AHSGE Grammar Practice Exercises

1. AHSGE Grammar Practice Exercises

2. A semicolon is used to join two complete sentences. When a semicolon is placed between two complete sentences, the first word of the second sentence is not capitalized. Rewrite these sentences by correctly using a semicolon where needed. • The king thought himself civilized in reality, his trial ritual was barbaric. • Many people came to watch trials some even thought the trial ritual was fair. • The princess finally came to a decision she had agonized over it for days. • Trusting the princess, the young man stepped into the arena he watched her closely for a signal.

3. Parallel sentence structure expresses parallel ideas in the same grammatical form. Follow the example to write the sentences in corrected form. • EX: Before the guests arrived, Sarah planned to clean the house and to wash the clothes. • Ringing bells, blaring horns, and sirens that screamed were part of the commotion surrounding the fire. • Baby Abel began crawling on the floor and then to look up for a nod of approval from his father. • Sarah ran upstairs to thank Matthew and hug him.

4. A sentence fragment expresses only a partial thought. It might be missing a subject, a verb, or both. To correct fragments a writer must add the necessary parts to make the sentence a complete, clear, and coherent thought. Correct the sentence fragments below. • Our Christmas project was always the same. Making fruitcakes for our favorite people. • My best friend, a wonderful old woman. Had never seen a picture show. • A bright, cold morning in November. It had finally arrived.

5. Underline all of the nouns in the paragraph below. • Many explorers have been drawn to Antarctica, even though the continent has the harshest environment in the world. It is dry, windy, and extremely cold. Ninety-eight percent of its surface is a sheet of ice. In the summer of 1911-1912, two groups of explorers actually reached the South Pole. The English group, led by Robert Falcon Scott, picked their way carefully across the dangerous ice with its deep crevasses. When they finally reached the pole, however, they found that another team had been there before them. The Norwegian group, led by Rolald Amundsen, had reached the pole one month before Scott, and they had left their flag to mark the spot.

6. Complete the chart below with the correct form of the noun.

7. Underline all of the adjectives in the paragraph below. • Today, polo is mostly played in England and the countries that were once British colonies. It is a sport for the rich because only they can afford to maintain strings of healthy and vigorous polo ponies. At the same time, the sport is not for the faint-hearted. A match requires exceptional courage and great daring. Swift ponies and bold players crash into each other. Because players sometimes fall off of their horses, they wear protective helmets. Sometimes they accidentally hit each other with their heavy mallets.

8. Misplaced modifiers are descriptive words and phrases that are written in the wrong place in the sentence. To correct these sentences a writer must move the descriptive word or phrase closest to the word being described. • Bob slammed the door in a bad frame of mind. • We found the dog walking home from school. • We borrowed an extension ladder from a neighbor thirty-five feet long. • Perry was stung by a bee hoeing weeds in the garden. • A collision occurred in the middle of the block between a delivery car and a fire truck.

9. Dangling modifiers are descriptive words or groups of words which do not have a word in the sentence to describe. To correct these sentences the writer must add needed words to the sentence. The entire structure of the sentence may change when correcting dangling modifiers. • Finishing her performance, the audience applauded. • To learn to dance, a few lessons should be taken. • Watching the auto races, a few accidents occurred. • Stirring the batter well, the spices were put in next. • After rehearsing for weeks, the play was a success.

10. Subject-verb agreement is a concept that is concerned with making sure the subject of the sentence agrees in number with the verb of the sentence. • Number in grammar means singular or plural. • Therefore, a singular subject must have a singular verb, and a plural subject must have a plural verb. • There is a simple rule to remember: If the subject ends in –s, the verb should not have a –s. If the subject does not end in –s, the verb should end in –s.

11. Use the rule copied yesterday to correctly choose the verb which agrees with the given subject in each sentence. • One of these boys (is/are) going to win the race. • Deputies from the sheriff’s office (was/were) trying to calm the mob. • The coach’s remarks (was/were) most flattering. • The opinions concerning the play (determines/determine) the success of the play.

12. Compound subjects have their own rule in subject-verb agreement. • Subjects joined by ‘and’ are considered to be plural and take the verb without the –s. • Example: The dog and the cats (seems/seem) to get along well. • A writer must look at the placement of the subjects joined by ‘or’ or ‘nor’. The subject closest to the verb is used to determine whether to choose the singular or the plural verb. • Example: The dog or the cats (was/were) responsible for the mess in the kitchen. • Example: The boys nor the coach (has/have) decided which jersey to order.

13. Use the rule copied yesterday to correctly choose the verb to agree with the subject given in each sentence. • Neither Bob nor they (believes/believe) that story. • Both Bob and he (hopes/hope) to attend the game. • Either the captains or the umpire (calls/call) time out. • New York and San Francisco (has/have) world-famous bridges.

14. Collective nouns used as subjects require special subject-verb agreement rules. • Collective nouns which show the group functioning as a whole, meaning all members are doing the exact same thing at the exact same time, are considered to be singular. • Example: The faculty (has/have) a meeting this afternoon. • Example: The herd (is/are) grazing in the field.

15. Collective nouns which show the group functioning as individual members within the group, meaning the members are doing different things at the same time, are considered to be plural. • Example: The faculty (signs/sign) the attendance verification sheet. • Example: The herd (is/are) entering the gate into the holding pen. • Example: The ninth grade class (is/are) getting their lunches and preparing to eat.

16. Use the copied rules on agreement in collective nouns to choose the verb which correctly agrees with the subject of the given sentence. • The committee (is/are) making a joint report to submit to the chairman. • The committee (is/are) making individual reports about their concerns with the new bill. • The flock of geese (scatters/scatter) when the gun is fired. • The flock of geese (is/are) traveling in formation to its destination.

17. Nouns of amount require a specific rule of subject-verb agreement. • When determining the agreement in monetary units the writer must determine whether the money is being used to purchase one item, or if it is being used as individual units. • Example: Twenty dollars (is/are) the cost of the hat. • Example: Three dollars (is/are) lying on the floor. • When determining the agreement in fractions the writer must look at the word to which the fraction is referring. If the fraction is referring to a singular noun the verb should be singular. If the fraction is referring to a plural noun, the verb should be plural. • Example: One-fourth of the cookie dough (is/are) in the bowl. • Example: One-fourth of the cookies (is/are) in this box.

18. Use the rule copied yesterday to choose the verb which correctly agrees with the subject of the given sentence. • Three-fifths of the student body (votes/vote) for seniors in leadership committee nominations. • Several dollars per barrel (is/are often spent for clean water in the mining camps. • Fifty percent of the students (believes/believe) that the dress code is too strict. • Sixteen dollars (was/were) found at the scene of the crime.

19. Subjects preceded by the words ‘many a,’ ‘every,’ and ‘each’ are considered to be singular. Choose the correct verb to agree with the given subjects. • Many a picnic (has/have) been ruined by rain. • Each student’s poem (was/were) read to the student body after the contest. • Every chair, bench, and table (has/have) been cleaned.

20. Indefinite pronouns require their own rules of subject-verb agreement because indefinite pronouns do not refer to general nouns. • The following indefinite pronouns are always considered singular: • Another, anybody, anyone, anything, each, either, everybody, everyone, everything, neither, nobody, no one, nothing, one, somebody, someone, something.

21. Use the notes copied yesterday to choose the verb which correctly agrees with the indefinite pronoun in each sentence. • Everyone (seems/seem) to be flying kites these days. • Someone (has/have) a kite with a giant flower on it. • (Has/Have) anyone seen Ramona today? • Either of these (is/are) good examples of a box kite. • One of you (was/were) responsible for getting the kite tangled in the treetop.

22. The following indefinite pronouns are considered to be plural and require a plural verb for correct agreement. • Both, few, many, others, several • Choose the correct verb for the sentences below. • Few of you (has/have) ever seen the Grand Canyon, right? • Others of you (was/were) imagining what it would be like to see this magnificent sight. • Many of us (is/are) going to plan a trip there after this lesson.

23. Some indefinite pronouns can be considered either singular or plural. • To determine the agreement in these indefinite pronouns a writer must look at the noun to which the pronoun is referring to determine agreement. • If the pronoun is referring to a singular word, it takes a singular verb. If the pronoun is referring to a plural word, it takes a plural verb. • The following indefinite pronouns can be either singular or plural: • All, any, enough, most, much, none, some

24. Use the notes copied yesterday to correctly choose the verb which agrees with the indefinite pronoun in the sentence. • All of the snacks (was/were) eaten before midnight. • Much of the student’s spending money (was/were) gone before the trip was over. • Some of these pens (has/have) no caps. • Enough time (has/have) been spent on subject-verb agreement.

25. Homonyms are words which sound alike but have different meanings and spellings. These words are often misused by students. • Examples: • Affect: To cause a change. • Effect: The result of a change. • Accept: To willingly receive. • Except: Being left out • Its: Shows possession of another noun. • It’s: A contraction meaning it is. • Council: A leadership group. • Counsel: To advise on certain topics

26. Use the notes from yesterday to correctly write the sentences below. • Everyone accept Jill is going to the party tonight. • Mrs. Jackson couciled the student today. • The dog chewed it’s bone intently. • The affect of the writer’s strike was felt all over Hollywood.

27. More commonly confused words: • Right: true; opposite of left • Rite: a solemn act • Write: to inscribe on a surface • Their: Possessive form of they. This word will show ownership of another noun. • There: Refers to a location. • They’re: A contraction meaning they are. • To: In the direction of. • Too: As well, also, besides. • Two: More than one.

28. Use the notes from yesterday to correctly write the sentences below. • The students are writing there sentences. • She is bringing her iPod to. • She participated in the write of the tribal council. • Their going to the store for their mother.

29. More commonly confused words: • Plain: a flat stretch of land; easy to discern. • Plane: an airplane; a flat surface • Bear: a large, heavy mammal; to suffer or to endure • Bare: without covering; naked • Were: Past tense of be. This word must be used as a verb. • Where: a location. • Threw: Past tense of throw; released in a throwing motion. • Through: passing into and out again.

30. Write a sentence that correctly uses the words given in yesterday’s notes. • Plain: • Plane: • Bear: (use it as the verb, not the noun) • Bare: • Were: • Where: • Threw: • Through:

31. In writing, directions must be written in sequential order. • To sequence means to place in the appropriate chronological order. • Example: Choose the letter which shows the correct order of the sentences. • 1. Come back in two days to pick up the clothes. • 2. Take the bag to the dry cleaners. • 3. Place all clothes in a laundry bag. • A. 1-3-2 • B. 3-1-2 • C. 2-3-1 • D. 3-2-1

32. Choose the letter which places the sentences in the correct order. • 1. Go to the store and buy the ingredients called for in the recipe. • 2. Mix all of the ingredients in a mixing bowl. • 3. Carefully measure all of the ingredients. • 4. Roll the cookie dough into 1” balls, and place onto a cookie sheet. • A. 1-2-4-3 • B. 3-1-2-4 • C. 1-3-4-2 • D. 1-3-2-4

33. Paragraphs contain sentences which are written in a logical order to convey a specific meaning of one idea. • There are certain sentences which must be contained in a paragraph. • The introductory sentence: This sentence is often referred to as the topic sentence. This sentence reveals the main idea of the entire paragraph. • The supporting sentence: The supporting sentence is meant to give a specific example of the main idea of the paragraph. A good paragraph contains at least three supporting sentences. • The concluding sentence: The concluding sentence summarizes the information in the paragraph and offers an ending to the ideas. • Any sentence which does not fit into these three types of sentences is an irrelevant idea and should be removed from the paragraph.

34. Use the notes from yesterday to place the given sentences in a logical order to create a paragraph. Remove the irrelevant sentence from the paragraph. • 1. Squawking sea gulls circled above him. • 2. The department store had a large neon sign that blinked on and off, lighting the darkness. • 3. Mr. Gant sensed he had finally reached the ocean. • 4. The smell of the saltwater hung thickly in the air. • 5. He could hear the crashing of the waves. • 6. Mr. Gant stopped running through the sand for a moment to check his progress.

35. Place the sentences in a logical order to form a paragraph. Remove the irrelevant sentence from the paragraph. Make sure you write the sentences in the structure of a paragraph. • 1. The facility will destroy a protected wetland environment. • 2. The proposed recreational facility is a complete waste of money. • 3. My Aunt Sarah doesn’t like the man in charge of constructing the facility. • 4. Consider the reasons and make the obvious choice to oppose construction of this facility. • 5. The county population is not large enough to support its day-to-day operation.