.m.
2. They may come with the verb. • Theymaybeplacedafterthefirstauxiliary.
Joy has sometimes helped me with my homework. Georgiana will occasionally bring us a treat while we work.
• Theymaybeplacedafterabe verb.Glenda is seldom on time. I am always happy to practice my German.
• Theymaybeplacedbeforeanyotherverb.Roberta usually walks her dog in the evening. She never walks the dog in the morning.
3. They may come at the end of the sentence if not too far removed from the verb (exception: never).
Right Susanna will feed her cockatiel now.
Too Far Removed She feeds her cockatiel in the morning usually.
Better She usually feeds her cockatiel in the morning.
QualifiersA qualifier is a special kind of adverb that modifies an adjective or an adverb by either strengthening
or weakening the idea of that adjective or adverb. Qualifiers answer the question To what extent? about an adjective or an adverb.
Examples very, slightly, rather, even, somewhat, quite, much, extremely, almost, kind of, a great deal (The last two are somewhat informal.)
Placement: A qualifier is placed directly in front of the adjective or adverb that it modifies. Unlike adverbs that modify verbs, qualifiers cannot be moved around in a sentence.
After we saw the grizzly bears, the much smaller sun bears were not as scary. The huge grizzly bear can be very frightening.
ESL Help 2e: Adverb Placement (continued)
66 ESL Helps
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ESL Help Topic
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Decide whether the italicized adverbs are placed correctly. If the placement is correct, write C in the blank to the left. If the placement is incorrect, write I in the blank and then rewrite the sentence correctly. (Answers will vary.)
C 1. Olga carried her textbooks carefully.
I 2. Diana was patient often with her eight-year-old brother.
Diana was often patient with her eight-year-old brother.
I 3. Katherina cheerfully was washing the dishes.
Katherina was cheerfully washing the dishes.
C 4. Ed says he learned a great deal more in Algebra II than in Algebra I.
C 5. Often Lydia reads for fun.
I 6. Natalie was excited always about French class.
Natalie was always excited about French class.
C 7. Petra daily gives us the news about her German shepherd.
I 8. Somewhere Christopher left his thesaurus.
Christopher left his thesaurus somewhere.
I 9. Cautiously in the meadow Dacia touched the wire fence.
Dacia cautiously touched the wire fence in the meadow.
C 10. Oscar willingly helped Jesse carry the heavy television.
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ESL Help 2f: Exercise in Adverb Placement
Key to ESL Helps 225
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Decide whether the italicized adverbs are placed correctly. If the placement is correct, write C in the blank to the left. If the placement is incorrect, write I in the blank and then rewrite the sentence cor-rectly. (Answers will vary.)
C 1. Olga carried her textbooks carefully.
I 2. Diana was patient often with her eight-year-old brother.
Diana was often patient with her eight-year-old brother.
I 3. Katherina cheerfully was washing the dishes.
Katherina was cheerfully washing the dishes.
C 4. Ed says he learned a great deal more in Algebra II than in Algebra I.
C 5. Often Lydia reads for fun.
I 6. Natalie was excited always about French class.
Natalie was always excited about French class.
C 7. Petra daily gives us the news about her German shepherd.
I 8. Somewhere Christopher left his thesaurus.
Christopher left his thesaurus somewhere.
I 9. Cautiously in the meadow Dacia touched the wire fence.
Dacia cautiously touched the wire fence in the meadow.
C 10. Oscar willingly helped Jesse carry the heavy television.
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ESL Help 2f: Exercise in Adverb Placement
ESL Helps 67
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ESL Help Topic
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In English, sentences are usually made negative by adding not. English has three basic rules for correctly placing not in sentences.
1. If there is an auxiliary (such as will, have, may, do, or is) in the sentence, place not after the first auxiliary.
Delores has been late for rehearsal twice. Delores has not been late for rehearsal twice.
Hubert may need to rent a tuxedo for the concert. Hubert may not need to rent a tuxedo for the concert.
2. If there is no auxiliary but there is a be verb (am, is, are, was, were), place not after the be verb.
Louise is tall and pretty. Louise is pretty, but she is not tall.
The snow was deep. The snow was not deep.
3. If there is no auxiliary and no be verb, add do, does, or did according to the form of the main verb. Place not between the do auxiliary and the main verb. The main verb then changes to the first prin-cipal part of the verb because the do auxiliary will show the number and the tense for the complete verb. The part of the sentence in parentheses may be omitted if it is clearly understood by both the reader and the writer.
Ginger cleans the windows every spring. Ginger does not (clean the windows every spring).
Pastor Ed spent all day studying. Pastor Ed did not (spend all day studying).
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ESL Help 2g: Making Sentences Negative Using Not
68 ESL Helps
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ESL Help Topic
© 2011 BJU
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Rewrite the following sentences to make them negative. Add not to each sentence. Change the form of the verb and add an auxiliary if necessary.
Example Charleen will throw the baseball. Charleen will not throw the baseball.
1. The stars are bright tonight.
The stars are not bright tonight.
2. The moonlight illuminated the lake.
The moonlight did not illuminate the lake.
3. There will be a meteor shower next week.
There will not be a meteor shower next week.
4. We may be able to watch the meteor shower.
We may not be able to watch the meteor shower.
5. Joanna is elated about the event.
Joanna is not elated about the event.
6. She would like to stay up and see all of the meteors.
She would not like to stay up and see all of the meteors.
7. Joanna has been interested in stars for a long time.
Joanna has not been interested in stars for a long time.
8. She made star charts according to her observations.
She did not make star charts according to her observations.
9. The Hale-Bopp comet was especially exciting to her.
The Hale-Bopp comet was not especially exciting to her.
10. It streaked across the sky in a spectacular way.
It did not streak across the sky in a spectacular way.
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ESL Help 2h: Exercise in Making Sentences Negative Using Not
226 Key to ESL Helps
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ESL Help Topic
© 2011 BJU
Press. Unauthorized reproduction prohibited.
Rewrite the following sentences to make them negative. Add not to each sentence. Change the form of the verb and add an auxiliary if necessary.
Example Charleen will throw the baseball. Charleen will not throw the baseball.
1. The stars are bright tonight.
The stars are not bright tonight.
2. The moonlight illuminated the lake.
The moonlight did not illuminate the lake.
3. There will be a meteor shower next week.
There will not be a meteor shower next week.
4. We may be able to watch the meteor shower.
We may not be able to watch the meteor shower.
5. Joanna is elated about the event.
Joanna is not elated about the event.
6. She would like to stay up and see all of the meteors.
She would not like to stay up and see all of the meteors.
7. Joanna has been interested in stars for a long time.
Joanna has not been interested in stars for a long time.
8. She made star charts according to her observations.
She did not make star charts according to her observations.
9. The Hale-Bopp comet was especially exciting to her.
The Hale-Bopp comet was not especially exciting to her.
10. It streaked across the sky in a spectacular way.
It did not streak across the sky in a spectacular way.
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ESL Help 2h: Exercise in Making Sentences Negative Using Not
ESL Helps 69
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General Rules 1. Do not leave necessary prepositions out of a sentence.
Wrong Daniel went the house.
Right Daniel went into the house.
2. During is a preposition that signals a prepositional phrase. While is a conjunction that usually intro-duces a dependent clause; it cannot be followed by a noun phrase. During and while cannot be used interchangeably.
OP Preposition Nothing unexpected happened during the play rehearsal.
S InV Conjunction Nothing unexpected happened while the play rehearsal was going on.
3. Do not use a preposition when home is used with a verb of motion or direction. The same rule applies to downtown and uptown.
Wrong My mother wants me to come to home.
Right My mother wants me to come home.
If the verb is not a verb of motion or direction, the preposition is usually necessary.
Domenic likes to relax at home. Louise spent the day working at home.
4. Do not use a preposition when here or there is used after the verb.
Wrong We are going to stay at here. We are not going to go to there.
Right We are going to stay here. We are not going to go there.
5. Use at for the most specific time or location, on for a more general time or location, and in for the most general time or location.
The art exhibit was at 3:00 p.m. The art exhibit was on Saturday. The art exhibit was in the afternoon.
Gail lives at 1014 Birch Drive. Gail lives on Birch Drive. Gail lives in South Bend.
6. Many verbs and adjectives, and even some nouns, must be followed by particular prepositions. Some-times changing the preposition changes the meaning.
Parents provide for their children. (Parents take care of and supply the needs of their children.)
My mother provided me with a sack lunch. (My mother gave me a sack lunch.)
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ESL Help 2i: Using Prepositions
70 ESL Helps
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ESL Help Topic
© 2011 BJU
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Choose the correct word for each blank from the choices in parentheses. If none of the suggested words is correct or if no preposition is needed, put an X in the blank.
1. Alison sat enthralled during the play. (during, while)
2. She almost cried while the death scene was being performed. (during, while)
3. She had gone X downtown to see this performance of Hamlet. (in, to)
4. After the play was finished, she had to drive X home. (at, to)
5. Alison often reads plays when she is at the library. (at, to)
6. She likes to stay X there and enjoy her favorite works of literature. (on, to)
7. Tonight the play ended early, at 9:30 p.m. (in, on, at)
8. The theater is doing a series of Shakespearean plays on Friday nights. (in, on, at)
9. Alison remembered that she had left her copy of Hamlet at home. (at, in)
10. She had been encouraged by her friends to get an actor’s autograph. (by, for)
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ESL Help 2j: Exercise in Using Prepositions
Key to ESL Helps 227
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Choose the correct word for each blank from the choices in parentheses. If none of the suggested words is correct or if no preposition is needed, put an X in the blank.
1. Alison sat enthralled during the play. (during, while)
2. She almost cried while the death scene was being performed. (during, while)
3. She had gone X downtown to see this performance of Hamlet. (in, to)
4. After the play was finished, she had to drive X home. (at, to)
5. Alison often reads plays when she is at the library. (at, to)
6. She likes to stay X there and enjoy her favorite works of literature. (on, to)
7. Tonight the play ended early, at 9:30 p.m. (in, on, at)
8. The theater is doing a series of Shakespearean plays on Friday nights. (in, on, at)
9. Alison remembered that she had left her copy of Hamlet at home. (at, in)
10. She had been encouraged by her friends to get an actor’s autograph. (by, for)
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ESL Help 2j: Exercise in Using Prepositions
Concept Reinforcements 97
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Practice AIdentify each italicized noun as common (C) or proper (P) and each italicized pronoun as indefinite (Ind) or relative (Rel).
C Ind 1. The campground at Tugaloo State Park offers many amenities to anyone visiting.
C Rel 2. At the entrance to the campground is a picturesque log building, which serves as a combination check-in point, mini-store, and bait shop.
C C 3. The resident ranger has even placed some wildlife exhibits inside this building.
Ind P 4. From this vantage point, one can get his first glimpse of beautiful Lake Hartwell.
Rel P 5. People who visit Tugaloo State Park are in for a real treat.
Practice BIdentify each italicized word as an adjective (Adj) or an adverb (Adv).
Adj Adj 6. Between the gate and the actual campsites, one can find a white sand beach, a vol-leyball court, a miniature golf course, and several pavilions with picnic tables.
Adv Adv 7. Sometimes a camper will even see a group of deer grazing beside the road.
Adv Adj 8. Once, at night, a huge skunk came wandering through our campsite, causing much trepidation among the campers.
Adj Adv 9. The best part of camping is the wonderful feeling of absolute tranquility, which one usually experiences.
Adj Adj 10. The only sad part of camping is the tedious job of packing up to go home.
Practice CIdentify each italicized conjunction as coordinating (coord), correlative (corr), or subordinating (sub).
sub coord 11. While simply relaxing is enjoyable, other activities are available to one and all.
corr sub 12. Sometimes I would either take a walk or go fishing before the sun rose.
sub corr 13. Once, when I walked the nature trail with my cousins, I learned how to identify whether certain animal tracks had been made by deer, beavers, or foxes.
sub sub 14. If I get to return to Tugaloo, I’ll try hard to avoid any skunks so that we both won’t get a nasty surprise.
sub coord 15. Since camping is such fun, everyone should try it at least once, but he should be prepared for the unexpected.
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Chapter 2: Using Parts of Speech
Key to Concept Reinforcements 235
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Practice AIdentify each italicized noun as common (C) or proper (P) and each italicized pronoun as indefinite (Ind) or relative (Rel).
C Ind 1. The campground at Tugaloo State Park offers many amenities to anyone visiting.
C Rel 2. At the entrance to the campground is a picturesque log building, which serves as a combination check-in point, mini-store, and bait shop.
C C 3. The resident ranger has even placed some wildlife exhibits inside this building.
Ind P 4. From this vantage point, one can get his first glimpse of beautiful Lake Hartwell.
Rel P 5. People who visit Tugaloo State Park are in for a real treat.
Practice BIdentify each italicized word as an adjective (Adj) or an adverb (Adv).
Adj Adj 6. Between the gate and the actual campsites, one can find a white sand beach, a vol-leyball court, a miniature golf course, and several pavilions with picnic tables.
Adv Adv 7. Sometimes a camper will even see a group of deer grazing beside the road.
Adv Adj 8. Once, at night, a huge skunk came wandering through our campsite, causing much trepidation among the campers.
Adj Adv 9. The best part of camping is the wonderful feeling of absolute tranquility, which one usually experiences.
Adj Adj 10. The only sad part of camping is the tedious job of packing up to go home.
Practice CIdentify each italicized conjunction as coordinating (coord), correlative (corr), or subordinating (sub).
sub coord 11. While simply relaxing is enjoyable, other activities are available to one and all.
corr sub 12. Sometimes I would either take a walk or go fishing before the sun rose.
sub coord 13. Once, when I walked the nature trail with my cousins, I learned how to identify whether certain animal tracks had been made by deer, beavers, or foxes.
sub sub 14. If I get to return to Tugaloo, I’ll try hard to avoid any skunks so that we both won’t get a nasty surprise.
sub coord 15. Since camping is such fun, everyone should try it at least once, but he should be prepared for the unexpected.
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Chapter 2: Using Parts of Speech
Writing Worksheets 137
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Chapter ?: Topic
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Planning SheetFollowing the step-by-step instructions below, prepare to write an analytical essay.
Choosing a Topic 1. In this essay you will analyze some aspect of a topic you have chosen. In the space provided, list sev-
eral potential topics—subjects that interest you.
2. From the topics above, circle one as your choice. Now write down several aspects of this topic that you might wish to analyze.
3. Write your chosen topic here:
4. Is your topic idea too broad or too narrow? In order to be workable, your topic should be large enough to be broken down for analysis yet narrow enough for you to satisfy your reader with an adequate treatment of your subject. Notice how the topics below were improved.
5. Write your revised topic here:
Writing a Thesis 6. Check to verify your ideas by researching any specific statistics, quotes, or other needed support. 7. Revise the sample topics below into thesis statements: improved performance in professional swimming events
weather conditions affecting voter turnout
growing conditions supporting the longevity of redwoods and cedars
8. Now write your own thesis statement here:
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Chapter 2: Analytical Essay
Poor Topic Reason Improved TopicSummer Olympics too broad improved performance in pro-
fessional swimming events
elections too broad weather conditions affecting voter turnout
ages of the oldest redwoods and the oldest cedars
too narrow growing conditions supporting the longevity of redwoods and cedars
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Writing Rubrics 157
MESSAGE
Thesis3 Essay contains a clear thesis statement that is argumentative and specific.2 Essay contains a clear thesis statement that is argumentative but not sufficiently specific.1 Essay contains no clear thesis statement or contains one that is not argumentative and/or too broad.
Support3 Essay contains relevant supporting points, includes at least two concrete examples, and addresses anticipated
objections.2 Essay contains relevant supporting points, but includes only one concrete example or does not address anticipated
objections.1 Essay contains irrelevant supporting points or includes no concrete examples.
Organization and Development3 Essay demonstrates unity (all points support the thesis) and shows good progression of ideas through effective coordi-
nation and subordination.2 Essay demonstrates some unity but shows poor progression of ideas due to insufficient or incorrect coordination and
subordination.1 Essay demonstrates little unity and shows poor/faulty progression of ideas.
MESSAGE SCORE
MEchAnicS
Grammar and Usage3 Writer displays a command of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure).2 Writer displays a basic knowledge of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure).1 Writer displays little or no knowledge of grade-level grammar skills.
Spelling3 Writer uses and spells words above grade level.2 Writer spells words on grade level.1 Writer misspells grade-level words.
Capitalization and Punctuation3 Writer demonstrates a command of grade-level capitalization and punctuation.2 Writer demonstrates an understanding of grade-level capitalization and punctuation.1 Writer misuses grade-level capitalization and/or punctuation.
MECHANICS SCORE
TOTAL SCORE (Message plus Mechanics)
A 16–18 B 14–15 C 12–13 D 10–11 F 6–9
Overall, this writing . . .
2AnAlyticAl EssAyRUBRICSchAptEr 2 rubric
Bulletin Boards 277
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Find two examples of academic writing (text-books, academic journals, etc.) and two examples of creative writing (short stories, humorous essays, etc.). Carefully cut out the titles from these articles and then display the articles on the bulletin board. Instruct students to submit an appropriate title for
each article. The students should place their titles in the pockets under each article. Read the submitted titles aloud and lead a discussion about the merits of each title. You may want to choose a winning title to display above each writing sample. Then reveal the original titles to your students.
Chapter 1: Missing Titles
Create a bulletin board resembling an adver-tisement for a home improvement store. Display eight large “building blocks,” each labeled with a clue to what part of speech it represents. Place eight building blocks labeled with the parts of speech in a pocket. Allow students to choose a building block
and to place it over the correct clue. Fill another pocket with sentences having one word underlined; encourage students to match each example sentence to the part of speech of its underlined word. Include several examples for each part of speech.
Chapter 2: Building Blocks
TITLES
TITLES TITLES
TITLES
GRAMMAR
WAREHOUSEYOUR GRAMMAR IMPROVEMENT STORE
Your life is yet a vapor.He will not remember.
Big Sale on
BUILDING BLOCKS