Wayne Community College

English Review

I. Parts of Speech
Every word in a sentence is used as a particular part of speech.
Some words can function as more than one part of speech.

Part of Use Examples

Speech

Noun Names person, place or thing. Martha likes trout.

Did the class see the President?

Pronoun Takes place of a noun You and I must change this to help
everyone.

Adjective Modifies noun or pronoun What a hot day!

They were delighted.

Verb Shows action or expresses a They played and sang.

state of being He is a freshman.
They have been singing.
I will have been chosen.

Adverb Modifies verb, adjective, or We soon quit.

another adverb I am very excited.
It happened quite suddenly.

Preposition Relates its noun or pronoun Two of the gifts under the Christmas
object to another word tree had my name on them.

Conjunction Joins words, phrases, or Ed or Joe attended.

clauses After I finish, I will call.
Neither Tom nor Jane came.
Identify the part of speech of each underline word.
1. Light the candle now.
2. A light rain fell all afternoon.
3. A blue light flashed in my rear view mirror.
4. Cars whizzed by.
5. Dad traveled by airplane to the medical conference.
6. Look up.
7. Sail up the river.
8. Can you top that?
9. Lock the top drawer.
10. We climbed to the top.
11. Help!
12. That looks beautiful on her.
13. He did it for you.
14. I slept, for I was tired.
15. While you take the test, I will wait.

II. Parts of the Sentence

A sentence is a group of words with a subject and predicate in an

independent clause. It begins with a capital letter and ends with a
period, a question mark, or an exclamation mark. Parts include
subjects, predicates, objects, objective complements, subjective
complements, phrases, and clauses.

A. Subjects and Predicates

Simple Subject-person, place, or thing doing the action or shown to

exist. Ex.: The old road along the coast leads you to the bridge.

Compound Subject-two or more persons, places, or things used as

subjects to the same verb.
Ex.: The old road and the bridge need repair.

Complete Subject-the simple or compound subjects and their

modifiers. Ex.: The old road along the coast leads you to the bridge.

Simple Predicate-any helping verbs plus main verb which tell what the
subject does or what the subject is. Ex.: The old road along the coast
leads you to the bridge. A noted scientist will speak here tonight. Dr.
Jones is finally retiring from the college.

Compound Predicate-two or more main verbs plus helping verbs. Ex.:

Literature delights and teaches us many lessons.

Complete Predicate-helping and main verbs and their modifiers and

complements. Ex.: Literature delights and teaches us many lessons.
Identify the underlined word groups as simple subject, compound subject,
complete subject, simple predicate, compound predicate, or complete predicate.

1. Seagulls were flying around the pier.

2. Seagulls were flying around the pier and were searching for
food.
3. Seagulls were flying around the pier.
4. The members of the Student Government Association have
arrived.
5. The members of the Student Government Association have
arrived.
6. Tom and Craig won the local talent contest.
7. Listen carefully.
8. There are many questions.
9. Down the corridor came the college president.
10. Where are you going?

B. Objects, Object Complements, and Subject Complements

Direct Object-noun or pronoun that receives the action or is acted

upon. Ex. I completed the application form. Jane called you.

Indirect Object-noun or pronoun that comes between verb and direct

object and receives or benefits from the direct object. Ex.: Karen sent
Tony a present. I gave you the message.

Object of Preposition-noun or pronoun following preposition that

establishes a relationship between the noun or pronoun and another
word in sentence. Ex.: I found the book on the fiction shelf in the
library.

Object Complement-noun or adjective following the direct object and

renaming or describing the direct object. Ex.: We elected Beth
chairman. The considered him lucky.

Predicate Nominative-noun or pronoun following linking verb and

renaming the subject. Ex.: Tim Hill was the Democratic candidate. It
is I.
Predicate Adjective-adjective following linking verb and describing the
subject. Ex.: He is happy. He has always been athletic and
competitive.

Identify the underlined group of words as one of the above:

1. The lead in the operetta is my cousin.

2. A recording provided the background music.
3. Jane sold the girls tickets to the WCC musical.
4. At that time, labor was very cheap.
5. The club members voted Kathryn president.
6. Those clothes look stylish.
7. I said that.
8. The engineer found himself prepared for the job.
9. A stranger gave Joe and Stephen five dollars.
10. It is he.
11. Tony will become a pediatrician.
12. I bought the books from the bookstore in the student union.

C. Phrases – Groups of words without subjects and predicates

Prepositional-The children rode on the bus.

Appositive-John, my best friend, served in the U.S. Army.

Verbal verb forms functioning as another part of speech

Gerund-phrase beginning with –ing verb and used as a noun.
(subject, object, predicate nominative) Ex.: Winning the bridge game
required concentration. He enjoys playing cards. His hobby is singing.

Infinitive-phrase beginning with to plus a verb and used as a noun,

an adjective, or an adverb. Ex.: To win the bridge game required
concentration. He prefers to eat at Hardee’s. The executive to talk
with is Mr. Smith. He exercised to improve his health.

Participle-phrase beginning with –ing, -ed, -en, -n verb and used as

an adjective. Ex.: The young man reading the mystery novel is my
son. Reading the mystery novel, my son did not hear me. John,
having applied for the job, waited for a reply.
Label the underlined phrase as prepositional, appositive, or verbal.

1. Gene Simpson, the captain of the team, received the award.

2. Our physical education teacher is one of the boys on our campus.
3. To enlist in the U.S. Navy is his present plan.
4. Carrying a large package, the messenger stumbled into the room.
5. Understanding my mistakes takes time.
6. I wanted to attend the memorial service.
7. The child, left alone in the dark, began to cry.
8. Wallace enjoys reading novels.
9. John, reading the newspaper, forgot the time.
10. Mr. Adams, a man of integrity, never cheats anyone.

C. Clause – Groups of words with subjects and predicates

Independent-stands alone as a sentence. Ex.: The meeting was

scheduled for five o’clock because other times were inconvenient.

Dependent-begins with a subordinate conjunction (although, because,

if, etc.) or a relative pronoun (who, that, which) but cannot stand
alone, and is used as an adjective, an adverb, or a noun. Ex.: The
meeting was scheduled for five o’clock because other times were
inconvenient. The young man whom I saw in my office has registered
for fall quarter classes.

Identify the underlined clause as independent or dependent.

1. I heard the telephone ringing before you did.

2. After the rain stopped, I ran to the car.
3. When my family traveled to New York last summer, we visited the
Theodore Roosevelt museum.
4. The children whom you met are mine.
5. What you say during an interview is important.
6. I heard the announcement early this morning.
7. John will stay with us while his parents are away on business.
8. Listen carefully.
9. The book that I lost has been found.
10. You are known by what you do and say.

Identify each sentence as simple, compound, complex, or compound-complex.

1. The chicken and three chicks crossed the highway.

2. We cannot read unless there is more light.
3. I drive safely, but I can have an accident at any time.
4. Georgia will telephone you today.
5. When my uncle visited here, he was charmed by the beauty of the
seashore, and he enjoyed the calm of the mountains.
 III. Fragments, Run-ons, and Sentences

A. Fragments

Every sentence has a subject and a predicate and expresses a

complete thought. A word group that does not express a complete
thought is a fragment. The most common types of fragments are as
follows:

1. dependent-word fragments (starting with words such as

after, because, since, when then, before) Ex.: After the
game ended.
2. –ing and to fragments (-ing or to at or near the
beginning of a word group) Ex.: Learning about
computers. To learn about various kinds of computers.
3. added –detail fragments (starting with words such as for
example, such as, also, especially) Ex.: Especially during
the final quarter of the game.
4. missing-subject fragments (having a verb but not a
subject) Ex.: Was beginning his college career.

Correct fragments by adding them to preceding or following independent

clauses, by adding a subject or predicate or both, by adding a helping very, or
by totally revising the sentence.

Rewrite the following fragments as sentences.

1. My little brother and his friend.

2. Heard he good news this morning.
3. After I left work yesterday.
4. Driving to WCC one morning last week.
5. For example, the President of the United States.
6. He thinking of July 4th celebrations.

B. Run-ons

Run-on sentences are two or more sentences combined without

adequate punctuation. Ex.: The class was canceled then I had to
register again. The class was canceled, then I had to register again.

Correct run-ons by using one of the following methods:

1. Use a period and a capital to separate the two thoughts. Ex.:

The class was canceled. Then I had to register again.
 2. Use a comma plus a coordinating conjunction (and, but, or, nor,
yet, so, for) to connect the two complete thoughts. Ex.: The
class was canceled, so I had to register again.
3. Use a semicolon to separate the two complete thoughts. Ex.:
The class was canceled; I had to register again.
4. Use subordination. Ex.: Because the class was canceled, I had
to register again.

Using various methods, rewrite each run-on as a complete sentence.

1. William and Robert attended the concert in Raleigh, Mary met them
later.
2. We like to skate, swim, and row they are outdoor sports.
3. The door was locked, I was worried.
4. He had the Buick inspected, it should be in good shape.
5. You should see Out of Africa it has breathtaking views of the African
countryside.

Identify each word group as a fragment, a run-on, or a sentence.

1. I taken a course in English.

2. Police arrested the suspect he resisted their efforts.
3. The circus came to town, everyone was thrilled.
4. When he was ill last winter.
5. Running a supermarket near the mall.

IV. Modifiers: Adjectives and Adverbs

Adjectives describe nouns and pronouns and are capitalized when

derived from proper nouns. Ex.: A French customer preferred this
green cocktail dress for the ambassador’s state dinner.

Adverbs modify verbs, adjectives and other adverbs. Ex.: He is not

really excited about performing immediately on stage.

Adjectives and Adverbs form positive, comparative, and superlative

degrees.
Positive degree describes one thing:
Adj. – Tom is tall. He is intelligent.
Adv. – Tom runs quickly. He thinks intelligently.
Comparative degree describes two things:
Adj.- Tom is taller than Tim.
Tom is more intelligent than I am in science.
Adv.- Tom runs more quickly than I do.
Tom runs faster than I do.

Superlative degree describes three or more things:

 Adj.- Tom is the tallest student in his freshmen class.
Tom is the most intelligent of all the students in his class.
Adv.- Tom runs most quickly of all the competitors.
Tom runs fastest of all the five boys.

Circle the choice appropriate to formal English:

1. The number of countries burdened by war was risen (considerable,

considerably).
2. This looks like the (better, best) apartment of the five to rent.
3. He feels (good, well) all the time.
4. The economic reports are (pretty, mighty, rather depressing).
5. The situation looks (bad, badly) now.
6. The days were (amazing, amazingly) not.
7. The other tie is (more narrow, narrower) than this one.
8. The old house on the hill is the (more mysterious, most mysterious)
dwelling in town.

V. Dangling and Misplaced Modifiers

A. Dangling modifiers do not logically modify anything in the sentence.

Correct dangling modifiers by (1) retaining the modifier and adding
an appropriate subject immediately following the comma or (2)
converting the dangling modifier into a dependent clause.

Incorrect: Running in a race, the finish is the hardest.

Correct: When you are running in a race, the finish is the
hardest. In running a race, I find the finish the hardest.

Incorrect: In selecting a car, an honest salesperson must be found.

Correct: In selecting a car, you must find an honest salesperson.
When you select a car, an honest salesperson must be found.

Underline the dangling modifier, and then correct it by using one or both
of the methods listed.

1. As a science major, my ambition is to work in a research lab.

2. While going to college, much time must be spent studying.
3. By merely punishing the criminal, the problem is not solved.
4. Television is most distracting when trying to study.
5. Walking in the door, the first thing I heard was a crash.

B. Misplaced Modifiers are words, phrases, or clauses that, because of

awkward placement, do not describe the words the writer intended
to describe. Place modifiers as closely as possible to the words they
modify.
 Misplaced: They could see the rainbow sitting on the front porch.
Corrected: Sitting on the front porch, they could see the rainbow.

Rewrite the sentences by moving the misplaced modifiers to the correct

position.

1. Have you only eaten one piece of apple pie?

2. The deer was shot by my uncle that was eaten.
3. I saw a beautiful valley walking along the trail.
4. I gave the books to my friend with leather bindings.
5. We bought a cake at the bakery which was delicious.

VI. Verbs – Irregular Forms, Tenses, Tense Shifts

A. Verbs tell the time or tense of an action. Irregular verbs do not add
–ed to show past time. Verbs have four principal parts from which
all the tenses are derived.

Present Present Participle Past Past Participle

Walk (is) walking Walked (have) walked (regular)
Give (was) given Gave (has) given (irregular

Underline the correct form of verb.

1. We have (reach, reached) our goal.

2. Brian had (says, said) traffic might be heavy.
3. We have (bring, brought) snacks for the party.
4. The car in front of us (ran, run) out of gas.
5. We (rode, ridden) to the beach.
6. A bird (flew, flown) overhead.
7. I (knew, known) the combination to the lock.
8. Yesterday, I (saw, seen) the newspaper.

B. The three basic tenses are present, past, and future. The perfect
tenses are present perfect, past perfect and future perfect (use
helping verbs and past participle).

Present: I sing.
Past: I sang.
Future: I shall (or will) sing.
Present Perfect: I have sung. He has sung.
Past Perfect: I had sung.
Future Perfect: I shall have sung.

Write present, past, future, present perfect, past perfect, or future perfect to
identify the tense of the verb in each sentence.
 1. Who wrote this book?
2. Mr. Smith had learned new welding techniques.
3. They will unveil the portrait during the ceremony.
4. Mark enjoys the computer course.
5. Christina has applied for that position.
6. You will have mastered many skills by then.

C. Active and Passive Voice of Verbs

Use the active voice of the verb as often as possible because it is more
effective. A verb is in the active voice when the subject does the
action.

Passive Voice: Bill is often invited to parties by Tina.

Active Voice: Tina often invites Bill to parties.

Rewrite each sentence so that the verb is in the active voice.

1. The practice was canceled by the coach.

2. The reading list has been distributed by Dr. Hamilton.
3. The exams were always graded by Mr. Young.
4. Martin was driven to the airport by his aunt.
5. The editorial in the school newspaper was written by Louis.
 D. Unneeded Tense Shifts

Avoid unneeded shifts in showing time.

Tense shift: He reads the paper and listened to the radio each day.
Corrected: He read the paper and listened to the radio each day.
He reads the paper and listens to the radio each day

Rewrite the sentences, avoiding shifts in verb tense.

1. Last year, Al played lead guitar in a rock band and sings most of the
vocals.
2. After the patient has undressed, the doctor began the exam.
3. The three men entered the bank, draw guns, and announced a
holdup.
4. Jane told the instructor that Anne finish the test ten minutes ago.
5. Yesterday, I washed the curtains and wax the kitchen floor.

VII. Subject-Verb Agreement

A verb must agree in number with its subject. A singular subject (one
person or thing) takes a singular verb; a plural subject (more than one
person or thing) takes a plural verb. Mistakes in subject-verb agreement are
sometimes made in the following situations:

1. When words come between the subject and the verb.

Ex.: The daffodils in the pasture are beautiful.
2. When a verb comes before a subject.
Ex.: Down the sidewalk run four children. Where is the team?
3. With indefinite pronouns
Ex.: Everyone has finished. Few have arrived.
4. With compound subjects
Ex.: Mary and her brother attend UNC-Ch.
Mary or her parents sign the documents.
5. With who, which, and that
Ex.: The men (who work here) are well trained.

Select the verb that agrees with the subject.

1. Jill (calls, call) her car “Wheels”.

2. The two pilots (flies, fly) each day.
3. I (eats, eat) too much.
4. Everybody (does, do) his best.
5. It (doesn’t, don’t) matter.
6. Neither of the contestants (knows, know) the answer.
7. Dogs and cats (makes, make) good pets.
8. Most of the apples in our town (has, have) been eaten.
 9. Many streets in our town (lacks, lack) bicycle lanes.
10. Harry, one of t he ball team members, (tutors, tutor) in math.
11. In the living room (was, were) a stereo, a television, and a radio.
12. The army (is, are) on maneuvers in the Pacific.
13. The doctor or the three nurses (signs, sign) the form.
14. The students who really (studies, study) usually succeed.

VIII. Pronouns: Pronoun-Antecedent Agreement, Pronoun Reference, and

Pronoun Case

A. Pronoun-Antecedent Agreement

A pronoun must agree in number with the word or words it replaces. If

the word a pronoun refers to is singular, the pronoun must be singular;
if the word is plural, the pronoun must be plural. The word to which a
pronoun refers is its antecedent. Who and whom usually refer to
human beings; which and that usually refer to animals or things.

Select the pronoun that agrees with its antecedent.

1. Harvey brought (his, their) camera on the trip.

2. Each person is taking (his or her, their) own photographs.
3. Neither of the boys wants (his, their) picture taken.
4. Susan and Louise develop (her, their) own film.
5. Everyone enjoyed (his or her, their) vacation.
6. Jane’s kitten is the one (that, who) hid under the steps.
7. Either the coach or his players will give (his, their) views.
8. That group of musicians practiced (its, their) program every day.
9. Look for the blanket with the flower designs on (it, them).
10. The committee proposed a solution at (its, their) last
meeting.

B. Pronoun Reference

Pronouns must clearly refer to the nouns they replace.

Incorrect: Kenneth dropped a hammer on his toe. Then he

bandaged it. (It refers to both hammer and toe!)
Correct: Then he bandaged his toe.
Incorrect: Mary told Sue that she had the job.
Correct: Mary told Sue that Sue (or Mary) had the job.
Mary told Sue, “You (I) have the job.”
Incorrect: My brother is a salesman, but I’m not interested in it.
Correct: My brother is a salesman, but I’m not interested in
becoming one.
 Rewrite each of the following sentences to make clear the vague pronoun
reference. Add, change, or omit as necessary.

1. The defendant told the judge he was mentally ill.

2. Frances moved the blanket from the chair and folded it.
3. Before the meeting, they distributed booklets.
4. The students saw a film on cancer, which really bothered them.
5. Because I didn’t rinse the dishes, it smells like a garbage can.

C. Pronoun Case

The four cases of uses of personal pronouns are as follows:

1. Nominative (or subjective) case pronouns (I, you, he,

she, it, we, you, they, who) are used as subjects and
predicate nominatives.

Subject: She received the application form today.

Predicate Nominative: The president is he.

2. Objective case pronouns (me, you, him, her, it, us, you,
them, whom) are used as direct objects, indirect objects,
and objects of prepositions.

Direct object: Andy took us to lunch.

Indirect object: Mother gave me a lecture.
Object of preposition: May Johnny ride with them?

3. Possessive case pronouns (my, mine, your, yours, his,

her, hers, its, our, ours, their, theirs, whose) show
ownership.

Possessive case: My customers loved their bargains.

This paper is hers.

4. Reflexive case pronouns (myself, yourself, herself,

himself, themselves) are used to show a subject
performing action upon itself.

He groomed himself before the date.

They claim to support themselves.

Select the correct pronoun case in each sentence.

1. (We, Us) will provide the entertainment.

2. I did not hear the conversation between John and (she, her).
3. Andy weighs less than (I, me).
 4. It was my mother (who, whom) wanted to go to Hawaii.
5. Dwight wrote the poem for (himself, his self).
6. The contest winners are (they, them) and (he, him).
7. (We, Us) students are responsible adults.
8. The auditor and (they, them) will inspect the company’s records.
9. The teacher gave (we, us) the assignment before class ended.
10. This gift is (your, your’s, yours’, yours) to keep.

IX. Parallelism

One way to improve your sentence structure is by using parallelism.

Parallelism is similarity of grammatical form between two or more parts
serving the same function. The underlying principle is that in a series,
nouns should be balanced with nouns, verbs with verbs, infinitive phrases
with the same, etc.

I have an apple, an orange, and a banana. (Parallel nouns)

This summer I want to rest, to attend summer school, and to play tennis.
(Parallel infinitive phrases)

Rewrite each of the following sentences, correcting the faulty parallelism.

1. Joan runs to lose weight, for exercise, and because she enjoys
the outdoors.
2. Participants could ride bicycles, tricycles, or they could even ride
unicycles.
3. Your goals in typing class are to increase speed and reducing
errors.
4. Our front lawn needs mowing and to be trimmed.
5. Mrs. Barnes asked that her employees refrain from excessive
noise during the breaks and if they would avoid smoking on the
elevator.
6. Students want to grow physically, academically, and to develop
social skills.
X. Capitalization

The main uses of capital letters included the following:

1. the first word in a sentence or direct quotation

2. names of persons and the pronoun I
3. names of particular places
4. names of the days of the week, months, and holidays
5. names of commercial products
6. titles of books, magazines, articles, films, television
shows, songs, poems, stories, papers that you write
7. names of companies, associations, unions, religions,
political groups and other organizations
8. family relationships (Mother, Father, etc.) when used as
names
9. titles of persons when used with their names
10. specific school courses
11. languages
12. geographic locations
13. historical periods and events
14. races, nations, and nationalities
15. opening and closing of a letter

Capitalize as needed.

1. did you meet dr. oscar d. greene friday at the college?

2. I am taking biology 101 at east Carolina university in greenville,
north carolina.
3. the teacher lectured about charles dickens’ novel, oliver twist.
4. the scientist has visited several Mexican towns this spring.
5. the boston tea party occurred early in american history.
6. she prefers crest toothpaste which is fairly cheap at food lion.
7. on sunday, he attends queen street Methodist church on queen
street in the city.
8. i would like to visit the west one day.
9. last thanksgiving, my family viewed the lincoln memorial.
10. jane, did mother call aunt Julia?
XI. Punctuation

A. Commas

Commas are used mainly as follows:

1. to separate items in a series
2. to set off introductory prepositional phrases
3. to set off words interrupting the flow of thought in a
sentence
4. to separate two independent clauses joined by a
coordinating conjunction
5. to set off a direct quotation form the rest of a sentence
6. to indicate persons addressed, dates, addresses, openings
and closings of letters, numbers.

Insert needed commas.

1. Wake her up Vickie!

2. We will be leaving on Monday March 16 1996 for Paris France.
3. On August 20 1989 she celebrated her seventeenth birthday
4. Nora Jim and Mary are in charge of the dance.
5. I handle the editorials and Lynn draws the cartoons
6. Joe our student government photographer develops the film
7. If you will wait I’ll get my magnifying glass.
8. Walking briskly they began their tour.

B. Semicolons

Semicolons have the following uses:

1. to join two closely related complete thoughts that are not

already connected by a coordinating junction.
2. to join two complete thoughts that include a transitional
word or conjunctive adverb
3. to separate items in a series when the items themselves
contain commas
Here are the contributions we have received: Mr. Bland,
$5.00; Miss Smith, $19.00; and Mrs. Jones, $20.00.

Insert needed semicolons.

1. Whales are not fish they are mammals.

2. Mammals breathe air therefore, whales breathe air.
3. We elected Tom, chairman Joan, vice-president Carol, secretary and
Kevin, treasurer.
C. Colons
 The colon has the following uses:

1. to introduce a list or a series

Ex.: Buy the following groceries: apples, oranges, and
bananas.
2. to introduce a long or important quotation
3. to introduce an explanation
Ex.: There is one way to do something: the right way
4. after the greeting in a formal letter
Ex.: Dear Gentlemen:
5. to separate the minute and hour in writing time.
Ex.: He departed at 3:45 p.m.
6. to separate the chapter and verse in biblical references
Ex.: He repeatedly read and quoted John 3:16, one of
the most well-known passages from scripture.

Insert needed colons.

1. There are three courses to take English, math, and biology.

2. The book made a definite point every good student is a good
listener.
3. Speaking of remedies, one wise man commented “Laughter is the
best medicine.”
4. Did you leave home before 6 45 yesterday morning?
5. JFK said “Ask not what your country can do for you. Ask what you
can do for your country.”

D. Apostrophes

The apostrophe has three major uses:

1. to show the omission of one or more letters in a

contraction
Ex.: aren’t
2. to show possession Ex.: Mary’s job
3. to indicate the plural of letters, figures, words
Ex.: 6’s, t’s, and’s

Insert needed apostrophes:

1. Pats car needs new tires.

2. The trees limbs are slowly dying.
3. Its strange that I didn t hear you.
4. Someones keys have been found.
5. Your 6 s and b s look very similar.

E. Quotation Marks
 Quotation marks are used in mainly two ways:

1. to set off the exact words of a speaker or writer

Ex.: Bengy announced, “Here I am.”
“Here I am,” Bengy announced.
“Where,” his sister asked, “have you been?”
2. to set off the titles of short works, such as poems, short stories,
magazine and newspaper articles, chapters of books
Ex.: Annette like the poem “Invictus” and the story “The Necklace.”

Insert needed quotation marks.

1. I told Charles about the article called Dreams Do Come True.

2. Was it good? Charles asked.
3. Yes, I answered. It was taken from a book.
4. I think you will like it, I said, because it is so helpful.
5. He turned to the chapter entitled A Smart Start in Your Freshmen
Year.

XII. Sentence Variety

One part of effective writing is to vary the kind of sentences that you
write. Use the following methods to make simple sentences more
effective.

1. Add a second complete thought (coordination).

Ex.: Frank worked on the engine for three hours but the
car still would not start. (two independent clauses joined
by coordinating conjunction)

2. Add a dependent thought (subordination).

Ex.: Although the exam room was quiet, I could not
concentrate. (one independent clause and one dependent
clause with subordinating conjunction)
 3. Begin with a special word or phrase.
1. –ed word
Ex.: Concerned about his son’s fever, Paul called
the doctor.
2. -ing word
Ex.: Humming softly, the mother rocked the baby
to sleep.
3. -ly word
Ex.: Hesitantly, Sue approached the instructor’s
desk.
4. to word
Ex.: To protect her hair, Ellen uses Prell shampoo.
5. Prepositional phrase
Ex.: During the exam drops of water fell from the
ceiling.

4. Place adjectives or verbs in a series.

Adjectives: I gently applied a sticky new Band-Aid to the
deep, ragged cut on my finger.
Verbs: The truck bounced off a guardrail, sideswiped a
tree, and plunged down the embankment.

Rewrite the following sentences using a method shown.

1. Combine these two sentences with subordination.
Kathy arrived at the supermarket. She had a painful thought.

2. Combine these two sentences with coordination.

He had clipped coupons from the paper. He had forgotten them.

3. Combine with an –ed word.

The night sky glittered. It was studded with thousands of stars.

4. Begin with an –ing word.

She wondered how to tell the children the news. She sat in the cold
living room.

5. Begin with a –ly word.

Sam signed the repair contract. He was reluctant.

6. Begin with a –to word.

Alan volunteered to work overtime. He wanted to improve his
chances of promotion.

7. Begin with prepositional phrase.

The accused murderer grinned at the witness. He did this during
the trial.
Answer Key for English Review
Parts of Speech
1. verb
2. adjective
3. noun
4. adverb
5. preposition
6. adverb
7. preposition
8. verb
9. adjective
10. noun
11. verb
12. pronoun, pronoun
13. preposition
14. conjunction
15. conjunction

Parts of the Sentence

A-Subjects and Predicates
1. simple predicate
2. compound predicate
3. simple subject
4. simple subject
5. complete subject
6. compound subject
7. simple predicate
8. simple subject
9. simple subject
10. simple predicate

B-Object, Objective Complements, and Subjective Complements

1. Predicate nominative
2. direct object
3. indirect object
4. predicate adjective
5. object complement
6. predicate adjective
7. direct object
8. object complement
9. direct object
10. predicate nominative
11. predicate nominative
12. objects of preposition

C-Phrases
1. appositive
 2. prepositional
3. infinitive
4. participle
5. gerund
6. infinitive
7. participle
8. gerund
9. participle
10. appositive

D-Clauses
1. independent
2. dependent
3. dependent
4. dependent
5. dependent
6. independent
7. independent
8. independent
9. dependent
10. dependent

E-Simple, Compound, Complex, Compound-Complex Sentences

1. simple
2. complex
3. compound
4. simple
5. compound-complex

Fragments, Run-ons, and Sentences

Fragments (Answers vary)
1. My little brother and his friend enjoy fishing.
2. I heard the good news this morning.
3. After I left work yesterday, I drove to the mall.
4. Driving to WCC one morning last week, I almost had an accident.
5. I would like to meet many famous people. For example, the President
of the United States is my first choice.
6. He is thinking of July 4th celebrations.

Run-ons
1. Raleigh; Mary 1. fragment
2. row. They 2. run-on
3. locked, and 3. run-on
4. Because he…inspected 4. fragment
5. Out of Africa. It 5. fragment
Modifiers: Adjectives and Adverbs
1. considerably
2. best
3. well
4. rather
5. bad
6. amazingly
7. narrower
8. most mysterious

Dangling and Misplaced Modifiers

Dangling Modifiers
1. As a science major, I want to work in a research lab. Since I am a
science major, I want to work in a research lab.
2. While going to college, I must spend much time studying. While I
am going to college, I must spend much time studying.
3. By merely punishing the criminal, the justice system does not solve
the problem.
4. Television is most distracting when I am trying to study.
5. Walking in the door, I heard a crash the first thing. Walking in the
door, I first heard a crash.

Misplaced Modifiers
1. Have you eaten only one piece of apple pie?
2. The deer that was eaten was shot by my uncle.
3. Walking along the trail, I saw a beautiful valley.
4. I gave the books with leather bindings to my friend.
5. At the bakery, I bought a cake which was delicious.

Irregular Forms
1. reached
2. said
3. brought
4. ran
5. rode
6. flew
7. knew
8. saw

Tenses
1. past
2. past perfect
3. future
4. present
5. present perfect
6. future perfect
Active and Passive Voice
1. The coach canceled the practice
2. Dr. Hamilton has distributed the list.
3. Mr. Young always graded the exams.
4. His aunt drove Martin to the airport.
5. Louis wrote the editorial in the school newspaper.

Unneeded Tense Shifts

1. played, sang
2. has undressed, begins or had undressed, began
3. entered, drew, announced or enter, draw, announce
4. told, had finished
5. washed, waxed

Subject-Verb Agreement
1. calls
2. fly
3. eat
4. does
5. doesn’t
6. knows
7. make
8. have
9. lack
10. tutors
11. were
12. is
13. sign
14. study

Pronouns
Pronoun-Antecedent Agreement
1. his
2. his or her
3. his
4. their
5. his or her
6. that
7. their
8. its
9. it
10. its

Pronoun Reference (Answers vary)

1. The defendant told the judge, “I am mentally ill”.
2. Frances removed the blanket from the chair and folded the blanket.
3. Before the meeting, the leaders distributed booklets.
 4. The students saw a film on cancer, a film which really bothered
them.
5. Because I didn’t rinse the dishes, the kitchen smells like a garbage
can.

Pronoun Case
1. We
2. her
3. I
4. who
5. himself
6. they and he
7. We
8. they
9. us
10. yours

Parallelism (Answers vary)

1. Joan runs to lose weight, to get exercise, and to enjoy the outdoors.
2. Participants could ride bicycles, tricycles, or unicycles.
3. Your goals is typing class are to increase speed and to reduce
errors.
4. Our front lawn needs mowing and trimming.
5. Mrs. Barnes…breaks and avoid smoking on the elevator.
6. Students want to grow physically, academically, and socially.

Capitalization
1. Did, Dr. Oscar C. Greene, Friday
2. Biology, East Carolina University, Greenville, North Carolina
3. Charles Dickens’, Oliver Twist
4. Mexican
5. Boston Tea Party, American
6. Crest, Food Lion
7. Sunday, Queen Street Methodist Church, Queen Street
8. West
9. Thanksgiving, Lincoln Memorial
10. Mother, Aunt Julia

Punctuation
Commas
1. Wake her up, Vickie!
2. Monday, March 16, 1996, for Paris, France
3. August 20, 1989, she
4. Nora, Jim, and Mary
5. editorials, and Lynn
6. Joe, our student government photograph, develops
7. wait, I’ll
 8. briskly, they

Semicolons
1. fish; they
2. air; therefore
3. chairman; Joan, vice-chairman; Carol, secretary;

Colons
1. take: English
2. point: every
3. commented: “Laughter
4. 6:45
5. said: “Ask

Apostrophes
1. Pat’s
2. tree’s
3. It’s, didn’t
4. Someone’s
5. 6’s, b’s

Quotation Marks
1. called “Dreams Do Come True.”
2. “Was it good?”
3. “Yes,” I answered. “It was taken from a book.”
4. “I think you will like it,” I said, “because it is so helpful.”
5. entitled “A Smart Start in Your Freshman Year.”

Sentence Variety
1. When Kathy arrived at the supermarket, she had a painful thought.
2. He had clipped coupons from the paper, but he had forgotten them.
3. Studded with thousands of stars, the night sky glittered.
4. Sitting in the cold living room, she wondered how to tell the children
the news.
5. Reluctantly, Sam signed the repair contract.
6. To improve his chances of promotion, Alan volunteered to work
overtime.
7. During the trial, the accused murder grinned at the witnesses.