Download nouns and proper nouns - Crescent Heights High School

Grade 8 Language Arts
Grammar and Conventions Review
NAME: _____________________________
________
NOUNS AND PROPER NOUNS/30
A NOUN describes a person, place, thing or idea. Nouns can be classified as:
 CONCRETE NOUNS – things you can see and touch (e.g.: smile, person, school)
 ABSTRACT NOUNS – ideas, qualities or feelings (e.g.: warmth, approval, embarrassment)
 COLLECTIVE NOUNS – name a group of persons or things (e.g.: band, crowd, team)
A PROPER NOUN names a particular person, place or thing. It begins with a capital letter
(e.g.: Ms. Swenson, Nunavut, Simon Fraser University).
Gage Learning (2000). “Nouns” and “Proper Nouns” from Crossroads 8 Teacher’s Guide (427,425). Toronto, ON: Gage Learning Corporation.
1. Identify the following nouns as concrete (CON), abstract (ABS), or collective (COL).
[15 marks]
a. honesty
_______
f. clouds
_______
k. home
_______
b. patience
_______
g. nature
_______
l. sorrow
_______
c. muscles
_______
h. feelings
_______
m. hands
_______
d. summer
_______
i. women
_______
n. group
_______
e. water
_______
j. goodness _______
o. truth
_______
2. The following paragraph is a brief career biography of poet May Swenson. Look at the
sentences carefully to determine whether the proper nouns are used correctly. Circle the first
letter of the word that if the proper noun is used incorrectly. [15 marks]
Born in Logan, utah, May swenson moved to new York city
after graduating from utah state university to begin her
career in Publishing and in writing poetry.
Editor
of
new
Directions,
and
her
poetry
She became
appeared
in
magazines such as the new Yorker, saturday Review, and
The Atlantic.
and
a
grant
Her awards include a guggenheim fellowship
from
the
Ford
Foundation.
Swenson
has
presented her poetry to appreciative audiences in canada
and the United States.
Grammar Review
compiled by Waite/September 2008
2
PRONOUNS/12
PRONOUNS take the place of one or more nouns or a group of words in a sentence. As with
nouns, they can be used to refer to people, places or things.
e.g.: The conductor described the songs we would play. She wanted us to memorize them.
(Both “she” and “them” are pronouns—“she” refers to conductor and “them” refers to
songs we would play. These are known as ANTECEDENTS—the word or group of
words the pronoun refers to.)
Some common pronouns include I, it, its, me, he, she, we, them, himself, herself, this, that, those,
any, some, everyone, who, and what.
Confusion can occur when it is unclear which antecedent the pronoun refers to.
Vague: The basketball player asked for a meeting in the general manager’s office to discuss his
new contract. The general manager said he could not do that. (“That” is a pronoun. Is
the general manager declining the meeting or the discussion?)
Revised: The basketball player asked if he could meet with the general manager in his office.
The general manager said he could not do that. (The antecedent for “that” is clear.)
Gage Learning (2000). “Pronouns” from Crossroads 8 Teacher’s Guide (428). Toronto, ON: Gage Learning Corporation.
1. Underline the pronoun(s) in the sentences below. Circle the antecedent. [8 marks]
a. The voyageurs found their journey difficult to complete.
b. The orphan polar bears were airlifted to their new home.
c. You can tell a chinook salmon from its size and colouring.
d. Everyone at the party is playing his or her favourite party game.
2. The following sentences have pronoun problems. The antecedents are unclear. Underline
the pronouns and then rewrite the corrected sentences so that the antecedents are clear.
a. Rebecca wrote a journal entry about the poem. It used colourful language. [4 marks]
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b. Marta listened to the poem that was read on the radio. It did not sound right.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3
Grammar Review
compiled by Waite/September 2008
PREFIXES AND SUFFIXES/6
A PREFIX added to the beginning of a root or base word changes the meaning of the word.
e.g.: un– (meaning “not”) + the root word done = undone, meaning “not done”
Some prefixes have one meaning, and others have more than one meaning.
e.g.:
PREFIX
im–, in–, non–, un–
dis–, in–, non–
mis–
pre–
re–
sub–
micro–
MEANING
not
opposite of, lack of, not
bad, badly, wrong, wrongly
before
again
below, in lower position
small
A SUFFIX added to the end of a base word changes the meaning of the word.
e.g.: –ful (meaning “full of”) + the base word joy = joyful, meaning “full of joy”
Some suffixes have one meaning, and others have more than one meaning.
e.g.:
SUFFIX
–able
–al
–ful
–er
–less
–ly
–ous
–tion
–y
MEANING
able to be, suitable, or inclined to
relating to, like
as much as will fill, full of
someone who, more so
without, that does not
having qualities of, manner or degree
full of
forming an action
having, full of
Gage Learning (2000). “Colons” and “Semicolons” from Crossroads 8 Teacher’s Guide (429, 449). Toronto, ON: Gage Learning Corporation.
1. Complete each sentence by adding one of the prefixes from above to the root word shown in
parentheses. [3 marks]
a. The distance to the Igloolik school made it ____________ (practical) for Leah Otak and
others to live in their family homes during the winter.
b. Young people felt ____________ (easy) speaking the traditional language around their
elders.
c. A ____________ (native) student compiled the tape recordings that Leah discovered.
2. Add a suffix from the list above to the base word in parenthesis. (Note: This could change its
spelling!) [3 marks]
a. Many skiers visit the province’s ____________ (snow) mountains.
b. The “Return of the Sun” __________________ (celebrate) happens in January.
c. The elder was very __________________ (knowledge) about fishing techniques.
Grammar Review
compiled by Waite/September 2008
4
SYNONYMS AND ANTONYMS/30
A SYNONYM is a word that has the same or nearly the same meaning as one or more other
words.
e.g.: funny—humorous; run—hurry
An ANTONYM is a word that has the opposite meaning as one or more other words.
e.g.: funny—serious; run—walk
Gage Learning (2000). “Synonyms” from Crossroads 8 Teacher’s Guide (423). Toronto, ON: Gage Learning Corporation.
1. Write a synonym and an antonym for each word below. [20 marks]
SYNONYM
ANTONYM
a. discover
b. weary
c. round
d. joy
e. race
f. hill
g. tall
h. final
i. friend
j. nice
2. Write a synonym for each underlined word below. [10 marks]
a. Peter moved his fingers across the piano keys.
______________________________
b. Maria looked happy as she ran the oval track.
______________________________
c. Yasmin wanted to play a school sport.
______________________________
d. “I can relate to the experience of completing
a race behind the winner,” said Gabriella.
______________________________
e. Sally commented, “Singing and playing the guitar ______________________________
are both equally important to me.”
5
Grammar Review
compiled by Waite/September 2008
CONNOTATION AND DENOTATION/10
The DENOTATION of a word is its exact meaning as stated in a dictionary.
e.g.: The denotation of casual is “not fancy or formal”.
The CONNOTATION of a word is an added meaning that suggests something positive or
negative.
Negative: Sloppy suggests “very messy”. Sloppy has a negative connotation.
Positive: Casual suggests “informal or relaxed”. Casual has a positive connotation.
Some words are neutral. They do not suggest either good or bad feelings.
e.g.: calendar, toy, pencil
Gage Learning (2000). “Connotation and Denotation” from Crossroads 8 Teacher’s Guide (456). Toronto, ON: Gage Learning Corporation.
1. For each of the following words, write “+” if it has a positive connotation or “–“ if the word
has a negative connotation. Write “N” if the word is neutral. [24 marks]
1. ____ lazy
____ relaxed
2. ____ determined
____ stubborn
3. ____ drug
____ remedy
4. ____ clever
____ sneaky
5. ____ pretty
9.
____ gorgeous
6. ____ grand
10.
____ large
7. ____ old
11.
____ antique
8. ____ curious
____ nosy
12.
____
make
____
create
____
weird
____
unique
____
criticize
____
evaluate
____
snooty
____
refined
2. Rewrite the paragraph below. Replace the underlined words with words that do not have a
negative connotation. [9 marks]
The farmer shoved her way into the auctioneer’s hall. She sauntered through the doorway
and slouched against the wall. Her clothes were filthy and smelly from working in the fields
all day. She glared with hostile eyes at the crowd of potential buyers of her farm. Looking at
the auctioneer, she screeched, “Well, I’m finally here. Let the tragedy begin.”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Grammar Review
compiled by Waite/September 2008
6
HOMONYMS, HOMOPHONES AND HOMOGRAPHS/20
HOMONYMS are words that have the same spelling and pronunciation as each other but
different meanings.
e.g.: a bat is a bit of wood used in a game or a furry nocturnal creature
HOMOPHONE are words that have the same pronunciation as each other but different spellings
and meanings.
e.g.: marshal (an officer) and martial (warlike)
HOMOGRAPH are words that are spelled the same as each other but have a different
pronunciation and meaning.
e.g.: bow (the front part of a ship) and bow (to bend over)
Gage Learning (2000). “Homophones” from Crossroads 8 Teacher’s Guide (431). Toronto, ON: Gage Learning Corporation.
1. Give TWO brief definitions for each of the following homonyms. [10 marks]
a. bark
__________________________________________________________________
__________________________________________________________________
b. down __________________________________________________________________
__________________________________________________________________
c. wave __________________________________________________________________
__________________________________________________________________
d. grave __________________________________________________________________
__________________________________________________________________
e. kind
__________________________________________________________________
__________________________________________________________________
2. Identify the two homophones suggested by each example. [10 marks]
a. A group of people that give advice /
Helping someone deal with a problem
b. A bad smell / A domesticated bird
____________ / ____________
c. Not moving / Paper used for writing a letter
____________ / ____________
d. A female horse / The leader of a town
____________ / ____________
e. To see something / The location of a place
____________ / ____________
____________ / ____________
7
Grammar Review
compiled by Waite/September 2008
WORKING WITH HOMOPHONES/25
Homophones can be confusing for many people. In everyday language, some of the most
common mistakes come with the following sets of homophones: by, buy, and bye; to, too, and
two, and there, their, and they’re.
Write in the correct homophone for each of the following statements.
1. BY, BUY, AND BYE [5 marks]
a.
b.
c.
d.
e.
Did you _____ your books at the campus bookstore?
______ going through these courses, I am learning much about the English language.
I needed to return to the store to ______ the right oil for the dressing.
______ the way, can you come to my house later?
He said, “______” and ran off.
2. TO, TOO, AND TWO [5 marks]
a.
b.
c.
d.
e.
It’s ____________ hot today!
Listen ____________ me!
Don’t eat ______ many cookies!
Is this the key ______ the door?
They want ______ go outside.
3. THERE, THEIR, AND THEY’RE [15 marks]
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
They’ve forgotten ____________ bags.
Where are Mark and Sally? _____________ over there.
____________ are several mistakes in this document.
I’ve meet them before but I don’t know ____________ names.
I don’t know who they are but I think ____________ German.
Look at the smiles on ____________ faces.
I don’t think ____________ coming.
From the look on ____________ faces, they’re not very happy.
The employees say that ____________ not very happy about working past midnight.
I like visiting London but I wouldn’t want to live ____________.
They cannot decide. They can’t make up ____________ minds.
Do you think ____________ going to accept our offer?
____________ are two reasons why I am against this idea.
I know ____________ considering buying a new computer system.
The students are happy. They’ve finished ____________ homework.
Grammar Review
compiled by Waite/September 2008
8
HOMOPHONES: Word Confusion/30
Circle the correct homophone for each of the following statements. Refer to a dictionary if necessary.
EASY DIFFICULTY
1. You can’t go outside without any ______ on.
CLOSE
CLOTHES
2. I want to ______ my old car.
CELL
SELL
3. The dog bit ______ tail.
IT’S
ITS
BEECH
BEACH
5. Today is ______ lucky day.
YOUR
YOU’RE
6. The pitcher caught Ted at first ______.
BASE
BASS
7. My grandmother bakes ______ every Saturday morning.
BRED
BREAD
BREATH
BREATHE
9. Another name for a rabbit is a ______.
HAIR
HARE
10. Holly thinks she can ______ me in the race.
BEAT
BEET
11. Andrea is the ______ of the sweethearts dance.
BELLE
BELL
12. Jake applied the ______ at the stop sign.
BREAK
BRAKE
13. My daughter is a sweet little ______.
ANGEL
ANGLE
14. I would like to go to the art ______.
FAIR
FARE
THEIR
THERE
ELUSIVE
ILLUSIVE
IMMINENT
EMINENT
CESSION
SESSION
ACCLIMATION
ACCLAMATION
BAIL
BALE
21. Al ______ when he lost all of his hair.
BAWLED
BALD
22. Jane’s ______ was very strange today.
MANNER
MANOR
PRESENCE
PRESENTS
24. By raising his fists, John showed he was _____.
HOSTEL
HOSTILE
25. Richard put all his money in the ______.
COFFER
COUGHER
26. If one person goes to the movie, we _____ go.
AWL
ALL
27. There is an important ______ in the contract.
CLAWS
CLAUSE
28. They are going to _____ my membership.
ANNUL
ANNUAL
29. The ______ lion devoured its prey.
VORACIOUS
VERACIOUS
30. Jean is good at putting on ______.
HEIRS
AIRS
4. Mr. Turner has a ______ tree in his front yard.
8. He took a deep ______.
15. I believe ______ are six kittens inside that box.
HARD DIFFICULTY
16. Josh became ______ by hiding in the closet.
17. A storm is ______ based on the dark clouds toward the west.
18. There was a ______ in the fighting in Ireland.
19. The ______ of the President’s arrival was heard on the news.
20. The judge says that ______ will be required for Zack’s release.
23. I get lots of ______ on Christmas.
9
Grammar Review
compiled by Waite/September 2008
ADJECTIVES/25
An ADJECTIVE is a word that modifies a noun or pronoun. It can describe, limit or identify a
noun or pronoun.
e.g.: Jan would like flawless skin.
A DESCRIPTIVE ADJECTIVE usually tells what kind, which one or how many.
e.g.: dreary weather, this camera, two tickets
A LIMITING ADJECTIVE makes the noun or pronoun it modifies more specific or concrete.
Some limiting adjectives are few, every, both, each, several, any, some, most and one.
ARTICLES are another type of limiting adjective. Examples of articles are a, an and the.
e.g.: a friend, each person, both teens
A PROPER ADJECTIVE is an adjective that is formed from a proper noun. It always begins
with a capital letter.
e.g.: English language, Chinese heritage
DUAL QUALITY ADJECTIVES use two adjectives to describe people, places and things.
e.g.: tall and handsome, sleek and sporty, fat and juicy
Gage Learning (2000). “Adjectives” from Crossroads 8 Teacher’s Guide (421). Toronto, ON: Gage Learning Corporation.
1. Put a box around the nouns and underline all of the adjectives in the following sentences.
[19 marks]
a. Many teens improve their self-confidence by participating in a good exercise program.
b. Lorna Renooy started to sing as a young child in front of a large audience.
c. Faruq and Bart bought some trendy jeans and colourful shirts at the West Edmonton
Mall.
2. Rewrite the following sentences by adding descriptive, limiting, proper or dual quality
adjectives. Use AT LEAST TWO adjectives per sentence. [6 marks]
a. Their dog has been trained to fetch slippers.
________________________________________________________________________
b. Before the meeting, the president will meet the staff.
________________________________________________________________________
c. The Professor made an announcement: students would compete in the tournament.
________________________________________________________________________
Grammar Review
compiled by Waite/September 2008
10
COMPARATIVES AND SUPERLATIVES/25
An adjective has three degrees of comparison: positive, comparative, and superlative.
The simple form of an adjective is called the POSITIVE degree.
e.g.: Cornell is happy.
When two people or things are being compared, the COMPARATIVE degree is used.
e.g.: Cornell is happier than Katya.
When three or more people or things are being compared, the SUPERLATIVE degree is used.
e.g.: Cornell is the happiest person I know.
For all adjectives of one syllable and a few adjectives of two syllables, add –er to form the
comparative degree and –est to form the superlative degree.
e.g.: tall—taller—tallest
For some adjectives of two syllables, and all adjectives of three or more syllables, use more or
less to form the comparative and most or least to form the superlative.
e.g.: more educated and most educated; less active and least active
Some adjectives have irregular comparisons.
e.g.: good—better—best; bad—worse—worst
Gage Learning (2000). “Comparatives and Superlatives” from Crossroads 8 Teacher’s Guide (445). Toronto, ON: Gage Learning Corporation.
1. Write the comparative and superlative forms of each adjective. [14 marks]
COMPARATIVE
SUPERLATIVE
a. gentle
b. helpful
c. difficult
d. troublesome
e. delicious
f. intelligent
g. soft
2. Complete each sentence using the correct degree of comparison. [3 marks]
a. (difficult)
This is the ____________ problem I have ever faced.
b. (lovely)
A rose is ____________ than its thorns.
c. (agreeable)
Ann is ____________ in the morning than in the evening.
11
Grammar Review
compiled by Waite/September 2008
VERBS AND ADVERBS/40
VERBS are words or groups of words that express an action or a state of being. Verbs that
express a state of being are sometimes called linking verbs because they link the subject to
another word that describes the subject.
e.g.: The police broke through the door. The professor seems depressed this morning.
The PRESENT TENSE of a verb tells what is happening now.
e.g.: I reside in Calgary.
The PAST TENSE tells about something that happened in the past.
e.g.: I resided in Calgary for the first six months of last year.
The PRESENT PARTICIPLE is formed by adding –ing to the present tense of the verb, and
then using a form of the helping verb be with the present tense.
e.g.: I am residing in Calgary right now.
The PAST PARTICIPLE is formed by adding –ed to the present tense of a verb to make it past
tense, and then using a form of the helping verb have with the past tense.
e.g.: I have resided in Calgary for two years.
VIVID VERBS are vigorous and descriptive verbs that provide the reader with a better picture
of an action or state of being.
e.g.: “The baseball player ran around the field” can become more vivid by changing the
verb—“The baseball player zoomed around the field.”
STRONG DUAL VERBS use two vivid verbs to express and action or state of being.
e.g.: Pose and flex; hoist and grunt; divide and conquer.
An ADVERB is a word that modifies a verb, an adjective, or another adverb. An adverb usually
tells how, when, where, to what extent, or how often. Most adverbs end in –ly.
e.g.: Kevin spoke casually. Carmen’s attitude is very positive. We did the job too carelessly.
Gage Learning (2000). “Verbs”, “Vivid Verbs”, and “Adverbs” from Crossroads 8 Teacher’s Guide (426,439,420). Toronto, ON: Gage Learning Corporation.
1. Circle the verb or verbs in the sentences below and then indicate whether the verb is present,
present participle, past, or past participle. [10 marks]
a. Martie and Jin participated in the class debate.
________________________
b. Genna is helping to conduct the choir this year.
________________________
c. Opa enjoys hearing her grandmother’s stories of the past.
________________________
d. Peter has always lived in the country.
________________________
e. Corinne is visiting her grandparents in Prince George.
________________________
Grammar Review
compiled by Waite/September 2008
12
2. Circle each adverb in the sentences below and then indicate whether the adverb is modifying
a verb or an adjective. [10 marks]
a. Cindy always served punch at the dances.
__________________
b. Snow drifted lazily out of the sky over the Caribou Mountains.
__________________
c. Unfortunately, Cindy had to wear a borrowed dress to the dance.
__________________
d. Ahmed was quite late for dinner.
__________________
e. Felix and Fran laughed together as they discussed the story.
__________________
3. Write three adverbs that could be used to modify each verb. [12 marks]
a. drink
____________________ ____________________ ____________________
b. look
____________________ ____________________ ____________________
c. eat
____________________ ____________________ ____________________
d. design
____________________ ____________________ ____________________
e. laugh
____________________ ____________________ ____________________
4. Replace the underlined verbs with more vivid ones. [5 marks]
a. “Let’s play ball!” the referee said.
b. The young child walked across the floor to her mother.
c. Jon jumped in the air to block the shot for his volleyball team.
d. The security guard saw the light coming from a broken window.
e. Trees moved from side to side in the blustery winds.
5. Replace the underlined verbs with strong dual verbs. [3 marks]
a. Phil fell down the stairs.
________________________________________________
b. Jeanie ripped her skirt.
________________________________________________
c. Sarah broke her calculator.
________________________________________________
13
Grammar Review
compiled by Waite/September 2008
PARENTHESES/10
PARENTHESES are used to set off comments or asides in a sentence.
e.g.: They delivered the pizza (but forgot the chicken wings) right on time.
Punctuation connected to the sentence and not the phrase should remain outside the parentheses.
e.g.: They delivered the pizza right on time (but forgot the chicken wings).
Parentheses are used within scripts to frame stage directions.
e.g.: LOUISE: (interrupting) Around a pile of mountains—
NOTE: Another way of setting off words in a sentence is to use a dash.
Gage Learning (2000). “Parentheses” from Crossroads 8 Teacher’s Guide (444). Toronto, ON: Gage Learning Corporation.
1. Put parentheses in the correct places in these sentences. [10 marks]
a. I know the closing hours of the library on the weekend 5:30 P.M.
b. SUZU: Angrily to brother Don’t send that message now!
c. You can shop for books and CDs online many stores provide free delivery.
d. Instant messaging screen names often include a combination of interests such as a
favourite store the GAP and a sport volleyball.
e. Jenna saw Dennis on Monday or was it Tuesday to return the borrowed book.
f. Some of the instant messaging shorthand includes lol laughing out loud and jk just
kidding.
g. DAVID: Lookout out the window Ryan, I think we can skidoo to Brett’s today.
h. After checking out the weather updates on two Web sites CNN, CBC Michele decided to
travel by car to Calgary for the holidays.
i. GRETA: I’m not going to stay in this cold house another minute. She flings back the
door and exits.
j. There was nothing we could do no matter how much we wanted to about the situation
between our friends.
Grammar Review
compiled by Waite/September 2008
14
HYPHENS AND DASHES/10
HYPHENS are used to divide words at the end of a line of text. They indicate that the
remainder of the word follows on the next line. Words can only be divided between syllables.
e.g.: Diane Dupuy is the founding director of her own successful theatre company, the Famous People Players.
Hyphens are also required when compound adjectives are used before a noun.
e.g.: Her show uses celebrity look-alike puppets.
Use a DASH (—) to set off words that interrupt the main thought of a sentence or to show a
sudden change of thought.
e.g.: Maddy—frantic and shaking—ran from the burning house.
A dash can also be used to introduce information or an explanation. It usually implies “in other
words” or “that is”.
e.g.: The main link between the Johnson Space Center and astronauts aboard the NASA
shuttles is the flight control room—often referred to as ground zero.
Gage Learning (2000). “Hyphens” and “Dashes” from Crossroads 8 Teacher’s Guide (453, 432). Toronto, ON: Gage Learning Corporation.
1. Add the hyphen where necessary. [5 marks]
a. some life size puppets
b. two full time companies
c. a Toronto based theatre troupe
d. a 55 centimetre high model
e. a disaster prone character
2. Look at the sentences below and add dashes where they are needed. [5 marks]
a. If anything goes wrong though Chris Hadfield assured me this would not happen I would
make a general announcement over the intercom.
b. Julie Payette fascinated by the Apollo missions as a ten-year-old decided to devote her
life to becoming an astronaut.
c. Julie is also an accomplished scuba diver, triathlete, musician, and pilot she trained on a
Tutor plane used by the Snowbirds.
d. It’s an incredible achievement for Julie Payette the second Canadian woman and eighth
Canadian to have taken part in the May 27, 1999, Discovery space mission.
e. Robbie and Milos thought the space station had staggering proportions 108 m in length
and 472 T in weight.
15
Grammar Review
compiled by Waite/September 2008
COMMAS AND SERIAL COMMAS/15
Use a COMMA between words or groups of words that are in a series.
e.g.: Columbia, Mackenzie, St. Lawrence, Nelson, and Fraser are names of well-known
Canadian rivers.
Use a comma before a conjunction in a compound sentence.
e.g.: Once the rivers were used mainly for transportation, but today they are used for
recreation and industry.
Use a comma after a subordinate clause when it begins a sentence.
e.g.: When I got to the theatre, the movie had already begun.
A SERIAL COMMA is used to separate items in a series. These items can be single words,
phrases, or clauses. Include a comma before a final conjunction to avoid confusion for the
reader. Common conjunctions that separate a series of items are and and or.
e.g.: Don’t forget pencils, papers, and calculators for the test.
Gage Learning (2000). “Commas” and “Serial Commas” from Crossroads 8 Teacher’s Guide (440, 430). Toronto, ON: Gage Learning Corporation.
1. Add commas where needed in the sentences below. [15 marks]
a. The oak desk had a key-locking front drawer two shelves and a secret compartment.
b. Many mothers pass down treasured items to their children like furniture photos and
jewelry.
c. Brandon had not seen the package arrive but he was excited about its arrival.
d. Rohan stored a bike a radio some boxes of books and an old chair in my garage.
e. Summer and Edward had many collectibles stored in their own desks like sketches photos
and seashells.
f. Receiving letters cards and gifts in the mail makes me happy.
g. When I get back from the store I will reorganize my desk.
h. Heidi could read a book plant some seeds or attend a movie.
i. Gerik traveled to Poland with his family and brought back some old photos a wooden
cane and an antique medallion.
j. Joe Saki Mira Phil and Lionel will all go to the party together.
k. For the science exhibition James dissected frogs while Jen built a potato clock and Kara
built a battery that never runs down.
l. I liked the similarities to “Water of Life” “Feathers in the Wind” and other folk tales that
I’ve read.
m. The angry crow found Da Trang in the woods accused him of cheating and decided to
punish the hunter for his actions.
n. Izadora and Erica couldn’t decide if they preferred this folk tale the one they read last
week or the one in the library book.
o. Helga recalled stories from Ireland Spain Lebanon and other countries where she’s lived.
Grammar Review
compiled by Waite/September 2008
16
COLONS AND SEMICOLONS/6
Use a COLON after the greeting in a business letter.
e.g.: Dear Mrs. Miller: Dear Sirs:
Use a colon between the hour and the minutes when writing the time.
e.g.: 11:45 3:30 9:10
Use a colon to introduce a list.
e.g.: The shopping cart contained the following items: milk, eggs, crackers, apples, soap and
paper towels.
A SEMICOLON is a stronger break than a comma but not as complete a stop as a period or a
colon. The semicolon is used to separate independent clauses that are similar but not joined by
conjunctions.
e.g.: The apartment was vacant for months; no one would rent it.
When two independent clauses are joined by a linking adverb such as accordingly, thus,
however, or therefore, a semicolon is used at the end of the first clause.
e.g.: The daredevil survived the crash; however, he was never able to walk again.
Semicolons are used to separate items in a series if the items contain internal punctuation.
e.g.: The presenters included Adrienne Clarkson, Governor General; Thomas King, author;
and Lennie Gallant, singer.
Gage Learning (2000). “Colons” and “Semicolons” from Crossroads 8 Teacher’s Guide (429, 449). Toronto, ON: Gage Learning Corporation.
1. Add colons to the sentences below where necessary. [3 marks]
a. It was 12 00 P.M. when her sister entered the woods.
b. The letter we wrote to the Royal Ontario Museum began “Dear Sir or Madam We
enjoyed your new Living Earth exhibit.”
c. Students will need the following items for the camping trip a flashlight, extra socks, a
bathing suit, and a sleeping bag.
2. Place semicolons in the correct places in the sentences below. [3 marks]
a. Josie reads science fiction novels however, she also reads science magazines.
b. Barry ordered 12 years old, a CD by Kim Stockwood You Are the Earth, a book by
David Suzuki and a set of six critter paper clips when he shopped online.
c. Nadia would like to teach art to children she works at the local art gallery.
17
Grammar Review
compiled by Waite/September 2008
CONJUNCTIONS/20
A CONJUNCTION is a word used to join words or groups of words.
e.g.: Jenna and her sister are in the same school.
These are some commonly used conjunctions:
although
and
as
because
but
for
however
if
nor
or
since
than
that
though
unless
when
whereas
whether
while
yet
Some conjunctions are used in pairs. These include: either. . . .or, neither. . . .nor, as well as not
only. . . .but also.
Gage Learning (2000). “Conjunctions” from Crossroads 8 Teacher’s Guide (434). Toronto, ON: Gage Learning Corporation.
1. Underline the conjunctions in the sentences below. [10 marks]
a. We went kayaking on Great Bear Lake and Great Slave Lake.
b. Either we read the two poems out loud or we read them silently.
c. Until I saw the movie about Helen Keller, I didn’t know much about her.
d. Anila thought a photo of the Bay of Fundy Flower Pots would look better than a drawing.
e. If we go to Timmins immediately, we’ll be in time for the movie.
f. Jill turned around slowly as she heard Jose call her name.
g. Although I liked “Formula,” I preferred the second poem, “Helen Keller.”
h. When I graduate from the University of Waterloo, I want to work as a TV producer.
i. Because Annika has lived in several contries, she can speak five languages.
j. Not only did Steven win the concert tickets, but he also had the best seats in the
auditorium.
2. Complete each sentence below using a conjunction and another word or phrase. [10 marks]
a. We’ll go to the party ______________________________________________________
b. Taylor does not want to go __________________________________________________
c. Arnold will bring chips and _________________________________________________
d. Sarah would like to bring a shrimp ring ________________________________________
e. Erma needs to get permission _______________________________________________
f. The party will end at 11:00 P.M. _____________________________________________
g. No one can go home ______________________________________________________
h. It’s too late to cancel the party _______________________________________________
i. Some people are going to Steve’s ____________________________________________
j. Cammie thought she would wait and see _______________________________________
Grammar Review
compiled by Waite/September 2008
18
INDEPENDENT AND SUBORDINATE CLAUSES/15
A CLAUSE is a group of words that contain a subject and a predicate. The SUBJECT is what
(or whom) the sentence is about, while the PREDICATE tells something about the subject.
There are two kinds of clauses: independent clauses and subordinate clauses.
An INDEPENDENT CLAUSE can stand alone as a sentence because it expresses a complete
thought.
e.g.: My family moved from Trinidad to Canada after my grandmother died.
A SUBORDINATE CLAUSE has a subject and predicate, but cannot stand alone as a sentence
because it does not express a complete thought. A subordinate clause must be combined with an
independent clause to make a sentence.
e.g.: We left Paris, France, after my father was transferred by his company.
Gage Learning (2000). “Independent and Subordinate Clauses” from Crossroads 8 Teacher’s Guide (458). Toronto, ON: Gage Learning Corporation.
1. Underline the independent clause in each sentence below. [7 marks]
a. I arrived in the summer while my parents arrived in winter.
b. The play started before we found our seats.
c. After we saw the show, we went for a walk.
d. Will you come with us to St. John’s if you have the time?
e. Asif speaks both Urdu and English, but his father speaks only his native language.
f. Yasir and Page can speak five languages, since they’ve lived all over the world.
g. While I was on the bus, Yuri dropped his books.
2. Underline the subordinate clause in each sentence below. [8 marks]
a. Canada is a country where many cultures live together.
b. When we lived in Belgium, I listened to CBC Radio for Canadian news.
c. After Chad planned his trip to Kenya, he marked places to visit on the map.
d. Susan and Joanne walked along the road until they could see the beach.
e. Tony was often sad after his grandmother returned to Italy.
f. Although I’ve lived in six different countries, I still consider Canada home.
g. When I was little, my grandmother used to tell me Inuit legends and tales.
h. Before I left the farewell party, I thanked all my friends for helping me pack.
19
Grammar Review
compiled by Waite/September 2008
RUN-ON SENTENCES/10
When two or more independent clauses that run together without the correct punctuation, they
are known as RUN-ON SENTENCES.
e.g.: Your brain is an amazing organ you could not read without it.
One way to correct a run on sentences is to separate it into two sentences.
e.g.: Your brain is an amazing organ. You could not read without it.
Another way to correct a run-on sentence is to make it a compound sentence.
e.g.: Your brain is an amazing organ, and you could not read without it.
Yet another way to correct a run-on sentence is to use a semicolon.
e.g.: Your brain is an amazing organ; you could not read without it.
Gage Learning (2000). “Run-On Sentences” from Crossroads 8 Teacher’s Guide (443). Toronto, ON: Gage Learning Corporation.
1. Correct each of the following run-on sentences. [5 marks]
a. Instant messaging helps me with my homework I get help from my friends this way.
b. The newspaper article presented many good points about instant messaging I especially
liked reading about its rules and etiquette.
c. Millions of instant messages are sent daily according to the article many people
communicate with each other using computers.
d. Thelma often talks to her sister in Prince George using the computer it’s a great way for
them to stay in contact with each other.
e. How often do you talk with friends on the computer I connect with some of my friends
everyday.
Grammar Review
compiled by Waite/September 2008
20
SIMPLE SENTENCES AND SENTENCE FRAGMENTS/20
A SIMPLE SENTENCE has one independent clause. It expresses a complete thought, using a
subject and a predicate.
e.g.: The hungry children bought a pie at the farmers’ market.
subject
predicate
Simple sentences are often brief, but they can be used effectively in writing.
A SENTENCE FRAGMENT is a phrase or clause that might look like a sentence but does not
express a complete thought. The fragment might be missing an important element, such as a
verb or subject.
Fragment: Just before eating.
Corrected: Just before eating, he phoned his girlfriend.
Gage Learning (2000). “Simple Sentences” and “Sentence Fragments” from Crossroads 8 Teacher’s Guide (452,457). Toronto, ON: Gage Learning Corporation.
1. Identify the following sentences as either simple sentences (by writing “SS”) or sentence
fragments (by writing “FR”). Write “NS” before each example that is neither a simple
sentence or sentence fragment. [10 marks]
a. ____
b. ____
c. ____
d.
e.
f.
g.
____
____
____
____
h. ____
i. ____
j. ____
Tim Wynne-Jones has written a suspenseful story.
A park bench with trees behind it.
Ky’s father, Tan Mori, built the family home as a biodome that is constructed of
light metal tubing and clear special plastic.
Ky’s family watched the movie It’s a Wonderful Life at Christmas.
Like a human being.
As the young boy approached the house, he noticed lights blinking.
The National Enquirer featured a story about the Stranger’s visit to the Mori’s
house.
Tell me what to do.
Jenny ran away from home because of difficulties with her parents.
Scared and tired, Jenny runs toward the bench.
2. Identify the sentence fragments in the following paragraph. On a separate piece of paper,
rewrite the paragraph with complete sentences. [10 marks]
Spring.
My favourite time of year.
Trees burst forth with new
leaves. Colourful flowers bloom in gardens and parks throughout the
town. Warm sun on my face and shoulders. After a grew and snowy
winter.
Everything seems fresh and alive.
I’m ready to play.
Rollerblading in the park. Walking along the lakeshore. Biking on
the boardwalk.
These are some of my favourite activities to
experience in the spring.
21
Grammar Review
compiled by Waite/September 2008
EXPANDING SENTENCES/10
Sentences can be expanded by adding details to make them clearer and more interesting.
Weak:
The dog ran.
Strong: The big black dog ran barking into the street.
Details added to sentences may answer these questions: When? Where? How? How often? To
what degree? What kind? Which? How many? Why?
Gage Learning (2000). “Expanding Sentences” from Crossroads 8 Teacher’s Guide (446). Toronto, ON: Gage Learning Corporation.
1. Expand each sentence below by adding details to answer the questions shown in parentheses.
Write the expanded sentence on the line provided. [10 marks]
a. The nurses and doctors gasped. (When? Where? Why?)
________________________________________________________________________
b. They could see the soldier’s bone. (How? When?)
________________________________________________________________________
c. Irène Curie showed them the machine. (What kind? Where?)
________________________________________________________________________
d. Irène attended many schools. (When? Where? Why?)
________________________________________________________________________
e. She won Nobel prizes for science. (How many? How often? Why?)
________________________________________________________________________
f. Louise wanted to be a scientist. (Why? What kind? To what degree?)
________________________________________________________________________
g. Makoto’s science experiment won first prize. (Why? What kind?)
________________________________________________________________________
h. The engines roared. (Which? To what degree? When? Where?)
________________________________________________________________________
i. The car slipped over the edge. (How? What kind? Where? When?)
________________________________________________________________________
j. The fans leaped up and cheered. (Why? When? Where? To what degree?)
________________________________________________________________________
Grammar Review
compiled by Waite/September 2008
22
COMPOUND SENTENCES/10
When writing it’s a good idea to use a variety of sentence lengths and types. When there are too
many short sentences, the writing can be very jerky. One way to correct this problem is by
combining short sentences to create a longer compound sentence.
A COMPOUND SENTENCE consists of two or more independent clauses. The clauses are
joined by using conjunctions such as and, or, but, because, since, and so.
Two simple sentences:
I like to use my computer to talk to my friends. Instant messaging is a fast way to do this.
Combined into one compound sentence:
I like to use my computer to talk to m friends, and instant messaging is a fast way to do this.
Gage Learning (2000). “Compound Sentences” from Crossroads 8 Teacher’s Guide (442). Toronto, ON: Gage Learning Corporation.
1. Add a conjunction to make compound sentences out of the simple sentences below.
Note: Sometimes this will change the second independent clause. [10 marks]
a. Freddie often needs help with science homework. He doesn’t need help with his creative
writing or art.
b. Instant messaging is part of the Internet. Teens enjoy connecting with each other by
using computers.
c. Some people wrote songs using the computer. Others decided to publish their short
stories.
d. Gino chats with friends from around the world. He learns about different cultures this
way.
e. Ariel turned on her computer at school. It was broken and didn’t respond.
f. Ahmed thinks he’ll visit his friends in Saskatoon during March break. He could also visit
his sister in Regina.
g. Kacie might go to Banff for the holidays. She might also go to Victoria.
h. Lisa talks with Joe in Nunavut. Joe speaks with Tara in Scotland.
i. Myron wants to go to Pond Inlet during summer holidays. He has cousins living there.
j. Cyrah’s mother lives in Johannesburg. She uses instant messaging to speak with her.
23
Grammar Review
compiled by Waite/September 2008
COMBINING SENTENCES/10
Two sentences in which the subjects are different and the predicates are the same can be
combined into one sentence. The two subjects are joined by and.
Two sentences: The sun is part of our solar system. The nine planets are part of our solar
system.
Combined:
The sun and nine planets are part of our solar system.
Two sentences in which the subjects are the same and the predicates are different can be
combined into one sentence. The two predicates may be joined by or, and, or but.
Two sentences: The planets are the largest bodies moving around the sun. The planets have a
total of 34 moons.
Combined:
The planets are the largest bodies moving around the sun and have a total of 34
moons..
Gage Learning (2000). “Expanding Sentences” from Crossroads 8 Teacher’s Guide (446). Toronto, ON: Gage Learning Corporation.
1. Combine each set of sentences below. [10 marks]
a. Mercury does not have any moons. Venus does not have any moons.
________________________________________________________________________
b. Venus is similar in some ways to Earth. Venus is much hotter than Earth.
________________________________________________________________________
c. Jana left work early. Jana went to the gym.
________________________________________________________________________
d. We wanted to go to the movies. They wanted to go out to dinner.
________________________________________________________________________
e. In Ottawa the snowfall is high. In Waterloo the snowfall is high.
________________________________________________________________________
f. Let’s go to the library. Let’s go to the bookstore, too.
________________________________________________________________________
g. Mio got home early. She had a snack right away.
________________________________________________________________________
h. Louis left Quéebec City in the winter. He returned in the spring.
________________________________________________________________________
i. Louis moved to Victoria. Then Beth, his sister, moved to Victoria.
________________________________________________________________________
j. Jack scored three goals that night. Jack had never felt so good.
________________________________________________________________________
Grammar Review
compiled by Waite/September 2008
24
COMPLEX SENTENCES/18
A COMPLEX SENTENCE consists of one independent clause and one or more subordinate
clauses..
e.g.: When the announcement was made, he went to the office.
subordinate clause
independent clause
Gage Learning (2000). “Complex Sentences” from Crossroads 8 Teacher’s Guide (450). Toronto, ON: Gage Learning Corporation.
1. Decide which is the subordinate clause and independent clause in the sentences below. Write
“SC” above the subordinate clause and “IC” above the independent clause. [18 marks]
a. When Joe DiMaggio played baseball, he was a member of the New York Yankees.
b. As Paul Simon walked toward Joe DiMaggio, Simon felt slightly apprehensive.
c. The writer felt that Joe DiMaggio was a special human being.
d. In the late 1960s, Paul Simon wrote the song “Mrs. Robinson”.
e. After Simon explained the song reference, DiMaggio understood the lyrics.
f. As a child, Erin lived in Ireland before moving to Montréal.
g. That song, which you heard on the radio, is written by Kim Stockwood.
h. Before Robert read the article, he had limited knowledge of L’Anse aux Meadows.
i. Janae decided to write a poem about her hero after reading the article by Simon.
j. Thinking is an activity that requires practice.
k. Before removing the tablecloth, move the table next to the kitchen wall.
l. If you play lacrosse or basketball, you are part of a sports team.
m. If Bala had the opportunity, he’d like to play on an international cricket team.
n. Not many people realize that a Canadian invented basketball.
o. In 1992 and 1993, the Toronto Blue Jays won the World Series.
p. As the player caught the ball, the runner touched the plate with her foot.
q. Rolanda prefers to play on the town’s softball team rather than the school team.
r. Coach Smith announced at the rally that this season would be her last.
25
Grammar Review
compiled by Waite/September 2008
USING TRANSITION WORDS/15
TRANSITIONS are words or phrases that connect ideas. Transitions help the reader clearly
understand relationships such as time, space, emphasis, example, contrast, comparison, effect,
and addition. The words or phrases under the headings are examples of transition words that
help ideas flow smoothly and coherently.
TIME
before
SPACE
here
EMPHASIS
in fact
EXAMPLE
for instance
CONTRAST
however
COMPARISON
likewise
EFFECT
consequently
ADDITION
furthermore
z
Gage Learning (2000). “Using Transition Words” from Crossroads 8 Teacher’s Guide (433). Toronto, ON: Gage Learning Corporation.
1. Indicate in the blank what types of relationship each transition word or phrase shows.
[10 marks]
1. during
6. accordingly
2. similarly
7. moreover
3. indeed
8. nevertheless
4. there
9. therefore
5. Emphasis
10. then
2. The following paragraph has no transition words or phrases. Rewrite it in your notebook
with AT LEAST FIVE transition words or phrases to improve the clarity of the paragraph.
[5 marks]
Robertson Davies writes about the importance of poetry in our
daily lives. He suggests that we keep and anthology of poetry
on our bedtime table. Read the anthology before we go to bed
at night.
Let our minds dwell on the woods while we are
riding the bus or our sunglasses.
Learn to understands the
meaning of the poems by sensing and savouring every word.
Davis believes that poetry can be a part of our lives if we
don’t view it as difficult and meaningless.
Grammar Review
compiled by Waite/September 2008
26
INTERJECTIONS/15
INTERJECTIONS are exclamatory words that express emotion such as shock, sorrow, delight,
surprise or joy. They have no grammatical relation to other words in the sentence. Some
commonly used interjections are hey, wow, oh, or okay.
Mild interjections are usually followed by a comma.
e.g.: Oh, is that you? or Well, how are you?
Stronger interjections are often followed by an exclamation point and the next word is
capitalized.
e.g.: Ouch! I cut my finger. or Wow! Look at the sunset.
Gage Learning (2000). “Interjections” from Crossroads 8 Teacher’s Guide (454). Toronto, ON: Gage Learning Corporation.
1. Decide whether the following interjections are mild or strong, then add a comma or
exclamation mark (and/or capital letter if the interjection is strong) after the interjections in
the sentences below. [10 marks]
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Stop Elsie told me this joke yesterday.
Oh now I understand the difference between the two problems.
Oops I spilled ketchup on my jeans.
What Gerry has to assist me with the chemistry experiment?
Hey don’t run in the hallways.
Yikes a snake!
No way that’s so unfair.
Hang on can’t we discuss this?
Ahhh I lost all the files on my computer!
Oh dear the power just went off.
2. The following excerpt contains no interjections. In your notebook, rewrite it adding
interjections where necessary. [5 marks]
Father leaned back in his chair and gestured wildly at the opened
newspaper on his lap. “This will solve all our problems on the
farm,” he yelled excitedly. “Come here, Mother, and look at this ad
in the Family Herald.”
Mother ran across the room to Father. She looked at the ad, which
described a device that would eliminate the dreaded potato bug.
“Absolutely foolproof,” she read. “Send for it right away.”
Surprised by my Mother’s urgency, I too wanted to read about the
potato bug killer. “Let me see,” I said. Potato bugs were the
curse of farmers. Anything that could guarantee elimination of
potato bugs was sure to be a success.
27
Grammar Review
compiled by Waite/September 2008
QUOTATION MARKS/15
QUOTATION MARKS enclose a DIRECT QUOTATION—a speaker’s exact words.
e.g.: “Danny, please put your bike in the garage,” said Megan.
Quotation marks do not enclose INDIRECT QUOTATIONS.
e.g.: Megan told Danny to put his bike in the garage.
Specific titles should be enclosed in quotation marks when they appear in print. Include titles
such as chapters of books, poems from collections, newspaper and magazine articles, short
stories, and songs.
e.g.: She read the selection “No Matter What” from Crossroads.
Gage Learning (2000). “Quotation Marks” from Crossroads 8 Teacher’s Guide (427). Toronto, ON: Gage Learning Corporation.
1. Examine the sentences below. Indicate whether the sentences contain direct or indirect
quotations. Add quotation marks to sentences that use direct quotations. [10 marks]
a. Danny, I wish you’d be more careful, Megan replied.
____________
b. Lisa doesn’t like me, Danny told Mohammed.
____________
c. Dad asked me to be quiet in the doctor’s office.
____________
d. A tall, slender man spoke through the screen door to Megan.
____________
e. Danny, yelled Megan, where have you gone?
____________
f. Tera and Jelani said they liked the quick pace of the story.
____________
g. Fred asked Diana, Would you help me create an illustration for the story? ____________
h. Paul responded by taking notes on the story as he read it a second time.
____________
i. I left my book in the library by mistake, said Anna.
____________
j. She asked the librarian for help in finding her missing book.
____________
2. Use quotation marks to highlight the titles below. [5 marks]
a. I enjoyed reading Feathers in the Wind in the Crossroads anthology.
b. Celine Dion sang My Heart Will Go On at the Academy Awards.
c. I collected information on the Halifax Explosion from the article The Blast That Rocked
a City in Canadian Geographic.
d. One of my favorite poems is Arctic Spring by David Keenleyside.
e. In the book Six Weeks in the Arctic my favorite chapter is Don’t Forget Your Snowshoes.
Grammar Review
compiled by Waite/September 2008
28
PUNCTUATING DIALOGUE/15
Use QUOTATION MARKS to show the exact words of a speaker. Use a comma or another
punctuation mark, such as a question mark or exclamation mark, if required, to separate the
quotation from the rest of the sentence.
e.g.: “How many times do you run around the oval track?” asked Peter.
“I run about ten laps,” Kevin said.
A quotation may be placed at the beginning or at the end of a sentence. It may also be divided
within the sentence.
e.g.: Masika said, “I need to borrow the book from the library.”
“I’ll go with you to look for a magazine,” Diane replied.
“Ben,” asked Jan, “have you read that editorial?”
Gage Learning (2000). “Punctuating Dialogue” from Crossroads 8 Teacher’s Guide (422). Toronto, ON: Gage Learning Corporation.
1. Add quotation marks and other necessary punctuation to the following sentences. [15 marks]
a. I’d like to run the oval track with my new friend Peter declared
b. If I win this race Marie said to her coach I qualify for the district race
c. His mother asked Are you practicing the piano or looking out the front window
d. I like playing the violin Romesh commented but I’d like to play hockey too
e. The coach yelled across the field Daniel save your energy for the last lap
f. I like to participate in sports like cross-country running Saheda claimed
g. Playing the piano requires a lot of patience and dexterity Keau said
h. Moose Jaw and Sioux Lookout Petrino added are two places I’ve lived in
i. Fifteen minutes to class she said to herself
j. That night at dinner his father said Mrs. Derosa says you broke her window
k. You still owe me two dollars she said
l. Mom Peter said at dinner I want to go try out for the football team
m. I’m getting in shape for next season said Luis
n. I don’t know anything about winning the runner said I just know about running
o. You dug down deep and you came up big the coach barked But you need to worry about
the next race now.
29
Grammar Review
compiled by Waite/September 2008
PARAGRAPH STRUCTURE/10
A PARAGRAPH is one or more related sentences about one main idea.
e.g.: The water dripping from his face, the boy looked at her. There was a long pause. A very
long pause. After he had dried his face, and not knowing what else to do, dried it again,
the boy turned around, wondering what next. The door was open.
Paragraphs can also be used in DIALOGUE—conversation between two characters in a story.
Indenting a paragraph for each new speaker helps the reader distinguish who is saying what.
e.g.: “If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not relase him.
“Lady, I’m sorry,” whispered the boy.
“Uh-hmmm! Your face is dirty. I got a great mind to wash your face for you!”
Gage Learning (2000). “Paragraph Structure” from Crossroads 8 Teacher’s Guide (451). Toronto, ON: Gage Learning Corporation.
In the following excerpt from “Moon Maiden,” by Alison Baird, dialogue and narrative
paragraphs have been joined together. In your notebook, rewrite the excerpt inserting paragraphs
so that the transitions from narrative to dialogue are clear to the reader. Remember to indent the
paragraphs where necessary.
“You can’t do it, sis,” Matt had said.
And he had looked
down his nose at her in his maddening, superior way.
Matt
was no giant himself, but it was easy to look down at Kate.
“Oh, yeah?”
She’d glared up at her brother, hands on hips.
“Well, I don’t care what you think, I’m going.
What’s the
point of winning a lunar study scholarship if you don’t use
it?”
It had been a hot and smoggy day, she remembered,
with an ultraviolet alert, so the two of them had been
stuck indoors and Matt, as usual, had taken out his boredom
and frustration on Kate.
nearly
fourteen!”
finished.
“One: you’re way to young—“ “I’m
“Two:
you’re
And that settled it.
a
nitwit,”
Matt
had
After that “nitwit,” no
power in the universe could have prevented Kate Iwasaki
from embarking on the shuttle for the Luna Base.
Grammar Review
compiled by Waite/September 2008
30
REVISING AND PROOFREADING/12
REVISING gives you a chance to rethink and review what you have written and to improve
your writing. Revise by adding words and information, by deleting unneeded words and
information, and by moving words, sentences, and paragraphs around.
PROOFREADING involves checking spelling, punctuation, grammar, capitalization, and any
other necessary details to ensure that your work is legible and error-free. In publishing, an editor
uses proofreader’s marks to indicate where changes to the text are needed. Below are some
frequently used proofreader’s marks.
Gage Learning (2000). “Revising and Proofreading” and “Proofreading” from Crossroads 8 Teacher’s Guide (435,438). Toronto, ON: Gage Learning Corporation.
1. Rewrite the paragraph below. Correct the errors by following the proofreader’s marks.
[12 marks]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
31
Grammar Review
compiled by Waite/September 2008
APPENDIX A: Selected Adverbs
Below is a list of over 250 commonly used adverbs.
abnormally
absentmindedly
absolutely
accidentally
actually
always
angrily
anxiously
arrogantly
assuredly
awkwardly
badly
bashfully
beautifully
blindly
boastfully
boldly
bravely
briefly
brightly
briskly
broadly
busily
calmly
carefully
carelessly
cautiously
certainly
cheerfully
chilly
clearly
closely
coaxingly
commonly
completely
constantly
continually
continuously
coolly
correctly
courageously
crossly
cruelly
curiously
dearly
deceivingly
defiantly
deliberately
delightfully
diligently
distinctly
doubtfully
dreamily
eagerly
easily
elegantly
enormously
enthusiastically
entirely
especially
essentially
evenly
eventually
evidently
exactly
excitedly
extremely
fairly
faithfully
famously
ferociously
fervently
fiercely
finally
fondly
foolishly
fortunately
frankly
frantically
freely
frequently
friendly
frightfully
fully
fundamentally
furiously
generally
generously
gently
ghastly
ghostly
gladly
gracefully
gradually
gratefully
greatly
greedily
happily
hastily
helpfully
helplessly
highly
honestly
hopefully
Grammar Review
compiled by Waite/September 2008
hopelessly
hungrily
immediately
increasingly
innocently
inquisitively
instantly
intensely
interestingly
inwardly
irritably
joyously
justly
kindly
kingly
knightly
knowingly
lazily
lightly
likely
lonely
longingly
loosely
loudly
lovely
madly
meaningfully
mechanically
merrily
miserably
mockingly
mostly
mysteriously
naturally
nearly
neatly
nervously
nicely
noisily
normally
notably
obediently
obnoxiously
obviously
occasionally
openly
orderly
painfully
patiently
physically
playfully
politely
32
positively
possibly
potentially
powerfully
predictably
presumably
primarily
probably
promptly
properly
proudly
queenly
quickly
quietly
randomly
rapidly
rarely
readily
really
reassuringly
recklessly
regularly
relatively
reluctantly
repeatedly
reproachfully
resolutely
restfully
righteously
rightfully
rigidly
roughly
rudely
sadly
safely
scarcely
searchingly
sedately
seemingly
seldom
selfishly
separately
seriously
shakily
sharply
sheepishly
shrilly
shyly
significantly
silently
sleepily
slowly
softly
solely
solemnly
solidly
sometimes
soon
speedily
steadily
sternly
straggly
strictly
stupidly
substantially
successfully
suddenly
surely
surprisingly
suspiciously
sympathetically
tenderly
tensely
tentatively
terribly
thankfully
thoughtfully
tightly
tremendously
triumphantly
truly
truthfully
undeniably
unexpectedly
unusually
usually
utterly
vastly
very
viciously
victoriously
violently
virtually
vivaciously
warmly
weakly
wearily
wildly
willfully
willingly
wisely
wistfully
wonderfully
worldly
APPENDIX B: “Said is Dead”
Below is a list of over 300 vivid words to replace the word “said”.
accused
acknowledged
added
addressed
advised
advocated
affirmed
agreed
alleged
allowed
announced
answered
antagonized
apologized
appealed
applauded
argued
articulated
asserted
assured
avowed
babbled
badgered
bantered
barked
bawled
bayed
beckoned
began
begged
bellowed
bemoaned
beseeched
blubbered
bluffed
blundered
blurted out
blustered
boomed
bragged
broadcasted
brooded
bubbled
burped
butt in
buzzed
cajoled
called
cautioned
challenged
chanted
charged
chatted
chattered
cheered
chided
chimed in
chirped
choked
chuckled
claimed
clamored
clarified
coaxed
commanded
complained
compiled
complimented
concluded
clucked
consented
continued
contributed
cooed
corrected
cracked
cried out
criticized
croaked
crowed
decided
declared
defined
demanded
demonstrated
denied
described
dictated
directed
disagreed
discerned
disclosed
disputed
divulged
drawled
droned
echoed
emitted
emphasized
ended
enunciated
estimated
exclaimed
explained
exploded
expounded
expressed
fabricated
fibbed
fitted in
finished
fired
flattered
fretted
fumed
fussed
gabbed
gasped
gibed
giggled
gloated
goaded
gossiped
grieved
groaned
growled
grumbled
grunted
guessed
gulped
gurgled
hacked
hammered
harped on
hedged
heralded
hinted
hissed
howled
hypothesized
implied
implored
indicated
inferred
informed
inquired
inserted
insinuated
insisted
instructed
interjected
interpreted
interrogated
interrupted
intoned
intonated
invited
iterated
jeered
jested
joined in
joked
joshed
kidded
lamented
lashed out
laughed
lied
lisped
maintained
mentioned
meowed
mewed
mimicked
mispronounced
misquoted
moaned
mocked
mourned
mumbled
mused
muttered
nagged
named
narrated
nixed
noted
objected
observed
ordered
outlined
panted
paraphrased
persisted
persuaded
petitioned
piped
pleaded
pointed out
pouted
praised
prayed
preached
presented
presumed
pretended
proclaimed
prodded
33
promised
prompted
pronounced
proposed
propositioned
protested
puffed
purred
quacked
quarreled
queried
questioned
quibbled
quipped
quizzed
quoted
raged
rasped
reasoned
recalled
recapitulated
recited
recommended
recounted
reflected
rehashed
rehearsed
reiterated
rejoiced
related
remarked
remembered
reminded
reminisced
renounced
repeated
replied
reported
requested
responded
restated
resumed
retorted
retracted
revealed
reviewed
ridiculed
roared
rumored
sang
scoffed
scolded
scorned
screamed
screeched
shouted
shrieked
shuddered
sighed
snapped
snarled
sneered
snipped
snored
snorted
spat
specified
speculated
sputtered
squawked
squeaked
stammered
stated
stressed
stuttered
submitted
suggested
tattled
teased
testified
thanked
thought
thundered
told
urged
uttered
wailed
warbled
wept
whimpered
whined
whispered
whistled
wondered
verbalized
vocalized
voiced
vowed
yapped
yawned
yelled
yelped
Grammar Review
compiled by Waite/September 2008
APPENDIX C: Commonly Misspelled Words
Below is a list of 125 words in the English language that are commonly misspelled.
a lot
acceptable
accidentally
accommodate
ache
acquire
acquit
again
always
amateur
among
apparent
argument
atheist
available
beautiful
beginning
believe
believe
bellwether
business
calendar
caught
cemetery
changeable
collectible
column
coming
committed
conscience
conscientious
conscious
consensus
country
cousin
daiquiri
definite
desert/dessert
discipline
drunkenness
dumbbell
embarrass
equipment
exceed
exhilarate
existence
experience
February
fiery
foreign
forty
gauge
goodbye
grammar
grateful
guarantee
harass
heard
height
hierarchy
hoarse
humorous
ignorance
immediate
indispensable
infinite
inoculate
intelligence
its/it’s
jewelry
judgment
kernel
leisure
liaison
library
license
lightning
maintenance
maneuver
medieval
memento
Identify some other words that are commonly misspelled.
Grammar Review
compiled by Waite/September 2008
34
millennium
restaurant
miniature
rhyme
minuscule
rhythm
mischievous
schedule
misspell
separate
neighbor
separate
noticeable
sergeant
occasionally
signature
occurrence
special
pastime
supersede
peace/piece
suppose
perseverance
their/they’re/there
personnel
threshold
playwright
tomorrow
possession
trouble
precede
twelfth
principal/principle
tyranny
privilege
until
pronunciation
vacuum
publicly
weather
questionnaire
weather/whether
receipt
Wednesday
receive
weird
recommend
whole
reference
referred
relevant