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Part One. Parts of the Sentence.
Identify the function of the underlined portion in sentences 1-26.
1.
For most Scranton Prep students, if not for all, having lunch is an eagerly anticipated time of the school day.
A. adverbial phrase
B. infinitive phrase
C. gerund phrase
D. appositive phrase
2.
Not only is this period special because students are hungry, but it also is an excellent opportunity for them to
discuss their classes and afternoon plans with friends.
A. indirect object
B. predicate adjective
C. predicate nominative
D. direct object
3.
Caroline Morris, Frances Doty, and Emma White, all sophomores, always look forward to sharing a relaxing
sixth-period lunch following a challenging morning of studying Latin, biology, religion, English, and American
history.
A. adverbial clause
B. adjectival clause
C. gerund phrase
D. present participial phrase
4.
As Caroline, Frances, and Emma entered the dining hall in the Xavier Center, Emma asked her friends, “Have
you two decided what you want for lunch?”
A. predicate adjective
B. predicate nominative
C. indirect object
D. direct object
5.
“Oh, Emma,” Frances answered, “you know that I always have a hard time! All the choices are great, but
today, I think I’ll have one of the delicious signature sandwiches. What have you two decided to order?”
A. gerund phrase
B. adjectival phrase
C. infinitive phrase
D. parenthetical expression
6.
“Of course, Caroline and I are going international since sushi is one of the items on the menu today,” replied
Emma.
A. parenthetical expression
B. essential clause
C. nonessential clause
D. noun phrase
7.
Caroline added laughingly, “I love sushi, and after many days of practice, I can actually control my chopsticks
now!”
A. predicate adjective
B. predicate nominative
C. indirect object
D. direct object
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8.
As the girls were walking to their table, Jim Timmons and Buddy Adams, two of their classmates, asked to join
them to talk about their day so far.
A. appositive phrase
B. gerund phrase
C. present participial phrase
D. adjectival phrase
9.
For the first few minutes however, silence reigned at the table as the hungry fifteen-year-olds savored their tasty
lunches.
A. adjectival clause
B. adverbial clause
C. past participial phrase
D. appositive phrase
10. Finishing his lunch with a chewy double-fudge brownie, Buddy, an American history enthusiast, reflected upon
their fifth-period American history class.
A. subject
B. noun clause
C. past participial phrase
D. present participial phrase
11. “I really love history, and Mrs. Clark is just about the perfect social studies teacher. I mean, she knows
everything—all the facts and those extra little details that make the topic so alive!”
A. noun clause
B. adverbial clause
C. adjectival clause
D. parenthetical expression
12. Ever interested in her students’ intellectual growth, Mrs. Clark assigned history-related projects to her students
each quarter.
A. past participial phrase
B. adjectival clause
C. adverbial clause
D. appositive phrase
13. For these group projects, Mrs. Clark always divided the students into groups of three or four. She then asked
the students to select a group leader who would draw the name of a figure or a topic literally from a Scranton
Prep baseball hat!
A. adjectival phrase
B. past participial phrase
C. noun phrase
D. adverbial phrase
14. Jim commented, “Last quarter, I had a wonderful time exploring the legendary Virginia Dare, the first English
child born in the colonies. Isn’t it bizarre how she and all the inhabitants on Roanoke Island off North Carolina
just disappeared without a trace between 1587 and 1590? The mystery of the ‘Lost Colony’ has never been
solved.”
A. object of the preposition
B. direct object
C. predicate adjective
D. predicate nominative
2
15. “Hello,” called out Paul Marshall as he, Martha Coleman, and Doug Carlisle approached the table. “Sorry that
we are late, but the three of us stayed after class to ask Mrs. Clark about our new quarter projects. In fact, I
can’t wait to get started!”
A. object of the preposition
B. direct object
C. subject
D. predicate nominative
16. That day Mrs. Clark had introduced the third-quarter projects to her students. Speaking to her class, she said,
“We all know that every culture has its real life heroes, as well as its folk heroes. Folk heroes are famous for
being strong, clever, and great. That folk heroes will emerge and reflect the best of individuals, especially in
times of struggle and strife, is quite understandable. Three of these special heroes whom we will study are Paul
Bunyan, Pecos Bill, and Johnny Appleseed.”
A. noun clause
B. appositive phrase
C. adjectival clause
D. adverbial phrase
17. “Each of these legendary figures is associated with the unexplored regions of our new nation during the 1800s.
Does anyone know what these folk heroes represented to the early settlers?” Mrs. Clark asked.
A. gerund phrase
B. present participial phrase
C. noun phrase
D. adverbial phrase
18. Raising her hand, Charlotte Miller volunteered, “Well, I think they would symbolize the pioneer spirit of
perseverance in settling the new territory. The settlers were very determined individuals who really put their
lives on the line to brave the hardships in this challenging environment.”
A. direct object
B. predicate nominative
C. indirect object
D. object of the preposition
19. “Very good, Charlotte,” replied Mrs. Clark. “You are right on target. These myths, especially those about Paul
Bunyan and his pet ox Blue Babe, Pecos Bill, and Johnny Appleseed, grew from the vivid imaginations of the
settlers in their effort and enthusiasm to tame the West.”
A. essential clause
B. infinitive phrase
C. prepositional phrase
D. noun phrase
20. Hearing the name Blue Babe made the class giggle at the seemingly odd selection of “babe” for an ox.
A. gerund phrase
B. adjectival clause
C. past participial phrase
D. present participial phrase
21. “Wait! Wait!” laughed Mrs. Clark. “You will all learn about the wonderful Blue Babe and his tireless work for
his friend Paul Bunyan. The stories of Blue Babe and Paul Bunyan are a major part of American folklore. Just
wait and see when the reports begin. Well, there’s the bell. I know the morning has been busy for you, and I
hope you have a wonderful lunch period.”
A. direct object
B. predicate nominative
C. predicate adjective
D. indirect object
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22. After finishing their lunches, the five sophomores went to the library where they saw their classmates, Chuck
MacMaster and Ellen Simpson, speaking with Ms. Dooley, Prep’s librarian.
A. gerund phrase
B. adjectival phrase
C. adverbial phrase
D. adverbial clause
23. Seeing the lunch group, Chuck and Ellen motioned their friends to join them and Ms. Dooley, who was
suggesting reliable sources for the history projects.
A. noun clause
B. adverbial clause
C. essential clause
D. nonessential clause
24. “Remember,” Ms. Dooley cautioned, “Wikipedia is not a reliable internet site. Be careful and follow my
suggestions for good, accurate sources.”
A. predicate nominative
B. object of the preposition
C. direct object
D. predicate adjective
25. Faced with the two-week due date looming before them, these enthusiastic students began their research and in
several days had amassed excellent articles related to their individual group’s figure.
A. noun phrase
B. past participial phrase
C. adverbial phrase
D. infinitive phrase
26. The first day of group reports quickly arrived, and Mrs. Clark’s fifth-period American history students were
chatting excitedly in great anticipation of hearing one another’s PowerPoint presentations.
A. present participial phrase
B. adverbial clause
C. adjectival clause
D. noun phrase
Identify the type of subject and predicate in sentences 27-31.
27. Selected to begin, Paul Marshall walked with his group members, Jim Timmons and Caroline Morris, to the
front of the classroom and with a large smile introduced not only the mighty lumberjack Paul Bunyan but also
his equally mighty ox Blue Babe.
A. simple subject, simple predicate
B. simple subject, compound predicate
C. compound subject, compound predicate
D. compound subject, simple predicate
28. According to legend, Paul Bunyan was so powerful that he could chop down a forest with one sweep of his ax
and so large that his stride measured over three miles.
A. simple subject, simple predicate
B. simple subject, compound predicate
C. compound subject, compound predicate
D. compound subject, simple predicate
29. One year when the winter was so cold that the snow had turned blue, Paul Bunyan and Blue Babe found each
other when the lumberjack rescued the baby ox that had also become blue from the freezing weather.
A. simple subject, simple predicate
B. simple subject, compound predicate
C. compound subject, compound predicate
D. compound subject, simple predicate
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30. Under the kind care of Paul Bunyan, Blue Babe grew so gigantic that it took a crow one whole day to fly from
one of his horns to the other and developed such a tremendous appetite that he would eat thirty bales of hay
before enjoying a ton of grain for lunch.
A. simple subject, simple predicate
B. simple subject, compound predicate
C. compound subject, compound predicate
D. compound subject, simple predicate
31. Together Paul Bunyan and Blue Babe cleared forests, provided wood for the settlers, and, as a consequence,
proved to the pioneers that they too could endure and conquer the frontier.
A. simple subject, simple predicate
B. simple subject, compound predicate
C. compound subject, compound predicate
D. compound subject, simple predicate
Part Two. Sentences: Structure and Purpose.
Identify the structure of sentences 32-37.
32. Jim explained that Paul Bunyan’s and Blue Babe’s colossal footsteps had created the thousand lakes that are
synonymous with Minnesota’s beautiful landscape.
A. simple
B. compound
C. complex
D. compound-complex
33. In addition, Paul Bunyan is credited with creating Lake Michigan for Blue Babe’s watering hole.
A. simple
B. compound
C. complex
D. compound-complex
34. The class was intrigued with the size of one of Paul Bunyan’s kitchens that covered ten miles of territory, and
Emma and Frances wanted to know more about Blue Babe.
A. simple
B. compound
C. complex
D. compound-complex
35. Delighted with all the enthusiasm for the first legendary hero, Mrs. Clark introduced Pecos Bill, the next
extraordinary character, and Chuck MacMaster, Martha Coleman, and Ellen Simpson prepared to entertain their
classmates with the adventures of this wild man of the West.
A. simple
B. compound
C. complex
D. compound-complex
36. Chuck started their report by comparing Paul Bunyan with Pecos Bill; both assisted the pioneers in settling the
western frontier, Paul Bunyan by helping to clear forests and providing lumber, and Pecos Bill by creating the
lasso and being stubborn, even when the odds seemed against him.
A. simple
B. compound
C. complex
D. compound-complex
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37. Martha continued with the legend of the baby Pecos Bill’s bouncing off his parents’ wagon as a result of its
hitting a bump in the road near the Pecos River in Texas and thereby becoming separated from his human
family.
A. simple
B. compound
C. complex
D. compound-complex
Identify the purpose of sentences 38-41.
38. Can you believe that coyotes actually rescued and reared Pecos Bill?
A. exclamatory
B. interrogative
C. declarative
D. imperative
39. What a sight Pecos Bill must have been growing up thinking he was a coyote, howling and roaming all over the
West!
A. exclamatory
B. interrogative
C. declarative
D. imperative
40. Try to picture what a difficult time Pecos Bill’s cowboy brother had trying to convince his long-lost brother that
he was a man and not a coyote.
A. exclamatory
B. interrogative
C. declarative
D. imperative
41. Once Pecos Bill became a cowboy, he was known as the toughest of all cowboys, used a rattlesnake for a lasso,
and rode a mountain lion.
A. exclamatory
B. interrogative
C. declarative
D. imperative
Part Three. Parts of Speech.
Identify the verb tense in the underlined portion of sentences 42-49.
42. Continuing the Pecos Bill legend, Ellen said, “Pecos Bill was always looking for a challenge. He will be
remembered for his amazing adventure with a mighty tornado.”
A. future perfect
B. past
C. present perfect
D. future
43. “When he saw that tornado, he became very excited and knew his dream of high adventure had come true,”
explained Ellen.
A. present
B. past perfect
C. future
D. past
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44. Martha added, “Being totally fearless, Pecos Bill straddled the tornado, and he and it bounced all over the West.
Finally, when the tornado headed out to sea, it vanished, and as it did, Pecos Bill dropped safely to the ground
without a scratch or bruise on him.”
A. present
B. future
C. past
D. past perfect
45. The curious Buddy asked Chuck, “Every famous cowboy has an equally famous horse. Just remember the Lone
Ranger and his beautiful Silver or Roy Rogers and Trigger. You mentioned earlier that Pecos Bill rode a
mountain lion, but did he have horse?”
A. past
B. present
C. present perfect
D. past perfect
46. “Oh, yes,” replied Chuck. “Pecos Bill’s horse has been named Widow Maker. Needless to say, a very sad end
awaited the cowboy or anyone for that matter who was foolish enough to ride or even to approach such a
dangerous creature!”
A. present
B. past
C. present perfect
D. past perfect
47. Chuck’s group then told about Pecos Bill’s great love in life, Slue-Footed Sue. When Pecos Bill saw SlueFooted Sue riding an extremely large catfish, he immediately knew she was the only girl for him.
A. past
B. present perfect
C. present
D. future
48. After Pecos Bill and Slue-Footed Sue had married, she said, “Pecos Bill, I want to ride Widow Maker. Will you
let me have some fun?”
A. future perfect
B. present perfect
C. present
D. future
49. Reluctantly Pecos Bill granted Slue-Footed Sue her request but feared the worst. Once Pecos Bill’s bride had
mounted Widow Maker, she was in for the final ride of her life. Widow Maker bucked so wildly that SlueFooted Sue soared high into the air.
A. past perfect
B. past
C. present
D. future
In sentences 50-69, identify the part of speech of the underlined word as it is used in the sentence.
50. When Slue-Footed Sue finally hit the ground, her wide hoop skirt caused her to begin bouncing like a runaway
basketball.
A. noun
B. verb
C. adjective
D. adverb
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51. Poor Pecos Bill was beside himself with worry because his dear Slue-Footed Sue could not stop bouncing long
enough to eat.
A. preposition
B. pronoun
C. interjection
D. conjunction
52. At the conclusion of his group’s presentation, Chuck added, “We all know a cowboy’s life was demanding, and
the legend of Pecos Bill shows that with determination like Pecos Bill’s the homesteaders could overcome the
uncertainties and challenges of the unexplored West.”
A. verb
B. noun
C. adjective
D. adverb
53. “Yes, Charlotte was very perceptive in her earlier remarks about folk heroes. The legends of Paul Bunyan and
Pecos Bill would certainly encourage the pioneers to endure all of the hardships that they would meet as they
traveled far from cities and towns. Wow! Just imagine being so far from civilization. I don’t think I could do
it,” gasped Emma White.
A. adverb
B. adjective
C. pronoun
D. interjection
54. Mrs. Clark asked the class, “Does anyone have a question for either of these two groups about Paul Bunyan or
Pecos Bill? These are very unique, colorful, and entertaining figures. Yes, Frances, I see you have raised your
hand. What is your question?”
A. adverb
B. pronoun
C. interjection
D. adjective
55. “Great! Thank you, Mrs. Clark. Emma and I love Blue Babe. Could Paul and his group tell us a little more
about Paul Bunyan’s super-sized companion?”
A. conjunction
B. adverb
C. adjective
D. preposition
56. Paul laughed and said, “Oh, we have many tall tales, but we only have time to relate two today. One is about
Blue Babe’s incredible strength, and the other concerns Bessie the Yeller Cow.”
A. noun
B. adverb
C. pronoun
D. adjective
57. “I’ll tell about Blue Babe’s strength, if I may, Paul,” interjected Jim. “Of course, we know that Blue Babe’s
size was an enormous, no pun intended, help to Paul Bunyan in pulling the lumber wagon. But his strength also
improved the lumber camp roads.”
A. noun
B. verb
C. adverb
D. adjective
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58. Full of enthusiasm for his topic, Jim continued, “Blue Babe was so powerful that by twisting and turning as he
walked, he could straighten the roads to the lumber camps and consequently made these distances much shorter.
In fact, in one account, Blue Babe shortened one road by twenty miles!”
A. verb
B. adjective
C. preposition
D. adverb
59. “Let me explain about Bessie the Yeller Cow, the true love of Blue Babe’s life,” said Caroline. Taking a deep
breath, she began the story. “One day, Blue Babe looked over a mountain—that’s how big he was—and seeing
Bessie, he fell in love.”
A. adverb
B. noun
C. preposition
D. adjective
60. “Being with Paul Bunyan and Blue Babe, Bessie the Yeller Cow grew in size to match those two giants, but she
nevertheless remained very feminine and graceful. In fact, in one story, her eyelashes were so long that each
time she blinked they would tickle the lumberjacks at the far end of the camp.”
A. verb
B. adjective
C. pronoun
D. conjunction
61. Caroline pointed out that Blue Babe and Bessie the Yeller Cow did in fact have one point of disagreement. She
loved warm weather and hated the cold, and he hated the heat and loved the cold. “What,” asked Caroline,
“could be the solution to this unfortunate situation? Can anyone guess?”
A. adjective
B. noun
C. pronoun
D. preposition
62. After several students tried without success to resolve this difficulty between Blue Babe and Bessie the Yeller
Cow, Caroline related how the clever Johnny Inkslinger, Paul Bunyan’s bookkeeper, came to the rescue. “To
help Bessie the Yeller Cow get through the harsh winter weather that she hated so much, Johnny made her a
pair of glasses with green lens so that she would think that it was summer even during the coldest part of the
winter!”
A. adjective
B. conjunction
C. adverb
D. preposition
63. Mrs. Clark and the class thanked Paul, Jim, and Caroline for their additional stories about Paul Bunyan, Blue
Babe, and Bessie the Yeller Cow.
A. verb
B. adjective
C. conjunction
D. preposition
64. Mrs. Clark also informed the class that in one story Paul Bunyan and Blue Babe created the Mississippi River
and the Grand Canyon!
A. preposition
B. adverb
C. conjunction
D. verb
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65. The third group of the day had as its topic Johnny Appleseed, who unlike Paul Bunyan and Pecos Bill was an
historical figure.
A. noun
B. adverb
C. pronoun
D. preposition
66. With notes in hand, Pete Johnson, David Ellison, and Lily Bradley were bundles of energy as they logged onto
the computer and got their PowerPoint presentation up and focused on the Smartboard.
A. noun
B. conjunction
C. preposition
D. adverb
67. Lily, the leader of her group, introduced their remarkable figure. “Johnny Appleseed’s real name was John
Chapman, and he was born in Massachusetts in 1774. While Paul Bunyan is chiefly associated with clearing
forests, Johnny Appleseed is famous for establishing apple orchards from Ohio to Illinois and thereby providing
a wonderful source of nutrition for the settlers.”
A. preposition
B. adjective
C. conjunction
D. adverb
68. Lily continued, “Johnny Appleseed’s great hope was that if he could determine the direction the settlers would
travel he could get to that particular area and sow his seeds. Then, in a few years, he would have young apple
trees to sell at a low price to the pioneers.”
A. noun
B. conjunction
C. adverb
D. preposition
69. “Johnny Appleseed’s first orchard was planted near Warren, Pennsylvania, close to the Allegheny River. By
the end of his life, he had many orchards dotting the western frontier,” Lily said rounding out her portion of the
report.
A. noun
B. adjective
C. verb
D. adverb
Select the correct statement or statements in sentences 70-75.
70. 1.
2.
3.
4.
When the complete subject of the sentence includes a prepositional phrase, the object of the preposition
determines whether the verb is plural or singular.
The two parts of a dependent clause are the preposition and its object.
When the correlative conjunctions—either . . . or or neither . . . nor—are used to join subjects, the verb
will always agree with the second subject.
When the correlative conjunctions—either . . . or or neither . . . nor— are used to join subjects, the verb
will always agree with the first subject.
A. 1 and 2
B. 1, 2, and 3
C. 2 and 4
D. 3
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71. 1.
2.
3.
4.
All dependent and independent clauses have a subject and a predicate.
Almost, very, and so are adverbs and therefore may modify verbs, adjectives, and other adverbs.
Commas are used to separate an essential or restrictive clause from the rest of the sentence.
When, before, and never are three prepositions that may also function as subordinating conjunctions.
A. 1 and 2
B. 1 and 3
C. 2 and 4
D. 3 and 4
72. 1.
2.
A comma or a semicolon may be used to separate an introductory adverbial clause from the main clause.
A semicolon is never the correct punctuation mark to separate an introductory adverbial clause from the
main clause.
An adjective answers the question how many, what kind, and to what extent about a noun.
And, but, and therefore are three examples of coordinating conjunctions.
A. 1
B. 2
C. 1 and 3
D. 2 and 4
3.
4.
73. 1.
2.
3.
4.
When a dependent clause is joined to a simple sentence, the construction becomes a complex sentence.
A simple sentence may include two introductory prepositional phrases.
A misplaced modifier occurs when a past participial phrase or a present participial phrase modifies the
incorrect noun.
A misplaced modifier occurs when a past participial phrase or a present participial phrase modifies the
incorrect adjective.
A. 1, 2, and 3
B. 1, 2, and 4
C. 1 and 3
D. 2 and 4
74. 1.
2.
3.
4.
A semicolon may be used to separate two independent clauses.
A run-on sentence occurs when no mark of punctuation is used to separate two independent clauses.
Scranton Prep, Pennsylvania, and baseball are three examples of proper nouns.
Truth, beauty, and freedom are three examples of abstract nouns.
A. 1 and 2
B. 2 and 3
C. 1, 2, and 4
D. 2, 3, and 4
75. 1.
2.
3.
The direct object will always follow the indirect object.
The indirect object may follow the direct object when the indirect object is the object of the preposition.
Commas are used to separate nouns of address, interjections, and parenthetical expressions from the rest of
the sentence.
Predicate adjectives and predicate nominatives follow linking verbs.
A. 2 and 4
B. 3 and 4
C. 1, 2, and 3
D. 1, 3, and 4
4.
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Part Four. Correct Usage.
Identify the sentence structure fault in 76-81.
76. Johnny Appleseed established a business of selling the trees to settlers when he became wealthy, he gave most
of his profits to the poor and to churches.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
77. Wearing a cloth sack, going barefooted during all seasons of the year, and sporting a tin pot for a hat, people
could always recognize the remarkable and somewhat eccentric Johnny Appleseed.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
78. Johnny Appleseed was a vegetarian and had a fine reputation of being a very kind person. Whom legend has
freeing an injured wolf from a trap.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
79. Nursed back to health, this unique experience gained Johnny Appleseed a devoted friend and faithful
companion.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
80. Not only was Johnny Appleseed friendly to animals but also seeking to establish good understanding between
the Native Americans and the settlers.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
81. During the War of 1812, Johnny Appleseed sided with the settlers. After the Native Americans became allies
with the British.
A. fragment
B. run-on sentence
C. misplaced modifier
D. lack of parallel construction
Identify the correct sentence or sentences in 82-90.
82. 1.
2.
3.
4.
In one story Johnny Appleseed ran thirty miles to alert the Americans of an eminent enemy attack.
In one story Johnny Appleseed ran thirty miles to alert the Americans of an imminent enemy attack.
His heroism had the effect of saving countless American lives.
His heroism had the affect of saving countless American lives.
A. 1 and 3
B. 1 and 4
C. 2 and 3
D. 2 and 4
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83. 1.
2.
3.
4.
84. 1.
2.
3.
4.
Acquiring lots of money did not raise Johnny Appleseed to the status of a folk hero because he was more
famous for providing homesteaders with apple trees and for entertaining them with stories of his travels.
Although Johnny Appleseed became wealthy, he became legendary for providing homesteaders with apple
trees and for entertaining them with stories of his travels.
Johnny Appleseed’s legend like Paul Bunyan and Pecos Bill has become a part of our American folklore.
Johnny Appleseed’s legend like those of Paul Bunyan and Pecos Bill has become a part of our American
folklore.
A. 1 and 3
B. 1 and 4
C. 2 and 3
D. 2 and 4
After Lily’s group had concluded its presentation about Johnny Appleseed, Mrs. Clark asked her students
whether they had a follow up question or two.
After Lily’s group had concluded it’s presentation about Johnny Appleseed, Mrs. Clark asked her students
whether they had a follow up question or two.
Doug Carlisle raised his hand and said, “Mrs. Clark, for my friends and me, this has been an excellent
report. May I ask one question, please?”
Doug Carlisle raised his hand and said, “Mrs. Clark, for my friends and I, this has been an excellent report.
May I ask one question, please?”
A. 2
B. 4
C. 1 and 3
D. 2 and 4
85. 1.
2.
3.
4.
“Yes, you may,” replied Mrs. Clark. “We are all anxious to hear your question, Doug!”
“Yes, you can,” replied Mrs. Clark. “We are all anxious to hear your question, Doug!”
“Yes, you can,” replied Mrs. Clark. “We are all eager to hear your question, Doug!”
“Yes, you may,” replied Mrs. Clark. “We are all eager to hear your question, Doug!”
A. 1
B. 2
C. 3
D. 4
86. 1.
2.
3.
“Well, has a movie ever been made about Johnny Appleseed?” Doug asked.
“Well, has their ever been a movie made about Johnny Appleseed?” Doug asked.
David Ellison nodded and said, “When I was working on my part of the report, my parents told me that in
the 1950s Walt Disney had made an animated feature about Johnny Appleseed.”
Grinning, Mrs. Clark said, “I remember seeing that movie when I was in the first grade. At the time, I did
not know whom that notorious man was!”
A. 1 and 3
B. 2 and 4
C. 1, 3, and 4
D. 2, 3, and 4
4.
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87. 1.
2.
3.
4.
88. 1.
2.
3.
4.
89. 1.
2.
3.
4.
90. 1.
2.
3.
4.
At the conclusion of the period, Pete Johnson reflected, “I’m glad we had the opportunity to study these
figures. It is important for every generation to learn about them rather than having their legends being
forgotten.”
At the conclusion of the period, Pete Johnson reflected, “I’m glad we had the opportunity to study these
figures. It is important for every generation to learn about them rather than to have their legends
forgotten.”
Frances Doty agreed, “Paul Bunyan, Pecos Bill, and Johnny Appleseed encourage all of us to take an active
part in our society and not to lay on the sidelines and let someone else do to job.”
Frances Doty agreed, “Paul Bunyan, Pecos Bill, and Johnny Appleseed encourage all of us to take an active
part in our society and not to lie on the sidelines and let someone else do to job.”
A. 1 and 3
B. 1 and 4
C. 2 and 3
D. 2 and 4
Waving his hand, Jim Timmons said, “Martha Coleman and I would like to know whether we shall study
any other legendary figures next quarter.”
Waving his hand, Jim Timmons said, “Me and Martha Coleman would like to know whether we will study
any other legendary figures next quarter.”
Waving his hand, Jim Timmons said, “Myself and Martha Coleman would like to know whether we shall
study any other legendary figures next quarter.”
Waving his hand, Jim Timmons said, “Martha Coleman and me would like to know whether we will study
any other legendary figures next quarter.”
A. 1
B. 2
C. 3
D. 4
Mrs. Clark replied, “There are many other figures; some have legends similar to Paul Bunyan and Pecos
Bill, who are certainly larger-than-life.”
Mrs. Clark replied, “There are many other figures; some have legends similar to those of Paul Bunyan and
Pecos Bill, who are certainly larger-than-life.”
Mrs. Clark replied, “There are many other figures; some have legends similar to Paul Bunyan and Pecos
Bill, whom are certainly larger-than-life.”
Mrs. Clark replied, “There are many other figures; some have legends similar to those Paul Bunyan and
Pecos Bill, whom are certainly larger-than-life.”
A. 1
B. 2
C. 3
D. 4
“I think we shall focus on real life heroes, such as Daniel Boone, Davy Crockett, and John Henry,”
remarked Mrs. Clark.
“Each of these Americans have captured the public’s imagination whether through their own accounts or
through songs and movies.”
“Each of these Americans has captured the public’s imagination whether through his own account or
through songs and movies.”
Mrs. Clark concluded, “From all of your excellent work, I know your next projects will be credible
documents to your fine research skills!”
A. 1 and 2
B. 1 and 3
C. 1 and 4
D. 2 and 4
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Part Five. Literary Terms.
Identify the literary terms in sentences 91-100.
Prep students read a wide variety of literature during their four years at Scranton Prep: novels, short stories, poetry,
non-fiction works, and plays. Being familiar with key literary terms enhances students’ reading experience by
helping them to understand the author’s meaning and to appreciate his or her originality.
91. Legends always use ___ to describe their larger-than-life heroes and their amazing strength and adventures. Do
you think that anyone could really ride a tornado or even a mountain lion?
A. irony
B. hyperboles
C. metaphors
D. understatements
92. Paul Bunyan and Pecos Bill are certainly ___ of the determination, fortitude, and perseverance of the settlers
who sought new opportunities in the West.
A. similes
B. apostrophes
C. oxymorons
D. personifications
93. Paul Bunyan’s great strength of character and Pecos Bill’s limitless optimism triumph over all of the challenges
of the untamed territory and have become ___ of the pioneer spirit of effort and endurance.
A. hyperboles
B. symbols
C. paradoxes
D. oxymorons
94. Paul Bunyan’s clearing the great forests and Pecos Bill’s riding the tornado are ___ of the pioneers’ eventual
success in conquering the unknown.
A. understatements
B. similes
C. foreshadowings
D. paradoxes
95. “Blue Babe begs Bunyan's cook Sourdough Sam for snacks” is a statement that contains at least one example of
___.
A. a paradox
B. a metaphor
C. alliteration
D. foreshadowing
96. One modern writer has described Paul Bunyan “as tall as the Empire State Building.” This description of Paul
Bunyan is an example of a(n) ___.
A. simile
B. allusion
C. oxymoron
D. metaphor
97. Whenever Jim Timmons wishes to describe a remarkable feat or deed, he will frequently use ___ to one of Paul
Bunyan’s great adventures to make his comparison more entertaining and clear.
A. an allusion
B. foreshadowing
C. a metaphor
D. a simile
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98. As Slue-footed Sue bounced out of sight, Pecos Bill cried, “Oh, Slue-Footed Sue, why did I ever let you ride
Widow Maker?” Pecos Bill’s statement is an example of a(n) ___.
A. simile
B. hyperbole
C. paradox
D. apostrophe
99.
Folklorist S. E. Schlosser recounts that one winter when the temperature in Paul Bunyan’s lumber camp
dropped to 68 degrees below zero, all the flames in the lanterns froze. So solid were these icy flames that not
even Paul Bunyan could blow them out. The phrase “icy flames” is an example of a(n) ___.
A. oxymoron
B. simile
C. apostrophe
D. allusion
100. To say this particular winter in Paul Bunyan’s lumber camp “was a little cold” is a(n) ___.
A. symbol
B. understatement
C. metaphor
D. paradox
Bibliography
“Bunyan, Paul.” Encyclopædia Britannica. 2011. Encyclopædia Britannica 2006 Ultimate Reference Suite DVD 9
Aug. 2011.
“Chapman, John.” Encyclopædia Britannica. 2011. Encyclopædia Britannica 2006 Ultimate Reference Suite DVD 9
Aug. 2011.
“Dare, Virginia.” Encyclopædia Britannica. 2011. Encyclopædia Britannica 2006 Ultimate Reference Suite DVD 17
Aug. 2011.
“Heroes of History. American—Paul Bunyan, Johnny Appleseed, and Pecos Bill.” 20 June 2011
<http.://library.thinkquest.org/05aug/00212/American.html>.
“Pecos, Bill.” Encyclopædia Britannica. 2011. Encyclopædia Britannica 2006 Ultimate Reference Suite DVD 9
Aug. 2011.
Schlosser, S. E. “Babe the Blue Ox.” Babe the Blue Ox: From Paul Bunyan at Americanfolklore.net. 20 June 2011
<http://americanfolklore.net//folklore/2010/07/pail-bunyans-kitchen.html>.
---. “Paul Bunyan’s Kitchen.” Paul Bunyan at Americanfolklore.net. 20 June
2011<http://americanfolklore.net//folklore/2010/07/pail-bunyans-kitchen.html>.
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