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 Along These Lines
Writing Sentences and Paragraphs
with Writing from Reading Strategies

Seventh Edition

John Sheridan Biays, Professor Emeritus of English

Broward College

Carol Wershoven, Professor Emerita of English

Palm Beach State College

330 Hudson Street, New York, NY 10013

Vice President, Portfolio Management: Chris Hoag
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Acknowledgments of third-party content appear on page 459, which constitute an extension of

this copyright page.
PEARSON, ALWAYS LEARNING, and MYWRITINGLAB are exclusive trademarks in the United
States and/or other countries owned by Pearson Education, Inc., or its affiliates.

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are
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1 18

Annotated Instructor’s Edition

ISBN 10: 0-134-78235-6
ISBN 13: 978-0-134-78235-5
Student Edition
ISBN 10: 0-134-76784-5
ISBN 13: 978-0-134-76784-0
Loose-leaf Edition
ISBN 10: 0-134-78246-1
www.pearsonhighered.com ISBN 13: 978-0-134-78246-1
Contents
Preface for Instructors ix CHAPTER 3 Avoiding Run-on Sentences
and Comma Splices 36
Sentence-Level Skills:
Grammar for Writers 1 Run-on Sentences 36
Steps for Correcting Run-on Sentences 37
Grammar Step by Step 1 Comma Splices 39
Steps for Correcting Comma Splices 40
CHAPTER 1 The Simple Sentence 2 Chapter Test Avoiding Run-on Sentences and Comma
Splices 43
Recognizing a Sentence 2
Recognizing Verbs 3 CHAPTER 4 Beyond the Simple
Helping Verbs 5
More than One Main Verb 7 Sentence: Subordination 44
Recognizing Subjects 8 More on Combining Simple Sentences 44
More about Recognizing Subjects and Verbs 10 Option 4: Using a Dependent Clause to Begin a
Recognizing the Core Subject 10 Sentence 45
Prepositions and Prepositional Phrases 10
Word Order 13 Option 5: Using a Dependent Clause to End a
More on Word Order 14 Sentence 45
Word Order in Questions 14 Using Subordinating Words: Subordinating
Words that Cannot Be Verbs 15 Conjunctions 45
Recognizing Main Verbs 15
Punctuating Complex Sentences 47
Verb Forms that Cannot Be Main Verbs 16
Chapter Test Beyond the Simple Sentence:
Chapter Test The Simple Sentence 20
Subordination 51

CHAPTER 2 Beyond the Simple

Sentence: Coordination 21 CHAPTER 5 Combining Sentences:
A Review of Your Options 52
Options for Combining Simple Sentences 22
Option 1: Using a Comma with a Coordinating Summary of Options for Combining Sentences 52
Conjunction 22 Chapter Test Combining Sentences: A Review of Your
Where Does the Comma Go? 23 Options 59
Placing the Comma by Using S–V Patterns 24
Compound Sentences 25
Learning the Coordinating Conjunctions 25 CHAPTER 6 Avoiding Sentence
Option 2: Using a Semicolon between Two Simple Fragments 60
Sentences 26
Avoiding Sentence Fragments 60
Option 3: Using a Semicolon and a Conjunctive
Recognizing Fragments: Step 1 61
Adverb 28
Punctuating after a Conjunctive Adverb 28 Recognizing Fragments: Step 2 62

Chapter Test Beyond the Simple Sentence: Correcting Fragments 65

Coordination 35 Chapter Test Avoiding Sentence Fragments 68

iii
iv Contents

CHAPTER 7 Using Parallelism in The Past Perfect Tense 115

Sentences 69 Some Tips about Verbs 118

Chapter Test Verbs: Past Tense 119
What Is Parallelism? 69
Achieving Parallelism 70
Chapter Test Using Parallelism in Sentences 75 CHAPTER 12 Verbs: Consistency
and Voice 120
CHAPTER 8 Using Adjectives and Consistent Verb Tenses 120

Adverbs 76 Active and Passive Voice 122

Avoiding Unnecessary Shifts in Voice 124
What Are Adjectives? 76 Chapter Test Verbs: Consistency and Voice 126
Adjectives: Comparative and Superlative Forms 77
What Are Adverbs? 79
CHAPTER 13 Making Subjects and Verbs
Hints About Adjectives and Adverbs 81
Do Not Confuse Good and Well, Bad and Agree 128
Badly 81
Pronouns Used as Subjects 129
Do Not Use More + -er, or Most + -est 82
Use Than, Not Then, in Comparisons 82 Special Problems with Agreement 130
Adjectives: Multiple Adjective Word Order 83 Identifying Count and Noncount Nouns 130
Using Articles with Nouns 131
Chapter Test Using Adjectives and Adverbs 84
Finding the Subject 133
Changed Word Order 135
Compound Subjects 136
CHAPTER 9 Correcting Problems with
Indefinite Pronouns 138
Modifiers 85 Collective Nouns 140
What Are Modifiers? 85 Making Subjects and Verbs Agree: A Review 141

Correcting Misplaced Modifiers 87 Chapter Test Making Subjects and Verbs Agree 144

Correcting Dangling Modifiers 89

Reviewing the Steps and the Solutions 91
Chapter Test Correcting Problems with Modifiers 94
CHAPTER 14 Using Pronouns Correctly:
Agreement and Reference 145
Pronouns and Their Antecedents 145
CHAPTER 10 Verbs: The Present
Agreement of a Pronoun and Its Antecedent 146
Tense 95
Special Problems with Agreement 147
The Simple Present Tense 96 Indefinite Pronouns 147
Irregular Verbs in the Simple Present Tense 99 Avoiding Gender Bias 147
The Simple Present Tense of Be, Have, Collective Nouns 149
and Do 99 Pronouns and Their Antecedents: Being Clear 151
The Present Progressive Tense 100 Chapter Test Using Pronouns Correctly: Agreement
The Present Perfect Tense 103 and Reference 155
Chapter Test Verbs: The Present Verb Forms 107

CHAPTER 15 Using Pronouns Correctly:

CHAPTER 11 Verbs: The Past Tense 108 Consistency and Case 156
The Simple Past Tense 109 Points of View and Pronoun Consistency 156
Irregular Verbs in the Simple Past Tense 109 Choosing the Case of Pronouns 159
More Irregular Verb Forms 111 Rules for Choosing the Case of Pronouns 160
The Past Progressive Tense 114 Problems in Choosing Pronoun Case 161
 Contents v

Choosing the Correct Pronoun Case in a Related Idiomatic Expressions that Use Prepositions 227
Group of Words 161 Common “Separable” Idiomatic
Common Errors with Pronoun Case 162 Expressions 228
Chapter Test Using Pronouns Correctly: Consistency Common “Inseparable” Idiomatic
Expressions 228
and Case 165

CHAPTER 16 Punctuation 166 Writing in Stages: The

The Period 167 Process Approach 231
The Question Mark 167
Learning by Doing 231
The Semicolon 168 Steps Make Writing Easier 231
The Comma 169
Other Ways to Use a Comma 175 CHAPTER 20 Writing a Paragraph:
The Apostrophe 178 Prewriting 233
The Colon 180
Beginning the Prewriting 234
The Exclamation Mark 182 Freewriting, Brainstorming, and Keeping a
The Dash 182 Journal 234
Finding Specific Ideas 236
Parentheses 182
Selecting an Idea 239
The Hyphen 183 Adding Details to an Idea 239
Quotation Marks 184 Focusing the Prewriting 241
Capital Letters 186 Marking Related Ideas 241
Mapping 242
Numbers 191
Forming a Topic Sentence 243
Abbreviations 192 Hints about Topic Sentences 244

CHAPTER 17 Spelling 195 CHAPTER 21 Writing a Paragraph:

Vowels and Consonants 195 Planning 251
Spelling Rule 1: Doubling a Final Consonant 196 Checking Your Details 251
Spelling Rule 2: Dropping the Final e 196 Adding Details When There Are Not
Spelling Rule 3: Changing the Final y to i 197 Enough 252
Eliminating Details that Do Not Relate to the
Spelling Rule 4: Adding -s or -es 198 Topic Sentence 253
Spelling Rule 5: Using ie or ei 198 From List to Outline 254
How Do You Spell It? One Word or Two? 201 Coherence 256
Words Whose Spelling Depends on Their Determining the Order of Details 256
Meaning 201 Where the Topic Sentence Goes 257
A List of Commonly Misspelled Words 203
CHAPTER 22 Writing a Paragraph:
CHAPTER 18 Words that Sound Alike/Look
Drafting and Revising 260
Alike 207
Drafting 260
Words that Sound Alike/look Alike 207
Revising a Draft 261
More Words that Sound Alike/look Alike 213
CHAPTER 23 Writing a Paragraph: Editing
CHAPTER 19 Using Prepositions
and Proofreading 266
Correctly 221
Editing and Proofreading Your Paragraph 266
Prepositions that Show Time 221 Giving Your Paragraph a Title 268
Prepositions that Indicate Place 222 Reviewing the Writing Process 269
Expressions that Use Prepositions 222 Critical Thinking and the Writing Process 270
vi Contents

Lines of Detail: A Walk-Through Lines of Detail: A Walk-Through

Assignment 271 Assignment 318
Topics for Writing Your Own Paragraph 271 Topics for Writing Your Own Descriptive
Topics for Critical Thinking and Writing 274 Paragraph 318
Topics for Critical Thinking and Writing 319

CHAPTER 24 Writing a Narrative

CHAPTER 26 Writing an Illustration
Paragraph 275
Paragraph 320
What Is Narration? 275
Give the Narrative a Point 276 What Is Illustration? 320
Hints for Writing a Narrative Paragraph 277 Hints for Writing An Illustration Paragraph 321
Using a Speaker’s Exact Words in Narrative 279 Knowing What Is Specific and What Is
General 321
Writing the Narrative Paragraph in Steps 279
Writing the Illustration Paragraph in Steps 323
PREWRITING Narration 279
PREWRITING Illustration 323
Listing Ideas 280
Adding Specific Details by Brainstorming 280 Adding Details to an Idea 323
Focusing the Prewriting 282 Creating a Topic Sentence 324
Coherence: Grouping the Details and Selecting a Illustration 326
PLANNING
Logical Order 283
Unity: Selecting a Topic Sentence 283 DRAF TING AND REVISING Illustration 329

PLANNING Narration 289 Using Effective Transitions 329

EDITING AND PROOFRE ADING
DRAF TING AND REVISING Narration 293
Illustration 331
Transitions 294
Lines of Detail: A Walk-Through
EDI T ING AND PROOFRE ADING Narration 296 Assignment 333
Lines of Detail: A Walk-Through Topics for Writing Your Own Illustration
Assignment 298 Paragraph 334
Topics for Writing Your Own Narrative Topics for Critical Thinking and Writing 335
Paragraph 300
Topics for Critical Thinking and Writing 301
CHAPTER 27 Writing a Process
Paragraph 336
CHAPTER 25 Writing a Descriptive What Is Process? 336
Paragraph 302 A Process Involves Steps in Time Order 337
Hints for Writing a Process Paragraph 337
What Is Description? 302
Writing the Process Paragraph in Steps 339
Hints for Writing a Descriptive Paragraph 303
Using Specific Words and Phrases 303 PREWRITING Process 339
Using Sense Words in Your Descriptions 306 Writing a Topic Sentence for a Process
Paragraph 340
Writing the Descriptive Paragraph in Steps 308
PREWRITING Description 308 PLANNING Process 341
Focusing the Prewriting 310 DRAF TING AND REVISING Process 344
Grouping the Details 310 Using the Same Grammatical Person 344
PLANNING Description 312 Using Transitions Effectively 345
Revised Draft of a Process Paragraph 347
DRAF TING AND REVISING Description 314
EDITING AND PROOFRE ADING Process 348
Transitional Words and Phrases 314
Lines of Detail: A Walk-Through
EDITING AND PROOFRE ADING Assignment 350
Description 316 Topics for Writing Your Own Process
Additional Focus on Supporting Details and Paragraph 351
Word Choice 316 Topics for Critical Thinking and Writing 352
 Contents vii

CHAPTER 28 Moving from Paragraphs to CHAPTER 29 Writing From Reading 390

Essays 353 What Is Writing from Reading? 391
Attitude 391
What Is an Essay? 353
Prereading 391
Comparing the Single Paragraph and the Essay 354 Why Preread? 391
Organizing an Essay 355 Forming Questions before You Read 392
An Example of the Prereading Step 392
Writing the Thesis 355
Reading 394
Hints for Writing a Thesis 356
An Example of the Reading Step 394
Writing the Essay in Steps 358 Rereading with Pen or Pencil 394
PREWRITING An Essay 358 An Example of Rereading with Pen or
Listing Ideas 359 Pencil 395
What the Notes Mean 396
PLANNING An Essay 361
Writing a Summary of a Reading 397
Hints for Outlining 361
PREWRITING Summary 397
Revisiting the Prewriting Stage 363
Selecting a Main Idea 398
DRAF TING AND REVISING An Essay 366
PLANNING Summary 399
Writing the Introduction 366
Where Does the Thesis Go? 366 DRAF TING AND REVISING Summary 400
Hints for Writing the Introduction 367
EDITING AND PROOFRE ADING Summary 401
Writing the Body of the Essay 369
How Long are the Body Paragraphs? 370 The Role of Critical Thinking as You Read 402
Developing the Body Paragraphs 370 Writing a Reaction to a Reading 402
Writing the Conclusion 371 PREWRITING Reaction 402
Revising Your Draft 373 Selecting a Topic, Listing and Developing
Transitions within Paragraphs 374 Ideas 403
Transitions between Paragraphs 374
PLANNING Reaction 403
Revised Draft of an Essay 375
EDITING AND PROOFRE ADING An Essay 380 DRAF TING AND REVISING Reaction 404
Creating a Title 380 EDITING AND PROOFRE ADING Reaction 404
Final Version of an Essay 380
Lines of Detail: A Walk-Through Writing about Agreement or Disagreement with a Point
Assignment 383 in a Reading 405
Topics for Writing Your Own Essay 384 PREWRITING Agree or Disagree 405
Topics for Critical Thinking and Writing: An
Essay 387 PLANNING Agree or Disagree 406
Topics for Writing Your Own Narrative
DRAF TING AND REVISING Agree or
Essay 387
Topics for Critical Thinking and Writing: Disagree 406
Narrative Essay 387 EDITING AND PROOFRE ADING Agree or
Topics for Writing Your Own Descriptive Disagree 407
Essay 387
Topic for Critical Thinking and Writing: Writing for an Essay Test 407
Descriptive Essay 388 Before the Test: The Steps of Reading 407
Topics for Writing Your Own Illustration During the Test: The Stages of Writing 408
Essay 388 PREWRITING Essay Test 408
Topics for Critical Thinking and Writing:
Illustration Essay 388 PLANNING Essay Test 408
Topics for Writing Your Own Process
DRAF TING AND REVISING Essay Test 408
Essay 388
Topics for Critical Thinking and Writing: EDITING AND PROOFRE ADING Essay Test 408
Process Essay 389
Organize Your Time 409
viii Contents

Writing from Reading: A Summary of Options 409 Process: “My Immigrant Experience” by Eugene
Lines of Detail: A Walk-Through Volokh 440
Assignment 409 Reading Comprehension 442
Topics for Writing from Reading: “Part-Time Discussion Prompts/Writing Options 442
Job May Do Teenagers More Harm than Topics for Critical Thinking and Writing 443
Good” 410
Process: “Seven Ways to Change the World” by Monica
Writing from Reading 411
Reading Comprehension: O Pioneers! 413 Bourgeau 444
Topics for Writing from Reading: Reading Comprehension 447
O Pioneers! 414 Discussion Prompts/Writing Options 447
Topics for Critical Thinking and Writing: Topics for Critical Thinking and Writing 447
O Pioneers! 414 The Multipattern Essay: “How Ramen Got Me Through
Adolescence” by Veronique Greenwood 449

Appendix: Readings for Reading Comprehension 451

Discussion Prompts/Writing Options 451
Writers 415 Topics for Critical Thinking and Writing 451

Writing From Reading: “Marjory Stoneman Douglas:

Appendix: Basics of
Patron Saint of the Everglades” by Varla Ventura 415
Reading Comprehension 417
Discussion Prompts/Writing Options 417
Topics for Critical Thinking and Writing 418
College Research 453
Narration: “First Comes Love” by Sonnie Trotter 419 Locating Material in Your College Library 453
Reading Comprehension 420 Online Catalog 453
Discussion Prompts/Writing Options 420 Popular Subscription Services 453
Topics for Critical Thinking and Writing 420 Internet Search Engines 453
Narration: “Bullet to Blue Sky” by Yesenia De Jesus 422 Checking for Validity of Sources 454
Reading Comprehension 425 RAVEN 454
Discussion Prompts/Writing Options 425 Acknowledging Your Sources 455
Topics for Critical Thinking and Writing 425
Gathering and Organizing Sources 455
Description: “The Girl with the Blue Skin” by Jordan Making a Record of Information about a
Barbour 427 Source 455
Reading Comprehension 429 Additional Information Needed for Online
Discussion Prompts/Writing Options 429 Sources 456
Topics for Critical Thinking and Writing 430 Documenting Your Research: In-text Citations
Description: “A White Heron” by Sarah Orne and Bibliographic Information 456
Jewett 431 Incorporating Research 456
Reading Comprehension 432 Using Sources 456
Discussion Prompts/Writing Options 433 Using Signal Verbs and Signal Phrases to
Topics for Critical Thinking and Writing 433 Introduce Information 457
Avoiding Plagiarism 457
Illustration: “Meet the Neighbors” by Peter
Lovenheim 434 Credits 459
Reading Comprehension 436 Index 461
Discussion Prompts/Writing Options 436
Photo-Based Writing Topics
Topics for Critical Thinking and Writing 436
Writing a Paragraph 274
Illustration: “With a Job on the Side” by Anya
Writing a Narrative Paragraph 301
Kamenetz 437
Writing a Descriptive Paragraph 319
Reading Comprehension 438 Writing an Illustration Paragraph 335
Discussion Prompts/Writing Options 438 Writing a Process Paragraph 352
Topics for Critical Thinking and Writing 438 Moving from Paragraphs to Essays 385
Preface for Instructors
Students need more help than ever in becoming proficient writers and ef-
fective communicators. We applaud your ongoing commitment to helping
developing writers become confident learners, and we remain extremely
grateful for your ongoing trust in our work.
Along These Lines: Writing Sentences and Paragraphs with Writing
from Reading Strategies, 7/e, retains the intensive grammar coverage
and writing process instruction that adopters have praised, and the self-
contained chapters provide a flexible framework that can easily be adapted
for a host of learning styles and instructional preferences. Many caring
reviewers have offered insightful, practical, and creative revision sugges-
tions, and thanks to their collective wisdom, this updated edition is the
most engaging and visually appealing text to date. We hope you’ll agree and
that this updated edition serves you well in your quest to educate those stu-
dents who aspire for a college degree and the promise that it offers.

NEW FEATURES AND ENHANCEMENTS IN THE

SEVENTH EDITION
• Grammar chapters have been clarified and streamlined where
needed.
• More critical thinking boxes have been added to the writing
chapters to encourage students to develop the role critical thinking
plays in writing and reading.
• Significant improvements have been made to the Readings,
including the incorporation of many new readings on current and
interesting topics and one more reading than in the last edition.
The new readings include several short writing selections, two
essays written by students, a selection from literature, and a new
multi-mode essay.
• Improved questions and writing prompts have been added to
support the Readings. These new questions and writing prompts
better differentiate between reading comprehension and opportu-
nities for discussion.
• New, current, and engaging exercises and writing prompts on
topics interesting to students have been included in every chapter.
• New Appendix on the Basics of College Research has been
added to this edition. It is designed to give students the basics
about how to conduct library and Internet research and to help stu-
dents better evaluate the credibility and trustworthiness of online
sources.

ix
x Preface for Instructors

POPULAR FEATURES RETAINED

Based on positive feedback from current adopters and new reviewers, the
following popular and distinctive features have been retained:

The Grammar Chapters

• Grammar concepts taught step-by-step, as in “Two Steps to Check
for Sentence Fragments”
• A “Quick Question” opener in each chapter that provides an incen-
tive for students to preview a chapter’s content
• Three types of grammar exercises: Practice (simple reinforce-
ment), Collaborate (partner or group work), and Connect (“in
context” application of a grammar principle to a paragraph requir-
ing revision and/or editing)
• A Chapter Test at the end of chapters, ideal for class review or
quick quizzes

The Writing Chapters

• Visually appealing and easy-to-follow checklists and “Info Boxes”
that guide students through the writing process and help them
grasp basic principles and patterns
• Examples of an outline, draft, and final version of a formal
assignment
• A “Walk-Through” writing assignment at the end of each chapter
that guides students, step-by-step, through the stages of the writing
process
• Numerous, timely writing topics that promote critical-thinking
skills and spark collaborative or individual assignments

The Reading Sections

• A separate “Writing from Reading” chapter providing instruction on
prereading strategies, marking a selection, taking notes, summariz-
ing, and reacting to a writer’s premise, and writing timed papers for
in-class tests
• Carefully selected readings grouped in a separate appendix for
easy reference
• Writing options, including critical-thinking topics, inspired by a
reading selection’s content and designed to elicit informed, rea-
soned responses

Throughout the Text

• Engaging teaching tips in the Annotated Instructor’s Edition, in-
cluding tips tailored for English language learners and special em-
phasis on interactive class activities

WRITING RESOURCES AND SUPPLEMENTS

Annotated Instructor’s Edition for Along These Lines: Writing Sentences
and Paragraphs with Writing from Reading Strategies
ISBN 0134782356 / 9780134782355
 Preface for Instructors xi

Instructor’s Resource Manual for Along These Lines: Writing Sentences

and Paragraphs with Writing from Reading Strategies
ISBN 0134782488 / 9780134782485
Test Bank for Along These Lines: Writing Sentences and Paragraphs with
Writing from Reading Strategies
ISBN 0134782402 / 9780134782409
PowerPoint Presentation for Along These Lines: Writing Sentences and
Paragraphs with Writing from Reading Strategies
ISBN 013478250X / 9780134782508
Answer Key for Along These Lines: Writing Sentences and Paragraphs
with Writing from Reading Strategies
ISBN 013478247X / 9780134782478

Reach Every Student by Pairing This Text with MyLab Writing

MyLab™ is the teaching and learning platform that empowers you to reach
every student. By combining trusted content with digital tools and a flexible
platform, MyLab personalizes the learning experience and improves results
for each student. When students enter your developmental writing course
with varying skill levels, MyLab can help you identify which students need
extra support and provide them targeted practice and instruction outside of
class. Learn more at www.pearson.com/mylab/writing.
• Empower each learner: Each student learns at a different pace.
Personalized learning pinpoints the precise areas where each stu-
dent needs practice, giving all students the support they need —
when and where they need it — to be successful.
• MyLab Writing diagnoses students’ strengths and weaknesses
through a pre-assessment known as the Path Builder, and of-
fers up a personalized Learning Path. Students then receive
targeted practice and multimodal activities to help them improve
over time.
• Teach your course your way: Your course is unique. So whether
you’d like to build your own assignments, teach multiple sections,
or set prerequisites, MyLab gives you the flexibility to easily create
your course to fit your needs.
• Improve student results: When you teach with MyLab, student
performance improves. That’s why instructors have chosen MyLab
for over 15 years, touching the lives of over 50 million students.

ACKNOWLEDGMENTS
We are indebted to the following professionals for their comprehensive re-
views, practical advice, and creative suggestions regarding the Along These
Lines series:
Stephanie Alexander Mountwest Community and Technical College
Elizabeth Andrews South Florida State College
Elizabeth Barnes Daytona State College
Iris Chao Saddleback College
Patty Crockett Bishop State Community College
Mellisa Dalton Lanier Technical College
xii Preface for Instructors

Linda Hasty Motlow State Community College

Gregg Heitschmidt Surry Community College
Johnnerlyn Johnson Sandhills Community College
Therese Jones Lewis University
Cassi Lapp Northwest Arkansas Community College
Ann Moore Florence-Darlington Technical College
Deana Pendley Copiah-Lincoln Community College
Sandra Valerio Del Mar College
The updates and additions to this text would not have been possible
without the help, support, and collaboration of a great many people. We are
greatly indebted to the outstanding professionals at Pearson and Ohlinger
Studios for the work they put into and the guidance given to making this
edition a reality. We also thank the reviewers, whose comments helped to
shape the most recent edition:
Elizabeth Andrews South Florida State College
Carolyn Briggs Marshalltown Community College
Carolyn Davis Pima Community College
Zeba Mehdi Central Piedmont Community College
Darice Moore St. Petersburg College
Marjorie Wikoff St. Petersburg College
We extend our deepest gratitude to Steven Jolliffe and Richard
McCarthy for taking on the lion’s share of revisions. Steve selected the new
readings, wrote new questions and writing prompts to accompany them,
and wrote the new appendix. Steve and Richard updated the text, wrote
new exercise items and writing prompts throughout the text, and wrote
new critical thinking boxes for the writing chapters. Steve and Richard are
creative and knowledgeable instructors—they excel at inspiring student in-
terest and at knowing just where to add a subtle change that makes all the
difference. We also thank Steve for his dedicated partnering throughout the
editing and production stages.
We are grateful for Nancy Doherty Schmitt, Development Editor, for
her keen eye, her thoughtful suggestions, and her vision and guidance.
There have been many hands who have contributed to this text throughout
many editions, but Nancy has brought new clarity and unity to this com-
pletely updated edition.
We also want to pay tribute to all the unsung heroes in the classroom
who help struggling students overcome adversity, find their voice, and
reach their potential. We are humbled by your dedication and resilience,
and you exemplify effective teaching at its best.
Finally, and most importantly, we send heartfelt thanks to the thou-
sands of students who have intrigued, impressed, and inspired us through
the years. You have taught us far more than you can ever imagine, and you
have made our journey extraordinary along all lines.
Sentence-Level Skills:
Grammar for Writers

Grammar Step by Step

In this part of the book, you’ll be working with the basics of grammar. If you
are willing to memorize certain rules and work through the activities here,
you will be able to apply grammatical rules automatically as you write.
Mastering the practical parts of grammar will improve your writing, help-
ing you become a more confident writer who is better prepared for future
courses.

1
 C HAPTE R 1 The Simple Sentence

Quick Question
True or False: There is only one verb in
this sentence: Students should come to
class on time.
(After you study this chapter, you will
be confident of your answer.)

Learning Objectives
In this chapter, you will learn to:
❶ Identify subjects and verbs in sentences.
❷ Identify action verbs and being verbs in sentences.
❸ Identify helping verbs in sentences.
❹ Identify the subjects of sentences.
❺ Identify prepositional phrases and correct word order.
❻ Use verbs correctly in sentences.
Identifying the crucial parts of a sentence is the first step in many writing
decisions: how to punctuate, how to avoid sentence fragments, and how
to be sure that subjects and verbs agree (match). Moving forward to these
decisions requires a few steps backward—to basics.

❶ Identify subjects and RECOGNIZING A SENTENCE

verbs in sentences.
Let’s start with a few definitions. A basic unit of language is a word.
examples: dog, rock, table

2
 Chapter One The Simple Sentence 3

A group of related words can be a phrase.

examples: broken glass, in the water, brand new car
When a group of words contains a subject and a verb, it is called a clause.
When the word group has a subject and a verb and makes sense by itself, it
is called a sentence or an independent clause.
If you want to check whether you have written a sentence and not just
a group of related words, you first have to check for a subject and a verb.
Locating the verbs first can be easier.

RECOGNIZING VERBS ❷ Identify action verbs

and being verbs in
Verbs are words that express some kind of action or being. Action verbs sentences.
tell what somebody or something does.

action verbs:
Grandparents hold valuable information about family history.
She writes a daily blog.
The class posts on the discussion board every Monday.
You wrote a paper in English class last term.
Marco completed the job application.
My brother drives like a maniac.
The team studies together in the library.
I believe her story.

Sometimes a verb tells what something or somebody is. Such verbs are
called being verbs. Words like feels, looks, seems, smells, sounds, and
tastes are also part of the group called being verbs. Look at some examples
of being verbs and their functions in the following sentences:

being verbs:
A book is a common birthday gift.
The instructor looks tired today.
I feel good.
Steve is a good swimmer.
He seems fascinated by his phone.
They are the best students in my class.
I felt angry after hearing the news.
His garage is a disaster zone.

Exercise 1 Practice: Recognizing Action Verbs

Underline the action verbs in the following sentences.
1. The mother hugged the child.
2. On Tuesday, traffic blocked the intersection.
3. The Web site loaded slowly.
4. Most old people remind me of my grandparents.
5. The pet store opens at 11:00 a.m.
6. Nick never goes to a gym on the weekends.
4 Sentence-Level Skills: Grammar for Writers

7. A city bus takes me to work in the morning.

8. Karen needs your help after school.

Exercise 2 Practice: Recognizing Being Verbs

Underline the being verbs in the following sentences.
1. My study habits were not effective.
2. The blueberry pie tastes delicious.
3. Your dog was a good and loyal friend.
4. Snapchatting seems fun.
5. Jade Beach is a popular gathering place for students.
6. Professor Duvale is a well-known blues musician.
7. Your plan for improvement sounds clear and reasonable.
8. The ocean looks magnificent today.

Collaborate Exercise 3 Collaborate: Writing Sentences with Specific Verbs

With a partner or group, write two sentences using each of the verbs listed.
Each sentence must have at least five words. When you have completed the
exercise, share your answers with another group or with the class. The first
one is done for you.
1. verb: dragged
sentence 1: I dragged the heavy bag across the floor.
sentence 2: Lori dragged herself to class on Friday morning.
2. verb: smells
sentence 1:
sentence 2:
3. verb: argues
sentence 1:
sentence 2:
4. verb: seem
sentence 1:
sentence 2:
5. verb: chatted
sentence 1:
sentence 2:
6. verb: wins
sentence 1:
sentence 2:
 Chapter One The Simple Sentence 5

7. verb: was
sentence 1:
sentence 2:
8. verb: were
sentence 1:
sentence 2:

Helping Verbs ❸ Identify helping verbs

The verb in a sentence can be more than one word. There can be helping in sentences.
verbs in front of the main verb (the action verb or being verb) in state-
ments. Questions often have a helping verb. Do, does, and did are used in
questions without the verb to be or another helping verb. The Info Box lists
some frequently used helping verbs.

INFO BOX Common Helping Verbs

am had might were
can has must will
could have shall would
did is should
do/does may was

Here are some examples of sentences with main and helping verbs:
main and helping verbs:
You should have answered the telephone. (The helping verbs are
should and have.)
The restaurant will notify the lucky winner. (The helping verb is will.)
Babies can recognize their mothers’ voices. (The helping verb is can.)
I am thinking about eating pizza for both lunch and dinner. (The
helping verb is am.)

Exercise 4 Practice: Recognizing the Complete Verb: Main and

Helping Verbs
Underline the complete verb (both main and helping verbs) in each of the
following sentences.
1. Caroline has studied Spanish since she was seven.
2. Did she build her snowman by herself?
3. I will be taking my final exams next week.
4. Annette should have apologized for being late.
5. Tina and Stan are paying for their son’s trip to Spain.
6. My little nephew can sing really funny songs.
7. By Friday, I must make a decision about surgery.
8. Does this class end at 4:00 p.m.?
6 Sentence-Level Skills: Grammar for Writers

Collaborate
Exercise 5 Collaborate: Writing Sentences with Helping Verbs
Complete this exercise with a partner or group. First, ask one person to add
at least one helping verb to the verb given. Then work together to write two
sentences using the main verb and the helping verb(s). Appoint one spokes-
person for your group to read all your sentences to the class. Notice how
many combinations of main and helping verbs you hear. The first one is done
for you.
1. verb: complained
verb with helping verb(s): must have complained
sentence 1: My supervisor must have complained about me.
sentence 2: She must have complained twenty times yesterday.
2. verb: denying
verb with helping verb(s):
sentence 1:
sentence 2:
3. verb: forgive
verb with helping verb(s):
sentence 1:
sentence 2:
4. verb: said
verb with helping verb(s):
sentence 1:
sentence 2:
5. verb: given
verb with helping verb(s):
sentence 1:
sentence 2:
6. verb: expecting
verb with helping verb(s):
sentence 1:
sentence 2:
7. verb: broken
verb with helping verb(s):
sentence 1:
sentence 2:
8. verb: encourage
verb with helping verb(s):
sentence 1:
sentence 2:
 Chapter One The Simple Sentence 7

More than One Main Verb

Helping verbs can make the verb in a sentence longer than one word, but
there can also be more than one main verb.
more than one main verb:
Antonio begged and pleaded for the last piece of cake.
I ran to the car, tossed my hiking gear in the trunk, and jammed the
key in the ignition.
The tutor reviews verbs and explains sentence structure.

Exercise 6 Practice: Recognizing Main Verbs

Some of the sentences that follow have one main verb; some have more than
one main verb. Underline all the main verbs in each sentence.
1. Every weekend, my brother drives to his girlfriend’s house, honks
his car horn, and waits for her in his car.
2. Kansky and Stamos sell silver rings and leather belts at the flea
market.
3. Alicia borrowed my clothes but rarely returned them.
4. My favorite place on campus has private study rooms.
5. Your mother called and invited us to lunch this weekend.
6. A drunk driver shattered one car’s taillight, smashed another’s front
end, and skidded into a trash can.
7. Felice ordered a hamburger for lunch and cut it into small pieces.
8. Some of the animals in his paintings look like dragons or other
fantastic creatures from an imaginary world.

Exercise 7 Practice: Recognizing Verbs in a Selection from

“The Tell-Tale Heart”
This selection is from “The Tell-Tale Heart,” a horror story by Edgar Allan
Poe. In it, an insane murderer has killed an old man and buried him under
the floor. When the police arrive, they find nothing, but the murderer is con-
vinced that he—and the police—can hear the old man’s heart beating under
the floor. In this selection, the murderer describes what he feels as he hears
the heart beat louder and louder.
Underline all the verbs in the selection. Notice how a careful choice of
verbs can make writing exciting and suspenseful.

The officers were satisfied. My manner had convinced them. I was singularly

at ease. They sat, and while I answered cheerfully, they chatted of familiar things.

But, ere* long, I felt myself getting pale and wished them gone. My head ached,

and I fancied* a ringing in my ears: but still they sat and still chatted. The ringing

became more distinct—it continued and became more distinct: I talked more
8 Sentence-Level Skills: Grammar for Writers

freely to get rid of the feeling: but it continued and gained definitiveness—until, at

length,* I found that the noise was not within my ears.

No doubt I now grew very pale—but I talked more fluently, and with a

heightened voice. Yet the sound increased—and what could I do? . . . I gasped for

breath—and yet the officers heard it not. I talked more quickly, more vehemently;*

but the noise steadily increased. I arose and argued about trifles, in a high key and

with violent gesticulations,* but the noise steadily increased. Why would they not

be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the

observation of the men—but the noise steadily increased. Oh God! What could I

do? I foamed—I raved—I swore! . . . It grew louder—louder—louder! And still the

men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God!

—no, no! They heard!—they suspected!—they knew!

*ere: before
*fancied: imagined
*at length: after a time
*vehemently: furiously
*gesticulations: gestures

❹ Identify the subjects RECOGNIZING SUBJECTS

of sentences.
After you learn to recognize verbs, you can easily find the subjects of sen-
tences because subjects and verbs are linked. If the verb is an action verb,
for example, the subject will be the word or words that answer the question
“Who or what is doing that action?” Follow these steps to identify the subject:
sentence with an action verb:
TEACHING TIP The cat slept on my bed.
Step 1: Identify the verb: slept
Step 2: Ask, “Who or what slept?”
Step 3: The answer is the subject: The cat slept on my bed. The cat is
the subject.
If the verb is a being verb, the same steps apply to finding the subject.
sentence with a being verb:
TEACHING TIP
Clarice is his cousin.
Step 1: Identify the verb: is
Step 2: Ask, “Who or what is his cousin?”
Step 3: The answer is the subject: Clarice is his cousin. Clarice is the
subject.
 Chapter One The Simple Sentence 9

Just as there can be more than one verb, there can be more than one subject.
examples:
Coffee and a doughnut are a typical snack for my dad.
His father and grandfather own a landscaping service.

Exercise 8 Practice: Recognizing Subjects in Sentences

Underline the subjects in the following sentences.
1. The students like to sit outside in the sun.
2. Sylvia Jong might have gone to the wrong classroom.
3. Biology and algebra are difficult subjects for me.
4. An owl woke me in the middle of the night.
5. Lorraine and Pierre have family members in Haiti.
6. Smoking is becoming an expensive and socially unacceptable habit.
7. Greed and arrogance led Carter into a mess he could not get out of.
8. Peanuts can cause dangerous allergic reactions in some people.

Exercise 9 Collaborate: Adding Subjects to Sentences Collaborate

Working with a partner or group, complete the following paragraph by add-

ing subjects to the blank lines. Before you fill in the blanks, discuss your
answers and try to come to an agreement about the worst movie, the worst
music video, and so on. When you have completed the paragraph, share your
answers with another group or with the class.

This year has seen many achievements in the arts and entertainment,

but it has also seen many creative disasters. On movie screens, there have

been some terrible movies. Without a doubt, ___________________________

was the worst movie of the year. It should never have been made. On televi-

sion, ___________________________ was the worst and also the most irritating

show. Every time I see it, I want to turn it off or kick in the television screen.

___________________________ and ___________________________ take the prize

for the worst actor and actress of the year. They should consider other careers.

In the field of music, ___________________________ ranks as the least successful

music video of the year. ___________________________ is the most annoying song

because the radio played it far too often. Last, ___________________________ is

the most annoying singer.

10 Sentence-Level Skills: Grammar for Writers

MORE ABOUT RECOGNIZING SUBJECTS AND VERBS

Recognizing the Core Subject
When you look for the subject of a sentence, look for the core word or
words; do not include descriptive words around the subject. Look for the
noun (people, places, or things), not for the words that describe it.
the core subject:
Interesting digital texts are needed to engage students.
Cracked sidewalks and rusty railings made the neighborhood
unwelcoming.

❺ Identify prepositional Prepositions and Prepositional Phrases

phrases and correct Prepositions are usually short words that often signal a kind of position or
word order. possession, as shown in the following Info Box.

TEACHING TIP
INFO BOX Some Common Prepositions
about before by inside on under
above below down into onto up
across behind during like over upon
after beneath except near through with
among beside for of to within
around between from off toward without
at beyond in

TEACHING TIP A prepositional phrase is made up of a preposition and its object.

Here are some prepositional phrases. In each one, the first word is the prep-
osition; the other words are the object of the preposition.
prepositional phrases:
about the house of mice and men
around the bend off the mark
between two trees on the stairs
during class up the big hill
near my shoes with his friends

An old memory trick can help you remember prepositions. Think of

a house. Now, think of a series of words you can put in front of the house.
around the house through the house
by the house to the house
behind the house near the house
between the houses under the house
over the house on the house
off the house from the house
These words are prepositions.
 Chapter One The Simple Sentence 11

You need to know about prepositions because they can help you iden-
tify the subject of a sentence. Here is an important grammar rule about
prepositions:
Nothing in a prepositional phrase can ever be the subject of a
sentence.
Prepositional phrases describe people, places, or things. They may
also describe the subject of a sentence, but they never include the subject.
Whenever you are looking for the subject of a sentence, begin by putting
parentheses around all the prepositional phrases:
parentheses and prepositional phrases:
The park (behind my apartment) has a playground (with swings and
slides).
Nothing in the prepositional phrase can be the subject. Once you have
eliminated these phrases, you can follow the steps to find the subject of the
sentence.
Step 1: Identify the verb: has
Step 2: Ask, “Who or what has?”
Step 3: The answer is the subject: The park. The park is the subject.
By marking off the prepositional phrases, you are left with the core of
the sentence. There is less to look at.
(Across the street) a child (with a teddy bear) sat (among the flowers).
subject: child
The student (from Jamaica) won the contest (with ease).
subject: student

Exercise 10 Practice: Recognizing Prepositional Phrases, Subjects,

and Verbs
Put parentheses around the prepositional phrases in the following sentences.
Then underline the subjects and verbs, putting S above the subject and V
above the verb.

1. Two of my family members graduated from Columbia High School

in 2017.

2. The athlete ran across the track and flew over the finish line.

3. A bunch of chocolates and a card lay on the desk.

4. The girl with the long black hair was new to the neighborhood.

5. The mud on my shoes came from a deep puddle in front

of the steps.
12 Sentence-Level Skills: Grammar for Writers

6. Nothing except a huge bowl of ice cream can soothe the pain

of that algebra test.

7. The employees worked over a long weekend to complete the

project behind the new building.

8. At one point, the troops were driving through dangerous territory

without clear directions.

Collaborate Exercise 11 Collaborate: Writing Sentences with Prepositional Phrases

Do this exercise with a partner. First, add one prepositional phrase to the
core sentence. Then ask your partner to add a second prepositional phrase
to the same sentence. For the next sentence, switch places. Let your partner
add the first phrase; you add the second. Keep switching places throughout
the exercise. When you have completed the exercise, share your sentences
(the ones with two prepositional phrases) with the class. The first one is
done for you.
1. core sentence: Employees are concerned.
Add one prepositional phrase: Employees are concerned about their
paychecks.
Add another prepositional phrase: Employees at the central plant are
concerned about their paychecks.

2. core sentence: Eduardo studied.

Add one prepositional phrase:
___________________________________________________________
Add another prepositional phrase:

3. core sentence: The lecture began.

Add one prepositional phrase:
___________________________________________________________
Add another prepositional phrase:

4. core sentence: A man in black appeared.

Add another prepositional phrase:

Add another prepositional phrase:

 Chapter One The Simple Sentence 13

Word Order
When we speak, we often use a simple word order: first, the subject; then,
the verb. For example, someone would say, “He lost the key.” He is the sub-
ject that begins the sentence; lost is the verb that comes after the subject.
However, not all sentences use such a simple word order. Prepositional
phrases, for example, can change the word order. To identify the subject
and verb, follow these steps:
prepositional phrase and changed subject–verb order:
Behind the cabinet was a box of coins.
Step 1: Mark off the prepositional phrases with parentheses: (Behind
the cabinet) was a box (of coins). Remember that nothing in a
prepositional phrase can be the subject of a sentence.
Step 2: Find the verb: was
Step 3: Who or what was? A box was. The subject of the sentence is
box.
After you change the word order of this sentence, you can see the subject
(S) and the verb (V) more easily.
S V
A box of coins was behind the cabinet.

(Even though coins is a plural word, you must use the singular verb
was because box is the singular subject.)

Exercise 12 Practice: Finding Prepositional Phrases, Subjects, and

Verbs in Complicated Word Order
Put parentheses around the prepositional phrases in the following sentences.
Then underline the subjects and verbs, putting an S above each subject and
a V above each verb.

1. Across the street from my grandmother’s store is an empty lot TEACHING TIP

with cracked cement.

2. By a border of yellow daisies stood a black dog with a yellow collar.

3. Behind all Mario’s tattoos and muscles hid a shy man with a longing

for approval.

4. Inside her desk is a new tablet in a zippered case.

5. From somewhere in the darkened room came the loud sound

of someone snoring happily.

6. Among the stuff for sale on the table is a faded photograph

of someone fishing in a boat.

14 Sentence-Level Skills: Grammar for Writers

7. Through the halls echoed the sound of happy parents waiting

to greet their children.

8. Beyond the horizon is a new adventure.

More on Word Order

The expected word order of a subject followed by a verb will change when
a sentence starts with There is(are), There was(were), Here is(are), or
Here was(were). In such cases, look for the subject after the verb:
S–V order with There is(are), Here is(are):
V S S
There are a supermarket and a laundromat near my apartment.
V S
Here is my best friend.

TEACHING TIP To understand this pattern, you can change the word order:
S S V
A supermarket and a laundromat are there, near my apartment.
S V
My best friend is here.

You should also note that even when the subject comes after the verb, the
verb has to match the subject. For instance, if the subject refers to more
than one thing, the verb must refer to more than one thing:
There are a supermarket and a laundromat near my apartment. (Two
things, a supermarket and a laundromat, are near my apartment.)

Word Order in Questions

Questions have a different word order. The main verb and helping verb are
not next to each other, except in short questions (often called tag questions).
word order in questions:
question: Did you study for the test?
(tag question version: You studied for the test, didn’t you?)
subject: you
verbs: did, study
To understand this concept, you can think about answering the question.
If someone accused you of not studying for the test, you might say, “I did
study for it.” You would use two words as verbs.
question: Will she take that history course next semester?
(tag question version: She’ll take that history course next
semester, won’t she?)
subject: she
verbs: will, take
question: Is Charles making the coffee?
subject: Charles
verbs: is, making
 Chapter One The Simple Sentence 15

Exercise 13 Practice: Recognizing Subjects and Verbs in Questions

and Here is(are), There is(are) Word Order
Underline the subjects and verbs in the following sentences, putting an S
above each subject and a V above each verb.

1. There is somebody with a barking dog next door.

2. Have we driven off the main road and missed the right exit?

3. Do you expect an answer to that question?

4. Here is our chance for a quick snack.

5. Would Ms. Sung like a gift card for her birthday?

6. Over on the next block there are a barber shop and a shoe store.

7. There was a long line at the concert.

8. Can I borrow your calculator for the test?

Words that Cannot Be Verbs ❻ Use verbs correctly

Sometimes there are words that look like verbs in a sentence, but they are in sentences.
not verbs. Such words include adverbs (words like always, often, nearly,
never, ever) that are placed close to the verb but are not verbs. Another
word that is not a verb is not. Not is placed between a helping verb and a
main verb, but it is not part of the verb. When you are looking for verbs in a
sentence, be careful to eliminate words like often and not.
They will not accept his credit card. (The complete verb is will accept.)
Mark can often repair his truck by himself. (The complete verb is
can repair.)
Be careful with contractions.
He hasn’t called Maria since last weekend. (The complete verb is has
called. Not is not a part of the verb, even in contractions.)
Don’t you speak Spanish? (The complete verb is do speak.)
Won’t you come to the movie? (The complete verb is will come. Won’t
is a contraction for will not.)

Recognizing Main Verbs

If you are checking to see if a word is a main verb, try the pronoun test.
Combine your word with this simple list of pronouns: I, you, he, she, it, we,
and they. A main verb is a word such as look or pulled that can be combined
with the words on this list. Now try the pronoun test.
For the word look: I look, you look, he looks, she looks, it looks, we
look, they look
16 Sentence-Level Skills: Grammar for Writers

For the word pulled: I pulled, you pulled, he pulled, she pulled, it
pulled, we pulled, they pulled
But the word never can’t be used alone with the pronouns:
I never, you never, he never, she never, it never, we never, they never
(Never did what?)
Never is not a verb. Not is not a verb either, as the pronoun test indicates:
I not, you not, he not, she not, it not, we not, they not (These combi-
nations don’t make sense because not is not a verb.)

TEACHING TIP Verb Forms that Cannot Be Main Verbs

There are two verb forms that are not main verbs. An -ing verb by itself can-
not be the main verb, as the pronoun test shows.
For the word taking: I taking, you taking, he taking, she taking, it tak-
ing, we taking, they taking
If you see an -ing verb by itself, correct the sentence by adding a helping verb.
He taking his time. (Taking, by itself, cannot be a main verb.)
correction: He is taking his time.
The other verb form that cannot be the main verb is called an infinitive.
An infinitive is the form of the verb that has to placed in front of it. The Info
Box lists some common infinitives.

INFO BOX Some Common Infinitives

to call to eat to live to smile
to care to fall to make to talk
to drive to give to run to work

Try the pronoun test and you’ll see that infinitives can’t be main verbs:
For the infinitive to live: I to live, you to live, he to live, she to live, we
to live, they to live
If you see an infinitive being used as a verb, correct the sentence by adding
a main verb.
He to live in a better house.
correction: He wants to live in a better house.
The infinitives and the -ing verbs just don’t work as main verbs. You must
put a verb with them to make a correct sentence.

Exercise 14 Practice: Correcting Problems with Infinitive or -ing Verb

Forms
Most—but not all—of the following sentences are faulty; an -ing verb or an
infinitive may be taking the place of a main verb. Correct the sentences that
have errors.

1. Nobody in the store paying attention to the customers.

2. A lack of quality jobs in our state sending many people into debt.
 Chapter One The Simple Sentence 17

3. Maggie’s talent for putting people at ease was a real asset in her
volunteer work at the free clinic near the edge of town.

4. In the middle of a cold winter, I wondering about a move to Florida.

5. For me, the unpleasant parts of the field trip to be the hot weather
and the lack of cell service.

6. As the plane touched down, I thinking about the fun of the days
ahead.
7. A tropical storm with strong winds and heavy rain is going to ruin
our weekend plans.

8. Joshua to graduate this May.

Exercise 15 Practice: Finding Subjects and Verbs: A Comprehensive

Exercise
Underline the subjects and verbs in the following sentences, putting an S
above each subject and a V above each verb.

1. My sisters like to study together.

2. Behind all the noise is a thoughtful young man with a deep respect

for women.

3. Keith didn’t always want a career in marketing.

4. Matt hoped to send a text to his daughter before the game.

5. Didn’t you ever think about the risks of buying a car you

never drove?

6. There are a few problems with ordering shoes online.

7. Deep love and constant patience helped my parents to survive my

father’s deployment.

8. Where did you and Tina go after the party?

18 Sentence-Level Skills: Grammar for Writers

Exercise 16 Practice: Finding Subjects and Verbs: A Comprehensive

Exercise
Underline the subjects and verbs in the following sentences, putting an S
above each subject and a V above each verb.

1. In the back of the garage was a pair of basketball shoes.

2. In the summer, Wallace drives to the mountains and hikes along the

streams.

3. The Cuban coffee and pastries at Max’s restaurant attracted

customers from across the city.

4. Without Christine’s help, Jamie might never have gotten the chance

to meet Margo.

5. Below street level is an underground mall with thirty shops and

seven restaurants.

6. Paul’s dedication to his job has made him a valuable employee.

7. There was a gold border around the rim of the mug.

8. Jeff’s cat leaped onto my lap and became a purring machine.

Collaborate Exercise 17 Collaborate: Creating Your Own Text

Do this exercise with a partner or a group. Following is a list of rules you
have just studied. Write two examples for each rule. When your group has
completed the examples for each rule, trade your group’s completed exer-
cise with another group’s and check their examples while they check yours.
The first rule has been done for you.
Rule 1: The verb in a sentence can express some kind of action.

example 1: My cousin studies biology in college.

example 2: Yesterday the rain destroyed the rose bushes.

Rule 2: The verb in a sentence can express some state of being.

example 1:

example 2:
 Chapter One The Simple Sentence 19

Rule 3: The verb in a sentence can consist of more than one word.
example 1:

example 2:
Rule 4: There can be more than one subject in a sentence.
example 1:

example 2:
Rule 5: If you take out the prepositional phrases, it is easier to identify
the subject of a sentence because nothing in a prepositional phrase
can be the subject of a sentence. (Write sentences containing at
least one prepositional phrase. Put parentheses around the prepo-
sitional phrases.)
example 1:

example 2:
Rule 6: Not all sentences have the simple word order of first subject,
then verb. (Give examples of sentences with more complicated
word order.)
example 1:

example 2:
Rule 7: Words like not, never, often, always, and ever are not verbs.
(Write sentences using one of those words, but put a V above the
correct verb.)
example 1:

example 2:
Rule 8: An -ing verb form by itself or an infinitive (to preceding the
verb) cannot be a main verb. (Write sentences with -ing verb forms
or infinitives, but put a V above the main verb.)

example 1:

example 2:

Exercise 18 Connect: Recognizing Subjects and Verbs in a Paragraph

Underline the subjects and verbs in the following paragraph, putting an S
above each subject and a V above each verb.

A major event in our town is the annual weekend of hot rod racing. From every

part of the state come thousands of people. Neighboring states also send their

share of competitors and spectators. During this weekend there are huge economic

benefits to our town. Many visitors arrive in their campers. Consequently, the local

campgrounds fill with every kind of recreational vehicle. Other racing fans stay
20 Sentence-Level Skills: Grammar for Writers

at nearby hotels and motels. Everyone in town for the races needs to eat, too.

During this weekend, the restaurants and supermarkets in our town never complain

about a lack of business. Other places sell souvenirs. There are shirts, caps, cups,

stickers, bandanas, and flags for sale in every service station, drug store, and

superstore. Visitors, merchants, and hotelkeepers love race weekend. In addition,

many local residents love this time, too. Thousands of old timers in town have

never missed a visit to the races. Without the fun and action of this event, our town

would be a sad place.

Chapter Test The Simple Sentence

Underline the subjects and verbs in the following sentences, putting an S
above each subject and a V above each verb.

1. With the help of good friends and a loving family, a person will

always find a way to handle difficult times.

2. Shouldn’t Maria take the job at her sister’s start-up company?

3. From the back of the audience came the most bizarre laughter I

have ever heard.

4. Without a penny in his pocket, my grandfather arrived in America

and found work.

5. Ticks have been making life miserable for people in the Northeast.

6. Beyond the bustling city center are abandoned apartment buildings

and empty shops in a state of decay.

7. Do you think that computers will be obsolete one day?

8. After a few minutes of under the car, the mechanic went to his truck,

grabbed his tools, and started the long process of fixing my car.
 Beyond the Simple Sentence: CCHHAAPPTTEERR 00
2
Coordination

Quick Question
Which sentence(s) is(are) correct?

A. Carla made coffee, and she offered

us some cookies.
B. Carla made coffee and offered us
some cookies.

(After you study this chapter, you will

be confident of your answer.)

Learning Objectives
In this chapter, you will learn to:
❶ Combine simple sentences using a comma and a coordinating conjunction.
❷ Combine simple sentences using a semicolon.
❸ Combine simple sentences using a semicolon and a conjunctive adverb.

A group of words containing a subject and a verb is called a clause. When

that group makes sense by itself, it is called a sentence or an independent
clause. A sentence that has one independent clause is called a simple sen-
tence. If you rely too heavily on a sentence pattern of simple sentences,
you risk writing paragraphs like this:
My father never got a chance to go to college. He had to struggle
all his life. He struggled to make a good living. He dreamed of sending
his children to college. He saved his money for their education. Today,
all three of his children are in college. Two of them are working toward
degrees in business. My father is very proud of them. His third child has
pleased my father the most. The third child, my brother, is majoring in
21
22 Sentence-Level Skills: Grammar for Writers

education. My father will be proud of his son the teacher. He thinks a

teacher in the family is a great gift.
instead of
My father never got a chance to go to college, and he had to struggle
all his life to make a good living. He dreamed of sending his children
to college, so he saved his money for their education. Today, all three of
his children are in college. Two of them are working toward degrees in
business. My father is very proud of them, yet his third child has pleased
my father the most. The third child, my brother, is majoring in education.
My father will be proud of his son the teacher, for he thinks a teacher in
the family is a great gift.
If you read the two paragraphs aloud, you’ll notice how choppy the first one
sounds. The second one is smoother. The first one is made up of simple sen-
tences, while the second one combines some simple sentences for a more
flowing style.

OPTIONS FOR COMBINING SIMPLE SENTENCES

Good writing involves sentence variety. This means mixing a simple
sentence with a more complicated one and using both short and long sen-
tences. Sentence variety is easier to achieve if you can combine related,
short sentences into one.
Punctuating is often the most difficult part of sentence combining. It’s
true that punctuating involves memorizing a few rules, but once you know
them, you’ll be able to use them automatically and write with more confi-
dence. Here are three options for combining simple sentences followed by
the punctuation rules you need to use in each case.

❶ Combine simple OPTION 1: USING A COMMA WITH A COORDINATING

sentences using a
comma and a coordi- CONJUNCTION
nating conjunction. You can combine two simple sentences with a comma and a coordinating con-
junction. The coordinating conjunctions are for, and, nor, but, or, yet, and so.
To coordinate means to join equals. When you join two simple sen-
tences with a comma and a coordinating conjunction, each half of the combi-
nation remains an independent clause, with its own subject (S) and verb (V).
Here are two simple sentences:
S V S V
Joe drove the truck. Robert studied the directions.
Here are two simple sentences combined with a comma and with the word
and, a coordinating conjunction (CC).
S V , CC S V
Joe drove the truck, and Robert studied the directions.
The combined sentences keep the form they had as separate sentences;
that is, they are still both independent clauses, with a subject and verb and
with the ability to stand alone.
The word that joins them is the coordinating conjunction. It is used
to join equals. Look at some more examples. These examples use a variety
of coordinating conjunctions to join two simple sentences (also called inde-
pendent clauses).
 Chapter Two Beyond the Simple Sentence: Coordination 23

sentences combined with for:

S V , CC S V
Her father was worried, for the doctor was very quiet. (Notice that
for means because.)

sentences combined with nor:

S V V , CC V S V
We couldn’t find our seats, nor could we locate an usher. (Notice what
happens to the word order when you use nor.)

sentences combined with but:

S V , CC S V
She parked near the meter, but she failed to put money in it.

sentences combined with or:

S V , CC S V
Mr. Chang can call my home phone, or he can call my cell phone.

sentences combined with and:

S V , CC S V
She downloaded a new song, and she listened to it right away. (and
means in addition to.)

sentences combined with yet:

S V , CC S V
I loved physics, yet I never passed a single test. (Notice that yet
means but or nevertheless.)

sentences combined with so:

S V , CC S V
Mike brought her chocolates, so she forgave him for his forgetfulness.
(Notice that so means therefore or as a result.)

Note: One easy way to remember the coordinating conjunctions is to call them,
as a group, fanboys (for, and, nor, but, or, yet, so).

Where Does the Comma Go?

The comma goes before the coordinating conjunction (for, and, nor, but, or,
yet, so). It comes before the new idea—the second independent clause. It
goes where the first independent clause ends. Try this punctuation check.
After you’ve placed the comma, look at the combined sentences. For
example,
John saved his money, and he bought a new car.
Now split it into two sentences at the comma:
John saved his money. And he bought a new car.
If you put the comma in the wrong place, after the coordinating conjunc-
tion, like this:
comma in wrong place:
John saved his money and, he bought a new car.
24 Sentence-Level Skills: Grammar for Writers

your split sentences would look like this:

John saved his money and. He bought a new car. (The split doesn’t
make sense.)
This test helps you see whether the comma has been placed correctly—
where the first independent clause ends. (Notice that, in addition to starting
a sentence with and, you can also begin a sentence with for, nor, but, or,
yet, or so—as long as you’ve written a complete sentence.)

Caution: Do not use a comma every time you use the words for, and, nor, but,
or, yet, so; use one only when the coordinating conjunction joins independent
clauses. Do not use a comma when the coordinating conjunction joins words:

tea or coffee
exhausted but relieved
love and happiness

Do not use a comma when the coordinating conjunction joins phrases:

on the patio or in the garden

in the glove compartment and under the seats
with harsh words but without anger

A comma is used when the coordinating conjunction joins two independent

clauses. Another way to state this rule is to say that a comma is used when the
coordinating conjunction joins two simple sentences.

Placing the Comma by Using S–V Patterns

An independent clause, or simple sentence, follows this basic pattern:
S (subject) V (verb)
Here is an example:
S V
She ran.
You can add to the basic pattern in several ways:
S S V
She and I ran.
S V V
She ran and biked.
S S V V
She and I ran and biked.
Study all the preceding examples, and you’ll notice that you can draw a line
separating the subjects on one side and the verbs on the other:

TEACHING TIP S V
SS V
S VV
SS VV
So whether the simple sentence has one subject (or more than one), the
pattern is subject(s) followed by verb(s).
 Chapter Two Beyond the Simple Sentence: Coordination 25

Compound Sentences
When you combine two simple sentences, the pattern changes:
two simple sentences:
S V
She ran.
S V
I biked.
two simple sentences combined:
S V S V
She ran, but I biked.
In the new pattern, SVSV, you can’t draw a line separating all the sub-
jects on one side and all the verbs on the other. The new pattern is called
a compound sentence: two simple sentences, or independent clauses,
combined into one.

Learning the Coordinating Conjunctions

You’ve just studied one way to combine simple sentences. If you are going
to take advantage of this method, you need to memorize the coordinating
conjunctions—for, and, nor, but, or, yet, so—so that your use of them, with
the correct punctuation, will become automatic.

Exercise 1 Practice: Recognizing Compound Sentences and Adding

Commas
Add commas only where they are needed in the following sentences.
1. Dave ran toward the lake but I chose to walk.
2. The man behind the counter said there would be a sale next week
and suggested returning then.
3. At the end of the month, Rory pays all her bills for she fears getting
into debt.
4. I have a bunch of notebooks and essays from freshman year but I
don’t want to throw them away in case I can use them again.
5. I had a really good meal there last time but won’t return because of
poor service.
6. My boyfriend had to travel for work so I spent the weekend with
family.
7. I always remind my little brother to charge his cell phone for he
often forgets to do it.
8. The dog was not exactly friendly nor was it aggressive.

Exercise 2 Practice: More on Recognizing Compound Sentences and

Adding Commas
Add commas only where they are needed in the following sentences.
1. We took the shortcut to the restaurant and Bill knew the way.
26 Sentence-Level Skills: Grammar for Writers

2. My next car will be a truck but I don’t want it to be too big or loud.
3. Coffee gives my life purpose in the morning yet I don’t drink it after
lunch.
4. Lee said he will not be coming to practice or the game.
5. The dog was barking at the door so Tony went to let her in.
6. My son loves to eat pizza and pasta for his birthday dinner but no
one else in the family wants to mix those two foods.
7. I will never swim in that lake again for the news just reported
about an alligator seen near it.
8. Pat loves to watch boxing so I got him tickets to a match this
weekend.

Collaborate Exercise 3 Collaborate: Writing and Punctuating Compound Sentences

Working with a partner or a group, write the compound sentences described
as follows. Be sure to punctuate them correctly. When you have completed
the exercise, share your answers with another group or with the class.
1. Write a compound sentence using the coordinating conjunction for.

2. Write a compound sentence using the coordinating conjunction and.

3. Write a compound sentence using the coordinating conjunction nor.

4. Write a compound sentence using the coordinating conjunction but.

5. Write a compound sentence using the coordinating conjunction or.

6. Write a compound sentence using the coordinating conjunction yet.

7. Write a compound sentence using the coordinating conjunction so.

❷ Combine simple OPTION 2: USING A SEMICOLON BETWEEN

sentences using
a semicolon.
TWO SIMPLE SENTENCES
Sometimes you want to combine two simple sentences (independent
clauses) without using a coordinating conjunction. If you want to join two
 Chapter Two Beyond the Simple Sentence: Coordination 27

simple sentences that are related in their ideas and you do not want to use a
coordinating conjunction, you can combine them with a semicolon.
two simple sentences:
S V S V
I washed the car. He vacuumed the interior.

two simple sentences combined with a semicolon:

S V ; S V
I washed the car; he vacuumed the interior.

Here are more examples of this option in use:

S V ;S V
He swam; I ran.
S V V ; S V V
Macy couldn’t sleep; she was thinking about her job.
S V ; S V
Skindiving is expensive; you need money for equipment.
Notice that when you join two simple sentences with a semicolon, the sec-
ond sentence begins with a lowercase letter, not a capital letter.

Exercise 4 Practice: Recognizing Compound Sentences and Adding

Semicolons
Add semicolons only where they are needed in the following sentences.
1. I went to café for some coffee I drank it at the counter.
2. Dave is a terrible cook he eats at the deli for most of his meals.
3. Tomorrow something good better happen there has been nothing
but problems today.
4. Anita’s unwillingness to relocate will harm her chances at a
promotion most new sales people are very flexible about location.
5. The weekend at the lake was joyful all my closest friends showed up.
6. You should try taking the bus paying for parking is really expensive.
7. My coach said it was okay to miss practice but would not let me
play in the game.
8. My dad locked the restaurant early there was a severe weather
warning issued by the National Weather Service.

Exercise 5 Practice: More on Recognizing Compound Sentences and

Adding Semicolons
Add semicolons only where they are needed in the following sentences.
1. Steve has a really loud voice I can hear him from across the cafeteria.
2. Kelsey never pays attention during class she thinks her phone is
more important than her instructor.
3. Jessie told me that she was going out to eat with her grandmother
maintaining family ties is important to her.
28 Sentence-Level Skills: Grammar for Writers

4. The backyard was a mess after the storm there were broken limbs
and leaves everywhere.
5. My clothes don’t fit me anymore and are too worn to be offered to
charity.
6. Bill won’t buy another truck he is more concerned with gas mileage
than looking cool.
7. Getting into school was the easy part staying in school is going to
be difficult.
8. Riding the bus is always a curious event you never know who you
are going to see on it.

❸ Combine simple OPTION 3: USING A SEMICOLON

sentences using a
semicolon and a
AND A CONJUNCTIVE ADVERB
conjunctive adverb. Sometimes you may want to join two simple sentences (independent
clauses) with a connecting word or phrase called a conjunctive adverb.
This word points out or clarifies a relationship between the sentences. The
Info Box lists some common conjunctive adverbs.

TEACHING TIP
INFO BOX Some Common Conjunctive Adverbs
also furthermore likewise otherwise
anyway however meanwhile similarly
as a result in addition moreover still
besides in fact nevertheless then
certainly incidentally next therefore
consequently indeed now thus
finally instead on the other hand undoubtedly

You can put a conjunctive adverb (CA) between simple sentences, but
when you do, you still need a semicolon in front of the adverb.
two simple sentences:
S V S V
I got a tutor for Technical Writing. I improved my grade.
two simple sentences joined by a conjunctive adverb and a
semicolon:
S V ; CA S V
I got a tutor for Technical Writing; then I improved my grade.
S V ; CA S V
I got a tutor for Technical Writing; consequently, I improved my grade.

Punctuating after a Conjunctive Adverb

Notice the comma after the conjunctive adverb in the sentence, I got a tutor
for Technical Writing; consequently, I improved my grade. Here’s the gen-
erally accepted rule:
Put a comma after the conjunctive adverb if the conjunctive
adverb is more than one syllable long.
For example, if the conjunctive adverb is a word like consequently, fur-
thermore, or moreover, you use a comma. If the conjunctive adverb is one
 Chapter Two Beyond the Simple Sentence: Coordination 29

syllable, you do not have to add a comma after it. One-syllable conjunctive
adverbs are words like then or thus.
punctuating with conjunctive adverbs:
At the start of every month, I made a grocery list for food expenses;
thus I had a good sense of where my finances would be at the end
of the month.
At the start of every month, I made a grocery list for food expenses;
consequently, I had a good sense of where my finances would be at
the end of the month.

Exercise 6 Practice: Recognizing and Punctuating Compound Sentences

with Conjunctive Adverbs
Add semicolons and commas only where they are needed in the following
sentences.
1. We went online and began to look for flights for our trip meanwhile
the snow swirled outside the windows.
2. My sister has no intention of leaving home thus I find it odd when
she complains about living with our parents.
3. I almost never use technology during class in fact many studies
have shown that students are less likely to be distracted during
class if they avoid using technology.
4. My commute to college is a long bus ride however it gives me time
to study.
5. Lindsay reads a lot of novels and short stories moreover she hopes
to one day be an author.
6. Payments on insurance and parking are making car ownership
unpleasant undoubtedly I should sell the car if I want to simplify
my budget.
7. Tran really wants to study biology however his father wants him to
take over the family store.
8. The baseball team did not have a winning record this year still the
coach was impressed with their improvement.

Exercise 7 Practice: More on Recognizing and Punctuating Compound

Sentences with Conjunctive Adverbs
Add semicolons and commas only where they are needed in the following
sentences.
1. Anthony saved up for years to buy that car certainly he will take
very good care of it.
2. Etta loves animals consequently this love played a role in her
choice of a college major.
3. Greg is happy to work at his mother’s florist business or his father’s
car wash.
4. I’ll wash my clothes on Saturday morning afterward I’ll treat myself
to breakfast at the Skinny Pancake.
30 Sentence-Level Skills: Grammar for Writers

5. Kerry demanded that her boyfriend and she get the same tattoo but
he just laughed and shook his head.
6. Katie’s family owns a restaurant yet she hates going out to eat.
7. I need to eat dinner then we can discuss what should be done
about the dog.
8. Tom has been late to every class this week furthermore he is on his
cell phone all the time.

Exercise 8 Practice: Selecting the Correct Conjunctive Adverb

In the following sentences, underline the conjunctive adverb that expresses
the meaning given in the hint. The first one is done for you.
1. Hint: Select the word that means yet.
The best steak house is only about a block from here; (moreover,
however), it’s too expensive for a person on a limited budget.
2. Hint: Select the word that means as a substitute.
To save money, Nate stopped going to the gym; (instead, inciden-
tally), he works out at home.
3. Hint: Select the word that means in the same way or manner.
Boston has a less than ideal climate; (undoubtedly, similarly), the
weather in Seattle is often a cause for complaint.
4. Hint: Select the word that means at the same time.
I ran into the street to help the injured motorist; (meanwhile, any-
way), Denise dialed 911 and stayed with the children.
5. Hint: Select the word that means without question.
My daughter has worked all summer to get in shape for the soccer
team; (otherwise, undoubtedly), she will be ready when the condi-
tioning practices begin.
6. Hint: Select the word that means in spite of that.
Manny doesn’t have much money to buy clothes; (likewise, never-
theless), he always looks clean and neat.
7. Hint: Select the word that means as a result.
I worked in the kitchen of a pizza restaurant all summer; (therefore,
furthermore), I am ready for a job in a less stifling atmosphere.
8. Hint: Select the word that means without a doubt.
My dog spends more time on the couch than I do; (certainly, further-
more), he needs to speed up his life or I need to slow mine down.

Collaborate
Exercise 9 Collaborate: Writing Sentences with Conjunctive Adverbs
Working with a partner or group, write one sentence for each of the con-
junctive adverbs that follows. When you have completed this exercise,
share your answers with another group or with the class. The first one is
done for you.
 Chapter Two Beyond the Simple Sentence: Coordination 31

1. Write a compound sentence using instead.

She did not like the idea of meeting her friends at the restaurant; instead, she
met them at their apartment.

2. Write a compound sentence using then.

3. Write a compound sentence using furthermore.

4. Write a compound sentence using on the other hand.

5. Write a compound sentence using otherwise.

6. Write a compound sentence using therefore.

7. Write a compound sentence using thus.

8. Write a compound sentence using in addition.

Exercise 10 Practice: Combining Simple Sentences Three Ways

Add (1) a comma, (2) a semicolon, or (3) a semicolon and a comma to the
following sentences. Do not add, change, or delete any words. Just add the
correct punctuation.
1. Send a sympathy card to Uncle Leo then call him in a few days.
2. I love my parents but some of their ideas about raising a family
seem old-fashioned.
3. Melanie is out of town this weekend so I am feeding her fish and
making certain the cat gets some food and attention.
4. I don’t have any plans for the summer consequently I fear boredom
will fill my days.
5. Ryan was not a good soccer player in high school however he loves
to recall goals he scored and his “Messi-like” moves.
6. We might not each finish an entire pizza still we can try.
7. I have to get home after class to watch my little brother otherwise
my parents won’t let me use the car for school.
32 Sentence-Level Skills: Grammar for Writers

8. Working a job you dislike is depressing still it’s even more depress-
ing if you don’t see a way out of it.

Exercise 11 Practice: More on Combining Simple Sentences Three Ways

Add (1) a comma, (2) a semicolon, or (3) a semicolon and a comma to the
following sentences. Do not add, change, or delete any words. Just add the
correct punctuation.
1. Sandra might have had car trouble or she might have gotten a late
start.
2. Eli called every pet store in the city finally he found a place with
beagle puppies.
3. The new instructor walked the students through the expectations
of the test therefore we scored very well.
4. Bill is tired of getting up early in the morning in fact he would like
to see the school day start around 11:00 a.m.
5. The new taco shack is in a great location yet it hasn’t attracted
many customers.
6. Yesterday, Shareena was on her phone all class now she keeps ask-
ing questions about the assignment and it’s slowing class down to a
crawl.
7. Lionel was bored so he went for a run along the bike path.
8. My husband and his brother put new shingles on our garage on
Saturday and I sorted through the boxes in the basement.

Collaborate
Exercise 12 Collaborate: Combining Simple Sentences
Following are pairs of simple sentences. Working with a partner or group,
combine each pair into one sentence. Remember the three options for com-
bining sentences: (1) a comma and a coordinating conjunction, (2) a semi-
colon, and (3) a semicolon and a conjunctive adverb. When you have
combined each pair into one sentence, exchange your exercise with another
group. Write a new sentence below each sentence prepared by the other
group. The first one is done for you.
1. Takeout pizza for a family of six is expensive.
My children and I make our own pizza at home.
combination 1: Takeout pizza for a family of six is expensive, so my children
and I make our own pizza at home.
combination 2: Takeout pizza for a family of six is expensive; instead, my
children and I make our own pizza at home.
2. Alicia recently earned her G.E.D.
She is thinking about taking some community college courses.
combination 1:
 Chapter Two Beyond the Simple Sentence: Coordination 33

combination 2:

3. You never kept your friends’ secrets.

Most people no longer trust you.
combination 1:

combination 2:

4. Mrs. Garcia’s house was always a mess.

Everyone loved the warmth and happiness in her home.
combination 1:

combination 2:

5. We moved to a new city.

I began college there.
combination 1:
combination 2:
6. Andrea never complained about being poor.
She did not want sympathy from others.
combination 1:

combination 2:

7. The community center has been closed for three years.

Teens have nowhere to go after school.
combination 1:

combination 2:

8. We can go to a movie at the multiplex.

We can play games at the arcade.
combination 1:

combination 2:
34 Sentence-Level Skills: Grammar for Writers

Exercise 13 Connect: Punctuating Compound Sentences in a Paragraph

Add commas and semicolons only where they are needed in the following
paragraph.

Losing a dog is a terrible experience finding one can be a stressful occasion,

too. One morning, a woman from the neighborhood came to our door. She had

a small, fluffy dog in her arms. She knew that we had a small poodle and she

had found the fluffy dog wandering in the street. She asked us if the dog in her

arms belonged to us. We said it wasn’t ours but we offered to take the lost dog

to our veterinarian’s office. Our vet keeps part of her office for rescuing lost or

abandoned pets however the rescue part accepts strays only in the late afternoon.

In the meantime, we waited and worried. Our first worry concerned our dog she

did not like the newcomer. The intruder dog sniffed our poodle consequently our

dog growled. Soon the lost dog was exiled to our screened porch. We gave him

water and food. He lapped the water enthusiastically then he peered through the

sliding glass door of the porch and gazed lovingly at our dog. Our dog growled

meanwhile we worried about the little stranger. We thought about dogs without

homes and worried about a dog’s life in a shelter. We went to the porch and pet-

ted the little dog immediately our dog growled. Soon the time came for taking the

strange dog to our veterinarian’s shelter. Fortunately, this story has a happy end-

ing. The next day, the dog’s owner checked the shelter. The lost dog became the

found dog. All of the humans felt relieved and two dogs were safe in their own

homes.
 Chapter Two Beyond the Simple Sentence: Coordination 35

Chapter Test Beyond the Simple Sentence: Coordination

Add a comma, a semicolon, or a semicolon and a comma to the following
sentences. Do not add, change, or delete any words; just add the correct
punctuation.
1. On her graduation day, Dwayne called his daughter still he would
have given anything to be there with her.
2. I stood in the rain for three hours to get these tickets I hope my
friends appreciate my effort.
3. Ben wouldn’t talk about where he had been nor would he discuss
the dent in his car door.
4. Your boyfriend is a kind and understanding person certainly he will
support you in this sad time.
5. Many of the big shopping malls from the 1980s are closing for
online sales have impacted patronage to malls.
6. I will not fail the next exam anyway I will study harder than I did
for this last one.
7. The newest tablet is so light it’s hard to believe computer process-
ing chips are so small.
8. Carlton loves to cookout in his backyard thus he invites his friends
for cookouts during the summer.
 C HAPTE R 3 Avoiding Run-on Sentences
and Comma Splices

Quick Question
Which sentence(s) is(are) correct?

A. I studied extensively for the

computer science test, as a result,
I received an “A.”
B. Marta wanted to enter the nursing
program; however, her fear of blood
kept her away.

(After you study this chapter, you will

be confident of your answer.)

Learning Objectives
In this chapter, you will learn to:
❶ Recognize and correct run-on sentences.
❷ Recognize and correct comma splices.

❶ Recognize and RUN-ON SENTENCES

correct run-on
If you run two independent clauses together without the necessary punc-
sentences.
tuation, you make an error called a run-on sentence. This error is also
called a fused sentence.
TEACHING TIP
run-on sentence error:
I worked hard in the class I earned a good grade.
run-on sentence error corrected:
I worked hard in the class, and I earned a good grade. (To correct this
error, you need a comma before the coordinating conjunction and.)
36
 Chapter Three Avoiding Run-on Sentences and Comma Splices 37

run-on sentence error:

I worked hard in the class I earned a good grade.
run-on sentence error corrected:
I worked hard in the class; I earned a good grade. (To correct this
error, you need a semicolon between the two independent clauses.)

run-on sentence error:

I worked hard in the class I earned a good grade.
run-on sentence error corrected:
I worked hard in the class. I earned a good grade. (To correct this
error, you need to create two sentences with a period after “class”
and a capital letter to begin the second sentence.)

Steps for Correcting Run-on Sentences

When you edit your writing, you can correct run-on sentences by following
these steps:
Step 1: Check for two independent clauses.
Step 2: Check that the clauses are separated by either a coordinating
conjunction (for, and, nor, but, or, yet, so) and a comma, or by
a semicolon.
Follow the steps in checking this sentence:
Cell phones are more than phones they are computers.

Step 1: Check for two independent clauses. You can do this by check-
ing for the subject–verb, subject–verb pattern that indicates
two independent clauses.
S V S V
Cell phones are more than phones they are computers.
The pattern indicates that you have two independent clauses.
Step 2: Check that the clauses are separated by either a coordinating
conjunction (for, and, nor, but, or, yet, so) and a comma, or by
a semicolon.
There is no punctuation between the independent clauses, and there is no
coordinating conjunction. You therefore have a run-on sentence. You can
correct it three ways:
run-on sentence corrected with a coordinating conjunction and
a comma:
Cell phones are more than phones, for they are computers.
run-on sentence corrected with a semicolon:
Cell phones are more than phones; they are computers.
run-on sentence corrected with a period and a capital letter:
Cell phones are more than phones. They are computers.
Follow the steps once more, checking this sentence:
I checked the weather on my phone it is supposed to rain later today.
Random documents with unrelated
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of that perpetual tinkling which agitates the ear during the day and
great part of the night.
In every church a “host,” consecrated at the mass, is carried with
great solemnity to a temporary structure, called the monument,
which is erected with more or less splendour, according to the
wealth of the establishment. It is there deposited in a silver urn,
generally shaped like a sepulchre, the key of which, hanging from a
gold chain, is committed by the priest to the care of a chief
inhabitant of the parish, who wears it round his neck as a badge of
honour, till the next morning. The key of the cathedral monument is
intrusted to the archbishop, if present, or to the dean in his absence.
The striking effect of the last-mentioned structure, the
“monument” in the cathedral, is not easily conceived. It fills up the
space between four arches of the nave, rising in five bodies to the
roof of the temple. The columns of the two lower tiers, which, like
the rest of the monument, imitate white marble filletted with gold,
are hollow, allowing the numerous attendants who take care of the
lights that cover it from the ground to the very top, to do their duty
during four-and-twenty hours, without any disturbance or unseemly
bustle. More than three thousand pounds of wax, besides one
hundred and sixty silver lamps, are employed in the illumination.
The gold casket set with jewels, which contains the host, lies
deposited in an elegant temple of massive silver, weighing five
hundred and ten marks, which is seen through a blaze of light on
the pediment of the monument. Two members of the chapter in
their choral robes, and six inferior priests in surplices, attend on their
knees before the shrine, till they are relieved by an equal number of
the same classes at the end of every hour. This adoration is
performed without interruption from the moment of depositing the
host in the casket till that of taking it out the next morning. The
cathedral, as well as many others of the wealthiest churches, are
kept open and illuminated the whole night.
One of the public sights of the town, on this day, is the splendid
cold dinner which the archbishop gives to twelve paupers, in
commemoration of the apostles. The dinner is to be seen laid out on
tables filling up two large rooms in the palace. The twelve guests are
completely clothed at the expense of their host; and having partaken
of a more homely dinner in the kitchen, they are furnished with large
baskets to take away the splendid commons allotted to each in
separate dishes, which they sell to the gourmands of the town.
Each, besides, is allowed to dispose of his napkin, curiously made up
into the figure of some bird or quadruped, which people buy as
ornaments to their china cupboards, and as specimens of the
perfection to which some of the poorer nuns have carried the art of
plaiting.
At two in the afternoon, the archbishop, attended by his chapter,
repairs to the cathedral, where he performs the ceremony, which,
from the notion of its being literally enjoined by our saviour, is called
the mandatum. The twelve paupers are seated on a platform erected
before the high altar, and the prelate, stripped of his silk robes, and
kneeling successively before each, washes their feet in a large silver
bason.
About this time the processions, known by the name of cofradías,
(confraternities) begin to move out of the different churches to
which they are attached. The head of the police appoints the hour
when each of these pageants is to appear in the square of the town
hall, and the audiencia or court of justice. From thence their route to
the cathedral, and out of it, to a certain point, is the same for all.
These streets are lined by two rows of spectators of the lower
classes, the windows being occupied by those of a higher rank. An
order is previously published by the town-crier, directing the
inhabitants to decorate their windows, which they do by hanging out
the showy silk and chintz counterpanes of their beds. As to the
processions themselves, except one which has the privilege of
parading the town in the dead of night, they have little to attract the
eye or affect the imagination. Their chief object is to convey groups
of figures, as large as life, representing different scenes of our
saviour’s passion.
There is something remarkable in the established and
characteristic marks of some figures. The Jews are distinguished by
long aquiline noses. Saint Peter is completely bald. The dress of the
apostle John is green, and that of Judas Iscariot yellow; and so
intimately associated is this circumstance with the idea of the traitor,
that it has brought that colour into universal discredit. It is probably
from this circumstance, (though yellow may have been allotted to
Judas from some more ancient prejudice,) that the inquisition has
adopted it for the sanbenito, or coat of infamy, which persons
convicted of heresy are compelled to wear. The red hair of Judas,
like Peter’s baldness, seems to be agreed upon by all the painters
and sculptors in Europe. Judas’ hair is a usual name in Spain; and a
similar application, it should seem, was used in England in
Shakspeare’s time. “His hair,” says Rosalind, in As you like it, “is of
the dissembling colour:” to which Celia answers—“Something
browner than Judas’s.”
The midnight procession derives considerable effect from the
stillness of the hour, and the dress of the attendants on the sacred
image. None are admitted to this religious act but the members of
that fraternity; generally young men of fashion. They all appear in a
black tunic, with a broad belt so contrived as to give the idea of a
long rope tied tight round the body; a method of penance commonly
practised in former times. The face is covered with a long black veil,
falling from a sugar-loaf cap three feet high. Thus arrayed, the
nominal penitents advance, with silent and measured steps, in two
lines, dragging a train six feet long, and holding aloft a wax-candle
of twelve pounds, which they rest upon the hip-bone, holding it
obliquely towards the vacant space between them. The veils, being
of the same stuff with the cap and tunic, would absolutely impede
the sight but for two small holes through which the eyes are seen to
gleam, adding no small effect to the dismal appearance of such
strange figures. The pleasure of appearing in a disguise, in a country
where masquerades are not tolerated by the government, is a great
inducement, to the young men for subscribing to this religious
association. The disguise, it is true, does not in the least relax the
rules of strict decorum which the ceremony requires; yet the mock
penitents think themselves repaid for the fatigue and trouble of the
night by the fresh impression which they expect to make on the
already won hearts of their mistresses, who, by preconcerted
signals, are enabled to distinguish their lovers, in spite of the veils
and the uniformity of the dresses.
It is scarcely forty years since the disgusting exhibition of people
streaming in their own blood, was discontinued by an order of the
government. These penitents were generally from among the most
debauched and abandoned of the lower classes. They appeared in
white linen petticoats, pointed white caps and veils, and a jacket of
the same colour, which exposed their naked shoulders to view.
Having, previous to their joining the procession, been scarified on
the back, they beat themselves with a cat-o’nine-tails, making the
blood run down to the skirts of their garment. It may be easily
conceived that religion had no share in these voluntary inflictions.
There was a notion afloat, that this act of penance had an excellent
effect on the constitution.[90]

The pope commemorates the washing of the disciples’ feet by

officiating in person. A modern traveller who was present at the
ceremony says,—“There were thirteen instead of twelve; the one
being the representative of the angel that once came to the table of
twelve that St. Gregory was serving. The twelve were old priests,
but the one who performed the part of the angel was very young.
They were all dressed in loose white gowns, and white caps on their
heads, and clean woollen stockings, and were seated in a row along
the wall, under a canopy. When the pope entered and took his seat
at the top of the room, the whole company of them knelt in their
places, turning towards him; and on his hand being extended in
benediction, they all rose again and reseated themselves. The
splendid garments of the pope were then taken off; and clad in a
white linen robe which he had on under the others, and wearing the
bishop’s mitre instead of the tiara, he approached the pilgrims, took
from an attendant cardinal a silver bucket of water, knelt before the
first of them, immersed one foot in the water, put water over it with
his hand, and touched it with a square fringed cloth; kissed the leg,
and gave the cloth, and a sort of white flower or feather, to the
man; then went on to the next. The whole ceremony was over, I
think, in less than two minutes, so rapidly was this act of humility
gone through. From thence the pope returned to his throne, put on
his robes of white and silver again, and proceeded to the Sala di
Tavola: the thirteen priests were seated in a row at the table, which
was spread with a variety of dishes, and adorned with a profusion of
flowers. The pope gave the blessing, and walking along the side of
the table opposite to them, handed each of them bread, then plates,
and lastly, cups of wine. They regularly all rose up to receive what
he presented; and the pope having gone through the forms of
service, and given them his parting benediction, left them to finish
their dinner in peace. They carry away what they cannot eat, and
receive a small present in money besides.”[91]

NATURALISTS’ CALENDAR.
Mean Temperature 43·15

[90] Doblado’s Letters from Spain.

[91] Rome in the Nineteenth Century.

March 24.
Good Friday.
This annual commemoration is the only one observed in England,
with the exception of Christmas, by the suspension of all business,
and the closing of shops. The late bishop Porteus having particularly
insisted on this method of keeping Good Friday, the reverend Robert
Robinson of Cambridge wrote a remarkable pamphlet, entitled, “The
History and Mystery of Good Friday,” wherein he urges various
statements and arguments against the usage. This tract has been
published from time to time by Mr. Benjamin Flower. The controversy
is referred to, because the writings of the bishop and his opponent
state the grounds on both sides. It is to be remarked likewise, that
several dissenters openly engage in their usual avocations, contrary
to the general practice, which does not appear to be enforced by the
church of England, farther than by notices through the parochial
beadle and other officers.
Hot-cross Buns.
On the popular cry of “hot-cross buns,” and the custom of eating
them to-day, there are particulars in vol. i. p. 402; and in the
illustration of the ancient name and use of the bun, a few interesting
passages are added. “The offerings which people in ancient times
used to present to the gods, were generally purchased at the
entrance of the temple; especially every species of consecrated
bread, which was denominated accordingly. One species of sacred
bread which used to be offered to the gods, was of great antiquity,
and called boun. The Greeks, who changed the nu final into a sigma,
expressed it in the nominative Βους, but in the accusative more truly
boun, Βουν. Hesychius speaks of the boun, and describes it a kind of
cake with a representation of two horns. Julius Pollux mentions it
after the same manner, a sort of cake with horns. Diogenes Laertius,
speaking of the same offering being made by Emperocles, describes
the chief ingredients of which it was composed:—‘he offered up one
of the sacred libra, called a boun, which was made of fine flour and
honey.’ It is said of Cecrops, he first offered up this sort of sweet
bread. Hence we may judge of the antiquity of the custom, from the
times to which Cecrops is referred. The prophet Jeremiah takes
notice of this kind of offering when he is speaking of the Jewish
women at Pathros, in Egypt, and of their base idolatry; in all which
their husbands had encouraged them: the women, in their
expostulation upon his rebuke, tell him, ‘Did we make her cakes to
worship her?’ &c. Jer. xliv. 18, 19. Ib. vii. 18.[92]”

Irish Custom.
In the midland districts of Ireland, viz. the province of
Connaught, on Good Friday, it is a common practice with the lower
orders of Irish catholics to prevent their young from having any
sustenance, even to those at the breast, from twelve on the previous
night to twelve on Friday night, and the fathers and mothers will
only take a small piece of dry bread and a draught of water during
the day. It is a common sight to see along the roads between the
different market towns, numbers of women with their hair
dishevelled, barefooted, and in their worst garments; all this is in
imitation of Christ’s passion.[93]

In Ireland, as a catholic country, excessive attention prevails to

the remarkable instances in the passion of Christ, which terminated
in the crucifixion; and a revelation from Christ himself, to three nuns
canonized by the Romish church, has been devised to heighten the
fervour of the ignorant. The Irish journals of 1770, contain the copy
of a singular paper said to have been sold to devotees at a high
price, viz.

“This revelation was made by the mouth of our Lord Jesus Christ,
to those three saints, viz. St. Elizabeth, St. Clare, and St. Bridget,
they being desirous to know something in particular of the blessed
passion of our Lord and Saviour Jesus Christ.
“First, I received 30 cuffs; 2dly, when I was apprehended in the
garden, I received 40 blows: 3dly, I journeying to Annas’s house, got
7 falls: 4thly, they gave me 444 blows of whips upon my shoulders:
5thly, they raised me up from the ground, by the hair of the head,
330 times: 6thly, they gave me 30 blows against my teeth: 7thly, I
have breathed 8888 sighs: 8thly, they drew me by my beard 35
times: 9thly, I received one mortal wound at the foot of the cross:
10th, 666 blows they gave me when I was bound to the pillar of
stone: 11th, they set a crown of thorns upon my head: 12th, they
have spitted at me 63 times: 13th, the soldiers gave me 88 blows of
whips: 14th, they gave me gall and vinegar to drink: 15th, when I
hanged on the cross I received five mortal wounds.
“All men or women that will say seven paters, seven aves, and a
creed daily, in honour of the blessed passion of our Lord and Saviour
Jesus Christ, for the space of 15 years, they shall obtain five graces:
first, they shall receive plenary indulgence and remission of their
sins; 2dly, they will not suffer the pains of purgatory; 3dly, if it
happen that they die before 15 years be ended, they shall obtain
grace as well as if they had suffered martyrdom; 4thly, in point of
death, I will not come myself alone, to receive his own soul, but also
his parents, if they be in purgatory; finally, I will convert them into
everlasting bliss.
“This revelation hath those virtues, that whosoever shall carry it
about him, shall be free from his enemies, neither will he die of any
sudden death; and if there be any woman with child, that carry this
revelation about her, she shall feel no pain in child-birth; and in
whatsoever part of the house this revelation shall lye, it shall not be
infected with any contagious diseases, or any other evil: and
whosoever shall carry it about him, the glorious virgin Mary will
show herself to him 46 days before his death.”

Sermon at St. Paul’s Cross on Good Friday.

The custom of preaching at St. Paul’s cross on Good Friday and
other holidays, and some account of the cross itself is communicated
in the following letter of a correspondent, who will be recognised by
his initials to have been a contributor of former interesting articles.
To the Editor of the Every-Day Book.
Kennington, March 10, 1826.
Sir,—The following account of a sermon, annually preached on
Good Friday at St. Paul’s cross, with a brief notice of that structure,
will I hope be considered worthy preservation in your valuable
miscellany.
It was, for a considerable period, a custom on Good Friday in the
afternoon, for some learned man, by appointment of the bishop, to
preach a sermon at Paul’s cross, which was situated in the midst of
the churchyard on the north side towards the east end. The sermon
generally treated of Christ’s passion; and upon the ensuing Monday,
Tuesday, and Wednesday in Easter week, other learned men used to
preach in a similar pulpit, at the Spital, now the Old Artillery Ground,
Spitalfields; the subject of their discourse was the articles of Christ’s
resurrection. Then, on Low Sunday, another divine was at Paul’s
cross, to make a rehearsal of the four former sermons, either
commending or disproving them as in his judgment he thought fit;
all this done, (which by the by was no easy task,) he was to make a
sermon himself, which in all were five sermons in one. At these
sermons, so severally preached, the mayor, with his brethren the
aldermen, were accustomed to be present in their “violets,” at St.
Paul’s on Good Friday, and in their “scarlets,” both they and their
ladies, at the Spital, in the holidays, except Wednesday in violet; and
the mayor, with his brethren, on Low Sunday, in scarlet, at Paul’s
cross. Since the Restoration these sermons were continued, by the
name of the Spital sermons, at St. Bride’s, with the like solemnity, on
Easter Monday, Tuesday, and Wednesday, every year.
Respecting the antiquity of this custom, I learn from Maitland,
that, in the year 1398, king Richard having procured from Rome
confirmation of such statutes and ordinances as were made in the
parliament begun at Westminster and ended at Shrewsbury, he
caused the same confirmation to be read and pronounced at Paul’s
cross, and at St. Mary, Spital, in the sermons before all the people.
Philip Malpas, one of the sheriffs, in the year 1439, the eighteenth of
Henry VII., gave twenty shillings a year to the three preachers at the
Spital. Stephen Foster, mayor, in the year 1454, gave forty shillings
to the preachers of Paul’s cross and Spital. Opposite the pulpit at the
Spital, was a handsome house of two stories high, for the mayor,
aldermen, sheriffs, and other persons of distinction, to sit in, to hear
the sermons preached in the Easter holidays; in the part above,
stood the bishop of London and other prelates.
In foul and rainy weather, these solemn sermons were preached
in a place called the shrowds, which was by the side of the cathedral
church under covering, but open in front.—Ellis’s St. Paul’s Cathedral,
p. 52.
 For the maintenance of these St. Paul’s cross sermons, many of
the citizens were liberal benefactors; as Aylmer, bishop of London,
the countess dowager of Shrewsbury, Thomas Russell, George
Bishop, who gave ten pounds a year, &c.; and for further
encouragement of those preachers, in the year 1607, the lord mayor
and court of aldermen then ordered, “that every one that should
preach there, considering the journies some of them might take
from the universities, or elsewhere, should at his pleasure be freely
entertained, for five days space, with sweet and convenient lodging,
fire, candle, and all other necessaries, viz. from Thursday before
their day of preaching, to Thursday morning following.” This
provision had a good effect, and the custom continued for some
time, added to which the bishop of London, or his chaplain, when he
sent to any one to preach, signified the place whither he might
sojourn at his coming up, and be entertained freely. Towards this
charge of the city, George Palin, a merchant of London, gave two
hundred pounds to defray expenses.
At some future time a few observations on crosses will be
introduced; at present I shall confine myself to the history of St.
Paul’s cross, which was used, not only for the instruction of mankind
by the doctrine of the preacher, but for every purpose, political or
ecclesiastical; for giving force to oaths; for promulgating laws; or
rather, the royal pleasure; for the emission of papal bulls; for
anathematizing sinners; for benedictions; for exposing penitents
under censure of the church; for recantations; for the private ends
of the ambitious; and for defaming those who had incurred the
displeasure of the crown. Pennant, 4to. 394.
To enter minutely into all the events connected with the history
of this cross would be a work of considerable labour and difficulty,
added to which, space could not be well spared in a work of the
present nature. I shall therefore only notice some of the most
remarkable that occur in history.
 Sermon at St. Paul’s Cross on Good
Friday.
This cross was strongly built of timber, mounted upon steps of
stone, and covered with lead. The earliest mention of it occurs in the
year 1259, when king Henry III. commanded a general assembly to
be made at the cross, where he in person commanded the mayor
that on the morrow he should cause to be sworn before the
alderman, every youth of twelve years of age or upward, to be true
to the king and his heirs kings of England. In the same year Henry
III. caused to be read at this cross a bull obtained from pope Urban
IV. as an absolution for him and for all that were sworn to maintain
the articles made in the parliament at Oxford. In the year 1299, the
dean of St. Paul’s cursed at the cross all those which had searched in
the church of St. Martin in the Fields for a hoard of gold, &c.
This pulpit cross was by tempest of lightning and thunder, much
defaced Thomas Kempe, bishop of London, from 28 Hen. VI. to 5
Hen. VII., new built the pulpit and cross.
The following is curious:—
“On the 8th day of March, 1555, while a doctor preached at the
cross, a man did penance for transgressing Lent, holding two pigs
ready drest, whereof one was upon his head, having brought them
to sell.”—[Strype’s Ecclesiastical Memorials.]
Before this cross, in 1483, was brought, divested of all her
splendour, Jane Shore, the charitable, the merry concubine of
Edward IV., and after his death, of his favourite the unfortunate lord
Hastings. After the loss of her protectors, she fell a victim to the
malice of the crook-backed tyrant Richard III. He was disappointed
(by her excellent defence) of convicting her of witchcraft, and
confederating with her lover to destroy him. He then attacked her on
the side of frailty. This was undeniable. He consigned her to the
severity of the church: she was carried to the bishop’s palace,
clothed in a white sheet, with a taper in her hand, and from thence
conducted to the cathedral, and the cross, before which she made a
confession of her only fault. “In her penance she went,” says
Holinshed, “in countenance and pase demure, so womanlie, that
albeit she were out of all araie, save her kirtle onlie, yet went she so
faire and lovelie, namelie, while the woondering of the people cast a
comelie rud in hir cheeks (of whiche she before had most misse),
that hir great shame was hir much praise among those that were
more amorous of hir bodie than curious of hir soule. And manie
good folkes that hated hir living (and glad were to see sin
corrected), yet pitied they more hir penance than rejoised therin,
when they considered that the Protector procured it more of a
corrupt intent, than anie virtuous affection.”—[Hardyng’s Chron. 4to.
Lond. 1812. p. 499.] She lived to a great age, but in great distress
and poverty; deserted even by those to whom she had, during
prosperity, done the most essential services.
In 1538, “The 24th of February being Sunday, the Rood of
Boxeley, in Kent, called the ‘Rood of Grace,’ made with divers vices,
to move the eyes and lips, was shewed at Pawle’s Cross by the
preacher, which was the bishop of Rochester, and there it was
broken and plucked to pieces.”—[Stow’s Annals, p. 575.]
“On the 17th of November, 1595, a day of great triumph for the
long and prosperous raigne of her majestie (queen Elizabeth) at
London, the pulpit crosse in Pawle’s churchyard was new repayred,
painted, and partly inclosed with a wal of bricke: Doctour Fletcher,
bishop of London, preached there in prayse of the queene, and
prayer for her majestie, before the lord mayor, aldermen, and
citizens, in their best liveries. Which sermon being ended, upon the
church leades the trumpets sounded, the cornets winded, and the
quiristers sung an antheme. On the steeple many lights were
burned: the Tower shot off her ordinance, the bels were rung,
bonefires made,” &c.—[Stow’s Annals, p. 770.]
Pennant says, the last sermon which was preached at this place
was before James I., who came in great state from Whitehall, on
Midlent Sunday, 1620; but Mr. Ellis, the learned and indefatigable
editor of the new edition of Dugdale’s “History of St. Paul’s
Cathedral,” says, there is a sermon in print, entitled, “The White
Wolfe, preached at Paul’s Crosse, February 11, 1627;” and according
to the continuator of “Stow’s Annals,” Charles I., on the 30th of May,
1630, having attended divine service in the cathedral, “went into a
roome, and heard the sermon at Paule’s Crosse.”—[Stow’s Annals, p.
1045.]
Thus this cross stood till it was demolished, in 1643, by order of
parliament, executed by the willing hands of Isaac Pennington, the
fanatical lord mayor of London for that year, who died in the Tower a
convicted regicide.
The engraving at the head of this article is from a drawing in the
Pepysian library, and appears to have been the same that was
erected circa 1450.
 There is a large painting of this cross as it appeared on Sunday,
26th of March, 1620, when king James I., his queen, Charles, prince
of Wales, the archbishop of Canterbury, &c. attended with their
court. It has been engraved in Wilkinson’s “Londina Illustrata.”
I am, Sir, &c. &c.
T. A.

Good Friday at Lisbon.

To a protestant, the observance of this holiday in catholic
countries is especially remarkable. In 1768, the late rev. George
Whitefield published “An Account of some Lent and other
Extraordinary Processions and Ecclesiastical Entertainments seen at
Lisbon; in four Letters to an English Friend.” Very early in the
morning of Good Friday, he had gone on board a vessel at Bellem for
the purpose of sailing, but the wind dying away he returned ashore.
“But how was the scene changed! Before, all used to be noise and
hurry; now all was hushed and shut up in the most awful and
profound silence. No clock or bell had been heard since yesterday
noon, and scarce a person was to be seen in the street all the way
to Lisbon. About two in the afternoon we got to the place where (I
had heard some days ago) an extraordinary scene was to be
exhibited: it was ‘the crucifixion of the Son of God, represented
partly by dumb images, and partly by living persons, in a large
church belonging to the convent of St. De Beato.’ Several thousands
crowded into it, some of which, as I was told, had been waiting
there ever since six in the morning. I was admitted, and very
commodiously situated to view the whole performance. We had not
waited long before the curtain was drawn up. Immediately, upon a
high scaffold, hung in the front with black baize, and behind with silk
purple damask laced with gold, was exhibited to our view an image
of the Lord Jesus, at full length, crowned with thorns, and nailed on
a cross, between two figures of like dimensions, representing the
two thieves. At a little distance on the right hand was placed an
image of the virgin Mary, in plain long ruffles, and a kind of widow’s
weeds. The veil was purple silk, and she had a wire glory round her
head. At the foot of the cross lay, in a mournful pensive posture, a
living man dressed in woman’s clothes, who personated Mary
Magdalen; and not far off stood a young man, in imitation of the
beloved disciple. He was dressed in a loose green silk vesture and
bob-wig. His eyes were fixed on the cross, and his two hands a little
extended. On each side, near the front of the stage, stood two
sentinels in buff, with formidable caps and long beards; and directly
in the front stood another yet more formidable, with a large target in
his hand. We may suppose him to be the Roman centurion. To
complete the scene, from behind the purple hangings came out
about twenty little purple-vested winged boys, two by two, each
bearing a lighted wax taper in his hand, and having a crimson and
gold cap on his head. At their entrance upon the stage, they gently
bowed their heads to the spectators, then kneeled and made
obeisance, first to the image on the cross, and then to that of the
virgin Mary. When risen, they bowed to each other, and then took
their respective places over against one another, on steps assigned
for them on the front of the stage. Opposite to this, at a few yards’
distance, stood a black friar in a pulpit hung with mourning. For a
while he paused, and then breaking silence, gradually raised his
voice till it was extended to a pretty high pitch, though I think
scarcely high enough for so large an auditory. After he had
proceeded in his discourse about a quarter of an hour, a confused
noise was heard near the great front door; and turning my head, I
saw four long-bearded men, two of whom carried a ladder on their
shoulders; and after them followed two more, with large gilt dishes
in their hands, full of linen, spices, &c.; these, as I imagined, were
the representatives of Nicodemus and Joseph of Arimatlian. On a
signal given from the pulpit, they advanced towards the steps of the
scaffold; but, upon their first attempting to mount it, at the watchful
centurion’s nod, the observant soldiers made a pass at them, and
presented the points of their javelins directly to their breasts. They
are repulsed. Upon this, a letter from Pilate is produced. The
centurion reads it, shakes his head, and with looks that bespoke a
forced compliance, beckons the sentinels to withdraw their arms.
Leave being thus obtained, they ascend; and having paid their
homage by kneeling first to the image on the cross and then to the
virgin Mary, they retired to the back of the stage. Still the preacher
continued declaiming, or rather, as was said, explaining the mournful
scene. Magdalen persists in wringing her hands, and variously
expressing her personated sorrow; while John (seemingly regardless
of all besides) stood gazing on the crucified figure. By this time it
was nearly three o’clock, and the scene was drawing to a close. The
ladders are ascended, the superscription and crown of thorns taken
off; long white rollers put round the arms of the image; and then the
nails knocked out which fastened the hands and feet. Here Mary
Magdalen looks most languishing, and John, if possible, stands more
thunderstruck than before. The orator lifts up his voice, and almost
all the hearers expressed their concern by weeping, beating their
breasts, and smiting their cheeks. At length the body is gently let
down; Magdalen eyes it, and gradually rising, receives the feet into
her wide spread handkerchief; while John (who hitherto had stood
motionless like a statue), as the body came nearer the ground, with
an eagerness that bespoke the intense affection of a sympathizing
friend, runs towards the cross, seizes the upper part of it into his
clasping arms, and, with his disguised fellow-mourner, helps to bear
it away. And here the play should end, was I not afraid that you
would be angry with me if I did not give you an account of the last
act, by telling you what became of the corpse after it was taken
down. Great preparations were made for its interment. It was
wrapped in linen and spices, &c. and being laid upon a bier richly
hung, was carried round the churchyard in grand procession. The
image of the virgin Mary was chief mourner; and John and
Magdalen, with a whole troop of friars with wax tapers in their
hands, followed. Determined to see the whole, I waited its return,
and in about a quarter of an hour the corpse was brought in, and
deposited in an open sepulchre prepared for the purpose; but not
before a priest, accompanied by several of the same order, in
splendid vestments, had perfumed it with incense, sang to, and
kneeled before it. John and Magdalen attended the obsequies, but
the image of the virgin Mary was carried away, and placed in the
front of the stage, in order to be kissed, adored, and worshipped by
the people. And thus ends this Good Friday’s tragi-comical,
superstitious, idolatrous droll. I am well aware that the Romanists
deny the charge of idolatry; but after having seen what I have seen
this day, as well as at sundry other times since my arrival here, I
cannot help thinking but a person must be capable of making more
than metaphysical distinctions, and deal in very abstract ideas
indeed, fairly to evade the charge.”
Good Friday at Seville.
The rev. Blanco White relates the celebration of the day at Seville
in the following terms:—
The altars, which, at the end of yesterday’s mass, were publicly
and solemnly stripped of their clothes and rich table-hangings by the
hands of the priest, appear in the same state of distressed
negligence. No musical sound is heard, except the deep-toned voices
of the psalm, or plain chant singers. After a few preparatory prayers,
and the dramatized history of the passion, already described, the
officiating priest (the archbishop at the cathedral), in a plain albe or
white tunic, takes up a wooden cross six or seven feet high, which,
like all other crosses, has for the last two weeks of Lent been
covered with a purple veil, and standing towards the people, before
the middle of the altar, gradually uncovers the sacred emblem, which
both the clergy and laity worship upon their knees. The prelate is
then unshod by the assistant ministers, and taking the cross upon
his right shoulder, as our saviour is represented by painters on his
way to Calvary, he walks alone from the altar to the entrance of the
presbytery or chancel, and lays his burden upon two cushions. After
this, he moves back some steps, and approaching the cross with
three prostrations, kisses it, and drops an oblation of a piece of silver
into a silver dish. The whole chapter, having gone through the same
ceremony, form themselves in two lines, and repair to the
monument, from whence the officiating priest conveys the deposited
host to the altar, where he communicates upon it without
consecrating any wine. Here the service terminates abruptly; all
candles and lamps are extinguished; and the tabernacle, which
throughout the year contains the sacred wafers, being left open,
every object bespeaks the desolate and widowed state of the church
from the death of the saviour to his resurrection.
The ceremonies of Good Friday being short, and performed at an
early hour, both the gay and the devout would be at a loss how to
spend the remainder of the day but for the grotesque passion
sermons of the suburbs and neighbouring villages, and the more
solemn performance known by the name of Tres Horas,—three
hours.
The practice of continuing in meditation from twelve to three
o’clock of this day,—the time which our saviour is supposed to have
hung on the cross,—was introduced by the Spanish Jesuits, and
partakes of the impressive character which the members of that
order had the art to impart to the religious practices by which they
cherished the devotional spirit of the people. The church where the
three hours are kept is generally hung in black, and made
impervious to daylight. A large crucifix is seen on the high altar,
under a black canopy, with six unbleached wax candles, which cast a
sombre glimmering on the rest of the church. The females of all
ranks occupy, as usual, the centre of the nave, squatting or kneeling
on the matted ground, and adding to the dismal appearance of the
scene by the colour of their veils and dresses.
Just as the clock strikes twelve, a priest in his cloak and cassock
ascends the pulpit, and delivers a preparatory address of his own
composition. He then reads the printed meditations on the seven
words, or sentences, spoken by Jesus on the cross, allotting to each
such a portion of time as that, with the interludes of music which
follow each of the readings, the whole may not exceed three hours.
The music is generally good and appropriate, and if a sufficient band
can be collected, well repays to an amateur the inconvenience of a
crowded church, where, from the want of seats, the male part of the
congregation are obliged either to stand or kneel. It is, in fact, one
of the best works of Haydn, composed a short time ago for some
gentlemen of Cadiz, who showed both their taste and liberality in
thus procuring this masterpiece of harmony for the use of their
country. It has been lately published in Germany under the title of
the “Sette Parole.”
 Every part of the performance is so managed, that the clock
strikes three about the end of the meditation, on the words, It is
finished. The picture of the expiring saviour, powerfully drawn by the
original writer of the Tres Horas, can hardly fail to strike the
imagination when listened to under the influence of such music and
scenery; and when, at the first stroke of the clock, the priest rises
from his seat, and in a loud and impassioned voice, announces the
consummation of the awful and mysterious sacrifice, on whose
painful and bloody progress the mind has been dwelling so long, few
hearts can repel the impression, and still fewer eyes can conceal it.
Tears bathe every cheek, and sobs heave every female bosom. After
a parting address from the pulpit, the ceremony concludes with a
piece of music, where the powers of the great composer are
magnificently displayed in the imitation of the disorder and agitation
of nature which the evangelists relate.
The passion sermons for the populace might be taken for a
parody of the three hours. They are generally delivered in the open
air, by friars of the Mendicant orders, in those parts of the city and
suburbs which are chiefly, if not exclusively, inhabited by the lower
classes. Such gay young men, however, as do not scruple to relieve
the dulness of Good Friday with a ride, and feel no danger of
exposing themselves by any unseasonable laughter, indulge not
unfrequently in the frolic of attending one of the most complete and
perfect sermons of this kind at the neighbouring village of Castilleja.
A movable pulpit is placed before the church door, from which a
friar, possessed of a stentorian voice, delivers an improved history of
the passion, such as was revealed to St. Bridget, a Franciscan nun,
who, from the dictation of the virgin Mary, has left us a most minute
and circumstantial account of the life and death of Christ and his
mother. This yearly narrative, however, would have lost most of its
interest but for the scenic illustrations, which keep up the
expectation and rivet the attention of the audience. It was formerly
the custom to introduce a living saint Peter—a character which
belonged by a natural and inalienable right to the baldest head in
the village—who acted the apostle’s denial, swearing by Christ, he
did not know the man. This edifying part of the performance is
omitted at Castilleja; though a practised performer crows with such
a shrill and natural note as must be answered with challenge by
every cock of spirit in the neighbourhood. The flourish of a trumpet
announces, in the sequel, the publication of the sentence passed by
the Roman governor; and the town crier delivers it with legal
precision, in the manner it is practised in Spain before an execution.
Hardly has the last word been uttered, when the preacher, in a
frantic passion, gives the crier the lie direct, cursing the tongue that
has uttered such blasphemies. He then invites an angel to contradict
both Pilate and the Jews; when, obedient to the orator’s desire, a
boy gaudily dressed, and furnished with a pair of gilt pasteboard
wings, appears at a window, and proclaims the true verdict of
heaven. Sometimes, in the course of the preacher’s narrative, an
image of the virgin Mary is made to meet that of Christ, on his way
to Calvary, both taking an affectionate leave in the street. The
appearance, however, of the virgin bearing a handkerchief to collect
a sum for her son’s burial, is never omitted; both because it melts
the whole female audience into tears, and because it produces a
good collection for the convent. The whole is closed by the
descendimiento, or unnailing a crucifix, as large as life, from the
cross, an operation performed by two friars, who, in the character of
Joseph of Arimathea and Nicodemus, are seen with ladders and
carpenters’ tools letting down the jointed figure, to be placed on a
bier and carried into the church in the form of a funeral.
I have carefully glided over such parts of this absurd
performance as would shock many an English reader, even in
narrative. Yet, such is the strange mixture of superstition and
profaneness in the people for whose gratification these scenes are
exhibited, that, though any attempt to expose the indecency of
these shows would rouse their zeal “to the knife,” I cannot venture
to translate the jokes and sallies of wit that are frequently heard
among the Spanish peasantry upon these sacred topics.[94]
Judas is a particular object of execration on Good Friday, in the
Spanish and Portuguese navy. An eye-witness relates the following
occurrences at Monte Video. “The three last days had been kept as
days of sorrow; all the ships in the harbour expressed it by having
their colours hoisted only half-mast high, as a token of mourning,
and the yards crossed as much as possible, to make them resemble
a crucifix, while apparent solemnity prevailed both on shore and in
the harbour; but immediately on a signal, when the minute arrived,
all being in waiting, the yards were squared, the colours hoisted
wholly up, and the guns fired from all the ships in the harbour, while
the bells on shore were set ringing promiscuously, as fast as
possible; and at the bowsprit, or yard-arm of the ships was
suspended an effigy of Judas, which they began to dip in the river,
acting with the greatest possible enthusiasm and ridiculous
madness, beating it on the shoulders, dipping it, and then renewing
their former ridiculous conduct.”[95]

Relics of the Crucifixion.

Sir Thomas More, in his “Dialogue concernynge Heresyes, 1528,”
says, “Ye might upon Good Friday, every yere this two hundred yere,
till within this five yere that the turkes have taken the towne, have
sene one of the thornes that was in Cristes crowne, bud and bring
forth flowers in the service time, if ye would have gone to Rodes.”
The printing press has done more mischief to miracles of this sort
than the Turks.
Patience seems to have been wearied in supplying relics to meet
the enormous demand. Invention itself became exhausted; for the
cravings of credulity are insatiable. If angels are said to weep at
man’s “fantastic tricks before high heaven,” protestants may smile,
while, perhaps, many catholics deplore the countless frauds devised
by Romish priests of knavish minds, for cajoling the unwary and the
ignorant. “The greater the miracle the greater the saint,” has been
assuredly a belief; and, according to that belief, the greater the
relics, the greater the possessors must have appeared, in the eyes of
the vulgar. In this view there is no difficulty in accounting for hordes
of trumpery in shrines and reliquaries.
The instruments of the crucifixion—the very inscription on the
cross—the crown of thorns—the nails—the lance—are shown to the
present hour, as the true inscription, the true thorns, the true nails,
and the true lance. So also there are exhibitions of the true blood,
yet it is a printed truth, that what is exposed to worshippers in
churches by ecclesiastics for true blood, is doubted of by the rev.
Alban Butler. In a note to his article on “The Invention of the Holy
Cross,” he states a ground for his incredulity, quite as singular as
that whereon holders of the true blood maintain their faith. His
words are: “The blood of Christ, which is kept in some places, of
which the most famous is that at Mantua, seems to be what has
sometimes issued from the miraculous bleeding of some crucifix,
when pierced in derision by Jews or Pagans, instances of which are
recorded in authentic histories.”[96] Though, as a catholic priest and
biographer well acquainted with these “authentic histories,” Mr.
Butler might have set them forth, yet he abstains from the
disclosure; and hence on their superior credibility in his eyes, to the
credibility of the declarations and testimonials urged by the owners
of the blood itself, we may choose between their requisition to
believe that the blood is the true blood, and Mr. Butler’s belief, that it
is the blood of bleeding crucifixes. So stands the question of
credibility.
Concerning the alleged implements of the crucifixion, it would be
curious to examine particulars; but we are limited in room, and shall
only recur to one—
“The Holy Lance.”
Respecting this weapon, reference should be first made to the
great authority cited above. Mr. Butler, speaking of other instruments
of Christ’s crucifixion, which he maintains to be genuine, says:—
“The holy lance which opened his sacred side, is kept at Rome,
but wants the point. Andrew of Crete says, that it was buried,
together with the cross. At least, St. Gregory of Tours, and venerable
Bede, testify, that, in their time, it was kept at Jerusalem. For fear of
the Saracens it was buried privately at Antioch; in which city it was
found, in 1098, under ground, and wrought many miracles, as
Robert the monk, and many eye-witnesses, testify. It was carried
first to Jerusalem, and soon after to Constantinople. The emperor,
Baldwin II., sent the point of it to Venice, by way of pledge for a
loan of money. St. Lewis, king of France, redeemed this relick by
paying off the sum it lay in pledge for, and caused it to be conveyed
to Paris, where it is still kept in the holy chapel. The rest of the lance
remained at Constantinople, after the Turks had taken that city, till,
in 1492, the sultan Bajazet sent it by an ambassador, in a rich and
beautiful case, to pope Innocent VIII., adding, that the point was in
the possession of the king of France.”
This is Mr. Butler’s account of the “holy lance,” without the
omission of a word, which should be recollected for reasons that will
be obvious.
St. Longinus.
It is now necessary to observe, that there is not any account of
this saint in Alban Butler’s “Lives of the Saints,” though (in the
Breviar Roman. Antiq. 1543) the 15th of March is dedicated to him
for his festival, and though the saint himself is declared, in the
Romish breviary, to have been the Roman soldier who pierced the
side of the saviour with the lance; and that, “being almost blind by
the blood which fell, it is supposed on his eyes, he immediately
recovered his sight and believed;” and that, furthermore, “forsaking
his military profession he converted many to the faith,” and under
the president Octavius suffered martyrdom.[97]
Cardinal Vigerius.
This dignitary, who died in 1516, was bishop of Præneste, and
arch-priest of the Vatican church. He wrote a book to prove that
Christ’s tunic ought to give place to the eminence of Longinus’s
lance. The occasion of the work unfolds the history of the holy lance.
In 1488, the sultan Bajazet II., being in fear of his brother, who had
become prisoner to the king of France, offered that sovereign, if he
would keep his brother in France, all the relics which his late father
Mahomet had found in Constantinople when he took that city.
Bajazet’s letter came too late; the court of France had already
promised to put his brother in the custody of Innocent VIII. “When
the sultan knew this, he wrote to the pope, and endeavoured to gain
him by presents, and amongst others by the iron of the lance that
pierced our saviour’s side, which he had before offered to the grand
master, and assured him of the punctual payment of 40,000 ducats
every year, on condition that he would not let his brother go upon
any pretence whatsoever.” It appears, however, that Bajazet retained
the relic called the “seamless coat,” and that this gave rise to a great
dispute in Italy, as to whether the holy lance presented to the pope,
or the holy coat, which Bajazet reserved for himself, was the most
estimable; and hence it was assigned to cardinal Vigerius to make it
clear that the pope had the best relic. He executed the task to the
satisfaction of those who contended for the precedence of the
lance.[98]

The TRUE Lance.

Utrum horum?

Before speaking further on the lance itself, it must not be

forgotten that Alban Butler has told us, “the holy lance kept at Rome
wants the point,” and that after various adversities, the point was
“conveyed to Paris, where it is still kept in the holy chapel.” But
Richard Lassels, who in his “Voyage of Italy, 1670,” visited the
church of St. Peter’s, Rome, says, the cupola of that church rests
upon “vast square pillars a hundred and twenty feet in compass, and
capable of stairs within them, and large sacristyes above for the holy
reliques that are kept in them; to wit—the top of the lance
wherewith our saviour’s side was pierced—under the top of the lance
the statue of Longinus.” So that at Rome, where according to Mr.
Butler, the “holy lance” itself is kept, he omits to mention that there
is a top of the lance, besides the other top “in the holy chapel” at
Paris. In that cathedral, too, we have the statue of St. Longinus,
whom Mr. Butler also, for good reasons no doubt, omits to mention
in his twelve volumes of “Lives of the Saints.”
But there is another “holy lance.” It is kept in the church of the
hospital of Nuremberg, with the crown and sceptre and other regalia
of Charlemagne. Misson so particularly distinguishes it, that his
account shall be given verbatim. After mentioning the sword of
Charlemaigne, which its keepers pretend “was brought by an angel
from heaven;” he says, “they also keep many relics in
this church; and among others St. Longin’s lance.” There
is no reason to doubt, therefore, that the ecclesiastics of
Nuremberg deemed Longinus a saint, as well as the
ecclesiastics of St. Peter’s at Rome. Misson goes on to
say, “They are not ignorant that this pretended lance is
to be seen in above ten other places of the world; but,
they say, theirs came from Antioch; it was St. Andrew
who found it; one single man with it discomfited a
whole army; it was the thing of the world which
Charlemaigne loved most. The other lances are
counterfeits, and this is the true one.” It is requisite to
observe Misson’s very next words, which, though they
do not seem connected with this “true lance” of
Nuremberg, are yet connected with the issue. He
proceeds to say, “They have also an extraordinary
veneration for a piece of the cross, in the midst of which
there is a hole that was made by one of the nails. They
tell us, that heretofore, the emperors placed their
greatest hopes of prosperity and success, both in peace
and war, in the possession of this enlivening wood, with
the nail and other relics that are kept at Nuremberg.”
Misson then adds, by way of note, the following
List of these Relics.
The lance.
The piece of the wood of the cross.
One of the nails.
Five thorns of the crown that was put on Christ’s head.
Part of the chains with which St. Peter and St. Paul were bound at
Rome.
A little piece of the manger.
A tooth of St. John Baptist.
One of St. Anne’s arms.
The towel with which Christ wiped the feet of his apostles.
A piece of St. John the Evangelist’s gown.
 A piece from the table cloth which Christ used at his last supper
with his disciples.
These relics, accompanying Misson’s account of the “true lance”
of Nuremberg, are here enumerated, because his statement as to
the existence of the lance, in connection with those relics, is
corroborated by a rare print, sixteen inches and a quarter wide, by
thirteen inches high, published by the ecclesiastics of Nuremberg, in
the possession of the editor of the Every-Day Book. It represents the
whole of these relics at one view, except the five thorns. The true
lance, being placed in the print angle-ways, measures nineteen
inches and three quarters, from the point of the sheath to the rim of
the iron shaft. The preceding column contains a reduced fac-simile
of this “true” relic. It is not denied that the “holy lance” at Paris,
“where it is still kept in the holy chapel,” is also “true”—they are
without a shadow of doubt, equally “true.” See Butler and Misson,
and Misson and Butler.
By the by, it must be remembered, that the genuine lantern
which Judas carried, was also “kept at Rome,” when Misson was
there; and that, at the same time, Judas’s lantern was also at St.
Denis in France—both genuine.[99]

The romance of “Spomydon,” printed by Wynkyn de Worde,

celebrates the exploits of Charlemagne, for the recovery or the relics
of the passion in the following lines:—
Cherles—wanne fro the hethen houndes
The spere and nayles of crystes woundes
And also the croune of thorne
And many a ryche relyke mo
Maugre of them he wanne also
And kylled them euen and morne.

Pilate.
There is a tradition at Vienne, that in the reign of the emperor
Tiberius, Pontius Pilate was exiled to that city, where he died not
long after, of grief and despair, for not having prevented the
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