Download Frequently Confused Words

Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Grammar and Punctuation Cram Session
The following paragraphs are identical, except for punctuation.
Part A
Dear John:
I want a man who knows what love is all about. You
are generous, kind, thoughtful. People who are not
like you admit to being useless and inferior. You have
ruined me for other men. I yearn for you. I have no
feelings whatsoever when we’re apart. I can be forever
happy—will you let me be yours?
Mary
Part B
Dear John:
I want a man who knows what love is. All about you
are generous, kind, thoughtful people, who are not
like you. Admit to being useless and inferior. You have
ruined me. For other men I yearn. For you, I have no
feelings whatsoever. When we’re apart, I can be forever
happy. Will you let me be?
Yours,
Mary
Use punctuation and capitalization to make sentences in the next exercise. The two
identical examples should have separate punctuation, making their meanings
different. Don’t change or move words. Don’t forget to capitalize if you make
another sentence.
Woman without her man is nothing
Woman without her man is nothing
Do you hate New York drug dealers put me in office
Do you hate New York drug dealers put me in office
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 1
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Spell Checker (*Hint: read it out loud!)
Eye halve a spelling chequer
It came with my pea sea.
It plainly marques for my revue
Miss steaks eye kin knot sea
Eye strike a key and type a word
And weight four it two say
Weather eye am wrong oar write
It shows me strait a weigh
As swoon as a mist ache is maid
It nose bee fore two long
And eye can put the error rite
Its rare lea ever wrong.
Eye have run this poem threw it
I am shore your pleased two no
Its letter perfect awl the weigh
My chequer tolled me sew.
What is the point of this exercise?___________________________________
Homonyms (from the book "Eight Ate: A Feast of Homonym Riddles" by Marvin Terban)
If four couples went to a restaurant, how many people dined?
What do you call a smelly chicken?
Eight ate.
A foul fowl.
How do you say, "Run away, small jumping insect that lives on a dog!"?
What is a large animal with thick fur but no clothes on?
"Flee, flea!"
A bare bear.
What did the fancy flying machine call the undecorated one?
A plain plane.
Two ran the race, but only... One won.
If they are not here, where are they? They're there!
Grammar and Punctuation Cram Session 2
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Frequently Confused Words
The English language has many words that cause confusion because their spelling and
pronunciation are either the same or similar.
accept - to receive: "She would not accept my proposal."
except - all but: "Everyone went except John."
access - admittance, a way of approach: "No one had access to the office."
excess - larger amount than needed: "He had an excess of cash."
accent - particular way of speaking "She had a Philadelphia accent."
ascent - upward climb: "Rocky had a long ascent up the Art Museum's stairs."
assent - to agree: "The professor assented to accepting a late paper."
advice (noun) - recommendation: "His advice was to study."
advise (verb) - to make recommendations: "He advised me to look for a new job."
affect - influence (verb): "Pat's actions will affect the rest of the class."
affect - an emotional response (noun): "Even when his father died, he showed little affect."
effect - result (noun): "The effect of his good grades helped him get a scholarship."
all ready - (everyone or everything) completely prepared "Are you all ready for the party?"
already - (1) prior to or at some specific time; "When we arrived, we found that they had arrived
already."
alter - change:" She had to alter her plans for the prom."
altar - platform in a church: "The priest stands at the altar."
capital - (1) major city of a state or nation: "Harrisburg is the capital of PA." (2) supply of
wealth: "You need capital to start a new business."
capitol - (1) a building in Washington, D.C. for Congress: "You can tour the capitol even when
Congress is in session." (2) a building where a legislature meets: "You can go to Harrisburg to
see the capitol where the legislative body meets."
cite - quote or mention: "When you write a paper, you have to cite your references."
sight - ability to see: "Some people have to wear glasses because their eyesight is poor."
site - location: "This looks like a good site to build a new home."
complement - something that completes or makes perfect: "A good wine complements a good
meal."
compliment - expression of praise: " The young boy's mother complimented him on his
outstanding behavior."
Grammar and Punctuation Cram Session 3
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
conscience - sense of right and wrong: "Some people seem to have no conscience."
conscious - aware of: "He made a conscious decision to practice his piano lessons every day."
consul - an official who represents her country in a foreign country: "A terrorist group kidnapped
the consul."
council - group of people appointed or elected to make decisions: "Most towns have a council
which governs them."
counsel - (to give advice): "The lawyer tried to counsel the divorcing couple." (2) attorney: "The
counsel did an excellent job with my case."
decent - proper, in good taste: "We should all have decent manners." (2) good, honest: "John
was a decent, hardworking man."
descent - downward slope: "His descent down the ski slope was fast." (2) family origin: "The
descent of man is a fascinating topic."
dissent - disagreement: "There was much dissent among the students."
device - gadget (noun): "The telephone is a useful device."
devise - think of (verb): " The prisoners devised a plan to escape."
eminent - well known: "Professor Epstein is very eminent in his fields of psychology and
reading."
imminent - about to happen: "The storm was imminent."
farther - greater distance; can be measured: "I have to walk farther than you do to get to the
school."
further - more, in addition: "The group was told to discuss the matter of debt further."
formally - traditional, formal rules: "He wore a tuxedo and was formally dressed for the
wedding."
formerly - happened before: "Jesse Ventura was formerly known as The Body."
irrelevant - inappropriate or unrelated: "The lawyer proved that the evidence was irrelevant."
irreverent - disrespectful: "It is irreverent to eat during a religious service."
its - ownership: "The dog cried for its owner."
it's - contraction of it is: "It's never too late to change your ways."
later - after the expected time: "He arrived later than I expected."
latter - the second of two things mentioned: "Betty agreed with the latter debater."
lessen - decrease: "Drugs tend to lessen the pain."
lesson - something to be learned: "In a way, this is a spelling lesson."
loose - (adjective) (1) not tight: "Her dress was loose because she lost weight." (2) free: "The dog
was set loose to sniff for drugs."
lose - (verb) (1) misplace: "Did you lose your glasses again?" (2) suffer defeat: "Will the Eagles
lose again?"
Grammar and Punctuation Cram Session 4
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
obvious - easy to grasp: "The answer to the problem is so obvious that a child can answer it."
oblivious - unmindful of: "Jane was oblivious to the hole in her jeans."
principal - (1) chief, most important: "The principal reason for her research into her past was
that she wanted to learn her history. (2) head of a school: "After the student saved the principal's
life, she gave him special favors."
principle - rule or basic truth: "You must learn the principles behind math in order to solve the
problems."
quiet - silence: "Please be quiet in the library."
quit - stop: "Many people have quit smoking."
quite - really: "My husband was quite angry with our dog because she wouldn't stop barking."
moral - good, honorable: "She is a moral woman."
morale - spirit: "The captain was able to keep up the morale of his unit despite all the fighting."
patience - ability to wait: "Patience is a virtue."
patients - people suffering from an illness: "The doctor saw 25 patients in a day."
stationary - unable to move: "I rode my stationary bike for exercise."
stationery - paper for letter writing: "I bought new stationery so I could send prettier letters to
my friends."
than - compare: "My son is taller than I am."
then - at that time: " We were married then."
then (used with if) - in that case: "If it rains, then there will be no picnic."
thorough - complete, careful: "She did a thorough job of researching her paper."
threw - form of the verb throw: "He threw the ball to third base."
through - in one side and out the other: "He walked through the kitchen to get to the dining
room."
to - (1) toward: "Throw the ball to me." (2) used before a verb form: "She hoped to run in the
race.
too - (1) more than enough: "I have gained too much weight." (2) also: "I wanted to go, too."
two - the number 2: " I need two tickets, please."
whose - possessive case of who; ownership: "Whose hat is this?"
who's - contraction of who has or who is: "Who's going to the store?"
your - possession or ownership: "The accident is your problem."
you're - contraction of you are: "You're kidding, I hope."
whose - possessive case of who; ownership: "Whose hat is this?"
who's - contraction of who has or who is: "Who's going to the store?"
Grammar and Punctuation Cram Session 5
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Frequently Confused Words
*Note: in some words,
apostrophes count as a space!
Across
1. contraction of who has
or who is
4. all but
6. possession or
ownership
8. form of the verb throw
11. quote or mention
13. adjective meaning not
tight
14. toward
16. larger amount than
needed
18. expression of praise
21. location
22. admittance, a way of
approach
23. to give advice
24. the number 2
26. in one side and out
the other
27. more than enough
28. at that time
Down
2. ability to see
3. contraction of you are
5. group of people
appointed to decide
7. possessive case of who
9. verb meaning misplace
10. contraction of it is
12. noun meaning result
15. to receive
17. to complete or
perfect
19. ownership
20. noun meaning
emotional response
24. complete, careful
25. compare
http://puzzlemaker.com
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 6
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Sentence Interpretation and Clarity
These sentences use slang from different eras. Can you interpret them?
1. That cat is so frosted he’s gonna sing to the heat.
2. Wanna go rip some totally bodacious curls?
3. C’mon, let’s get down. We’ll have a blast draggin’ Main in Chuck’s cherry woody
wagon.
4. That mooch in the shed is a wire.
______________________________________________________________
What about the next two examples? That wicked dude has a totally bad set of
wheels. Or That hot chick is really cool. You may understand what they mean,
but if you think of the literal translation, they are contradictory!
Consider writing with the use of slang or idioms might hinder how an essay is read.
What is the point of this exercise?___________________________________
Just a Reminder:
NounPronounAdjectiveVerbAdverb-
a person, place, thing, or idea
takes the place of a noun
answers the questions which one and how many
action or a state of being
describes how, where, when, by what method, or to what extent the
action is done
Preposition- tell the relation of one thing to another
Conjunction- connect words or phrases
Interjection- words that express excitement
Grammar and Punctuation Cram Session 7
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Complete Subject and Complete Predicate (equal complete sentence!)
What is a complete subject? A complete subject is what the sentence is about. It
consists of a noun or pronoun and all of its modifiers. Example: The fat lazy cat
with the yellow stripes
Write a complete subject (do not use the example).
What is a complete predicate? A complete predicate is what the subject in the
sentence does (verb). It consists of a verb and all of its modifiers. Example: ran
under the rapidly approaching Dodge truck.
Write a complete predicate (do not use the example).
What is the point of this exercise?___________________________________
Using Adjectives and Adverbs
Which sentence sounds better?
The spider crawled. (OR) The large, furry black spider crawled slowly toward the
leg of the unsuspecting student.
Make a word bank of the following parts of speech. They do not have to relate to
each other.
Noun
Verb
Adverb
Adjective
1.______________ _______________ ______________ _____________
2.______________ _______________ ______________ _____________
3.______________ _______________ ______________ _____________
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 8
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Subject/Verb Agreement (http://www.aliscot.com/bigdog/agreement_sv.htm)
Remember: The subject and verb must ALWAYS agree in number. Singular
subjects get singular verbs. Plural subjects get plural verbs.
Example: The boy plays. (singular)
The boys play. (plural)
Potential problem areas:
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Stuff in between the subject and verb
“Stuff” is usually a prepositional phrase.
o Example: The dishes in the kitchen is dirty. “Dishes” is plural. The
verbs should be “are.” The dishes in the kitchen are dirty.
Reversed sentence order
Sentences are usually subject-verb, so be careful when the verb comes
before the subject.
o Example: There are snacks on the laundry-room table.
o Example: Where are they?
o Example: On the table are the goodies!
“-body,” “-one,” and “-thing” words
These words are indefinite pronouns, such as anyone, somebody, and
everything. Look at the endings! They are always singular!
o Example: Everyone is going on a picnic.
o Example: Each of the boys is taking his own lunch.
o Example: If anyone drops something to eat, I’ll grab it before he can
pick it up.
“who,” “which,” and “that”
These words are pronouns. When they take the place of a singular noun,
they are singular. When they take the place of a plural noun, they are plural.
This is important to remember when they are the subject of a clause. In
the following examples, the pronoun replaces the subject of a clause.
o Example: Big Dog is one of those animals who are very intelligent.
o Example: Big Dog is an animal who is very intelligent.
What is the point of this review?___________________________________
Grammar and Punctuation Cram Session 9
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Dangling Modifiers (http://www.aliscot.com/bigdog/dangling.htm)
What is wrong with these sentences?
o Having been thrown in the air, the dog caught the stick.
o Smashed flat by a passing truck, Big Dog sniffed at what was left of a halfeaten hamburger.
Although these sentences may be funny, the communication is lost because the
receiver notices how the sentence is being said, rather than what the sentence is
saying.
Get rid of dangling modifiers by:
1. Check for modifying phrases at the beginning of your sentences.
2. If you find one, underline the first noun that follows it. (That is the one that
is being modified.)
3. Make sure the modifier and noun go together logically. If they don’t chances
are that you have a dangling modifier.
4. Rewrite the sentence.
Here are the same ideas, rewritten.
o When the stick was thrown in the air, the dog caught it.
o Big Dog sniffed at what was left of a half-eaten burger that had been smashed
by a passing truck.
Misplaced Modifiers (http://www.aliscot.com/bigdog/misplaced.htm)
A modifier is a word or a phrase that describes something else. You should place it
as close as possible to what it describes. If you don't, your intended meaning may
not be clear. Consider the unintentional meanings in the following:
° The young girl was walking the dog in a short skirt.
° The dog was chasing the boy with the spiked collar.
You can see what's wrong. The dog isn't "in a short skirt" and the boy doesn't have
a "spiked collar." Because the modifier is misplaced, we have to think for a minute
before we get the intended meaning. The correct versions are:
° The young girl in a short skirt was walking the dog.
° The dog with the spiked collar was chasing the boy.
* How do these sentences sound funny? How can you correct them?
1. While talking on the phone, the doorbell rang.
2. Piled up next to the washer, I began doing the laundry.
3. Running across the floor, the rug slipped and I lost my balance.
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 10
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Comma Splices and Fused Sentences
(http://www.aliscot.com/bigdog/comma_splices.htm)
Comma-splices and fused sentences deal with two clauses that are incorrectly
punctuated. (Some people call them run-ons.) Look at the following:
1. I leave muddy paw prints on the kitchen floor I get in trouble.
2. I leave muddy paw prints on the kitchen floor, I get in trouble.
Neither of these is correct. The first runs two main clauses together without any
kind of punctuation. This is a fused sentence. The second joins two main clauses
together with only a comma. This is a comma-splice. Both will get your instructor's
attention!
What's the problem? Each main clause expresses a complete thought. If you run
two or more complete thoughts together without the right punctuation, they tend
to blur. And the whole idea behind any kind of communication is to get your point
across clearly, right? Anything that takes away from that should be avoided.
What's the solution? Don't do it! How you "Don't do it!" is really pretty easy,
since there are four ways to get rid of comma-splices or fused sentences. Find the
problem clauses and
° separate them with a period (.).
I leave muddy paw prints on the kitchen floor. I get in trouble.
° join them with a coordinating conjunction.
I leave muddy paw prints on the kitchen floor, and I get in trouble.
° separate them with a semicolon (;).
I leave muddy paw prints on the kitchen floor; I get in trouble.
° subordinate one clause.
When I leave muddy paw prints on the kitchen floor, I get in trouble.
Don't simply delete the comma; this will create a run-on or fused sentence.
* How do you fix these?
1. I'm exhausted, however, I will go to school anyway.
2. A comma splice occurs when two complete sentences are joined only by a comma,
I need to remember that rule.
3. It's means "it is" or "it has," its' is always incorrect.
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 11
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Parallel Construction (http://www.aliscot.com/bigdog/parallel.htm)
When we talk about parallel structure, or "faulty parallelism" as some call it, we're
dealing with a balancing act. The idea isn't too hard, but most people don't think
about it. So what are we balancing? . . . pairs of words or series of words. Look at
the following:
Pairs
Series
a and b
a or b
a, b, and c
a, b, or c
Looks kind of like an algebra equation, doesn't it?
Just think of the letters as standing for words or groups of words. Any words or
groups of words that you plug in have to be the same kinds of words or word
patterns. That's all there is to it! Let's see how the "formula" works:
° Pairs running and jumping, bothered and bewildered, open or shut, laughing or
crying
° Series broken, bedraggled, and bone-tired
an old shoe, a stuffed bear, and
a chewed-up blanket
When you write your sentences using parallel structure, your ideas come across
more clearly because they're easier to read. Compare the following sentences:
1. Peggotty's toys were an old shoe, a bear that was stuffed, and she had chewed
up an old blanket.
2. Peggotty's toys were an old shoe, a stuffed bear, and a chewed-up blanket.
*How can you make these sentences parallel?
1. During a thunderstorm, people who are inside should not talk on the telephone,
standing near open windows, and using large appliances.
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______________________________________________________________
2. If you happen to be stranded at sea with a group and you see a shark, bunch
together and form a tight circle, warned to be using shark repellent, staying
dressed, and be sure to float as a good way to save energy.
______________________________________________________________
______________________________________________________________
______________________________________________________________
What is the point of this exercise?___________________________________
Grammar and Punctuation Cram Session 12
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
Active vs. Passive Voice (http://www.aliscot.com/bigdog/active_passive.htm)
A subject is "a word or phrase in a sentence that denotes the doer of the action
[or] the receiver of the action in passive constructions."
To tell if a construction is active or passive simply look at the subject:
o
o
If the subject is the "doer of the action," the sentence is active.
If the subject is the "receiver of the action," the sentence is passive.
That's pretty easy. If you do something, you're active; if you have something done
to you, you're passive. Compare the examples:
Active
° Peggy ate the bone.
° Big Dog chased the police car.
° We ate every bite of food.
Passive
° The bone was eaten by Peggy.
° The police car was chased by Big Dog
° Every bite of food was eaten by us.
Generally, you want to make your sentences active whenever you can. Active
sentences make your writing stronger, more forceful.
Circle the answer the following questions:
1. In an active construction: the subject is concrete./the direct object is
active./the subject is the doer of the action./the agent is expressed by the
indirect object.
2. In a passive construction: the subject is usually plural./the subject is the
receiver of the action./the subject is indefinite./the subject is understood.
3. Select the sentences that is active: The olives were eaten by the hungry
patrons./John opened the can./The date was set for the wedding./He lost the bet.
4. Select the sentences that are passive: The cat caught the mouse./The
window was shattered by the bullet./A letter is written whenever there is a
problem./Sam bought a sports car.
Rewrite the following sentences into active voice:
* A letter was written by Tom. ____________________________________
What is the purpose of this exercise?________________________________
Grammar and Punctuation Cram Session 13
Name:_______________________ Hr: _____Subj./Instructor:_______________Date:________
William Safire's "Fumblerules"
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These sentences were created by William Safire to illustrate grammatical and stylistic
mistakes. This may be the greatest grammar lesson you have ever had.
(Each rule breaks itself in this example!)
No sentence fragments.
Avoid run-on sentences they are hard to read.
A writer must not shift your point of view.
Reserve the apostrophe for it’s proper use and omit it when its not needed.
Write all adverbial forms correct.
In their writing, everyone should make sure that their pronouns agree with its antecedent.
Use the semicolon properly, use it between complete but related thoughts; and not between an
independent clause and a mere phrase.
Don’t use no double negatives.
Also, avoid awkward or affected alliteration.
If I’ve told you once, I’ve told you a thousand times: Resist hyperbole.
If any word is improper at the end of a sentence, a linking verb is.
Avoid commas, that are not necessary.
Verbs has to agree with their subjects.
Avoid trendy locutions that sound flaky.
And don’t start a sentence with a conjunction.
The passive voice should never be used.
Writing carefully, dangling participles should be avoided.
Unless you are quoting other people’s exclamations, kill all exclamation points!!!
Never use a long word when a diminutive one will do.
Proofread carefully to see if you any words out.
Use parallel structure when you write and in speaking.
You should just avoid confusing readers with misplaced modifiers.
Place pronouns as close as possible, especially in long sentences—such as those of ten or
more words—to their antecedents.
Eschew dialect, irregardless.
Remember to never split an infinitive.
Take the bull by the hand and don’t mix metaphors.
Don’t verb nouns.
Always pick on the correct idiom.
Never, ever use repetitive redundancies.
"Avoid overuse of ‘quotation "marks."’"
Never use prepositions to end a sentence with.
Last but not least, avoid clichés like the plague.
(More of the same)
http://mosaic.math.tamu.edu/~boas/courses/math696/rools.html#id9
What is the point of these rules?___________________________________
Grammar and Punctuation Cram Session 14