Grammar Enrichment: Grade 12

Grammar and Composition
Grammar Enrichment
Grade 12
Glencoe/McGraw-Hill
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Contents
Unit 10 Parts of Speech

10.1 Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
10.2 Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
10.3 ActionVerbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
10.3 Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
10.4 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
10.5 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
10.6 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
10.7 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 11 Parts of the Sentence

11.13 Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
11.5 Direct and Indirect Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
11.5 Object Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
11.5 Subject Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit 12 Phrases
12.1 Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
12.2 Appositives and Appositive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
12.3 Participles and Gerunds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
12.3 Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
12.4 Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit 13 Clauses and Sentence Structure

13.14 Clauses and Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
13.5 Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
13.6 Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
13.7 Noun Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
13.8 Four Kinds of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
13.9 Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
13.10 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 15 Verb Tenses, Voice, and Mood

15.13 Verbs: Principal Parts and Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
15.45 Verb Tenses and Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
15.78 Voice and Mood of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Unit 16 Subject-Verb Agreement

16.13 Subject-Verb Agreement I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
16.45, 78 Subject-Verb Agreement II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
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Contents
Unit 17 Using Pronouns Correctly

17.1 Case of Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
17.23 Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
17.4 Reflexive and Intensive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
17.5 Who and whom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
17.67 Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 18 Using Modifiers Correctly

18.12 Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
18.56 Using Modifiers Correctly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
18.7 Misplaced and Dangling Modifiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Unit 20 Capitalization
20.1 Capitalization of Sentences and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
20.23 Capitalization: Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . 39
Unit 21 Punctuation, Abbreviations, and Numbers

21.13 Period, Exclamation Point, Question Mark . . . . . . . . . . . . . . . . . . . . . . 40
21.4 The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
21.5 The Semicolon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
21.6 Commas and Compound Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
21.6 Coordinate Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
21.6 Commas and Nonessential Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
21.6 Commas: Titles, Addresses, Direct Address . . . . . . . . . . . . . . . . . . . . . . 46
21.6 Proper Use of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
21.89 Parentheses and Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
21.1011 Ellipsis Points and Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
21.12 Quotation Marks and Italics (Underlining) . . . . . . . . . . . . . . . . . . . . . . 50
21.13 The Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
21.16 Numbers and Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
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Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.1 Nouns
A. Identifying Nouns
Above each underlined noun in the sentences below, write Proper or Collective; if the noun is
neither proper nor collective, write Concrete or Abstract.
1. Preparation for the Boston Marathon involves strenuous work.
2. Runners must prepare themselves both mentally and physically to run the full distance
of more than twenty-six miles.
3. Most racers train for months to prepare for the important Monday.
4. Their training often involves running a total of more than fifty miles per week.
5. Many athletes believe that those who are preparing for the marathon should also run
the entire length of the course at least once before the big event.
6. Some of the running fraternity also train by running up and down hills.
7. They believe that this will increase their endurance.
8. During competition, those who did not train for running on inclines are usually sorry.
9. The first part of the marathon course is a gentle downhill slope.
10. However, later, after the running tribe are tiring, the route becomes hilly before the finish
line in the city of Boston.
B. Using Nouns
Copyright The McGraw-Hill Companies, Inc.
Use nouns you identified above to write a sentence as requested for each type of noun below.
Underline the nouns.
1. (two proper nouns)
______________________________________________________________________________
2. (one collective noun and one plural noun)
______________________________________________________________________________
3. (one singular concrete noun and one singular abstract noun)
______________________________________________________________________________
4. (one singular proper noun and one plural common noun)
______________________________________________________________________________
5. (two nouns of your choosing)
______________________________________________________________________________
Writers Choice: Grammar Enrichment, Grade 12, Unit 10 1

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.2 Pronouns
A. Identifying Pronouns
On a separate sheet of paper, list all the pronouns in the sentences below. Then identify
each pronoun as Per. (personal), Poss. (possessive), Ref. (reflexive), Inten. (intensive),
Dem. (demonstrative), Inter. (interrogative), Rel. (relative), or Ind. (indefinite).
1. History, as we know it, began with the birth of civilization.
2. Many historians believe that Western civilization began about 5,000 years ago in
Mesopotamia, which is the portion of southwest Asia that is located between the
Tigris and Euphrates rivers.
3. What about the area favored such a development?
4. The site is characterized by an adequate water supply and fertile soil; these are essential
environmental factors for the development of civilization.
5. Which of the other major early civilizations originated in regions whose environmental
characteristics were similar?
6. In Egypt, the Nile River deposited rich, black soil when it overflowed its banks during its
annual flooding.
7. In Middle America, the Maya and Aztecs farmed their crops on rich volcanic soil that was
watered by canals leading from lakes and rivers.
8. In the Andes, Inca farmers taught themselves to farm on terraces, which were dug into the
sides of steep mountain slopes.
9. By doing this, they themselves learned to control the heavy water runoff that threatened
agricultural efforts on mountainous terrain.
10. Others of the earliest civilizations sprang up in locations that were as diverse as western
Africa, India, southeast Asia, and China.

B. Using Pronouns
Use pronouns you identified above to write sentences below as requested. Underline
the pronouns.
1. (two relative pronouns)
______________________________________________________________________________
2. (one personal pronoun and one possessive pronoun)
______________________________________________________________________________
3. (one interrogative pronoun and one demonstrative pronoun)
______________________________________________________________________________
4. (one intensive pronoun or one reflexive pronoun)
______________________________________________________________________________
5. (one indefinite pronoun)
______________________________________________________________________________
2 Writers Choice: Grammar Enrichment, Grade 12, Unit 10

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.3 Action Verbs

A. Identifying Action Verbs
Each of the following pairs of sentences has the same verb. Underline the verb. In the space,
write AT for each action verb that is transitive and AI for each action verb that is
intransitive.
_____ 1. a. People still search the streams of the American Rockies for gold.
_____ b. Other prospectors search for gold in the jungles of Brazil.
_____ 2. a. Some people dig gold out of the hillsides with pickaxes and shovels.
_____ b. Others dig in the sides of mountains or deep in the earth.
_____ 3. a. Some prospectors pan alluvial gold from the topsoil.
b. Still other prospectors pan in streams.
_____ 4. a. The heavier gold dust and nuggets sink to the bottom of the pan.
_____ b. The dust and nuggets sink because of their weight.
_____ 5. a. Because of its weight, the gold remains in the pan.
_____ b. The prospector remains at his claim with his pan in his hands.
B. Using Action Verbs

Complete each sentence with verbs in the forms requested.
1. Nearly a fourth of Mexicos estimated ninety-three million inhabitants
________________ (action, present tense) in Mexico City or its surroundings.
2. Mexican government experts ________________ (action, past tense) some time ago that
the citys residents ________________ (action, present tense) 29.5 million trips every day
in nearly three million motor vehicles.
3. Because of the amount of gasoline that these vehicles ________________ (action, present
tense), Mexico Citys serious ozone smog problem probably ________________ (action,
future tense).
4. When the government ________________ (action, past tense) a one-day-a-week driving
ban for each private car in 1989, pollution levels ________________ (action, past
tense)until families ________________ (action, past tense) additional cars to use
on the one day they could not drive their main cars.
5. Since the altitude of of the city is 7,500 feet, its oxygen supply is and will be thin, meaning
that fuels burn and always ________________ (action, future tense) inefficiently.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.3 Linking Verbs

A. Identifying Linking and Action Verbs
Underline each verb, and identify it as AV (action verb) or LV (linking verb) by writing the
correct letters above the verb.
1. The Sahel is a semi-arid belt of poor soils two hundred to seven hundred miles wide that
stretches across the northern portion of the African continent.
2. In the last fifty years, deforestation and overuse added to the Sahel an area that seems
equivalent in size to France.
3. More agriculture and greater population are threats that inevitably increase the size of
desert regions.
4. Desertification, or the process by which land becomes desert, perpetuates drought.
5. The future for the Sahel looks bleak.
B. Using Linking Verbs

From the list below, select the best linking verb to complete each sentence. Use each verb only
once. Write the verb in the tense specified in parentheses. (Make sure that your verb agrees in
number with its subject.)
sound be remain become grow
1. Jim usually ________________ (present tense) tired while he is playing basketball.
2. However, this year he can play longer without tiring than he could last year, when he
________________ (past tense) tired very early in each game.

3. Despite the way he feels, Jim always tries his hardest and ________________
(present tense) cheerful throughout every game.
4. Despite his teams poor record, Jim ________________ (present tense) optimistic
that they will do better.
5. Practicing basketball for fifteen hours a week ________________ (present tense) difficult,
but Jim thinks of it as pure fun.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.4 Adjectives
A. Identifying Adjectives
The passage below is excerpted from The Snow Leopard by Peter Matthiessen. In this passage
the author is in the Himalayas of central Asia studying a pack of rare Himalayan blue sheep,
bharal, when he sights some even rarer animalswolves. Underline each adjective in the
passage. (Do not include articles.)
(1) In the hard light, the blue-gray creatures [bharal] seem far too swift to catch, yet the
streaming wolves gain ground on the hard snow. (2) Then they are whisking through the
matted juniper and down the steepening rocks, and it appears that a bharal will be cut off
and bowled over, down the mountain, but at the last moment it scoots free and gains a
narrow ledge where no wolf can follow.
(3) In the frozen air, the whole mountain is taut; the silence rings. (4) The sheeps flanks
quake, and the wolves are panting; otherwise, all is still, as if the arrangement of pale shapes
held the world together. . . .
(5) Briefly, the wolves gaze about, then make their way up the mountainside in the
unhurried gait that may carry them fifty miles in a single day.
B. Using Adjectives
In the following paragraph from The Adventure of the Speckled Band by Arthur Conan
Doyle, Dr. Watson and Sherlock Holmes are driving through the English countryside. Some
adjectives have been left out of the description. In each blank, write an adjective as requested
in parentheses. Choose vivid adjectives.
At Waterloo we were ________________ (1. adjective referring to luck) in catching a train for
Leatherhead, where we hired a trap at the station inn, and drove for four or five miles through
the ________________ (2. adjective describing appearance in a positive way) Surrey lanes. It
was a perfect day, with a ________________ (3. adjective describing how something looks)
sun and a few ________________ (4. adjective conveying the idea of softness) clouds in the
heavens. The trees and the wayside hedges were just throwing out their first ________________
(5. adjective describing color) shoots, and the air was full of the ________________
(6. adjective conveying a positive feeling) smell of the ________________ (7. adjective
describing a physical quality) earth. To me at least there was a ________________
(8. adjective conveying the idea of oddness) contrast between the sweet promise of the spring
and this ________________ (9. adjective conveying the idea of danger) quest upon which
we were engaged. My companion sat in the front of the trap, his arms folded, his hat pulled
down over his eyes, and his chin sunk upon his breast, buried in the ________________
(10. adjective conveying the idea of seriousness) thought. Suddenly, however, he started,
tapped me on the shoulder, and pointed over the meadows.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.5 Adverbs
A. Identifying Adverbs
Underline the adverbs in each sentence below. Identify whether the adverb is Neg. (a negative
word) or one that tells when, where, to what degree, or how by writing the appropriate word(s)
above the adverb.
1. The work of the North American Indian artist was completely and irrevocably upset by
the appearance of the European trader.
2. With metal knives, carving could be done more efficiently.
3. Many new decorative materials, whose existence had scarcely been imagined before,
came into use.
4. Some, such as glass beads, continued to be used primarily in the same way that older
materials, such as porcupine quills, had been used.
5. Other new trade items, such as steel sewing needles and Spanish guitars, forever altered
the Native American way of life.
B. Using Adverbs
Follow the directions in parentheses below and write an appropriate adverb in each space
provided. (You may use more than one word in a space.)
1. The subsequent arrival of the settlers brought about changes ________________

(use a comparative adverb) than one might have guessed.
2. The wealthy settler who brought along a few prized Oriental rugs ________________
(use an adverb that tells when) started a chain reaction.

3. The rug patterns ________________ (use an adverb that tells to what degree) influenced
Native American art, such as Sioux beadwork.
4. ________________ (use a negative adverb) altered, this Indian design was carried east
with the Buffalo Bill shows.
5. ________________ (use an adverb that tells where), the Oriental designs were thought
to be authentic Indian designs.

Grammar Enrichment
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10.6 Prepositions
A. Identifying Prepositions
The sentences below are taken from a passage written by William Least Heat-Moon.
Underline all the prepositions in the sentences. Above each preposition, write the
object of the preposition. (One preposition has more than one object.)
1. In Kay County, Oklahoma, fifteen miles south of the Kansas line and twelve northeast of
Ponca City, on a hilltop, in the distance the dammed and inundated valley of the Arkansas
River turned to a reservoir called Kaw Lake: I am sitting in a maintenance shed with a
grandson of a Kansa chief in a broad shaft of sunlight sloping through the open door; it
warms us in the cool wind.
2. From time to time he removes [his] hat [and strokes] his palm over his thinning hair; his
hands are big, darkened as if oxidized, except for weathered-in networks of white like
(dried-up saline creeks; the fingernails are thick and broken.
3. In a paper sack is his lunch: a can of Vienna sausage, two slices of white bread, an apple,
an orange; during the time we talk, he does not eat, because he forgets about food and the
passing hours.
4. His words are soft with a slight rasp at the edges, as if they were old, frayed cotton, and his
pronunciation is that of the southwest hill country.
5. A few yards north of the shed stands the old Kaw council house and south of it the
dance-ground, a big circle of buffalo grass with a high view of the former reservation,
east across the river.
B. Using Prepositions
On a separate sheet of paper, write sentences as requested in the parentheses below. Underline
the objects of the prepositions.
1. (Write a sentence using the word until as a preposition.)
2. (Write a sentence using a compound preposition that is not except for.)
3. (Use two prepositions that you did not identify above.)
4. (Use the word before twice in one sentenceonce as a preposition, once as another part
of speech.)
5. (Use a three-word compound preposition.)

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
10.7 Conjunctions
A. Using Coordinating and Correlative Conjunctions
Write an appropriate coordinating or correlative conjunction in each space below. (See the lists
of conjunctions on pages 467468 of Writers Choice.)
1. Mary Cassatt was ________________ an important American artist ________________

the guiding force behind some of the finest art collections in this country.
2. When she decided to study painting, Cassatt faced the prohibitions ________________
prejudices of Victorian society.
3. Her father supposedly said that he would not mind seeing her dead, ________________
that he did not want her to study painting.
4. Most of Cassatts art instruction came from haunting art museums in Europe
________________ from teaching herself.
5. ________________ were the themes of Cassatts paintings invariably feminine,
________________ they were ________________ frequently maternal.
B. Using Subordinating Conjunctions and Conjunctive Adverbs

Follow the directions in the parentheses below and write an appropriate word or words in each
space. (See the lists on pages 470 and 472 of Writers Choice.)
1. ________________ (use a subordinating conjunction) Mary Cassatt painted many

pictures of young women and children, she depicted them in a straightforward and
unsentimental manner.
2. ________________ (use a subordinating conjunction) she had decided that works of art

ought to stand on their own merits instead of depending upon the whims of juries or
critics for their success, she never again entered her work in any competition.
3. In her art, Cassatt gradually moved away from impressionism to a style that placed greater
emphasis on line and structure; ________________ (use a conjunctive adverb), that style
was greatly influenced by Japanese art.
4. Mary Cassatts art was largely ignored or belittled in her native United States;
________________ (use a conjunctive adverb), she lived and worked in Europe.
5. ________________ (use a subordinating conjunction) she painted, Cassatt was
considered an artists artistone more honored by her artist peers than by critics
or the public.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
11.13 Subjects and Predicates

A. Identifying Simple Subjects and Predicates
On the line beneath each sentence, write the simple subject and simple predicate.
(Some sentences may contain compound subjects.)
1. Games and sports can provide socialization, adventure, and relaxation.
______________________________________________________________________________
2. They seem a socially acceptable release of aggression for players.
______________________________________________________________________________
3. Many types of games also express natural competitive urges.
______________________________________________________________________________
4. Childrens personalities and physical skills develop through games and sports.
______________________________________________________________________________
5. Think of different categories of sports and games.
______________________________________________________________________________
6. In earlier times sports provided practice for real battles.
______________________________________________________________________________
7. From the need for food and transportation developed some sports.
______________________________________________________________________________
8. Technological advances have led to the development of some sports.
______________________________________________________________________________
9. Now communication satellites can transmit sports events from around the world to
television screens in peoples homes.
______________________________________________________________________________
10. Professional team sports reflect the social values of our culture.
______________________________________________________________________________
B. Expanding Simple Subjects and Predicates

On a separate sheet of paper, write an expanded version of each simple sentence below by
adding other words and phrases.
1. Society values.
2. Athletes are paid.
3. Companies manufacture.
4. Emphasis has encouraged.
5. Athletes compete.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
11.5 Direct and Indirect Objects

Distinguishing Between Direct and Indirect Objects
Write DO above each direct object and IO above each indirect object in the sentences below.
(Some sentences may not have an indirect object.)
1. The South American rubber tree produces most of the natural rubber in the world.
2. In the late 1800s, someone carried seedlings of the tree to Malaya, and rubber cultivation
was begun.
3. For decades after the introduction of rubber to Europe, Europeans did not give rubber
much value.
4. An English chemist, Charles Mackintosh, first coated fabric with rubber.
5. He gave the mackintosh, a waterproof coat, his name.
6. The fascination of such an invention soon gave Americans the great India Rubber
Boom.
7. New York investors offered manufacturers of rubber products millions of dollars for
the development of rubber-coated articles.
8. Producers sold people large quantities of rubber shoes, caps, coats, sheets, and life
preservers.
9. Eventually, however, the weather brought rubber promoters one disaster after another.
10. Summer heat melts rubber; winter cold hardens it.
11. Rubber caused its users trouble for years, and then Charles Goodyear appeared.
12. Goodyear gave the search for more durable rubber his entire life.
13. He showed potential investors invention after invention.
14. Some gave him money for his experiments.

15. Many refused him even encouragement.
16. Goodyear paid the latter no attention.
17. This single-minded inventor continually brought his family unhappiness and poverty.
18. In 1844 he finally patented a successful vulcanization process.
19. The process has earned many people great fortunes ever since.
20. However, it left Goodyears family a two-hundred-thousand-dollar debt upon his death.

Grammar Enrichment
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11.5 Object Complements

A. Identifying Object Complements
Identify which sentence in each of the pairs below has an object complement by underlining
the letter of the sentence. Then underline the object complement.
1. a. Evening finds me wide awake.
b. In the evening I am wide awake.
2. a. My friends call me Night Owl.
b. My friends say I am a night owl.
3. a. I consider that their name is appropriate.
b. I consider their name for me appropriate.
4. a. I call the evening my favorite time for books and letters.
b. I have chosen the evening as my favorite time for books and letters.
5. a. I make that a time that is free of telephone calls.
b. I make that time telephone-free.
B. Using Object Complements

Tell whether the underlined word in each sentence is used as an object complement by writing
Y (for yes) or N (for no) in the space provided.
_____ 1. After years and years of working for an agreement, each group suddenly considered
the other group a partner in negotiation.
_____ 2. Each group found the other totally trustworthy.
_____ 3. People of each group called the others views stubborn yet not unreasonable.
_____ 4. Even small children called their opponents friendly names.
_____ 5. Each side appointed its most capable diplomat speaker.
_____ 6. The groups thought themselves advocates of enlightenment and reason, but the
methodology of the groups was different.
_____ 7. Both sides eagerly elected expert communicators their leaders.
_____ 8. Each leader called the other leader a skilled and aggressive dealmaker.
_____ 9. Each side thought a trade agreement a worthy goala goal that could only be achieved
through much give and take.
_____10. The trade agreement at last went into effect.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
11.5 Subject Complements

A. Identifying Subject Complements
Underline the subject complement in each sentence. Identify each complement as a predicate
nominative or a predicate adjective by writing PN or PA in the space provided.
_____ 1. The idea of a bank is very old.
_____ 2. The earliest banks were simply the strongboxes of international money-changers.
_____ 3. Banco di Rialto was the first modern bank in 1587 in Venice, Italy.
_____ 4. Banks became an active part of urban life, with early Italian bankers at work on
benches along city streets.
_____ 5. In fact, the origin of the English word bank is the Italian word banco, or bench.
_____ 6. Goldsmiths of seventeenth-century England stored peoples gold and silver in strong
vaults, and their notes of receipt became acceptable money.
_____ 7. Early American banks were mostly unsuccessful.
_____ 8. These banks often were unsafe for their depositors money.
_____ 9. They were risky; they issued unsecured notes of receipt.
_____10. Early banks became unhealthy because of inadequate capital, erroneous judgment,
and poor management.
B. Using Complements
Write a sentence in the manner requested for each complement identified in parentheses.
1. (old used as a predicate adjective)
______________________________________________________________________________
2. (old used as an object complement)

______________________________________________________________________________
3. (bank used as a predicate nominative)
______________________________________________________________________________
4. (bank used as an indirect object)
______________________________________________________________________________
5. (bank used as a direct object)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
12.1 Prepositional Phrases

A. Identifying Prepositional Phrases
Underline all the prepositional phrases in the passage below from The Call of the Wild by
Jack London.
It was a hard days run, up the Canyon, through Sheep Camp, past the Scales and the
timberline, across glaciers and snowdrifts hundreds of feet deep, and over the great Chilcoot
Divide, which stands between the salt water and the fresh and guards forbiddingly the sad and
lonely North. They made good time down the chain of lakes which fills the craters of extinct
volcanoes, and late that night pulled into the huge camp at the head of Lake Bennett, where
thousands of gold-seekers were building boats against the breakup of the ice in the spring.
Buck made his hole in the snow and slept the sleep of the exhausted just, but all too early
was routed out in the cold darkness and harnessed with his mates to the sled.
B. Using Prepositional Phrases

Expand the sentences below by adding at least one adjective phrase and one adverb phrase to
each. Identify your phrases by writing Adj. or Adv. above each.
1. A girl walked down the street.
______________________________________________________________________________
2. The tourists were freezing.
______________________________________________________________________________
3. He looked but could not find the receipts.
______________________________________________________________________________
4. White-hot flashes streaked across the sky.

______________________________________________________________________________
5. Lights from the houses twinkled.
______________________________________________________________________________
6. The treasure was buried hastily.
______________________________________________________________________________
7. Look for a clean tablecloth.
______________________________________________________________________________
8. Should we believe this unusual story?
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
12.2 Appositives and Appositive Phrases

A. Identifying Appositives and Appositive Phrases
Underline the appositives and appositive phrases in each sentence.
1. Her Royal Deepness, Dr. Sylvia Earle, an intrepid adventurer and an eminent scientist,
was appointed in 1990 to head the National Oceanic and Atmospheric Administration,
a branch of the Department of Commerce.
2. Dr. Earle, the first woman head of NOAA, has published two books and more than
seventy articles on environmental subjects.
3. The first explorer of the ocean 1,250 feet underwater without a tether to the surface,
she has set many records for deep-sea dives.
4. One of three children, Dr. Earle was raised in New Jersey on a farm with many animals.
5. Then her family moved to Dunedin, a small town in Florida.
6. There the teen-ager, an excellent student, studied hard and examined the plants and
animals in the warm waters of the nearby Gulf of Mexico.
7. In the sixties, Earle, then a graduate student at Duke University, was one of the first
users of the new invention, scuba equipment.
8. Dr. Earles first expedition, a major one, was to the Indian Ocean with the National
Science Foundation.
9. Since then, Dr. Earle, a veteran of nearly six thousand hours underwater, has taken many
more research trips to remote spots in all of the worlds oceans.
10. According to Dr. Earle, human beings, people like you and me, are destroying the marine
ecosystem and are its only possible saviors.
B. Using Appositives and Appositive Phrases

On a separate sheet of paper, write original sentences using appositives as directed below.

1. Use a new office building as an appositive phrase.
2. Add an appositive to the first president of the United States.
3. Use a local newspaper as a nonessential appositive phrase.
4. Add an essential appositive phrase to my friends.
5. Add a large, congenial man as the appositive to the object of a preposition.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
12.3 Participles and Gerunds

A. Identifying Participles and Participial Phrases
Underline the participles and participial phrases in the following passage from Treasure Island
by Robert Louis Stevenson.
The place was entirely landlocked, buried in woods, the trees coming right down to high-
water mark, the shores mostly flat, and the hilltops standing round at a distance in a sort of
amphitheater, one here, one there. Two little rivers, or rather two swamps, emptied out into
this pond, as you might call it, and the foliage round that part of the shore had a kind of poi-
sonous brightness. From the ship we could see nothing of the house or stockade, for they were
quite buried among the trees; and if it had not been for the chart on the companion, we might
have been the first that had ever anchored there since the islands arose out of the seas. There
was not a breath of air moving, nor a sound but that of the surf booming half a mile away
along the beaches and against the rocks outside. A peculiar stagnant smell hung over the
anchoragea smell of sodden leaves and rotting tree trunks. I observed the doctor sniffing
and sniffing, like someone tasting a bad egg.
B. Identifying Gerunds and Gerund Phrases

Underline the gerund or gerund phrase in each sentence. Then, in the space provided,
indicate how the gerund or gerund phrase is used: S (subject), DO (direct object),
IO (indirect object), OPrep. (object of a preposition), PN (predicate nominative),
or App (appositive).
_____ 1. An activity some people find absorbing is trading antique toys.
2. Predicting the weather involves the study of meteorological phenomena.
_____ 3. Everything else they learned quite easily, but the technique of gliding took a long
time to master.
_____ 4. They gave solving the problem on their own one more chance before they called
the plumber.
_____ 5. When the weather is warm, the family enjoys eating outside.
_____ 6. The children, engaging in imitative behavior, practice storytelling in small groups
of four and five.
_____ 7. My grandfathers favorite pastime, fishing, has thrilled him since he was a boy.
_____ 8. Bowling is an activity he also enjoys.
_____ 9. His idea of participating in sports is to enjoy himself.
_____10. He doesnt care about competing against others.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
12.3 Infinitives and Infinitive Phrases

A. Identifying Infinitives
Underline each infinitive or infinitive phrase. In the space provided, write whether it is used as
N (noun), Adj. (adjective), or Adv. (adverb).
_____ 1. To cackle wickedly was the queens only response to their pleas.
_____ 2. The salmon have gone to find the open water.
_____ 3. Almost everyone needs to exercise regularly.
_____ 4. Our countrys founders had the vision to ensure the right of personal property.
_____ 5. Her performance was so moving that the audience wanted to applaud only her.
_____ 6. Because he was so late, he needed to dash to the shop before it closed.
_____ 7. The ability of the trees to bend in the wind kept them from breaking in the storm.
_____ 8. We were distressed to remember that we had left the keys to the house on the table.
_____ 9. To protect the population from morbid diseases was the reason a program for
complete immunization was implemented.
_____10. She taught us to use the software more quickly and efficiently.
B. Using Infinitives
Write a sentence as directed for each infinitive listed below. You may expand the infinitives into
phrases by adding complements or modifiers.
1. Use to gossip as a direct object.
______________________________________________________________________________
______________________________________________________________________________
2. Use to learn as an adjective.

______________________________________________________________________________
______________________________________________________________________________
3. Use to forget as a direct object.
______________________________________________________________________________
______________________________________________________________________________
4. Use to type as an adverb.
______________________________________________________________________________
______________________________________________________________________________
5. Use to succeed as an adjective.
______________________________________________________________________________
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
12.4 Absolute Phrases

A. Identifying Absolute Phrases
Underline the absolute phrases in the following passage. (Not every sentence contains an
absolute phrase.)
(1) August 29,1862, marked the modest beginning of the Bureau of Engraving and
Printing. (2) Four women and two men housed in the basement of the main Treasury build-
ing, the employees began to separate and seal one- and two-dollar bills that had been printed
by private companies. (3) The bureau itself beginning to print currency notes the following
fall, by October 1, 1877, all United States currency was being printed in the bureau.
(4) The production of U.S. paper currency being neither easy nor simple, the complex
process involves more than sixty-five separate and distinct steps. (5) The production process
begins with a hand-engraved piece of soft steel known as a master die. (6) Separate portions of
the design of the diethe portrait, the vignette, the ornamentation, and the lettering among
themare hand cut by engravers. (7) If you look closely at a currency note, you notice that
the portrait consists of numerous fine lines, dots, and dashes, all marks being of various sizes
and shapes. (8) Even the tiny bits of silk threads in the paper add to the intricacy of the design.
(9) The artistry and skill of the engraver being magnificent, the portrait is brought to life.
(10) This process of engraving is the first step in a unique printing technique known as
intaglio printing.
B. Using Absolute Phrases

Rewrite each pair of sentences below into one sentence containing an absolute phrase.
Underline the absolute phrase. (There are several ways to rewrite each sentence.)
1. The toddler reached for the plant. The babysitter scrambled to reach him.
______________________________________________________________________________
2. Swimming is one of my favorite activities. I reserve time each year for a beach vacation.
______________________________________________________________________________
3. The rain had drenched her clothing. She ran upstairs to her bedroom to change her
clothes.
______________________________________________________________________________
4. Most of my friends are interested in movies. We usually gather at someones house on
Friday night to watch a film.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.14 Clauses and Sentence Structure

A. Identifying Clauses and Sentence Structure
Underline the main clause in each of the sentences below. In the space provided, write SS if the
sentence is a simple sentence or CS if it is a complex sentence.
_____ 1. Chris, who was my best friend in the eighth grade, moved away at the end of the
school year.
_____ 2. Chris and I have been sending letters, articles, and even comic strips to each other
since he moved.
_____ 3. Our correspondence has been a great deal of fun.
_____ 4. We made a decision that we should try to get together when we both had vacation
from school.
_____ 5. Our planning resulted in a train ticket for me to visit him over Thanksgiving break.
_____ 6. As the day of my departure neared, I grew more and more excited about seeing
Chris again.
_____ 7. When the day arrived, I wanted to arrive early at Chriss home in time to eat.
8. The train was filling with holiday travelers as I settled into my seat and opened
the days paper.
_____ 9. When I saw Chris waiting with a football in hand, I knew that this was going to be
a great Thanksgiving.
_____10. After we ate and helped clean up, Chris and I spent the rest of the day exchanging
stories and laughing about old memories.
B. Using Clauses and Sentence Structure

Write a sentence in the manner requested for each topic suggested below. Label each clause in
the sentence MC for main and SC for subordinate.

1. (simple sentence about English class)
______________________________________________________________________________
2. (simple sentence about math class)
______________________________________________________________________________
3. (complex sentence about social studies class)
______________________________________________________________________________
4. (complex sentence about science class)
______________________________________________________________________________
5. (complex sentence about a teacher)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.5 Adjective Clauses

A. Identifying Adjective Clauses
Underline each adjective clause. In the space provided, write EC (essential clause) or NC
(nonessential clause). (Some sentences may contain more than one clause.)
_____ 1. Max and Isabel, who had never painted outside art class, were given permission to
paint their bedrooms.
_____ 2. They were excited by the prospect of doing something creative with their rooms,
but the person who had final approval of all interior house design had to approve
their plans.
_____ 3. Max, who was good at drawing, started to sketch different murals that he wanted to
paint on his walls.
_____ 4. Isabel went to the library to look through books that contained photographs of
ornamental friezes from different periods in history.
_____ 5. Isabel, who did not draw as well as her brother, was trying to find patterns or images
that she would be able to draw.
_____ 6. As she was paging through the books, Isabel came across Matisses cutouts, which
she found both beautiful and simple.
_____ 7. The day when the painting was to begin found both Max and Isabel ready.
8. Friday evening they went out and bought all the supplies that they needed.
_____ 9. The two, who had decided to work together, woke up early on Saturday to get started.
_____10. They began by moving furniture out into the hall, where it remained for the rest of
the day, and then they painted until they had executed their ideas.
B. Using Adjective Clauses

Rewrite each sentence. Add the kind of adjective clause specified in the parentheses to modify
the underlined noun.

1. Monday is the day I have my appointment. (nonessential adjective clause)
______________________________________________________________________________
2. Cheryl really enjoys books. (essential adjective clause)
______________________________________________________________________________
3. Jack and Laurie decided to meet at the corner. (essential adjective clause)
______________________________________________________________________________
4. Franklin had the highest score on the math exam. (nonessential adjective clause)
______________________________________________________________________________
5. The dinner was delicious. (essential adjective clause)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.6 Adverb Clauses

A. Identifying Adverb Clauses
Underline the adverb clause in each of the sentences below. Then, in the space provided, write
the word(s) that the adverb clause modifies.
1. Alex and Jerome went bowling even though they had never bowled before.
______________________________________________________________________________
2. They put on their shoes, and they strutted to the lanes as if they knew what they
were doing.
______________________________________________________________________________
3. Jerome even decided that he would bowl well if he found the right ball.
______________________________________________________________________________
4. While Jerome was searching for the right ball, Alex threw a practice ball into the gutter.
______________________________________________________________________________
5. After Jerome finally found a ball, they were ready to start.
______________________________________________________________________________
6. Before he had even rolled his first ball, Jerome was asking the people in the next lane how
to score a strike and a spare.
______________________________________________________________________________
7. Both bowlers knocked down only a few pins with each ball until Alex started to get the
hang of it.
______________________________________________________________________________
8. Alex picked up his first spare in the sixth frame, and he felt as if he were a professional.

______________________________________________________________________________
9. Alexs game improved faster than Jeromes.
______________________________________________________________________________
10. Jerome tried harder than Alex, however.
______________________________________________________________________________
B. Using Adverb Clauses

Expand the sentences below by adding an adverb clause to modify the underlined word(s)
in each sentence. Write the expanded sentence on a separate sheet of paper, and underline
the adverb clause.
1. Samuel runs faster.
2. I like oranges more.
3. Derrick is interested in biographies.
4. Sara tossed a football with Karim.
5. We will watch the documentary.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.7
Noun Clauses
A. Identifying Noun Clauses
Underline the noun clause(s) in the sentences below. Then, above each clause, write whether
the clause is used as a subject (S), a direct object (DO), a predicate nominative (PN), or an
object of a preposition (OPrep.). (Some sentences have more than one noun clause.)
1. I like whatever fictional books I can get my hands on.
2. What is contained within the worlds of these books always fascinates me.
3. All of my dreams have come from what I am reading.
4. Just in the last month I have been from the heart of Africa to the end of the galaxy;
reading is how I stretch my imagination.
5. As I read the stories, I understand why the characters act as they do.
6. Whatever situation a character is in becomes my situation.
7. I find that I care deeply about all of the characters.
8. Empathizing with the characters gives me insights into how the people around me act.
9. Whoever does not like to read misses exploring many worlds beyond our own.
10. What I do not understand is how people can choose voluntarily not to explore these
vast riches.
B. Using Noun Clauses

Write a sentence using the noun clause what I like in each of the ways requested below. In each
sentence, underline the noun clause.
1. (as a subject)
______________________________________________________________________________
2. (as a direct object)
______________________________________________________________________________
3. (as an object of a preposition)
______________________________________________________________________________
4. (as a predicate nominative)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.8 Four Kinds of Sentences

A. Identifying the Four Kinds of Sentences
In the space provided, identify each sentence as Dec. (declarative), Imp. (imperative), Int.
(interrogative), or Exc. (exclamatory). Add appropriate end punctuation to each sentence.
_____ 1. How did the praying mantis get its name
_____ 2. The ulna and the radius are bones in the arm
_____ 3. .Please buy a loaf of bread and a dozen eggs
_____ 4. Whats a potato latke
_____ 5. Unlike ants bodies, termites bodies are not segmented
_____ 6. What a genius you are
_____ 7. She asked if I would help wash the dishes
_____ 8. Call the fire department or 911
_____ 9. Help me wash the car, please
_____10. Look out
_____11. What a fun time we had at the mall
_____12. The pizzeria closes at midnight
_____13. Use spot remover to remove the stain from the rug
_____14. My favorite breed of dog is the cocker spaniel
_____15. Have you ever heard of a basenji
B. Writing the Four Kinds of Sentences

Write a sentence as described in each item below. Be sure to use the correct punctuation.

1. (a declarative sentence about interrogative sentences)
______________________________________________________________________________
2. (an interrogative sentence about imperative sentences)
______________________________________________________________________________
3. (an imperative sentence about end punctuation for interrogative sentences)
______________________________________________________________________________
4. (an exclamatory sentence about exclamatory sentences)
______________________________________________________________________________
5. (an interrogative sentence about the end punctuation for all four kinds of sentences)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.9 Sentence Fragments

Correcting Sentence Fragments
Rewrite each of the items below in two different ways to form complete sentences. (There will
be many ways of changing each sentence.)
1. The young lobsters defenseless without armor and claws.
______________________________________________________________________________
______________________________________________________________________________
2. Escape with a flip of the tail and a quick backward swim.
______________________________________________________________________________
______________________________________________________________________________
3. Because lobsters claws grow faster than the rest of their bodies.
______________________________________________________________________________
______________________________________________________________________________
4. Adult lobsters with sharp, strong claws.
______________________________________________________________________________
______________________________________________________________________________
5. The claws used for defense.
______________________________________________________________________________
______________________________________________________________________________
6. Lobsters are found along the East Coast. From Labrador to North Carolina.
______________________________________________________________________________
______________________________________________________________________________
7. Lobster fishing being a major industry in Maine.
______________________________________________________________________________
______________________________________________________________________________
8. Lobster makes a good main course. Served in fine restaurants.
______________________________________________________________________________
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
13.10 Run-on Sentences

Correcting Run-on Sentences
Identify each sentence below as either a complete sentence or a run-on sentence. If the
sentence is a complete sentence, write CS (complete sentence). If the sentence is a run-on
sentence, rewrite the sentence in two different ways to form complete sentences.
1. Glass is a very useful substance, it has been made for centuries.
______________________________________________________________________________
______________________________________________________________________________
2. Silica, which is used to make glass, is often found in sand.
______________________________________________________________________________
______________________________________________________________________________
3. A flux is added to the sand, next the mixture is melted.
______________________________________________________________________________
______________________________________________________________________________
4. The glass is taken onto a blowpipe, an instrument that is used to blow glass.
______________________________________________________________________________
______________________________________________________________________________
5. The glassblower blows into one end of the pipe, the glass on the other end forms a
hollow ball.
______________________________________________________________________________
______________________________________________________________________________
6. The glass is formed with a variety of tools it can be made into bottles and jars.

______________________________________________________________________________
______________________________________________________________________________
7. A pontil is used to attach the finished piece to a rod then the neck is cut, heated in the
oven, and shaped.
______________________________________________________________________________
______________________________________________________________________________
8. Finally, the bottle is removed from the pontil by tapping the rod to release it.
______________________________________________________________________________
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
15.13 Verbs: Principal Parts and Tense

A. Identifying Verb Parts
Underline all the verbs in the sentences below. Above each verb, indicate which principal part
is being used: Base/Present, Pres. P., Past, or Past P. (Do not underline verbals that are not used
as verbs.)
1. Poland sits in the middle of the vast plain that stretches across the north European
continent from the Atlantic Ocean in the west to the Ural Mountains in the east.
2. To the south of Poland rise the Sudeten and Carpathian mountains, forming a natural
border with Czechoslovakia, and the Baltic Sea serves as a natural border to the north.
3. There are no natural borders to protect Polands eastern and western sides from invasion
by aggressive neighbors.
4. Throughout its history, Poland has suffered from this vulnerability.
5. On the other hand, Poland occasionally has used the absence of barriers to the east and
west to its own advantage and so has increased its territory several times.
6. As the result of battles for land and power, Polands borders have shifted many times in
the last thousand years.
7. During the Middle Ages, Poland (politically linked with Lithuania) was the largest
country in Europe; however, at the end of the eighteenth century, Russia and what
is today Germany carved Poland up between them, and the country of Poland
disappeared from the map.
8. After World War I, which weakened Germany, Austria, and Russia, Poland reemerged as
a country.
9. Quite soon, however, Nazi Germany seized half of Poland, and the Soviet Union took the
other half.
10. At the end of World War II, the Soviets returned very little of the land they had seized
in eastern Poland, while the defeated Germans gave back all of what they had seized in
western Poland and more; a map of Europe today shows this arrangement.
B. Using Verb Tenses

Write a sentence using the tenses requested for each verb below.
1. (present tense of move)
______________________________________________________________________________
2. (past tense of catch)
______________________________________________________________________________
3. (past tense of fly)
______________________________________________________________________________
4. (past tense of draw)
______________________________________________________________________________
5. (future tense of rise)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
15.45 Verb Tenses and Forms

A. Understanding Verb Tenses
Identify the verb tenses of the underlined verbs in each pair of sentences below. Then explain
the difference in meaning between the sentences in each pair.
1. a. Brooks are springing to life from ice-cold mountain springs.
b. Brooks have been springing to life from ice-cold mountain springs.
______________________________________________________________________________
2. a. Scientists have measured that an average stream flows a foot and a half per second.
b. Scientists had measured that an average stream flows a foot and a half per second.
______________________________________________________________________________
3. a. The scientists did note that the brook carries a strip of high-velocity water in the upper
middle of its cross section.
b. The scientists will have noted that the brook carries a strip of high-velocity water in
the upper middle of its cross section.
______________________________________________________________________________
4. a. Irregularities in the stream bed have retarded the current along the sides and bottom.
b. Irregularities in the stream bed have been retarding the current along the sides and bottom.
______________________________________________________________________________
5. a. The water speed of a brook will be dropping markedly toward the bottom and will be
falling to nearly zero in the lee of a large rock.
b. The water speed of a brook will have dropped markedly toward the bottom and will
have fallen to nearly zero in the lee of a large rock.
______________________________________________________________________________
B. Using Verb Tenses

Write a sentence using the tenses requested for each verb below.
1. (present perfect tense of put)
______________________________________________________________________________
2. (future tense, progressive form of play)
______________________________________________________________________________
3. (future perfect tense of join)
______________________________________________________________________________
4. (past perfect tense of see)
______________________________________________________________________________
5. (present perfect tense, progressive form of lose)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
15.78 Voice and Mood of Verbs

A. Changing the Voice and Identifying the Mood of Verbs
Rewrite each of the sentences below to change the passive voice to the active voice. Then
identify whether each verb in the sentence is in the indicative or subjunctive mood.
1. That they practice their lines three hours a day before next Friday was recommended by
the director.
______________________________________________________________________________
______________________________________________________________________________
2. Every evening, the horses are fed by Ken.
______________________________________________________________________________
______________________________________________________________________________
3. The rabbit population was greatly reduced by newly built communities of townhouses.
______________________________________________________________________________
______________________________________________________________________________
4. That the patient not receive any visitors was suggested by the nurse.
______________________________________________________________________________
______________________________________________________________________________
5. The small children were frightened by the dog.
______________________________________________________________________________
______________________________________________________________________________
B. Using the Mood of Verbs

Rewrite each of the following sentences in the imperative mood.

1. You should read the directions carefully.
______________________________________________________________________________
2. You must not touch that hot wood stove.
______________________________________________________________________________
3. You should wait for me.
______________________________________________________________________________
4. You should not forget his birthday.
______________________________________________________________________________
5. I hope that you remember to take out the garbage.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
16.13 Subject-Verb Agreement I

Identifying Subjects and Inserting Verbs
Identify the simple subject of the missing verb in each sentence below, and write Sing. above a
subject that is singular and Pl. above one that is plural. Then complete the sentence with the
correct present-tense form of the verb in parentheses.
1. The shape of the eastern tip of Africa ________________ (earn) the region the name
Horn of Africa.
2. Within this region ________________ (lie) three countries.
3. One of these states ________________ (be) Ethiopia, the third most populous country
in Africa.
4. The major natural resources of this nation ________________ (include) fertile soils,
coffee, figs, grapes, and citrus fruits.
5. Agriculture, the major occupation of ninety percent of the population,
________________ (make) the country self-sufficient in food.
6. Unfortunately, severe droughts frequently ________________ (plague) this nation of
more than 36 million people.
7. Ethiopians living on the arid plains ________________ (find) that, despite its fertility,
the land is suitable only for herding cattle and sheep.
8. However, even during the droughts, there ________________ (be) usually ample
moisture on the high plateaus.
9. A range of rugged mountains, home to few people, ________________ (cover) another

large part of the land.
10. Rapid growth of population in the fertile highland areas ________________ (cause)
deforestation and soil erosion.
11. Even when crops are good, a lack of roads in the rugged highlands ________________
(make) food distribution difficult.
12. Attempts by leaders of the nation to resettle farmers living in drought-stricken regions
usually ________________ (meet) with resistance.
13. Farmers working on small family plots ________________ (refuse) to work in
communal fields.
14. Perhaps the greatest reason for Ethiopias economic problems ________________
(be) its recent history of poor political leadership.
15. ________________ (do) military rule seem conducive to democratic ideals?

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
16.45,78 Subject-Verb Agreement II

Correcting Errors in Subject-Verb Agreement
The paragraphs below contain several errors in subject-verb agreement. Locate the sentences
with errors, and rewrite those sentences using the correct verb forms. (Not every sentence
contains an error.)
(1) Hurricanes are one of the natural disasters that plagues humans. (2) Warm, moist air
rising from the ocean waters, as well as air currents, create these storms. (3) Tropical waters,
such as the Caribbean Sea, is the most usual site for a hurricane. (4) Many of these storms
develop 70-mile-an-hour winds. (5) When the storms move inland, every tree and building
that stand in the way are destroyed. (6) Fortunately, each of the hurricanes dissipate as it
loses its source of warm, moist air.
(7) Everyone in the scientific and meteorologic fields know how hurricanes develop.
(8) Nobody, however, knows how to control them. (9) Many a strategy and idea have been
proposed to lessen the impact of these storms. (10) Some of the schemes suggest creating a
low-pressure area ahead of the hurricanes. (11) Both coating the water with oil and setting it
afire are parts of this process. (12) Air warmed by the flames send the hurricane in another
direction. (13) One of the other proposals entail dropping tiny plastic bubbles over a hurri-
cane. (14) Then most of the heat in the upper parts of the storm system become trapped.
(15) This results in new patterns of heat distribution that weakens the hurricane.
(16) The most direct way of weakening hurricanes are to take away their source of surface
heat. (17) Unfortunately, none of the researchers has determined how to remove this source.
(18) Some of the scientists recommend setting off underwater explosions. (19) Neither this
idea nor the others mentioned above have actually been tested. (20) Someday, however, either
one of these proposals or a new idea are likely to be implemented.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
17.1 Case of Personal Pronouns

A. Identifying Case of Personal Pronouns
Underline the personal pronouns in parentheses that correctly complete each sentence.
1. Last summer the same landscaping firm hired Kim and (I/me) to work for (they/them).
2. (He/Him) was really happy to be doing physical work outside for most of the summer,
and so was (I/me).
3. We drove to work together since (he/him) and (I/me) lived in the same neighborhood.
4. When (we/us) arrived at work, Kim and (I/me) were greeted by our boss, Sandy, who told
(we/us) what (we/us) would be doing.
5. From (she/her) description, (we/us) could tell that there was going to be a great deal of
lifting and carrying for (he/him) and (I/me).
6. Sandy told (we/us) to put our gloves on and to load the truck with the equipment
(she/her) had pointed out.
7. After we arrived at the work site, Sandy directed Kim and (I/me) to unload the truck;
then (he/him) and (I/me) helped (she/her) take some sightings and measurements.
8. Finally, (we/our) work really began; (I/me) thought (me/my) back would break from
all the digging, raking, lifting, and carrying.
9. By lunchtime, Kim and (I/me) had never felt so hungry; the first ones to finish eating
were (he/him) and (I/me).
10. By the time (our/ours) workday was over, Kim and (I/me) thought that (we/us) would
never walk upright again, but (we/us) were assured by Sandy that our pains would
eventually subside.
B. Using Personal Pronouns

Write a sentence using a personal pronoun as instructed in each exercise. Underline the

personal pronoun and label it Nom. (nominative), Obj. (objective), or Poss. (possessive).
1. (personal pronoun in a compound subject)
_________________________________________________________________________________
2. (personal pronoun in a compound object)
______________________________________________________________________________
3. (personal pronoun after a form of the linking verb be)
______________________________________________________________________________
4. (personal pronoun showing possession)
______________________________________________________________________________
5. (personal pronoun before a gerund)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
17.23 Pronouns
A. Using Pronouns with and as Appositives
Rewrite each sentence below, inserting the appropriate pronoun.
1. The store managers, Manuel and (female singular), are busy on Saturdays.
______________________________________________________________________________
2. We offered the managers, Candace and (male singular), some suggestions on how to
organize the store.
______________________________________________________________________________
3. (first-person plural) customers do not like crammed and untidy stores.
______________________________________________________________________________
4. The managers showed their appreciation to (first-person plural) shoppers.
______________________________________________________________________________
5. They offered us, my sister and (first-person singular), a ten-percent discount on any
one item.
______________________________________________________________________________
6. We thanked the managers, Manuel and (female singular), for trying to please
their customers.
______________________________________________________________________________
B. Using Pronouns After Than and As

Expand each of the following expressions into a complex sentence containing an elliptical
adverb clause. End the sentence with a personal pronoun other than you or it. Label the
pronoun Nom. (nominative) or Obj. (objective).
more observant than

Nom.
Cindy is much more observant than he.
1. more irritable than
______________________________________________________________________________
2. as well as
______________________________________________________________________________
3. faster than
______________________________________________________________________________
4. as much as
______________________________________________________________________________
5. less than
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
17.4 Reflexive and Intensive Pronouns

A. Using Reflexive and Intensive Pronouns
Write the correct reflexive or intensive pronoun to complete each sentence. Label the pronoun
Int. (intensive) or Ref. (reflexive). If a sentence does not need a reflexive or intensive pronoun,
write none on the line.
1. A Northwest Airlines DC-9 has gained for ________________ the distinction of having
logged more air miles than any other plane in aviation history.
2. The plane took to the skies ________________ more than 93,000 times between
December 8,1965, and 1991, when it set the record.
3. The plane ________________ has outlived two of its four owners, the defunct Southern
and Republic airlines.
4. The miles flown by this venerable workhorsewell over 14 million ________________
are astonishing.
5. Imagine for ________________ : 566 times around the world, 5,753 times coast to coast,
50 times to the moon.
6. Even the Wright brothers ________________ would have been impressed.
7. Furthermore, N3306L, the record-setting plane, is still flying, and as long as it continues
to do so, it guarantees ________________ that it will continue to set performance records.
8. Over the years, the geriatric airliner ________________ has discarded a mountain of
worn-out engine parts: 38 engines, 266 oil filters, 3,216 tires, 400 air conditioner filters,
2,640 oxygen masks, and 22 ovens for in-flight meals.
9. The record-setting DC-9 is only one of a crop of small, speedy, economical jet planes
designed ________________ to serve hundreds of cities too small for big, long-range
planes.

10. On a flight out of St. Louis, the pilots of one early DC-9 found ________________
blinded by the sun, and the plane hit a flock of migrating ducks.
B. Understanding the Use of Reflexive and Intensive Pronouns

Explain below why you answered as you did for every item in Exercise A above.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
17.5 Who and Whom

Understanding the Use of Who and Whom in Questions and Clauses
Underline all the verbs in the sentences below, and put parentheses around their simple
subjects. (Include the subjects and verbs in subordinate clauses.) Then, on the line below each
sentence, explain the case of the pronoun in italics by identifying the pronoun as subject, direct
object, indirect object, object of a preposition, or predicate nominative and writing the relevant
verb, preposition, and/or subordinate clause.
The (pianist) whom (we) heard is Litas aunt.
Whom is the direct object of the verb heard in the adjective clause whom we heard.
1. Whom did you say you invited to dinner this evening?
______________________________________________________________________________
2. The Rileys have offered whoever finds their cat a reward.
______________________________________________________________________________
3. To whom was the letter sent?
______________________________________________________________________________
4. The letter was sent to whoever lives here.
______________________________________________________________________________
5. That author is one about whom I know little.
______________________________________________________________________________
6. The actor who we all agreed gave the best performance was Greg.
______________________________________________________________________________
7. We wanted to know whom we could expect as a substitute.
______________________________________________________________________________
8. Thelma asked who was in the middle.

______________________________________________________________________________
9. The one selected will be whomever the members choose.
______________________________________________________________________________
10. My sister knew who had sent the letter.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
17.67 Pronouns and Antecedents

A. Correcting Mistakes in Pronoun-Antecedent Agreement
On a separate sheet of paper, rewrite the paragraph below, correcting all mistakes in pronoun-
antecedent agreement.
When people add fractions, you must remember first to establish a common denominator.
One of the girls in my study group makes their mistakes by adding the numerators and the
denominators. Mr. Rivera, our teacher, says that this mistake is common; his explanation for
the mistake is twofold. First, when two fractions are multiplied, its numerators are multiplied
and its denominators are multiplied to arrive at the product. Most people find a fundamental
correctness in this top times top over bottom times bottom approach and apply them to
addition as well. Second, the more important problem is that people think of fractions as fun-
damentally different from whole numbers; thus, its real problem is that they simply memorize
fractional processes instead of learning to understand it.
B. Making Pronoun Reference Clear

Each of the sentences below contains an unclear pronoun reference. Rewrite each sentence in
two different ways to clarify the meaning. (You may change any words you wish.)
1. Jackson called Brents house early on Saturday, which was for the purpose of speaking
with him.
______________________________________________________________________________
______________________________________________________________________________
2. Jackson called Brent every Saturday to find out what was going on; it was a weekend ritual
for them.
______________________________________________________________________________
______________________________________________________________________________
3. Brent said that there were good pick-up basketball games you could play in around

the Heights.
______________________________________________________________________________
______________________________________________________________________________
4. Jackson borrowed a basketball and fifteen minutes later met him at the bus you can ride
to the Heights.
______________________________________________________________________________
______________________________________________________________________________
5. Jackson remembered that it was Brents birthday as the two boys rode the bus; this called
for new plans.
______________________________________________________________________________
______________________________________________________________________________
6. The two boys decided that after playing basketball they would call some friends and go
downtown, and that would be how they would celebrate Brents birthday.
______________________________________________________________________________
______________________________________________________________________________
Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
18.12 Comparisons
A. Using Correct Degrees of Comparison
Complete each sentence below with the correct degree of comparison of the modifier in
parentheses. (The positive degree is used in some sentences.)
1. Camping at high altitudes is ________________ (challenging) than camping at sea level.
2. Some people are willing to travel ________________ (far) than others to reach what they
consider the ideal camping site.
3. The Rockies are the ________________ (high) mountains in which one can camp on
the continent of North America.
4. Much of the terrain there is very steep and rocky, the ________________ (bad) terrain
for hiking.
5. One must be careful not to get lost because there are not ________________ (many)
trail markers to follow.
6. If it has rained recently, the trails will be ________________ (slippery) than usual.
7. The distance to the next campsite always seems to be ________________ (far) than
one thinks.
8. Camping above the treeline offers ________________ (little) protection, much
________________ (little) than camping among trees.
9. A carefully planned camping trip in the Rockies can offer the ________________
(fine) hiking available anywhere.
10. The scenery there is some of the ________________ (good) to be seen in our country.
B. Creating Comparisons
Write a sentence using each modifier listed below in the manner requested.
1. (the superlative degree of much)

______________________________________________________________________________
2. (the comparative degree of far, referring to degree)
______________________________________________________________________________
3. (the comparative degree of bad)
______________________________________________________________________________
4. (the superlative degree of little)
______________________________________________________________________________
5. (the superlative degree of well)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
18.56 Using Modifiers Correctly

A. Correcting Incorrect Usage
Rewrite each sentence below to correct the comparisons and eliminate the double negatives.
You may alter some other words in the sentences. (There will be more than one way to correct
each sentence.)
1. I have never been nowhere as wonderful as Alaska.
______________________________________________________________________________
2. The food at the new restaurant on Tremont Street tastes badly.
______________________________________________________________________________
3. Our basketball team doesnt have no chance of making the finals; weve lost too
many games.
______________________________________________________________________________
4. If you do good on the unit test, youll get a good grade for the term.
______________________________________________________________________________
5. Running to catch the bus, Jasmine fell and skinned her knee bad.
______________________________________________________________________________
6. After her bout with pneumonia, Keisha felt so lethargic she could hardly do nothing.
______________________________________________________________________________
7. There isnt nothing but forests and animals all around.
______________________________________________________________________________
8. Antonio doesnt look good today; he must be coming down with the flu.
______________________________________________________________________________

9. Last nights howling storm didnt do no damage in my neighborhood.
______________________________________________________________________________
10. I dont never want to leave this beautiful place.
______________________________________________________________________________
B. Using Modifiers Correctly

On a separate sheet of paper, write a sentence using each modifier listed below in the manner
requested. Underline the modifiers in your sentences.
1. (the adjective good after a linking verb)
2. (the adjective well)
3. (the adverb well)
4. (the adjective bad after a linking verb)
5. (the adverb badly)

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
18.7 Misplaced and Dangling Modifiers

A. Identifying Misplaced and Dangling Modifiers
In the sentences below underline the modifiers. Then explain what each modifier is and how
each sentence can be corrected.
1. Hopping briskly through the vegetable garden, I saw a toad.
______________________________________________________________________________
2. Hard and full of clay, one must cultivate the soil.
______________________________________________________________________________
3. Purchase seedlings at reputable nurseries that have healthy foliage.
______________________________________________________________________________
4. Each seedling must be planted in the garden with careful handling.
______________________________________________________________________________
5. After planting the seedlings, the garden should be thoroughly watered.
______________________________________________________________________________
B. Using Modifiers Correctly

Rewrite the paragraph below, correcting all errors in the use of modifiers. (There are many
ways to correct each sentence.)
(1) Wolfgang Amadeus Mozart died in Vienna, probably the most remarkable genius in the
history of music. (2) Not quite thirty-six years old on December 5, 1791, he died in the early
hours of the morning that were quiet and peaceful. (3) He had enjoyed a few triumphs and
many more disappointments, living in Vienna for ten and a half years. (4) He composed
The Marriage of Figaro before becoming court composer to Joseph II, a comic masterpiece.
(5) Playing and composing from early childhood, a total of 626 works were completed before
dying in poverty.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
20.1 Capitalization of Sentences and I

Understanding the Capitalization of Sentences and the Pronoun I
For each item below, explain why the underlined letter is or is not correctly capitalized.
1. Beatrix Potters Tale of Peter Rabbit (this was the first of twenty-three tales by the author)
was first published in 1902.
______________________________________________________________________________
2. Frederick Warne had agreed to publish the tale on the condition that Potter would supply
illustrations in color. (The author was an artist who had already published some greeting-
card designs.)
______________________________________________________________________________
3. The book, which has been described as a story with An engaging hero, an exciting chase,
and a happy ending, was an instant success.
______________________________________________________________________________
4. Potter became especially famous for her illustrations of rabbits. She often used her own
pet rabbit, Benjamin, as a model.
______________________________________________________________________________
5. When asked to describe Benjamin, Potter said, he is an abject coward, but believes
in bluster. He could stare our old dog out of countenance and chase a cat that has
turned tail.
______________________________________________________________________________
6. In 1904 Potter published The Tale of Benjamin Bunny and dedicated it to the children of
Sawrey, England (She had been living near the village while sketching background scenes
for her story), from Old Mr. Bunny.
______________________________________________________________________________

7. In The Tale of Mr. Toad, published in 1912, Potter told her readers, Now for a change,
I am going to make a story about two disagreeable people.
______________________________________________________________________________
8. Toward the end of her career, Potter declared that She had grown tired of writing goody
goody books about nice people and began to eliminate heroes from her stories.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
20.23 Capitalization: Proper Nouns and Adjectives

Understanding the Capitalization of Proper Nouns and Adjectives
With each sentence below, explain why the underlined nouns or adjectives are or are not
capitalized. Some items will have more than one explanation.
1. In 1950 Senator Joseph R. McCarthy (a Republican from Wisconsin) began an
anti-Communist movement in the United States.
______________________________________________________________________________
2. McCarthy accused top officials in the State Department of being Soviet spies.
______________________________________________________________________________
3. A Senate investigating subcommittee, led by Senator Millard Tydings, ruled that
McCarthys accusations were a fraud and a hoax.
______________________________________________________________________________
4. McCarthy accused Senator Tydings of being a Communist.
______________________________________________________________________________
5. Congress reacted to McCarthyism by passing the Internal Security Act, a bill that imposed
strict regulations on the Communist party and all aliens having Communist ties.
______________________________________________________________________________
6. President Truman vetoed the bill, declaring that any governmental stifling of the free
expression of opinion is a long step toward totalitarianism.
______________________________________________________________________________
7. McCarthy and his supporters accused the president of sympathizing with Communists,
causing Trumans popularity to decline.
______________________________________________________________________________
8. President Truman did not run for reelection in 1952 against Dwight D. Eisenhower, the
popular general.
______________________________________________________________________________
9. During the early months of Eisenhowers administration, the Cold War eased, and
Americans began to tire of McCarthys accusations.
______________________________________________________________________________
10. In 1953 the Senate censured McCarthy, bringing an official end to the era of
McCarthyism.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.13 Period, Exclamation Point, Question Mark

A. Punctuating Declarative Sentences, Exclamations, and Commands
Rewrite each of the following questions as a declarative sentence, a command, or an
exclamation. Include appropriate end punctuation.
1. Was Jean-Pierre Blanchard, who made the first balloon flight in America, a Frenchman?
______________________________________________________________________________
2. Was that flight a historic event?
______________________________________________________________________________
3. Would I have loved to see that forty-five-minute flight?
______________________________________________________________________________
4. Do you know that the French were the first to put the balloon to military use?
______________________________________________________________________________
5. Will you stop talking about balloons?
______________________________________________________________________________
B. Punctuating Direct and Indirect Questions

Use information from each of the following statements to write both a direct and an indirect
question. Change as many words as you need. Include appropriate end punctuation.
1. The French were very active in early aviation developments.
Direct: ____________________________________________________________________________
Indirect: _______________________________________________________________________
2. The brothers Jacques and Joseph Montgolfier were the first people to fly a hot-air balloon.

Direct: ____________________________________________________________________________
Indirect: _______________________________________________________________________
3. A hydrogen-filled balloon first reached 3,000 feet in 1783.
Direct: ____________________________________________________________________________
Indirect: _______________________________________________________________________
4. It went sixteen miles in a forty-five-minute flight.
Direct: ____________________________________________________________________________
Indirect: _______________________________________________________________________
5. The first propeller-driven balloon, also French, was an elliptically shaped craft that
reached three miles per hour and was powered by the crew cranking three propellers
on a common shaft.
Direct: ____________________________________________________________________________
Indirect: _______________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.4 The Colon

A. Identifying Need for Colons
Supply colons where necessary in the items below. Write correct if no colons are needed.
1. Dear Mr. Johnson
2. I would like to apply for a position as your assistant I saw the advertisement you placed
last Sunday in the local newspaper.
3. These are my qualifications relevant education, related experience, and unflagging
dedication.
4. You will find me intelligent, cooperative, and enthusiastic.
5. I am available at 10 00 A.M. on Monday, May 2.
6. I hope you will grant me an interview at that time.
7. I will bring the following my rsum, a list of references, and some samples of my work.
8. Aristotle once said these words Virtue is a disposition or habit involving deliberate
purpose or choice.
9. I believe that I am exercising Aristotles virtue in applying for your position and in
saying that I am sure you will find my qualifications for this position to be excellent.
10. I am looking forward to the opportunity of discussing your job opening with you.
B. Using Colons Correctly

For each item below, write a sentence as directed in the parentheses. Make sure you use a colon
in each sentence.
1. (Write about your daily schedule.)
______________________________________________________________________________
2. (List currencies of the world.)

______________________________________________________________________________
3. (List your favorite colors.)
______________________________________________________________________________
4. (Include a quotation.)
______________________________________________________________________________
5. (Write about the place where you live.)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.5 The Semicolon

Using Semicolons
Add semicolons where appropriate in the passage below. (Some sentences may not
need semicolons.)
(1) The study of ancient life is called paleontology it is founded on observation and
description. (2) Paleontology is a progressive science it has moved in recent times toward the
interpretation of past environments. (3) To some extent, the science can be subdivided into
paleobotany, the study of fossil plants paleozoology, the study of ancient animals and paleo-
ecology, the study of ancient environments. (4) Further specializations involve the dating
of rocks, reconstruction of skeletons, and distribution of fossils in space and time. (5) The
paleontologist may study individual fossils, their associations with other organisms, and
the sediment in which the fossils are found.
(6) Sedimentary rocks are formed by actions of nature on existing rocks the products of
such weathering are deposited in environments as various as lakes, deltas, and seas. (7) The
size of the particles within the sediment and their formations provide information about
the environment at the time of deposition.
(8) The preservation of fossils depends largely on the mechanical and chemical processes
active during the deposition moreover, the chances of fossilization are greatly increased by
rapid burial. (9) The soft parts of plants and animals are rarely preserved attack by bacteria,
scavengers, or chemical processes causes them to break down and decay. (10) Such decay is
common consequently, few fossil records exist of many fragile specimens. (11) Exceptions do
occur, particularly when conditions prevent the action of bacteria or scavengers. (12) Such
special situations have created some unusual fossils examples include insect remains in amber,
beetles in tar, or mammoths in frozen sediments. (13) Most of these are geologically young
nevertheless, they often provide an insight into fossilization.
(14) More common are impressions of delicate fossils fine-grained sediments create
detailed molds. (15) The carbon-rich deposits of Germany and the bituminous shales of
France have yielded many beautiful fossils impressions of leaves, beetles, and fish are common

to both areas. (16) These sediments were deposited over 40 million years ago however, similar
impressions have been found in even older rock strata. (17) The lithographic limestone of
Solnhofen, in Germany, has remains from the Jurassic period, which lasted from 195 million
to 135 million years ago the Burgess shales of Canada contain fossils from the Cambrian
period, which extended from 570 million to 500 million years ago.
(18) The hard parts of organisms are often preserved in sediments sometimes these parts
can remain unaltered even after the passage of 560 million years. (19) Minerals in solution
may, however, replace the original materials of the organisms petrification occurs when sec-
ondary minerals impregnate fossil remains. (20) In some areas, percolation of pore waters
dissolves the original materials and, depending on the nature of the specimen, leaves molds
and casts in the rocks.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.6 Commas and Compound Sentences

A. Identifying Comma Use
Insert commas where necessary in the sentences below. Write correct in the space provided if
the sentence does not need any commas.
_____ 1. French traders established a settlement along the Mississippi River and they named
the settlement Saint Louis.
_____ 2. In 1770 Spanish officials took over the region but the town retained its French culture.
_____ 3. Saint Louis was part of the Louisiana Purchase and thus it became an American
settlement in 1803.
_____ 4. The settlement soon grew into a bustling and thriving town.
_____ 5. Boats from all directions docked there for the town was a major supply base and
marketplace for the frontier.
_____ 6. Nineteenth-century Saint Louis was the jumping-off point for explorers and gold seekers.
_____ 7. It was the base where adventurers outfitted their expeditions to mountain peaks and
mountain passes.
_____ 8. Most gold seekers who traveled westward from Saint Louis found digging back-breaking
and unrewarding work and few miners discovered enough gold to make a living.
_____ 9. The treeless prairie around Saint Louis made it impossible for settlers to build wooden
houses but it offered homesteaders plenty of soil for sod-walled homes.
_____10. Slowly but surely, Chinese and other immigrant workers laid the rails that linked
Saint Louis and the West Coast.
B. Using Commas
Rewrite the sentences below, inserting commas where necessary. Write correct if no commas
are needed.
1. A carburetor is an important car part for it mixes the gas with air and feeds the mixture
to the engine.
______________________________________________________________________________
2. The accelerator pedal moves the throttle that controls the flammable fuel mixture.
______________________________________________________________________________
3. The valve is adjusted by the throttle and it allows air to flow past the venturi.
______________________________________________________________________________
4. The gas is sucked through the emulsion tube to be mixed with air and then it passes
through the nozzle into the venturi to be further diluted.
______________________________________________________________________________
5. Pressing the accelerator pedal increases the speed for it opens the throttle valve and allows
more gasoline to pass.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.6 Coordinate Adjectives

A. Using Commas with Coordinate Adjectives
Insert commas where appropriate between coordinate adjectives in the sentences below. Write
correct if no comma is needed.
1. What he craved most after the movie was a hot spicy pepperoni pizza.
2. The heavy dark rain clouds gathered ominously over the horizon.
3. The award-winning film producer was the guest speaker at the annual charity banquet.
4. With her long curly brown hair, Angelica looked just like her aunt.
5. His business trip to San Antonio began on a crisp clear autumn day.
6. The artists use of bold bright colors set her apart from other modern painters.
7. His cold seemed better after he ate a steaming hot bowl of chicken soup.
8. One must avoid being out in the hot scorching sun; the ultraviolet rays are dangerous
to the skin.
9. The long arduous trek to the top of Masada began early in the morning.
10. How he yearned for the lazy carefree days of summer.
B. Using Commas and Coordinate Adjectives

Write two coordinate adjectives in the space that precedes each italicized noun. Insert commas
where appropriate.
1. It was a ________________ night.
2. We could hear the ________________ sawings of crickets near the porch and the
_______________ thunks sounded by frogs from beyond the pond.
3. We strolled toward the frogs boomings along the ________________ path that

skirted the water.
4. Although the trees cast ________________ shadows that made us uneasy, the
________________ stars had a certain calming effect on us.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.6 Commas and Nonessential Elements

Using Commas with Nonessential Elements
Rewrite the passage below, inserting commas as necessary. If you need more space, use a
separate sheet of paper. (Not all sentences will need commas.)
(1) The form of the earliest calendars inaccurate by modern standards was influenced
by the location of their makers. (2) In northern countries where the seasons are pronounced
seasonal changes were instrumental in developing calendars. (3) On the other hand in warmer
climates including those around the Mediterranean Sea the phases of the moon were more
influential. (4) All the ancient calendars about which we know were lunar calendars; conse-
quently lunar cycles were significant to all of them. (5) However of necessity they also
included events that recur on an annual cycle.
(6) The calendar of the Assyrians was based on the lunation the period of time that
elapses between two successive new moons. (7) The Assyrians month began with the first
sighting of the crescent moon; by the way this sighting had to occur in the evening. (8) Based
on the 29 1/2-day lunation the year came out at 354 days 11 days short. (9) After three years
this calendar was off by thirty-three days more than a month! (10) To bring the calendar
back into balance, the Assyrians who themselves recognized the problem periodically
added a month to the calendar.
(11) The Egyptians used a calendar made up of twelve months of thirty days each.
(12) They added five days which they observed as a festival to each year and believed
it was bad luck to work during that time.
(13) The Romans developing as a world power understood the problems associated
with creating a calendar. (14) Nevertheless they added even more confusion, because of
their superstition against even numbers, by using months of twenty-nine or thirty-one days.
(15) February for reasons unknown remained at twenty-eight days. (16) Because this still
resulted in a calendar of only 355 days, the Romans invented a new month which they called
Mercedonius. (17) This month consisting of twenty-two or twenty-three days was added
every other year.
(18) The Roman calendar was so far off by the year 45 B.C. that Caesar ordered a major
revision. (19) One year established by decree to be 445 days brought the calendar back in step
with the seasons. (20) Then a solar year consisting of 365 1/4 days was established as the basis
for the calendar.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.6
Commas: Titles, Addresses, Direct Address

A. Identifying Proper Use of Commas
Insert the missing commas in the sentences below. If no commas are needed, write correct after
the sentence.
1. On February 3 1945 about twenty-five passenger planes landed at Saki airfield on the
Crimean Peninsula.
2. Among the seven hundred passengers were Winston Churchill British prime minister
and Franklin D. Roosevelt president of the United States.
3. The political leaders were greeted by a Red Army band and whisked to the small Black Sea
resort city of Yalta Ukraine.
4. Joseph Stalin premier of the Soviet Union greeted the visitors.
5. The three leaders represented the Big Three among the Allied nations that were fighting
Nazi Germany during World War II; they met just seven months before Germanys
formal surrender in September 1945.
6. Stalin and Churchill disagreed over the fate of Poland, whose government-in-exile had
operated in London England during the war.
7. About two months after the conference, on April 12 1945 President Roosevelt died suddenly.
8. Roosevelt was succeeded by Harry Truman vice president of the United States.
B. Using Commas Correctly

Rewrite each sentence that uses commas incorrectly, correcting any misuse. If the comma use
needs no correction, write correct.
1. My brother lives at 2021, Wolf Road, Hillside Illinois, 60162.

______________________________________________________________________________
2. World War II ended when the Japanese surrendered on September 2, 1945, aboard the
American battleship Missouri.
______________________________________________________________________________
3. Mr. Hagness please do not write a difficult essay question for the history test.
______________________________________________________________________________
4. I think that, you Guillermo, will do well on the test.
______________________________________________________________________________
5. William Holmes president of Simmons College in Boston Massachusetts was installed in
July 1970.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.6 Proper Use of Commas

A. Identifying Misuse of Commas
On the line below each sentence, explain how the use of commas should be corrected and why.
If there are no errors, write correct.
1. Under the Abbassid caliphate, the Islamic empire enjoyed an impressive, brilliant golden
age, and arts and sciences flourished.
______________________________________________________________________________
2. What enriched Islamic culture, was a culturally diverse population.
______________________________________________________________________________
3. The rich cultures living within the empire included, Christians, Jews, and Zoroastrians.
______________________________________________________________________________
4. Christians and Jews made contributions to the empires intellectual achievements but the
Islamic culture united the empire.
______________________________________________________________________________
5. Islamic doctors surpassed others of their time in diagnosing illnesses, and also excelled in
preparing medicines.
______________________________________________________________________________
B. Reviewing Use of Commas

Insert commas where necessary in the sentences below.
1. By the end of the nineteenth century women were building careers in landscape gardening.
2. Among these women was the talented superbly educated and much admired Beatrix Jones
Farrand who was a founding member of the American Society of Landscape Architects.
3. Before she started designing gardens Mrs. Farrand studied horticulture at the Arnold
Arboretum.
4. Using color like a wash in painting she avoided sharp contrasts in her garden designs.
5. Because it joins flower gardens to fountains and pools with steps and walls her
Dumbarton Oaks garden achieves a rather architectural effect.
6. Her Eyrie Garden designed for summer gleams with vibrant multicolored annuals
and perennials.
7. Her university wall gardens because they change colors with the seasons give campus
buildings year-round texture and warmth.
8. Although Mrs. Farrand drew no plans herself she maintained an office of draftswomen.
9. Well-versed themselves in landscape architecture many of these women were graduates of
the Cambridge School of Architecture and Architectural Design.
10. Because she often traveled Mrs. Farrand needed an efficient staff that could manage
independently in her absence.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.89 Parentheses and Brackets

A. Inserting Parentheses and Brackets
Insert parentheses or brackets where necessary.
1. Ulysses S. Grant 18221885 was a Civil War general who went on to become president.
2. When he was a child, Alexander Fleming loved to catch the trout in the burns a burn is
a creek.
3. Glorias mother works for NASA the National Aeronautics and Space Administration.
4. The Mississippi River is 2,340 miles 3,766 kilometers long.
5. The Sumerians way of writing is called cuneiform. (Cuneus means wedge the letters
had a wedge-like shape in Latin.)
B. Using Parentheses and Brackets

Rewrite the sentences below, using parentheses and brackets where needed. Some sentences
may require both parentheses and brackets.
1. The output in volts see graph increases steadily as the speed increases.
______________________________________________________________________________
2. I was really scared I am afraid of heights when we went to the top of the Empire
State Building.
______________________________________________________________________________
3. The capacitor is wired across the resistor. See the schematic also figure 22a on page 433.
______________________________________________________________________________
4. Charles Dickens 18121870 wrote The Pickwick Papers.
______________________________________________________________________________

5. Applying current at each terminal Figure 2, observe how the ammeter reacts.
______________________________________________________________________________
6. Add the water to the sulfuric acid H2S04 very carefully.
______________________________________________________________________________
7. The movie Beauty and the Beast the story was also made into a play was incredibly good.
______________________________________________________________________________
8. Mauna Kea 13,796 feet is Hawaiis highest peak.
______________________________________________________________________________
9. A persons normal body temperature 98.6F can fluctuate as much as two degrees.
______________________________________________________________________________
10. Dr. Florence Sabin once said, They women can have whatever they are willing to
work for.
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.1011 Ellipsis Points and Quotation Marks

A. Using Quotation Marks
Rewrite the passage below, inserting quotation marks, missing punctuation, and capital letters
where needed. Divide the sentences into paragraphs where necessary. (If you need more space,
use the back of this worksheet or another sheet of paper.)
(1) Play ball! shouted the umpire, and Jim Stinky Stankowski took the mound. (2) At the same
time, Irving Lefty Lopez yelled Im the one who should be starting. I have a better record and
began pitching furiously in the bullpen. (3) Lets get out there, the coach exhorted the other
players and win this one big. (4) The coach was a rotund man whose motto was no pain, no
gain. (5) His uniform, tight around his midriff, had the teams name Buckskins stitched across
the back. (6) Give em your best fastball! he bellowed to Stankowski. (7) Then he began to
chomp vigorously on his gum while humming Take Me Out to the Ballgame. (8) Get your
red-hots here! was the hot-dog vendors cry. (9) Stee-rike one! came from the umpire.
(10) On hearing that, the opponents coach sprang to his feet. (11) It looked like a ball
to me he screeched. It sure looked like a ball to me! (12) All in all, it was a perfect day
for baseball; as my grandfather said, todays a grade-A baseball day.
B. Using Ellipsis Points

On a separate sheet of paper, write the following portion of Abraham Lincolns Gettysburg
Address in three different ways. First, omit some words at the beginning of the quotation.
Next, omit words in the middle of the first sentence, and finally, omit some words at the end
of the quotation. Indicate the omissions with ellipsis points.
Fourscore and seven years ago our fathers brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We
have come to dedicate a portion of that field, as a final resting place for those who here gave
their lives that that nation might live. It is altogether fitting and proper that we should do this.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.1112 Quotation Marks and Italics (Underlining)

A. Using Italics and Quotation Marks
Underline any words that should be italicized, and insert quotation marks where necessary.
(Some sentences may require no changes.)
1. I read in Business Week magazine that the economy is improving.
2. An economist appearing on The MacNeil-Lehrer Report on television had a very
different opinion.
3. She said we were going to continue to see the effects of the Gramm-Rudman legislation
for many years to come.
4. An editorial in The Wall Street Journal agreed with her view.
5. It made the point that too many people are walking around with a dollar sign in
their eyes.
6. If Jan does not get his way, he throws such a tantrum that his teachers refer to him
as an enfant gt.
7. The future universe of the Star Trek films is without these worries.
8. No one on the spaceship Enterprise ever thinks about money.
9. The word poverty seems to have no meaning in this vision of the future that in some
respects resembles the ideal country described by Thomas More in his book Utopia.
10. Reflecting on this thought, I put Pink Floyds Dark Side of the Moon CD in the player
and listened to Money.
B. Using Italics
For each item below, write a sentence as directed by the phrase in the parentheses. Underline
where appropriate.

1. (about your favorite magazine)
______________________________________________________________________________
2. (referring to a word)
______________________________________________________________________________
3. (using an expression in a foreign language)
______________________________________________________________________________
4. (about your grammar textbook)
________________________________________________________________________
5. (with a reference to a numeral)
______________________________________________________________________________
6. (about a movie you saw recently)
______________________________________________________________________________

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.13 The Apostrophe

Using Apostrophes
Rewrite the passage below, using possessives and contractions whenever possible. If you need
more space, you may use the back of this page or a separate sheet of paper. (One sentence
requires no changes.)
(1) The intonation of a guitar is very important. (2) It is the intonation that deter-
mines the pitches of the notes. (3) When the open strings have been tuned to concert pitch,
the fretted notes should not sound either flat or sharp. (4) Each time you fret a note, the ten-
sion of the string is increased as it (the string) is pushed down. (5) This will sharpen the pitch
of that note. (6) If notes played on the higher frets are not in tune, the intonation of the guitar
probably needs adjusting.
(7) Assuming that the neck is not distorted and the positioning of the frets is correct,
the fault must surely lie with the condition or length of the strings. (8) Old, rusty, dirty strings
cannot be expected to play in tune. (9) They will stretch and the harmonic series of the notes
will be affected. (10) Before attempting to adjust the intonation of a guitar, you would be wise
to fit and tune a new set of strings.
(11) The length of the vibrating string is determined by the scale length of the guitar,
equal to the distance between the saddle and the nut. (12) Increasing the scale length of a
string will cancel out this rise in the pitch of a fretted note. (13) Check the intonation of each
string separately. (14) First, you will play the note on the twelfth fret (one octave above the
open string). (15) Then you will play the twelfth fret harmonic (also an octave above the open
string). (16) If the pitch of the two notes does not sound the same, the intonation is not cor-
rect. (17) If the pitch of the fretted note is higher than that of the harmonic, the scale length
of the string is too short. (18) The saddle should be moved away from the nut. (19) If the
pitch of the fretted note is lower than that of the harmonic, the saddle should be moved
toward the nut. (20) By following these instructions, you should not have any trouble
adjusting the intonation of your guitar.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................
21.16 Numbers and Numerals

Using Numbers and Numerals
Rewrite the sentences below, making any necessary changes in the use of numbers and numer-
als. (Some sentences require more than one change.) If you need more space, you may use the
back of this worksheet or a separate sheet of paper.
1. Project Mercury was Americas 1st manned space program.
2. The Gemini program studied the effects of prolonged space flights2 weeks or longer
on people.
3. Landing on the moon was accomplished by the Apollo program after an 8-year period.
4. Skylab, the 1st Earth-orbiting space station, was designed to demonstrate peoples ability
to live in space for longer periods of time.
5. The spent 3rd stage of a Saturn 5 moon rocket was used for Skylab.
6. It measured one hundred and eighteen feet in length and carried a variety of equipment.
7. 3 three-man crews traveled to the Skylab stations.
8. These crews spent a total of more than seven hundred and forty hours observing the sun.
9. Skylabs orbit began to deteriorate 5 years after the last mission.
10. On July 11, nineteen seventy-nine, the seventy-seven-ton space station plummeted
to Earth.
11. The space shuttle is capable of remaining in orbit for up to 30 days.
12. Columbia, successfully launched on April twelfth, 1981, made 5 flights, 4 of which were
test runs.
13. The 2nd shuttle, Challenger, captured and repaired a disabled satellite.
14. Discovery, the third shuttle, and Atlantis, the 4th, followed with other missions.

15. On January 28, 1986, Challenger exploded 73 seconds after takeoff, tragically killing
all 7 of its crew members.

Grammar Enrichment: Grade 12

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Grammar and Composition

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Unit 10 Parts of Speech

Unit 11 Parts of the Sentence

Unit 13 Clauses and Sentence Structure

Unit 15 Verb Tenses, Voice, and Mood

Unit 16 Subject-Verb Agreement

Unit 17 Using Pronouns Correctly

Unit 18 Using Modifiers Correctly

Unit 21 Punctuation, Abbreviations, and Numbers

1. Preparation for the Boston Marathon involves strenuous work.

7. They believe that this will increase their endurance.

9. The first part of the marathon course is a gentle downhill slope.

Writers Choice: Grammar Enrichment, Grade 12, Unit 10 1

Copyright The McGraw-Hill Companies, Inc.

2 Writers Choice: Grammar Enrichment, Grade 12, Unit 10

10.3 Action Verbs

B. Using Action Verbs

Writers Choice: Grammar Enrichment, Grade 12, Unit 10 3

10.3 Linking Verbs

4. Desertification, or the process by which land becomes desert, perpetuates drought.

5. The future for the Sahel looks bleak.

B. Using Linking Verbs

Copyright The McGraw-Hill Companies, Inc.

4 Writers Choice: Grammar Enrichment, Grade 12, Unit 8

Writers Choice: Grammar Enrichment, Grade 12, Unit 10 5

1. The subsequent arrival of the settlers brought about changes ________________

Copyright The McGraw-Hill Companies, Inc.

6 Writers Choice: Grammar Enrichment, Grade 12, Unit 10

east across the river.

Writers Choice: Grammar Enrichment, Grade 12, Unit 10 7

1. Mary Cassatt was ________________ an important American artist ________________

B. Using Subordinating Conjunctions and Conjunctive Adverbs

1. ________________ (use a subordinating conjunction) Mary Cassatt painted many

Copyright The McGraw-Hill Companies, Inc.

8 Writers Choice: Grammar Enrichment, Grade 12, Unit 10

11.13 Subjects and Predicates

B. Expanding Simple Subjects and Predicates

Writers Choice: Grammar Enrichment, Grade 12, Unit 11 9

11.5 Direct and Indirect Objects

Copyright The McGraw-Hill Companies, Inc.

10 Writers Choice: Grammar Enrichment, Grade 12, Unit 11

11.5 Object Complements

B. Using Object Complements

Writers Choice: Grammar Enrichment, Grade 12, Unit 11 11

11.5 Subject Complements

Copyright The McGraw-Hill Companies, Inc.

12 Writers Choice: Grammar Enrichment, Grade 12, Unit 11

12.1 Prepositional Phrases

B. Using Prepositional Phrases

4. White-hot flashes streaked across the sky.

Writers Choice: Grammar Enrichment, Grade 12, Unit 12 13

12.2 Appositives and Appositive Phrases

B. Using Appositives and Appositive Phrases

Copyright The McGraw-Hill Companies, Inc.

14 Writers Choice: Grammar Enrichment, Grade 12, Unit 12

12.3 Participles and Gerunds

B. Identifying Gerunds and Gerund Phrases

Writers Choice: Grammar Enrichment, Grade 12, Unit 12 15

12.3 Infinitives and Infinitive Phrases

Copyright The McGraw-Hill Companies, Inc.

1. Mary Cassatt was an important American artist