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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