Pg 9
Exercise 1
1. your, 2nd, P
2. I, 1st, S
3. ours, 1st, P
4. she, 3rd, S
5. you, 2nd, S
6. their, 3rd, P
7. its, 3rd, S
8. his, 3rd, S
9. us, 1st, P
10. mine, 1st, S
Exercise 2
1. our
2. their
3. me
4. her
5. your
6. his
7. its
8. he
9. her
10. it
Pg 10
Exercise 1
1. you, 2nd
2. It, 3rd
3. he, third
4. His, 3rd
5. We, 1st
6. they, 3rd
7. My, 1st
8. I, 1st
9. him, 3rd
10. she, 3rd
11. her, 3rd
12. them, 3rd
13. your, 2nd
14. mine, 1st
15. we, 1st
Exercise 2
1. your, 2nd
2. I, 1st
3. me, 1st
4. us, 1st
5. his, 3rd
6. her, 3rd
7. our, 1st
8. her, 3rd
9. they, 3rd
10. we, 1st
11. mine, 1st
12. yours, 2nd
13. hers, 3rd
14. them, 3rd
15. their, 3rd
Tuesday, September 30, 2008
Monday, September 29, 2008
Pgs 7-8
Page 7
Exercise 1
(Antecedents are in parenthesis)
1. her (Allison)
2. their (parakeets)
3. its (Iowa)
4. their (students)
5. He (Mr. Wilson)
6. she (Angie)
7. their (members)
8. her (Mom)
9. its (Mississippi River)
10. their (twins)
Exercise 2
1. his
2. their
3. their
4. his
5. its
6. it
7. she
8. they
9. their
10. it
Page 8
Exercise 1
(Antecedents in parenthesis)
1. they (colonists)
2. their (Farmers)
3. she (woman)
4. her (Sybilla Masters)
5. their (people)
6. them (tall tales)
7. its (bird)
8. it (doll)
9. he (settler)
10. he (boy)
Exercise 2
1. its (seashell)
2. they (varieties)
3. they (shells)
4. them (skeletons)
5. their (animals)
Exercise 1
(Antecedents are in parenthesis)
1. her (Allison)
2. their (parakeets)
3. its (Iowa)
4. their (students)
5. He (Mr. Wilson)
6. she (Angie)
7. their (members)
8. her (Mom)
9. its (Mississippi River)
10. their (twins)
Exercise 2
1. his
2. their
3. their
4. his
5. its
6. it
7. she
8. they
9. their
10. it
Page 8
Exercise 1
(Antecedents in parenthesis)
1. they (colonists)
2. their (Farmers)
3. she (woman)
4. her (Sybilla Masters)
5. their (people)
6. them (tall tales)
7. its (bird)
8. it (doll)
9. he (settler)
10. he (boy)
Exercise 2
1. its (seashell)
2. they (varieties)
3. they (shells)
4. them (skeletons)
5. their (animals)
Thursday, September 25, 2008
Personal Narrative Grading
Below you will find the area that students are being graded in and the high and low end of the rubric for that area. Each category is worth up to 20 points.
Ideas
20 (High)
§ Focus on topic is clear and
definite.
§ Effective and appropriate
details create a vivid picture
showing knowledge and
insight.
12 (Low)
§ Focus on topic is not clearly
defined.
§ Limited or disconnected details
show a lack of understandingand sidetrack the reader.
Organization
20 (High)
§ Memorable introduction and
conclusion are clearly linked
(may be explicit or implicit
connection) and establish focus.
§ Transitions effectively tie theideas of the paper together.
12 (Low)
§ Introduction and/or conclusion
lack focus.§ Transitions are not evident
Voice
20 (High)
§ The writer’s personality is
expressed; confidence and
feeling are apparent.
§ Connection to audience and
purpose is excellent.
§ Writing evokes strong emotion
in the reader.
12 (Low)
§ Writer’s personality is not
evident.
§ Connection to audience and
purpose is lacking.
§ Writing evokes minimalemotion in the reader.
Word Choice
20 (High)
§ Powerful verbs, precise nouns,
appropriate adjectives and
phrases enhance meaning.
§ Original phrasing and
memorable language promptreflective thoughts and insights.
12 (Low)
§ Verb and noun choice is rather
general. Adjectives and phrases
lack definition.
§ Language choice and phrasing
is inappropriate, repetitive orlacks meaning.
Sentence Fluency
20 (High)
§ Sentences vary in beginnings,
length and structure.
§ Sentences sound smooth and
rhythmic when read aloud; theyinvite expressive reading.
12 (Low)
§ Sentences offer little or no
variety in beginnings, length,
and structure.
§ Sentences lack rhythm orpattern when read aloud.
Conventions
20 (High)
§ A strong grasp of the standard
writing conventions is apparent:
capitalization is accurate,
punctuation is smooth and
enhances meaning, spelling is
correct even on more difficult
words, grammar is essentially
correct, usage is correct,
paragraphing (indenting)
enhances the organization of
the paper.
12 (Low)
§ A minimal grasp of the
standard writing conventions is
apparent.
§ Numerous errors in conventions
distract and/or confuse thereader.
Ideas
20 (High)
§ Focus on topic is clear and
definite.
§ Effective and appropriate
details create a vivid picture
showing knowledge and
insight.
12 (Low)
§ Focus on topic is not clearly
defined.
§ Limited or disconnected details
show a lack of understandingand sidetrack the reader.
Organization
20 (High)
§ Memorable introduction and
conclusion are clearly linked
(may be explicit or implicit
connection) and establish focus.
§ Transitions effectively tie theideas of the paper together.
12 (Low)
§ Introduction and/or conclusion
lack focus.§ Transitions are not evident
Voice
20 (High)
§ The writer’s personality is
expressed; confidence and
feeling are apparent.
§ Connection to audience and
purpose is excellent.
§ Writing evokes strong emotion
in the reader.
12 (Low)
§ Writer’s personality is not
evident.
§ Connection to audience and
purpose is lacking.
§ Writing evokes minimalemotion in the reader.
Word Choice
20 (High)
§ Powerful verbs, precise nouns,
appropriate adjectives and
phrases enhance meaning.
§ Original phrasing and
memorable language promptreflective thoughts and insights.
12 (Low)
§ Verb and noun choice is rather
general. Adjectives and phrases
lack definition.
§ Language choice and phrasing
is inappropriate, repetitive orlacks meaning.
Sentence Fluency
20 (High)
§ Sentences vary in beginnings,
length and structure.
§ Sentences sound smooth and
rhythmic when read aloud; theyinvite expressive reading.
12 (Low)
§ Sentences offer little or no
variety in beginnings, length,
and structure.
§ Sentences lack rhythm orpattern when read aloud.
Conventions
20 (High)
§ A strong grasp of the standard
writing conventions is apparent:
capitalization is accurate,
punctuation is smooth and
enhances meaning, spelling is
correct even on more difficult
words, grammar is essentially
correct, usage is correct,
paragraphing (indenting)
enhances the organization of
the paper.
12 (Low)
§ A minimal grasp of the
standard writing conventions is
apparent.
§ Numerous errors in conventions
distract and/or confuse thereader.
personal Narrative Info
Personal Narrative
What is it?
A personal narrative is an account of something that has happened to the author and holds some significance to them. It tells the story of one complete event from start to finish. Some personal narratives tell about only a few seconds in time, while others may cover several days. It is up to the author to make sure that only one event is being talked about and that the topic is narrow and focused.
Length
I am always asked, “How long does it have to be?” The truth is, I can’t tell you. A Personal Narrative’s length depends on how long it takes to tell your story. For some people their story can be told in a matter of 1.5 pages and be full and complete and finished. For other people it may take 7 pages to do the same thing. However, that does not mean that I think a 3 paragraph essay will fulfill these demands. The essay need to have a strong introduction that draws the reader in and makes them want to read more, a solid body that shows, not tells the events that took place and give the reader a sense of voice and purpose. Finally, the essay must have a clear conclusion that wraps everything up and leaves the reader fulfilled. How many paragraphs or pages that takes varies from writer to writer, so I never put a number on it because that focuses the writer on a meaningless number.
Narrow FocusOne of the things that will add to your writing is having a narrow focus. This means that you have a specific topic to write about. This will naturally allow for more detail and better word choice in your writing. For example, if I wanted to write about my trip to France, I wouldn’t write about the whole week. Instead I might choose to write about when I first saw the Eiffel Tower and how I overcame my fear of heights to take in its amazing view. This is also true of research paper. Instead of writing about WWII I might narrow my topic to battles. I might further narrow down to one specific battle. I could get even more specific and talk about how one decision a general made changed the tide of the battle.
What is it?
A personal narrative is an account of something that has happened to the author and holds some significance to them. It tells the story of one complete event from start to finish. Some personal narratives tell about only a few seconds in time, while others may cover several days. It is up to the author to make sure that only one event is being talked about and that the topic is narrow and focused.
Length
I am always asked, “How long does it have to be?” The truth is, I can’t tell you. A Personal Narrative’s length depends on how long it takes to tell your story. For some people their story can be told in a matter of 1.5 pages and be full and complete and finished. For other people it may take 7 pages to do the same thing. However, that does not mean that I think a 3 paragraph essay will fulfill these demands. The essay need to have a strong introduction that draws the reader in and makes them want to read more, a solid body that shows, not tells the events that took place and give the reader a sense of voice and purpose. Finally, the essay must have a clear conclusion that wraps everything up and leaves the reader fulfilled. How many paragraphs or pages that takes varies from writer to writer, so I never put a number on it because that focuses the writer on a meaningless number.
Narrow FocusOne of the things that will add to your writing is having a narrow focus. This means that you have a specific topic to write about. This will naturally allow for more detail and better word choice in your writing. For example, if I wanted to write about my trip to France, I wouldn’t write about the whole week. Instead I might choose to write about when I first saw the Eiffel Tower and how I overcame my fear of heights to take in its amazing view. This is also true of research paper. Instead of writing about WWII I might narrow my topic to battles. I might further narrow down to one specific battle. I could get even more specific and talk about how one decision a general made changed the tide of the battle.
Extra Credit
General
Students will be allowed to turn in this type of extra credit twice a quarter. Each time it will be worth up to 5 points. However, as the year goes on, it will become more difficult as there will be fewer topics to choose from.
Directions
You will need to write a book review of a book you have recently read. You cannot pick a book that has already been reviewed. (To see which books have already been reviewed, you will need to check the website http://ecbookreview.blogspot.com/.) In your review you need to tell me the book title, author, and genre as well as give a short plot summary. The summary should be at least one solid paragraph and should give the reader a general idea to the plot without giving the plot away. You should have a second solid paragraph that says whether or not you would recommend this book to others with reasons why or why not. This review should be typed in Word. The piece can then either be emailed to me or brought to me on a saved disk. I will upload the review to the website. I will acknowledge the reviewer by first name only unless you ask me not to identify you at all on the blog. Asking to not be identified will not change your points awarded.
Using the Blog
Once reviews start being submitted, you will be able to view the blog to get ideas for what you might like to read next. You will be able to search by genre or book title. You will also be able to comment on book reviews to add to what has already been said, or to offer a different opinion. Comments will be monitored so that they are appropriate and constructive.
Students will be allowed to turn in this type of extra credit twice a quarter. Each time it will be worth up to 5 points. However, as the year goes on, it will become more difficult as there will be fewer topics to choose from.
Directions
You will need to write a book review of a book you have recently read. You cannot pick a book that has already been reviewed. (To see which books have already been reviewed, you will need to check the website http://ecbookreview.blogspot.com/.) In your review you need to tell me the book title, author, and genre as well as give a short plot summary. The summary should be at least one solid paragraph and should give the reader a general idea to the plot without giving the plot away. You should have a second solid paragraph that says whether or not you would recommend this book to others with reasons why or why not. This review should be typed in Word. The piece can then either be emailed to me or brought to me on a saved disk. I will upload the review to the website. I will acknowledge the reviewer by first name only unless you ask me not to identify you at all on the blog. Asking to not be identified will not change your points awarded.
Using the Blog
Once reviews start being submitted, you will be able to view the blog to get ideas for what you might like to read next. You will be able to search by genre or book title. You will also be able to comment on book reviews to add to what has already been said, or to offer a different opinion. Comments will be monitored so that they are appropriate and constructive.
Wednesday, September 24, 2008
Test Corrections
Test Corrections
You may only do corrections on #’s 11-30.
Corrections are done on a clean sheet of loose leaf paper with your name on it.
For each correct answer you will receive ½ a point.
Directions:
Write the number that you are correcting.
Write out the complete sentence
Underline once each independent clause.
Underline twice each subordinate clause
On the next line write what type of sentence it is.
Skip a line and repeat for each new problem.
Corrections are Due Monday, September 29
You may only do corrections on #’s 11-30.
Corrections are done on a clean sheet of loose leaf paper with your name on it.
For each correct answer you will receive ½ a point.
Directions:
Write the number that you are correcting.
Write out the complete sentence
Underline once each independent clause.
Underline twice each subordinate clause
On the next line write what type of sentence it is.
Skip a line and repeat for each new problem.
Corrections are Due Monday, September 29
Thursday, September 18, 2008
Personal Narrative Writing Process Part 1
Pre-writing
Brainstorm!
Think about...
-the important events in your life
-odd events that have happened
-moments that defined you
-a time you were surprised
-a special memory
Select a Topic
Make sure you...
-narrow your topic (write about visiting the Eiffel Tower instead of your whole week in Paris)
-care about your topic (that will show through in your writing)
-have a purpose for writing about this topic
Gather Ideas
Come up with details that...
-include the 5 senses
-provide insight
-add information for the reader
-are unexpected
Consider using....
-an ABC chart
-a web
Drafting
Get it all out
-For the first draft, write everything-don't edit yourself at this point.
-Write on every other line.
-Write on only one side of the paper.
Block out Time
-Give yourself time to draft.
-Work in a place that won't be distracting.
-It's ok if you get writer's block-take a walk around the room, get a drink, and come back to it.
Brainstorm!
Think about...
-the important events in your life
-odd events that have happened
-moments that defined you
-a time you were surprised
-a special memory
Select a Topic
Make sure you...
-narrow your topic (write about visiting the Eiffel Tower instead of your whole week in Paris)
-care about your topic (that will show through in your writing)
-have a purpose for writing about this topic
Gather Ideas
Come up with details that...
-include the 5 senses
-provide insight
-add information for the reader
-are unexpected
Consider using....
-an ABC chart
-a web
Drafting
Get it all out
-For the first draft, write everything-don't edit yourself at this point.
-Write on every other line.
-Write on only one side of the paper.
Block out Time
-Give yourself time to draft.
-Work in a place that won't be distracting.
-It's ok if you get writer's block-take a walk around the room, get a drink, and come back to it.
Saturday, September 13, 2008
Pen Pals
Please remember that your first pen pal letter is due on Thursday. The requirements are: typed or handwritten in print, at least the front of a page in length, and includes appropriate information and questions. Please keep in mind that your pen pals are in second or third grade and know nothing about you. We want to be good role models for these kids in addition to great pen pals. Some things you could include in your letters are information about your friends, family, likes, dislikes, school, hobbies, and, of course, your name and age.
Also remember that I will be previewing these letters before they are sent out so do not seal your envelope!
Also remember that I will be previewing these letters before they are sent out so do not seal your envelope!
Update
I came home yesterday afternoon and have been resting since. Things are looking good for a return on Tuesday!
Thursday, September 11, 2008
FYI
I just wanted to remind everyone that I will not be in school on Friday, September 12, and Monday, September 15. I will (hopefully) be back in school on Tuesday, September 16. Homework hot line will not be updated, so make sure that the homework gets copied down into your agenda. I am sorry for any inconvenience this may cause. I will be sure to update as soon as I am out of the hospital to let you know that everything went well!
Personal Narrative Due Date
The personal narrative will be due on Tuesday, October 13th. Students will receive more detailed information on the narrative itself after ISTEP.
Grammar Quiz
Just some quick reminders for the grammar quiz tomorrow (Friday).
Independent clauses have a subject and predicate and can stand alone as a sentence (meaning they have a complete thought).
Subordinate clauses have a subject and a predicate but cannot stand alone (meaning they do not make a complete thought).
Example of an independent clause:
I like to run up hills
Example of a subordinate clause:
After she ran up the hill
Simple sentences are made up of exactly one independent clause and zero subordinate clauses.
Compound sentences are made up of two or more independent clauses and zero subordinate clauses. Remember that compound sentences combine clauses by using a comma and one of the FANBOYS OR by using a semi colon.
Complex sentences are made up of one independent clause and one or more subordinate clauses. Be on the lookout for words like "although," "because," and "after" (and other subordinating conjunctions) because they are a clue that a subordinate clause might be coming up.
Example of a simple sentence:
Jan likes to dance.
Example of a compund sentence:
John will eat, but Tracy will not cook.
Example of a complex sentence:
If you like fish, I cannot be your friend.
Independent clauses have a subject and predicate and can stand alone as a sentence (meaning they have a complete thought).
Subordinate clauses have a subject and a predicate but cannot stand alone (meaning they do not make a complete thought).
Example of an independent clause:
I like to run up hills
Example of a subordinate clause:
After she ran up the hill
Simple sentences are made up of exactly one independent clause and zero subordinate clauses.
Compound sentences are made up of two or more independent clauses and zero subordinate clauses. Remember that compound sentences combine clauses by using a comma and one of the FANBOYS OR by using a semi colon.
Complex sentences are made up of one independent clause and one or more subordinate clauses. Be on the lookout for words like "although," "because," and "after" (and other subordinating conjunctions) because they are a clue that a subordinate clause might be coming up.
Example of a simple sentence:
Jan likes to dance.
Example of a compund sentence:
John will eat, but Tracy will not cook.
Example of a complex sentence:
If you like fish, I cannot be your friend.
Wednesday, September 10, 2008
Pg 431
Pg 431
Exercise 20
(Independent, Subordiante)
1. After diving sports became popular, the United States created an underwater national park.
2. Divers can see animals, fishes, and coral while they use underwater signs to find their way around.
3. Some divers search for treasure, while other divers explore nature.
4. When divers visit shipwrecks, they use modern devices to find artifacts.
5. There is much to explore underwater because the ocean is so vast.
Exercise 21
(Subject, Verb)
1. Some people have trouble breathing through a snorkle, but it becomes easier with practice.
2. Lessons are given in swimming pools, so the students feel comfortable and safe.
3. Divers enter the water from a boat, and they go in feet first or backward.
4. One should take a deep breath first, for water may get in the snorkel tube.
5. It is easy to swim with the fins on, and the flutter kick helps you go faster.
Exercise 22
Answers will vary
Exercise 23
1. (While they are under the water,) divers are in a new and silent world.
2. (Unless divers are careful,) motor boats could pose a danger.
3. Boaters have difficulty seeing divers (when divers are under the water.)
4. Some fish, (since they are so curious and unafraid,) will follow divers.
5. (When a diver wants to surface,) she should swim up slowly.
Exercise 20
(Independent, Subordiante)
1. After diving sports became popular, the United States created an underwater national park.
2. Divers can see animals, fishes, and coral while they use underwater signs to find their way around.
3. Some divers search for treasure, while other divers explore nature.
4. When divers visit shipwrecks, they use modern devices to find artifacts.
5. There is much to explore underwater because the ocean is so vast.
Exercise 21
(Subject, Verb)
1. Some people have trouble breathing through a snorkle, but it becomes easier with practice.
2. Lessons are given in swimming pools, so the students feel comfortable and safe.
3. Divers enter the water from a boat, and they go in feet first or backward.
4. One should take a deep breath first, for water may get in the snorkel tube.
5. It is easy to swim with the fins on, and the flutter kick helps you go faster.
Exercise 22
Answers will vary
Exercise 23
1. (While they are under the water,) divers are in a new and silent world.
2. (Unless divers are careful,) motor boats could pose a danger.
3. Boaters have difficulty seeing divers (when divers are under the water.)
4. Some fish, (since they are so curious and unafraid,) will follow divers.
5. (When a diver wants to surface,) she should swim up slowly.
Tuesday, September 9, 2008
Pg 68
Pg 68
For exercise 1 the most important thing is to remember that after the first independent clause you put a comma and the conjunction (FANBOYS), then put the second independent clause. Though not used on this worksheet, the other way to join together two independent clauses is to put just a semi-colon in between them.
Exercise 1
1. Ted brought the rolls, and Robin brought the orange juice.
2. The fans cheered the players on, but the team couldn't even the score.
3. I went to sell my old bicycle, for I have outgrown it.
4. We can take the bus to the theater, or we can leave early and walk there.
5. Susan helped me with my math, and I helped her with her English.
6. I have long, straight hair, but my sister has short, curly hair.
7. Bowling is a very old game, for balls and pins have been found in Egyptian tombs.
8. Dinosaurs were very large, yet their brains were very small.
9. In 1910, there were no electric washing machines, and there were no electric toasters.
10. Frisbees today are made of plastic, but earlier models were made of metal.
Exercise 2
Answers will vary.
For exercise 1 the most important thing is to remember that after the first independent clause you put a comma and the conjunction (FANBOYS), then put the second independent clause. Though not used on this worksheet, the other way to join together two independent clauses is to put just a semi-colon in between them.
Exercise 1
1. Ted brought the rolls, and Robin brought the orange juice.
2. The fans cheered the players on, but the team couldn't even the score.
3. I went to sell my old bicycle, for I have outgrown it.
4. We can take the bus to the theater, or we can leave early and walk there.
5. Susan helped me with my math, and I helped her with her English.
6. I have long, straight hair, but my sister has short, curly hair.
7. Bowling is a very old game, for balls and pins have been found in Egyptian tombs.
8. Dinosaurs were very large, yet their brains were very small.
9. In 1910, there were no electric washing machines, and there were no electric toasters.
10. Frisbees today are made of plastic, but earlier models were made of metal.
Exercise 2
Answers will vary.
Monday, September 8, 2008
A Note for Period 3
Somehow in my lesson today I failed to talk to period 3 about compound sentences. While looking over your homework I realized that you needed to know this in order to complete it. A compound sentence is a sentence that is made up of two independent clauses. Basially, if you see two sets of subjects and predicates in the sentence, you have a compound sentence. Another way to know if it is a compound sentence is to look for a comma and a conjunction. Conjunctions are connecting words. You can remeber them by thinking if the word FANBOYS.
For
And
Nor
But
Yet
So
I am very sorry for this huge oversight. We will talk about it before you take your homework quiz tomorrow.
For
And
Nor
But
Yet
So
I am very sorry for this huge oversight. We will talk about it before you take your homework quiz tomorrow.
Pg 66-67
Page 66
Exercise 1
1. I
2. S
3. I
4. S
5. S
6. I
7. I
8. S
9. I
10. I
Exercise 2
1. I
2. S
3. S
4. I
5. S
6. I
7. S
8. S
9. I
10. S
Writing Application
Answers will vary
Page 67
The underlined word is the subject, the bold word is the predicate. No normal typeface word is the conjunction.
Exercise 1
1. water looked but it was
2. Leaves were turning and geese were flying
3. recipe calls but I do use
4. We expected for all had predicted
5. Sharon could make ; much depended
6. We must score or Renegades will win
7. No one walked for Mrs. Lewis was
8. work was but it paid
9. Scott did expect yet he entered
10. We have so we might drink
Exercise 2
Answers will vary.
Exercise 1
1. I
2. S
3. I
4. S
5. S
6. I
7. I
8. S
9. I
10. I
Exercise 2
1. I
2. S
3. S
4. I
5. S
6. I
7. S
8. S
9. I
10. S
Writing Application
Answers will vary
Page 67
The underlined word is the subject, the bold word is the predicate. No normal typeface word is the conjunction.
Exercise 1
1. water looked but it was
2. Leaves were turning and geese were flying
3. recipe calls but I do use
4. We expected for all had predicted
5. Sharon could make ; much depended
6. We must score or Renegades will win
7. No one walked for Mrs. Lewis was
8. work was but it paid
9. Scott did expect yet he entered
10. We have so we might drink
Exercise 2
Answers will vary.
Wednesday, September 3, 2008
Page 19
Exercise A
1. CS-Ella Fitzgerald, Louis Armstrong
2. CV-worked, performed
3. CV-played, sang
4. CS-He, Fitzgerald
5. CS, CV-Duke Ellington, band; played, achieved
6. CV-wrote, composed
7. CS-Charlie Parker, Thelonious Monk
8. CV-played, improvised
9. CV-accepted, attended
10. CS-father, uncle
Exercise B
11. CS-Mrs. Fernandez, husband
12. CV-travel, stay
13. CS, CV-fruits, vegetables; are grown, prepared
14. CV-inherited, stopped
15. CS-condominiums, courses
16. CV-enjoy, take
17. CS-rooms, areas
18. CS-chef, assistants
19. CV-can visit, take
20. CS, CV-Mrs. Fernandez, staff; welcome, make
1. CS-Ella Fitzgerald, Louis Armstrong
2. CV-worked, performed
3. CV-played, sang
4. CS-He, Fitzgerald
5. CS, CV-Duke Ellington, band; played, achieved
6. CV-wrote, composed
7. CS-Charlie Parker, Thelonious Monk
8. CV-played, improvised
9. CV-accepted, attended
10. CS-father, uncle
Exercise B
11. CS-Mrs. Fernandez, husband
12. CV-travel, stay
13. CS, CV-fruits, vegetables; are grown, prepared
14. CV-inherited, stopped
15. CS-condominiums, courses
16. CV-enjoy, take
17. CS-rooms, areas
18. CS-chef, assistants
19. CV-can visit, take
20. CS, CV-Mrs. Fernandez, staff; welcome, make
Tuesday, September 2, 2008
Page 18
The regular type face is the complete subject, the italics is the complete predicate. Simple subjects and simple predicates are in bold.
Exercise 1
1. A valuable stamp collection is missing from the library.
2. One stamp is worth ten thousand dollars.
3. Part of the image on the stamp had been printed upside down.
4. The librarian has called the police.
5. Two representatives from the police department have arrived.
6. Detective Durand is questioning people.
7. His partner will look for clues.
8. Unfortunately we had no information for the police.
9. The insurance company will be called.
10. Of course, money can never replace those stamps.
Exercise 2
11. Throughout the centuries many legends have been told about the Fountain of Youth.
12. The waters of the Fountain of Youth had special powers.
13. They could make old people young again.
14. Illness could be cured.
15. However, most people don't believe the legends.
16. Some people have searched for the Fountain of Youth.
17. Ponce de Leon may have believed the legends.
18. His search for new lands brought him to Florida.
19. A spring in St. Augustine, Florida, was discovered by Ponce de Leon.
20. It's youth-giving powers were never proven.
In many of these sentences an introductory phrase was used that was part of the predicate. If you got this wrong, don't worry too much about it. There will not be parts like that on the test.
Exercise 1
1. A valuable stamp collection is missing from the library.
2. One stamp is worth ten thousand dollars.
3. Part of the image on the stamp had been printed upside down.
4. The librarian has called the police.
5. Two representatives from the police department have arrived.
6. Detective Durand is questioning people.
7. His partner will look for clues.
8. Unfortunately we had no information for the police.
9. The insurance company will be called.
10. Of course, money can never replace those stamps.
Exercise 2
11. Throughout the centuries many legends have been told about the Fountain of Youth.
12. The waters of the Fountain of Youth had special powers.
13. They could make old people young again.
14. Illness could be cured.
15. However, most people don't believe the legends.
16. Some people have searched for the Fountain of Youth.
17. Ponce de Leon may have believed the legends.
18. His search for new lands brought him to Florida.
19. A spring in St. Augustine, Florida, was discovered by Ponce de Leon.
20. It's youth-giving powers were never proven.
In many of these sentences an introductory phrase was used that was part of the predicate. If you got this wrong, don't worry too much about it. There will not be parts like that on the test.
Subscribe to:
Comments (Atom)