UNITUNIT

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12 PhrasesLesson 12.1 Prepositional Phrases 519

Lesson 12.2 Appositives and AppositivePhrases 521

Lesson 12.3 Verbals and Verbal Phrases 523

Grammar Review 528

Writing Application 537

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Phrases

12.112.1 Prepositional Phrases A prepositional phrase is a group of words that begins with a preposition

and ends with a noun or a pronoun called the object of the preposition.

The stairs lead to the attic. [Attic is the object of the preposition to.]The staircase is too steep for her. [Her is the object of the preposition for.]They laid carpeting on the stairs. [Stairs is the object of thepreposition on.]

For lists of common prepositions, see page 473.

Adjectives and other modifiers may be placed between the preposition and its object. A preposition may have more than one object.

The staircase leads to the crowded, dusty attic. [adjectivesadded]

The staircase leads to the attic and the roof. [two objects]

A prepositional phrase acts in the same way an adjective or an adverbdoes. Used as an adjective, a prepositional phrase modifies a noun or a pro-noun. Used as an adverb, it modifies a verb, an adjective, or an adverb.

They used the staircase on the left. [adjective phrase modifyingthe noun staircase]

Which of the staircases leads downstairs? [adjective phrase modi-fying the pronoun which]

At midnight you can come downstairs to the kitchen. [adverbphrases modifying the verb phrase can come]

My grandfather explained that a daily walk is healthful for him.[adverb phrase modifying the adjective healthful]

She walks very quickly for a young baby. [adverb phrase modify-ing the adverb quickly] 12.2 Appositives andAppositive Phrases

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Exercise 1 Identifying Prepositional Phrases

On your paper, write each prepositional phrase that appears in the following sen-tences. (You will find a total of twenty-five prepositional phrases.)

Crispus Attucks1Crispus Attucks, a former enslaved person, is a hero of the American Revolution.

2He was one of five men who died in 1770 during the historic Boston Massacre. 3At the time, British troops were stationed in Boston. 4Approximately four hundred in-habitants of Boston gathered around a small group of British soldiers. 5They shoutedinsults and threw snowballs at the British. 6Suddenly the soldiers fired into the unrulycrowd. 7Attucks was hit instantly by a bullet and died beside two other men. 8Later two more men, who were also shot by the British during the attack, died from theirwounds. 9Bostonians throughout the city expressed shock and outrage over the inci-dent. 10At a trial, however, only two soldiers were found guilty, and for punishmentthey were branded on their thumbs. 11A monument in Boston honors the memory of Crispus Attucks and the others who perished with him in the Boston Massacre.

Exercise 2 Identifying Adjective and Adverb Phrases

On your paper, write the word or words each prepositional phrase in Exercise 1modifies. Then indicate whether each phrase is acting as an adjective or an adverb in the sentence.

Exercise 3 Expanding Sentences with Prepositional Phrases

Copy and expand the following sentences by adding at least one adjective phrase andone adverb phrase to each.

SAMPLE The new equipment arrived.ANSWER The new equipment for the office arrived by truck.

1. The candle flame flickers. 6. The classroom emptied quickly.2. Someone should have asked me. 7. I have used a shovel many times.3. The comedian performed. 8. The woman was buying cat food.4. The gardener pulled the weeds. 9. The farmers drove their tractors.5. The children brought flowers. 10. Her cousin will send a letter.

Exercise 4 Writing with Prepositional Phrases

Write five sentences that include two or more prepositional phrases. Then under-line each prepositional phrase and tell whether it is being used as an adjective oran adverb.

SAMPLE ANSWER Most students in my grade watch television on weekends.(adjective; adverb)

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Appositives and Appositive Phrases

An appositive is a noun or pronoun that is placed next to another nounor pronoun to identify or give additional information about it.

My friend Paulo sends me long letters from Brazil. [The appositivePaulo identifies the noun friend.]

An appositive phrase is an appositive plus any words that modify theappositive.

He is living and working in Braslia, the capital city. [The appositivephrase, in bold type, identifies Braslia.]

Use commas to set off any appositive or appositive phrase that is notessential to the meaning of a sentence.

Paulos brother Ernesto also lives there. [The appositive Ernesto isessential because Paulo has more than one brother.]

Dora, Paulos only sister, lives in New York. [The appositive phraseis not necessary to identify Dora.]

Usually an appositive or appositive phrase follows the noun or pronoun it identifies or explains. Occasionally an appositive phrase precedes the noun or pronoun.

A skilled mechanic, Paulo could probably find work anywhere.

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Exercise 5 Identifying Appositives and Appositive Phrases

Write the appositives and appositive phrases in the sentences below.

1. Our neighbor Katie Rosenfeld organized the dance.2. The most tickets were sold by Mia and Vanessa, two tenth graders.3. After a long search, Greg finally found and booked the band, a fantastic group.4. A clever class president, Juan Lopez talked his cousin into performing one of the

opening comedy acts.5. Two of Mr. Swansons art classes, the third and the fifth periods, began work on the

decorations a month in advance.

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Exercise 6 Identifying Appositives and Appositive Phrases

Write the appositive or the appositive phrase that appears in each sentence. Thenwrite the noun or pronoun that is identified or explained by the appositive.

Stars of American Culture1. Alvin Ailey, an innovative choreographer, founded a lively modern dance company.2. The Heart Is a Lonely Hunter is a novel by the acclaimed twentieth-century author

Carson McCullers.3. The great contralto Marian Anderson was the first African American singer to per-

form leading roles at the Metropolitan Opera in New York City.4. Midori, one of the most brilliant violinists of her generation, launched her career

as a very young girl.5. The Pulitzer Prize was awarded to Gwendolyn Brooks for Annie Allen, a collection

of poems.6. The Guggenheim Museum in New York was one of the last projects of Frank Lloyd

Wright, the famous modern American architect.7. Georgia OKeeffe, one of the most influential twentieth-century American painters,

lived in New Mexico from 1949 to 1986.8. Fans admired the jazz vocalist Billie Holiday for the emotionally charged quality

of her singing.9. Rita Hayworth, the daughter of a Spanish dancer, starred in many American films

in the 1940s.10. Nobody Knows My Name is a collection of personal essays by the author James

Baldwin.

Exercise 7 Expanding Sentences with Appositive Phrases

On your paper, expand the following sentences by adding an appositive phrase toeach sentence. Be sure to use commas where necessary.

SAMPLE Vitus Bering was the first European to chart the Alaskan coast.ANSWER Vitus Bering, a Danish explorer, was the first European to chart the

Alaskan coast.

1. The film was nominated for an Academy Award.2. The local newspaper printed my letter on its editorial page.3. Robert Frost wrote the poem.4. Alaska entered the Union in 1959.5. Every year New Orleans celebrates Mardi Gras.6. The novel is my favorite.7. In Washington are many cherry trees.8. My favorite singer will be appearing here in concert in July.9. Our team won.

10. The principal of the school has resigned.

Phrases

Verbals and Verbal Phrases A verbal is a verb form that functions in a sentence as a noun, an adjec-

tive, or an adverb.

A verbal phrase is a verbal plus any complements and modifiers.

There are three kinds of verbals: participles, gerunds, and infinitives. Allthree types can be expanded into phrases.

Participles and Participial Phrases A participle is a verb form that can function as an adjective.

A present participle is made up of the base form of the verb plus -ing:falling. A past participle is usually made up of the base form plus -ed:burned. Some past participles are irregularly formed.

Participles are often used as adjectives.

No one would eat the burned toast.

We were warned to watch out for falling rocks.

The fallen tree blocked the winding road.

A participle may also be used as part of a verb phrase. When a participle is part of a verb phrase, it is not acting as an adjective.

PARTICIPLE AS ADJECTIVE The growing child was curious.PARTICIPLE IN VERB PHRASE They saw that he was growing stronger.

A participial phrase contains a participle plus any complements andmodifiers.

Participial phrases can be placed in various positions in a sentence.

We watched the best teams playing baseball.

The badly defeated team accepted its fate with grace.

The victors, elated by the victory, shook hands with the losers.

Throwing their hats into the air, the fans of the victorious teamlet out a great roar.

A participial phrase at the beginning of a sentence is usually followed bya comma.

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Exercise 8 Identifying Participles in Sentences

Write the participle that functions as an adjective in each of the following sentences.

1. The blowing trees were etched against the sky.2. A broken branch scratched against the window.3. The closed barn doors rattled in the strong wind.4. Everywhere was evidence of the gathering storm.5. Shivering, the young boy returned to his chair near the fireplace.

Exercise 9 Identifying Participles and Participial Phrases

Write the participial phrase that acts as an adjective in each of the following sentences. Then identify the word each phrase modifies.

Early Native Americans of the Northwest1. The northwestern coast of North America, extending from southern Alaska to

northern California, was the home of many Native American groups.2. The dense forests inhabited by these groups have a temperate climate and plentiful

rainfall.3. Salmon caught in streams was an important source of food.4. Knowing the woodlands well, the groups gathered wild fruit.5. Northwest Native Americans ordinarily lived in houses built of wood.6. Prepared for battle, they carried shields made of copper.7. Some of the groups had totem poles decorated with carvings.8. Displaying great artistic skill, the Northwest Native Americans produced baskets,

rattles, masks, and other artifacts.9. Native Americans of the Northwest had distinctive cultures established over

hundreds of years.10. Determined to find furs and other natural resources, Europeans came into the area

in the late 1700s.

Exercise 10 Writing Sentences with Participial Phrases

Write five sentences with participial phrases. Then underline each phrase and writewhat noun or pronoun the phrase modifies.

SAMPLE ANSWER Determined to be the next class president, Kevin began hiscampaign the first day of school. Kevin

PhrasesExercise 11 Identifying Gerunds and Gerund Phrases

List on your paper the gerunds and gerund phrases that appear in the following sen-tences. The number of gerunds or gerund phrases in each sentence is given in parentheses.

A Spanish Conqueror1. Conquering was the goal of the ruthless Spanish adventurer Hernando Corts. (1)2. His greatest accomplishment was claiming for Spain land in central and southern

Mexico. (1)3. Capturing territory was a challenging experience, Corts found. (1)4. The famous Spaniard enjoyed discovering and exploring new places. (2)5. Corts was adept at gaining the trust of some Native Americans. (1)6. The result was his winning the Aztec capital, Tenochtitln, through the overthrow of

Emperor Montezuma. (1)7. By 1521 several of Cortss goalsfinding gold, claiming Mexican lands, and con-

quering native groupswere fulfilled. (3)8. For several years, Corts was famous for controlling much of present-day Mexico. (1)9. His trip to Spain in 1528 resulted in his receiving the title of marquis. (1)

10. Corts sailed back to Mexico in 1530 and began building his palace and exploringthe Pacific region. (2)

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Gerunds and Gerund Phrases A gerund is a verb form that ends in ing and is used in the same way

a noun is used.

Eating is something I enjoy. [gerund as subject]

My grandfather likes strolling. [gerund as direct object]

Tony gives baking his best effort. [gerund as indirect object]

How much enthusiasm do you feel for bowling? [gerund as objectof preposition]

Rachels favorite pastime is painting. [gerund as predicate nominative]

My hobbies, writing and reading, are quiet activities. [gerunds asappositives]

A gerund phrase is a gerund plus any complements and modifiers.

Dancing the tango is not as easy as it looks.

Fred Astaires marvelous dancing will always be considered superb.

The difference between a present participle and a gerund is that a presentparticiple is used as a verb or an adjective and a gerund is used as a noun.

Running around the track, Yuki felt exhilarated. [present participle]

Running gives Yuki a sense of well-being. [gerund]

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Infinitives and Infinitive Phrases An infinitive is a verb form that is usually preceded by the word to and

is used as a noun, an adjective, or an adverb.

When you use the word to before the base form of a verb, to is not apreposition but part of the infinitive form of the verb.

To stand can be uncomfortable. [infinitive as subject]

Infants first learn to crawl. [infinitive as direct object]

Her aim is to walk. [infinitive as predicate nominative]

Birds have an instinct to fly. [infinitive as adjective]

I am happy to run. [infinitive as adverb]

An infinitive phrase contains an infinitive plus any complements andmodifiers.

We decided to sail across the lake.

They wanted to drive slowly around the park.

To run in a marathon someday is my secret ambition.

A triathlon requires athletes to train diligently.

To complete a triathlon is a success in itself.

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Exercise 12 Identifying Infinitives and Infinitive Phrases

Write the infinitive phrase that appears in each of the following sentences.

Mary Cassatt1. Mary Cassatt was one of the foremost American artists to paint in the Impres-

sionist style.2. Cassatt spent much of her childhood in Europe but decided to study at the

Pennsylvania Academy of Fine Arts.3. In 1866 she went to live in France.4. The great French painter Edgar Degas began to influence her work.5. Degas helped Cassatt to master her drawing techniques.6. Cassatt often chose to paint portraits of mothers and children.7. Degas invited Cassatt to exhibit paintings with other Impressionists.8. Cassatt encouraged her American relatives and friends to purchase the paintings

of the French Impressionists.9. In so doing, Cassatt helped to influence a growing American interest in contem-

porary art.10. Today art lovers are able to appreciate Cassatts work for its own remarkable qualities.

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Exercise 13 Identifying Verbal Phrases

On your paper, write each of the verbal phrases that appears in the following sentences. Write whether each phrase is a participial phrase, a gerund phrase, or aninfinitive phrase.

Elephants1. Elephants have the distinction of being the largest land mammals.2. Living in the tropical regions of Asia and Africa, they may reach a height of 13 feet.3. Their tusks, weighing as much as 200 pounds each, can be more than 10 feet long.4. The distinctive ears of the African elephant are huge, measuring up to 4 feet in width.5. Elephants use their fingerlike trunks to pick up objects.6. Elephants browse all day, feeding on a variety of plants.7. Elephants can learn to carry logs and to perform in circuses.8. Training young elephants takes great skill.9. Handling the elephants may be difficult for the trainers.

10. Hunted for ivory and often deprived of their natural surroundings, elephants nowmust struggle for their survival.

11. An adult elephant needs to eat about 300 pounds of food a day.12. The elephant needs to search almost constantly for food.13. Weighing over 200 pounds, a newborn elephant stands about 3 feet tall.14. The adults form a circle around their offspring to protect them from predators.15. Young elephants amuse themselves by playing with each other.16. Traveling to water holes each day, elephants spend a lot of time in and around water.17. Splashing themselves with muddy water keeps elephants cool.18. Elephants love to bathe in fresh water and are excellent swimmers.19. Most wild Asian elephants, protected by regional governments, live on preserves.20. Large predators avoid attacking adult elephants because of their size.

Exercise 14 Using Verbal Phrases

On your paper, use each of the following verbal phrases in an original sentence. Writewhether each phrase is a participial phrase, a gerund phrase, or an infinitive phrase.

1. blaming us for the loud music2. to test the speakers3. playing the drums4. to annoy the neighbors5. turning down the speakers6. listening at the door7. to play more softly8. upset by all the commotion9. to make everyone happy

10. putting pads on the floor

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UNIT 12UNIT 12 Grammar ReviewP H R A S E S

The passage below is taken from a novel by the Japanese Americanwriter Yoshiko Uchida. The novel tells of a young Japanese woman whoarrives in San Francisco in 1917 to marry a man whom she has nevermet. In this passage, she contemplates her fate. The passage has beenannotated to show many of the kinds of phrases covered in this unit.

Grammar ReviewPh

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Literature Model

Prepositional phrase(adjective phrase)

Infinitive Phrase

Gerund phrase(object of preposition)

Prepositional phrase(adverb phrase)

Participial phrase(adjective phrase)

from Picture Brideby Yoshiko Uchida

Hana Omiya stood at the railing of the small ship thatshuddered toward America in a turbulent Novembersea. She shivered as she pulled the folds of her silk kimonoclose to her throat and tightened the wool shawl about hershoulders.

She was thin and small, her dark eyes shadowed in her paleface, her black hair piled high in a pompadour that seemedtoo heavy for so slight a woman. She clung to the moist railand breathed the damp salt air deep into her lungs. Her bodyseemed leaden and lifeless, as though it were simply the vehi-cle transporting her soul to a strange new life, and she longedwith childlike intensity to be home again in Oka Village.

She longed to see the bright persimmon dotting the bar-ren trees beside the thatched roof, to see the fields of goldenrice stretching to the mountains where only last fall she hadgathered plump white mushrooms, and to see once more themaple trees lacing their flaming colors through the greenpine. If only she could see a familiar face, eat a meal withoutretching, walk on solid ground and stretch out at night on atatami mat instead of in a hard narrow bunk. She thoughtnow of seeking the warm shelter of her bunk but could notbear to face the relentless smell of fish that penetrated thelower decks.

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Review: Exercise 1 Expanding Sentences with Prepositional Phrases

The following sentences describe an imaginary journey on a boat. Read through thesentences quickly to get an idea of the scene. Then rewrite each sentence, adding atleast one prepositional phraseeither an adjective phrase or an adverb phrasetothe sentence. You can imagine any scene that you wish.

1. The ship rocked violently.2. The boy watched the dark waves.3. His hair was tossed.4. He wore a long scarf.5. The breeze flushed his cheeks.6. He carried a small suitcase.7. He was taking a long trip.8. The previous night he had slept poorly.9. The boy ate little.

10. Memories flooded his mind.11. He felt intense longing.12. He had left his family.13. All his friends had stayed behind.14. The ship was crowded.15. Many people were traveling.16. Some men sang songs.17. Small children played games.18. Young women chatted.19. Sailors came and went.20. The captain appeared only once.21. The boy sat quietly.22. He had a faraway look.23. The ship arrived late.24. A man greeted the boy.25. The boys new life had begun.

Why did I ever leave Japan, she wondered bitterly. Whydid I ever listen to my uncle? And yet she knew it was sheherself who had begun the chain of events that placed her onthis heaving ship. It was she who had first planted in heruncles mind the thought that she would make a good wifefor Taro Takeda, the lonely man who had gone to America tomake his fortune in Oakland, California.

Appositive phrase

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Review: Exercise 2 Expanding Sentences with Appositives and Appositive Phrases

The following sentences describe Hana Omiya, the main character of Picture Bride. Eachsentence is followed by a group of words in parentheses. Rewrite each sentence, incorpo-rating the words in parentheses as an appositive or appositive phrase. Use a comma orcommas to set off the appositive or appositive phrase from the rest of the sentence.

SAMPLE The ship sailed toward San Francisco. (a small steamer)ANSWER The ship, a small steamer, sailed toward San Francisco.

1. A solitary figure stood on the open deck. (a small woman with a shawl)2. The woman was traveling to America. (Hana Omiya)3. She had left her home and was traveling to meet her future husband.

(a small village in Japan)4. Her father had died, leaving four daughters and a wife behind. (a prosperous landowner)5. Of the four sisters, Hana was the only one without a husband. (the youngest)6. Hanas mother was determined to find a match for her. (a practical woman)7. The idea that Hana should go to America was suggested by another relative. (Uncle Oji)8. Oji knew a Japanese man who had gone to California to seek his fortune. (Taro Takeda)9. Taro Takeda had opened a small shop in Oakland. (the son of a friend of Ojis)

10. Oji said that Taro would make a good husband. (a hardworking and honest man)11. Hanas dark eyes were fixed on the horizon. (a barely perceptible line of blue)12. The bracing scene contrasted with her mood. (a heavy feeling of dread)13. Familiar faces filled her mind. (now only distant memories) 14. She yearned to see not the ocean but the graceful persimmons and maples.

(the trees of home)15. The discomforts of the trip were becoming unbearable. (seasickness and

unpleasant odors)16. Even more unbearable was her fear. (a constant companion on the voyage)17. Another land was to be her new home. (a country with strange people and an

unfamiliar language)18. A man totally unknown to her was to be her husband. (her companion for

the rest of her life)19. His picture offered few clues to his character. (a faded photograph)20. She was overwhelmed by bitterness. (an emotion unfamiliar to her)21. She longed for familiar customs. (the simple ceremonies of her homeland)22. She longed as well for the familiar landmarks of her village. (the carefully

cultivated gardens and flaming maple trees)23. Yet she was being hurled toward America. (an unknown wilderness)24. Would she ever again see her old home? (Oka Village)25. Tears streamed from her brimming eyes. (drops of sorrow)

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Review: Exercise 3 Expanding Sentences with Participial Phrases

The following sentences relate to Hana Omiya and her life. Each sentence is followedby another sentence in parentheses. Combine the sentences, changing the sentence inparentheses into a participial phrase. Be sure to place the participial phrase near theword that it modifies. Note that some of the sentences may be expanded in morethan one way.

SAMPLE Hana stood on the deck of the ship. (She was shivering in her thin clothes.)ANSWER Shivering in her thin clothes, Hana stood on the deck of the ship.

1. The woolen shawl offered little warmth. (The shawl was draped over her shoulders.)2. Her silk kimono made her look like a bird. (Her kimono was fluttering in the wind.) 3. The sea air was damp and cheerless. (The air was rushing past her face.)4. Hana recalled the warm colors of her village. (She was gazing absently at the sea.)5. The memory of familiar faces haunted her. (The faces were filled with goodwill.)6. She recalled the rice fields. (The rice fields were rustling in the breeze.)7. She longed to see the orange persimmons. (The persimmons were hanging from

the bare trees.) 8. Why was she going to America to marry a man? (The man was unknown to her.)9. Her uncle had described Taro as decent and hardworking. (Her uncle was speaking

eagerly.)10. Hana had decided to leave Japan. (Hana had been longing for a different kind of life.)11. Her sisters lived in big cities. (Her sisters were married to merchants.)12. Their lives were monotonous. (Their lives were filled with routine.)13. Hana did not want to be a bored wife. (A bored wife is trapped in a dull marriage.)14. At first Hana had looked forward to a new life. (Her life would be filled with

excitement.)15. She dreaded the future now. (She was plagued with uncertainty.)16. She had reluctantly boarded the ship. (She was leaving her family behind.)17. Many passengers had stayed in their quarters. (They were exhausted by the trip.)18. Hana remained on the deck. (She was not accompanied by even a single friend.)19. She listened to some Russian travelers. (The Russians were singing of home.)20. The loneliness was as endless as the sea. (The loneliness was stretching before her.)21. Family members would have made the journey less terrifying. (They would have

provided companionship.)22. Hana would be alone in America too. (She would be isolated by language.)23. She listened to the cries of sea gulls. (The gulls followed the ship.) 24. The cries tore at her heart. (The cries reminded her of abandoned infants.)25. Hana cried. (She lowered her head.)

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Review: Exercise 4 Writing Sentences with Gerund Phrases

The exercise that follows focuses on the lives of immigrants who came from Japanto the United States. Each item consists of a question followed by a phrase in paren-theses that answers the question. For each item, write a sentence that answers thequestion, using the words in parentheses as a gerund phrase.

SAMPLE What is painful? (leaving ones homeland)ANSWER Leaving ones homeland is painful.

1. In the late nineteenth century, what was difficult in Japan? (earning a living)2. What seemed like a good idea? (moving to the United States)3. What was a first step for many poor immigrants? (signing a work contract)4. What was impossible for early Japanese immigrants? (becoming an American citizen)5. What did many Japanese immigrants find practical? (living in California)6. What was a common job for Japanese families who moved to California? (picking grapes)7. What did many Japanese immigrants have to accept? (working for low wages)8. What was a goal for many of them? (owning property)9. How did many Japanese immigrants survive? (applying skills learned in their native land)

10. What did one Japanese immigrant begin doing? (growing rice on wasteland)11. What is now an important industry in California? (cultivating rice)12. How did other Japanese immigrants earn a living? (fishing for abalone, tuna,

and sardines)13. What enterprise did some Japanese families in California develop? (extracting salt

from sea water)14. How did many Japanese businesspeople survive? (banding together in associations)15. What was one goal of the associations? (lending money to members)16. As more Japanese families arrived, what became a part of their lives? (maintaining a

sense of their cultural heritage)17. What became prevalent in many parts of the West? (segregating Japanese schools

and communities)18. What helped keep their heritage alive? (wearing traditional dress for special occasions)19. What was one particularly important tradition? (practicing the ancient tea ceremony)20. What was another means of preserving cultural ties? (singing traditional songs)21. What was the only way to cross the ocean before the invention of the airplane?

(traveling by boat)22. What provided the Japanese with a healthy supply of protein? (fishing the ocean waters)23. What enabled Japanese immigrants to continue to enjoy seaweed, a Japanese staple?

(living near an ocean)24. Over what issue did some Japanese young people in the United States begin to

disagree with their elders? (keeping to the traditional ways)25. What is one value that has enabled many Japanese Americans to succeed? (working hard)

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Review: Exercise 5 Writing Sentences with Infinitive Phrases

The exercise that follows describes some cultural characteristics and practices ofJapanese immigrants to the United States early in the twentieth century. Each of theitems consists of a question followed by a phrase in parentheses that answers thequestion. For each item, write a sentence that answers the question, using the wordsin parentheses as an infinitive phrase.

SAMPLE What did many Japanese immigrants to the United States hope to do? (to start a new life in the new land)

ANSWER Many Japanese immigrants to the United States hoped to start a new life in the new land.

1. What did many Japanese men want to do? (to get married)2. What was difficult in the United States? (to find a Japanese bride) 3. What did some men return to Japan to do? (to seek a wife)4. What did other men ask their parents in Japan to do? (to send them a suitable

woman for a wife)5. What did a friend usually agree to do? (to arrange the marriage)6. What was the young wife forced to do? (to face her frightening and uncertain future

with courage)7. What did the wife need to do? (to travel to America alone)8. What was wrenching for the picture brides? (to leave their families and their famil-

iar villages behind)9. What did most wives expect to do in the United States? (to work hard)

10. What did most wives hope to do? (to find economic security)11. What were Japanese taught as small children? (to control their feelings)12. What was considered to be proper public conduct for Japanese women? (to be shy

and retiring)13. How was a Japanese wife supposed to act toward her husband? (to act quiet and

obedient)14. What was considered to be a fate worse than death? (to be disgraced)15. What did Japanese farmers expect their children to do? (to work in the fields)16. What was the purpose of the large bowl-like hats worn by Japanese fishers? (to

protect the head from the sun and the ocean spray)17. What was the reason behind the Japanese custom of removing shoes upon entering

the home? (to avoid damaging the floor mats)18. What did the large windows in Japanese living rooms allow the members of the

family to do? (to view the garden outside)19. What was one thing that Japanese girls liked to do on holidays? (to wear brightly

colored kimonos)20. What was the purpose of cultivating the silkworm in Japan? (to make silk fabric)

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Review: Exercise 6 Writing Sentences with Verbal Phrases

Use each phrase below in an original sentence about the excerpt from Picture Bride.Forms ending with -ing may be used in either participial or gerund phrases.

1. standing at the ships railing2. to protect herself from the cold sea winds3. transported to a new country4. wishing desperately for her home5. remembering the beauty of the trees and fields6. to see the face of someone she knew7. smelling the strong fish odors8. anguished about her decision to leave9. influenced by her uncles words

10. to meet her husband-to-be

Review: Exercise 7

ProofreadingThe following passage describes the artist Ando Hiroshige, whose workappears on the opposite page. Rewrite the passage, correcting the errorsin spelling, grammar, and usage. Add any missing punctuation. There aretwenty-five errors.

Ando Hiroshige1Ando (or Ichiyu-sai) Hiroshige (17971858) the son of a fire warden, was

born in Edo, a city later called Tokyo and he plans to follow in his fathersfootsteps. 2However, he soon begun to study painting with the famous painterUtagawa Toyohiro.

3At first Hiroshige followed another painters practice of using human sub-jects, but he was soon recognized as a landscape artist. 4Trying a number ofpictorial themes Hiroshige finally settled on landscapes birds, and flowers.5Abandoning portraiture and historical subjects he focused on nature themesthroughout his life.

6Making steady artistic progress Hiroshige experimented with printmaking.7Began to make wood-block prints in a style called ukiyo-e, which, literallytranslated, means floating world. 8These prints was inexpensively mass-produced for popular consumption. 9Following an artists instructions crafts-people made the prints.

10The subject matter of the ukiyo-e prints were historical events portraits,and landscapes. 11Sometimes the prints was even used to teach people, mainly

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Grammar Review 535

children about some of the elements of Japanese culture. 12Enabling the popu-lace to have art in their homes printmakers produced countless numbers ofsuch prints. 13These prints popular and inexpensive works at the time, todayare quite valuable.

14The artwork on this page, a typical wood-block print is made in theukiyo-e style. 15Applied with a separate wood block each color is clear andvivid. 16Hiroshige combined plants, birds, water, and figures crossing a bridgeto form a subtly poetic atmosphere in an everyday seen.

17To Hana Omiya, the character in Uchidas Picture Bride such an imagewould undoubtedly recall many fond images of Japan and of all thingsJapanese. 18Its delicate desine, decorative colors, hanging leaves, and archedbridge would remind her of the world she had left behind.

Ando Hiroshige, The Compound of the Tenjin Shrine at Kameido, 1856

Grammar ReviewGrammar Review

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536 Unit 12 Phrases

Grammar ReviewGrammar Review

Review: Exercise 8

Mixed ReviewRead the brief biography of Yoshiko Uchida. Then use the facts in the biography and theguidelines in parentheses to expand the sentences.

Yoshiko UchidaYoshiko Uchida was born in California, in 1921. Her parents, seeking a better

life, had moved to the United States several years before Uchida was born. Hermother, who was an amateur poet, taught Uchida to love words. As a child, Uchidawitnessed the struggles of many Japanese Americans. Many of them spoke littleEnglish but ran their own businesses and earned a reputation as hard workers.

When Uchida was about to begin her final college exams, Japan attacked PearlHarbor, and the United States entered World War II. Soon afterward the Uchidas,along with thousands of other Japanese Americans, were moved to relocationcamps. At the camp at the Tanforan Race Track in California, Uchidas family livedin a horse stall for five months. Uchida spent three years in the grim, dusty camps.

After the war, Uchida studied education and taught in a Philadelphia school. Shelater left her teaching job and traveled to Japan, where she collected folktales andvisited her ancestors tombs. After learning a great deal about Japanese culture, shereturned to California and dedicated herself to writing fiction. Uchida has writtenmostly for children; Picture Bride is her first novel for adults. It appeared in 1987.

1. Yoshiko Uchida was born in 1921. (Add an appositive phrase.)2. Her parents came to America. (Add an infinitive phrase.)3. Uchidas mother taught her to love words. (Add an appositive phrase.) 4. As a child, Uchida observed many Japanese immigrants. (Add a participial phrase.)5. Most of them knew few words. (Add an adjective phrase.)6. Many of the immigrants earned a living. (Add a participial phrase.)7. The immigrants earned a reputation. (Add the preposition for and a gerund phrase.)8. The United States entered World War II. (Add an adverb phrase.)9. When Pearl Harbor was attacked, Uchida was studying. (Add an adverb phrase.)

10. The Uchidas were sent to the Tanforan Race Track. (Add an appositive phrase.)11. Thousands were sent to the camps. (Add an adjective phrase.) 12. Uchidas entire family lived in a stall. (Add an adjective phrase.) 13. Uchida lived in the camps. (Add an adverb phrase.)14. After the war Uchida studied. (Add an infinitive phrase.)15. She taught school. (Add an adverb phrase.)16. Later she decided to stop and travel to Japan. (Add a gerund or a gerund phrase.)17. She went to Japan. (Add an infinitive phrase.)18. After she returned, she made a decision. (Add an infinitive phrase.)19. Most is written for children. (Add an adjective phrase.) 20. Picture Bride was published in 1987. (Add an appositive phrase.)

Writing ApplicationWriting Application

Writing Application 537

Phrases in WritingNote how Mary Stewart uses appositives,participles, and prepositional phrases toenliven this passage from The CrystalCave. As you read, pay particular atten-tion to the italicized words.

Behind me the flow of bats hadceased, and the cave was still.Reassured, I stayed where I was,studying myself with interest in themirror. My mother had had one once,an antique from Egypt, but then,deeming such things to be vanity, shehad locked it away. Of course I hadoften seen my face reflected in water,but never my body mirrored, till now. Isaw a dark boy, wary, all eyes withcuriosity, nerves, and excitement. Inthat light my eyes looked quite black;my hair was black, too. . . .

Techniques with PhrasesTry to apply some of Mary Stewartstechniques as you write and revise yourown work.

1 Use prepositional phrases to pin-point location as well as to add specific detail to your sentences.Compare the following:

IMPRECISE VERSION The flow of batshad ceased. My eyes looked quite black.

STEWARTS VERSION Behind me the flow of bats had ceased. . . . In thatlight my eyes looked quite black. . . .

2 Use appositives to combine short,choppy sentences.

CHOPPY VERSION My mother had hadone once. It was an antique from Egypt.

STEWARTS VERSION My mother had hadone once, an antique from Egypt . . .

3 Use participles and participial phrasesto connect ideas and show the rela-tionships between them.

UNCLEAR VERSION I was reassured. Istayed where I was. I studied myself withinterest.

STEWARTS VERSION Reassured, I stayedwhere I was, studying myself with interest. . .

Revise the following passage by adding prepositional phrases to show locationand by combining choppy sentences with appositives and participles.

Vinland, or Wineland, is an area of North America. It is believed to have been along thecoast. The Vikings probably explored this part before other Europeans did. The Vikings werecourageous and skillful. The Vikings began to send ships in about the year 1000. They estab-lished no settlements. Leif Eriksson was probably sailing from Norway to Greenland. His shipwas blown off course. He came to a land. It had first been sighted a few years earlier byanother Viking.

PracticePractice

Phrases

For more aboutthe writingprocess, see TIMEFacing the BlankPage, pp. 121-131.

Writing OnlineFor more grammar practice, go to glencoe.comand enter QuickPass code WC97727p2.

528-537 GR9U12-829817v6.qxd 1/9/08 4:04 PM Page 537

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Glencoe Writer's Choice: Grammar and Composition, Grade 9Book OverviewPart 1: CompositionUnit 1: Personal WritingUnit 2: The Writing ProcessTIME: Facing the Blank PageUnit 3: Descriptive WritingUnit 4: Narrative WritingUnit 5: Expository WritingUnit 6: Persuasive WritingUnit 7: Research Paper WritingUnit 8: Sentence CombiningUnit 9: TroubleshooterBusiness and Technical Writing

Part 2: Grammar, Usage, and MechanicsUnit 10: Parts of SpeechUnit 11: Parts of the SentenceUnit 12: PhrasesUnit 13: Clauses and Sentence StructureUnit 14: Diagraming SentencesUnit 15: Verb Tenses, Voice, and MoodUnit 16: Subject-Verb AgreementUnit 17: Using Pronouns CorrectlyUnit 18: Using Modifiers CorrectlyUnit 19: Usage GlossaryUnit 20: CapitalizationUnit 21: Punctuation, Abbreviations, and Numbers

Part 3: Resources and SkillsUnit 22: The English LanguageUnit 23: Library ResourcesUnit 24: Using DictionariesUnit 25: VocabularyUnit 26: SpellingUnit 27: Study SkillsUnit 28: Essay Tests and Standardized TestsUnit 29: Listening and SpeakingUnit 30: Viewing and RepresentingUnit 31: Electronic Resources

Reference SectionWriting and Language GlossarySpanish GlossaryIndexAcknowledgments

ContentsPart 1: CompositionUnit 1: Personal WritingMedia Connection: Writing in the Real World: A Letter to Gwendolyn Brooks1.1 Writing to Discover1.2 Keeping a Journal1.3 Writing a Personal Essay1.4 Writing Autobiography1.5 Writing a Poem1.6 Keeping a Reader-Response Journal1.7 Writing About BiographyWriting Process in Action: Personal Writing ProjectLiterature Model: from I Know Why the Caged Bird SingsLinking Writing and Literature

Unit 1 Review

Unit 2: The Writing ProcessMedia Connection: Writing in the Real World: The Quest for Hispanic Roots2.1 Overview of the Writing Process2.2 Prewriting: Getting Started2.3 Prewriting: Identifying Purpose and Audience2.4 Prewriting: Gathering Information2.5 Drafting: Turning Notes into Paragraphs2.6 Drafting: Writing Unified Paragraphs2.7 Drafting: Ordering the Details2.8 Drafting: Writing Coherent Paragraphs2.9 Revising: Improving Paragraphs2.10 Editing/Proofreading: Final Checking2.11 Publishing/Presenting: Sharing Writing2.12 Explaining ThemeWriting Process in Action: Writing Process ProjectLiterature Model: from The Kitchen God's WifeLinking Writing and Literature

Unit 2 Review

TIME: Facing the Blank PageUnit 3: Descriptive WritingMedia Connection: Writing in the Real World: from Big3.1 Writing a Descriptive Paragraph3.2 Using Descriptive Language3.3 Describing an Imaginary Place3.4 Describing an Imaginary Person3.5 Analyzing Character DescriptionsWriting Process in Action: Descriptive Writing ProjectLiterature Model: from The Crystal CaveLinking Writing and Literature

Unit 3 Review

Unit 4: Narrative WritingMedia Connection: Writing in the Real World: Salute to an Amazing Ironman4.1 Writing Simple Narratives4.2 Developing Conflict in Narrative4.3 Writing Dialogue4.4 Using Anecdotes4.5 Writing a Sports Narrative4.6 Writing About Suspense4.7 Analyzing Point of View in a NarrativeWriting Process in Action: Narrative Writing ProjectLiterature Model: from How the Garca Girls Lost Their AccentsLinking Writing and Literature

Unit 4 Review

Unit 5: Expository WritingMedia Connection: Writing in the Real World: Counting Cacti5.1 Explaining and Informing5.2 Going into Detail5.3 Explaining How To5.4 Explaining Cause and Effect5.5 Classifying a Subject5.6 Comparing and Contrasting5.7 Writing with Graphics5.8 Writing a Feature Article5.9 Answering an Essay Question5.10 Comparing and Contrasting Two MythsWriting Process in Action: Expository Writing ProjectLiterature Model: from Of Wolves and MenLinking Writing and Literature

Unit 5 Review

Unit 6: Persuasive WritingMedia Connection: Writing in the Real World: Petrie's "Toy Soldiers" Has Glitches6.1 Writing Persuasively6.2 Using Evidence Effectively6.3 Checking Reasoning6.4 Using Language to Advantage6.5 Writing an Editorial6.6 Writing a Movie ReviewWriting Process in Action: Persuasive Writing ProjectLiterature Model: "Skeletons in the Attic"

Linking Writing and LiteratureUnit 6 Review

Unit 7: Research Paper Writing7.1 Prewriting: Planning and Researching7.2 Prewriting: Outlining7.3 Drafting7.4 Citing Sources7.5 Revising7.6 Editing and Presenting: A Model PaperStudent Model: George W.G. Ferris: The Man Who Reinvented the WheelUnit 7 Review

Unit 8: Sentence CombiningStyle Through Sentence Combining8.1 Description8.2 Narration8.3 Exposition8.4 Persuasion8.5 Literature Exercises

Unit 9: Troubleshooter9.1 Sentence Fragment9.2 Run-on Sentence9.3 Lack of Subject-Verb Agreement9.4 Lack of Pronoun-Antecedent Agreement9.5 Lack of Clear Pronoun Reference9.6 Shift in Pronoun9.7 Shift in Verb Tense9.8 Incorrect Verb Tense or Form9.9 Misplaced or Dangling Modifier9.10 Missing or Misplaced Possessive Apostrophe9.11 Missing Commas with Nonessential Element9.12 Missing Commas in a Series

Business and Technical WritingBusiness LettersMemos, E-mail, and ApplicationsUsing the Computer as a Writing ToolTechnical WritingCollaborative Writing in the Business World

Part 2: Grammar, Usage, and MechanicsUnit 10: Parts of Speech10.1 Nouns10.2 Pronouns10.3 Verbs10.4 Adjectives10.5 Adverbs10.6 Prepositions10.7 Conjunctions10.8 InterjectionsGrammar Review: Parts of SpeechLiterature Model: from HousekeepingWriting Application: Nouns in Writing; Techniques with Nouns; Practice

Unit 11: Parts of the Sentence11.1 Simple Subjects and Simple Predicates11.2 Complete Subjects and Complete Predicates11.3 Compound Subjects and Compound Predicates11.4 Order of Subject and Predicate11.5 ComplementsGrammar Review: Parts of the SentenceLiterature Model: from Things Fall ApartWriting Application: Sentence Elements in Writing; Techniques with Sentence Elements; Practice

Unit 12: Phrases12.1 Prepositional Phrases12.2 Appositives and Appositive Phrases12.3 Verbals and Verbal PhrasesGrammar Review: PhrasesLiterature Model: from Picture BrideWriting Application: Phrases in Writing; Techniques with Phrases; Practice

Unit 13: Clauses and Sentence Structure13.1 Main Clauses13.2 Subordinate Clauses13.3 Simple and Compound Sentences13.4 Complex and Compound-Complex Sentences13.5 Adjective Clauses13.6 Adverb Clauses13.7 Noun Clauses13.8 Four Kinds of Sentences13.9 Sentence Fragments13.10 Run-on SentencesGrammar Review: Clauses and Sentence StructureLiterature Model: from Delta WeddingWriting Application: Clauses and Sentence Structure in Writing; Techniques with Clauses and Sentence Structure; Practice

Unit 14: Diagraming Sentences14.1 Diagraming Simple Sentences14.2 Diagraming Simple Sentences with Phrases14.3 Diagraming Sentences with Clauses

Unit 15: Verb Tenses and Voice15.1 Principal Parts of Verbs15.2 Regular and Irregular Verbs15.3 Tenses of Verbs15.4 Perfect Tenses15.5 Progressive and Emphatic Forms15.6 Compatibility of Tenses15.7 Voice of VerbsGrammar Review: Verb Tenses and VoiceLiterature Model: from Black Boy: A Record of Childhood and YouthWriting Application: Verbs in Writing; Techniques with Verbs; Practice

Unit 16: Subject-Verb Agreement16.1 Intervening Prepositional Phrases16.2 Agreement with Linking Verbs16.3 Agreement in Inverted Sentences16.4 Agreement with Special Subjects16.5 Agreement with Compound Subjects16.6 Intervening Expressions16.7 Indefinite Pronouns as SubjectsGrammar Review: Subject-Verb AgreementLiterature Model: from SavushunWriting Application: Subject-Verb Agreement; Techniques with Subject-Verb Agreement; Practice

Unit 17: Using Pronouns Correctly17.1 Case of Personal Pronouns17.2 Pronouns with and as Appositives17.3 Pronouns After Than and As17.4 Who and Whom in Questions and Subordinate Clauses17.5 Pronoun-Antecedent Agreement17.6 Clear Pronoun ReferenceGrammar Review: Using Pronouns CorrectlyLiterature Model: from The Old Man and the SeaWriting Application: Pronouns in Writing; Techniques with Pronouns; Practice

Unit 18: Using Modifiers Correctly18.1 The Three Degrees of Comparison18.2 Irregular Comparisons18.3 Double Comparisons18.4 Incomplete Comparisons18.5 Good or Well; Bad or Badly18.6 Double Negatives18.7 Misplaced and Dangling ModifiersGrammar Review: Using Modifiers CorrectlyLiterature Model: from An American ChildhoodWriting Application: Modifiers in Writing; Techniques with Modifiers; Practice

Unit 19: Usage Glossary19.0 Usage GlossaryGrammar Review: Usage GlossaryLiterature Model: Quotations About Friendship and LoveWriting Application: Usage of Lie in Writing; Techniques with Usage of Lie; Practice

Unit 20: Capitalization20.1 Capitalization of Sentences20.2 Capitalization of Proper Nouns20.3 Capitalization of Proper AdjectivesGrammar Review: CapitalizationLiterature Model: from Lake Wobegon DaysWriting Application: Capitalization in Writing; Techniques with Capitalization; Practice

Unit 21: Punctuation, Abbreviations, and Numbers21.1 The Period21.2 The Exclamation Point21.3 The Question Mark21.4 The Colon21.5 The Semicolon21.6 The Comma21.7 The Dash21.8 Parentheses21.9 Quotation Marks21.10 Italics (Underlining)21.11 The Apostrophe21.12 The Hyphen21.13 Abbreviations21.14 Numbers and NumeralsGrammar Review: Punctuation, Abbreviations, and NumbersLiterature Model: from Arctic DreamsWriting Application: Commas and Parentheses in Writing; Techniques with Commas and Parentheses; Practice

Part 3: Resources and SkillsUnit 22: Sources of English Words22.1 English in Our TimeWORDWORKS: Eponyms

22.2 Conquest and ConversionWORDWORKS: Spoonerisms

22.3 A Conqueror from FranceWORDWORKS: Puns and Tom Swifties

22.4 Commerce, Culture, and SettlementWORDWORKS: Euphemisms

22.5 New Technology and IdeasWORDWORKS: Slang

Unit 23: Library Resources23.1 Library Arrangement23.2 Locating Books and Other Resources23.3 How to Search for Periodicals23.4 Using Reference Sources

Unit 24: Using Dictionaries24.1 General Dictionaries24.2 Thesauruses

Unit 25: Vocabulary25.1 Building Vocabulary25.2 Recognizing Parts of a Word

Unit 26: Spelling26.1 Improving Your Spelling26.2 Spelling Difficult Words

Unit 27: Study Skills27.1 Taking Notes in Class27.2 Studying Outside of Class27.3 Learning from Graphics

Unit 28: Taking Tests28.1 Preparing for Classroom Tests28.2 Preparing for Standardized Tests28.3 Standardized Test Practice

Unit 29: Listening and Speaking29.1 Listening Effectively29.2 Speaking Effectively29.3 Participating in Groups29.4 Conducting an Interview

Unit 30: Viewing and Representing30.1 Understanding Visual Messages30.2 Examining Media Messages30.3 Making Your Own Media Messages

Unit 31: Electronic Resources31.1 Word Processing and the Writing Process31.2 Learning with Technology31.3 Communicating Visually31.4 Producing in Multimedia

Reference SectionWriting and Language GlossarySpanish GlossaryWriting and Research HandbookWriting Effective SentencesWriting Effective ParagraphsWriting Effective CompositionsWriting Effective Research Papers

IndexAcknowledgmentsLiterature ModelsComposition ModelsSkill ModelsLanguage Models

Fine Art

Student WorksheetsGrammar and Language WorkbookHandbook of Definitions and RulesTroubleshooterPart 1: GrammarUnit 1: Parts of Speech1.1 Nouns: Singular, Plural, and Collective1.2 Nouns: Proper and Common; Concrete and Abstract1.3 Pronouns: Personal and Possessive; Reflexive and Intensive1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite1.5 Verbs: Action (Transitive/Intransitive)1.6 Verbs: Linking1.7 Verb Phrases1.8 Adjectives1.9 Adverbs1.10 Prepositions1.11 Conjunctions: Coordinating, Correlative, and Subordinating; InterjectionsUnit 1 ReviewCumulative Review: Unit 1

Unit 2: Parts of the Sentence2.12 Simple Subjects and Simple Predicates2.13 Complete Subjects and Complete Predicates2.14 Compound Subjects and Compound Predicates2.15 Order of Subject and Predicate2.16 Complements: Direct and Indirect Objects2.17 Subject Complements and Object ComplementsUnit 2 ReviewCumulative Review: Units 1-2

Unit 3: Phrases3.18 Prepositional Phrases3.19 Participles and Participial Phrases3.20 Gerunds and Gerund Phrases; Appositives and Appositive Phrases3.21 Infinitives and Infinitive Phrases3.22 Distinguishing Participial, Gerund, and Infinitive PhrasesUnit 3: ReviewCumulative Review: Units 1-3

Unit 4: Clauses and Sentence Structure4.23 Main and Subordinate Clauses4.24 Simple and Compound Sentences4.25 Complex and Compound-Complex Sentences4.26 Adjective Clauses4.27 Adverb Clauses4.28 Noun Clauses4.29 Kinds of Sentences: Declarative and Imperative4.30 Kinds of Sentences: Interrogative and Exclamatory4.31 Sentence Fragments4.32 Run-on SentencesUnit 4 ReviewCumulative Review: Units 1-4

Unit 5: Diagraming Sentences5.33 Diagraming Simple Sentences5.34 Diagraming Simple Sentences with Phrases5.35 Diagraming Sentences with ClausesUnit 5 ReviewCumulative Review: Units 1-5

Unit 6: Verb Tenses and Voice6.36 Regular Verbs: Principal Parts6.37 Irregular Verbs: Principal Parts6.38 Tense of Verbs: Present, Past, and Future6.39 Perfect Tenses: Present, Past, and Future6.40 Tenses of Verbs6.41 Verbs: Progressive and Emphatic Forms6.42 Verbs: Compatibility of Tenses6.43 Voice of Verbs: Active and PassiveUnit 6 ReviewCumulative Review: Units 1-6

Unit 7: Subject-Verb Agreement7.44 Subject-Verb Agreement7.45 Subject-Verb Agreement and Intervening Prepositional Phrases7.46 Subject-Verb Agreement and Linking Verbs7.47 Subject-Verb Agreement in Inverted Sentences7.48 Subject-Verb Agreement and Special Subjects7.49 Subject-Verb Agreement and Compound Subjects7.50 Subject-Verb Agreement and Intervening Expressions7.51 Subject-Verb Agreement and Indefinite Pronouns as SubjectsUnit 7 ReviewCumulative Review: Units 1-7

Unit 8: Using Pronouns Correctly8.52 Personal Pronouns: Case8.53 Pronouns with and as Appositives; After Than and As8.54 Who and Whom in Questions and Subordinate Clauses8.55 Pronoun-Antecedent Agreement in Number and Gender8.56 Pronoun-Antecedent Agreement in Person8.57 Pronoun-Antecedent Agreement with Indefinite Pronoun Antecedents8.58 Clear Pronoun ReferenceUnit 8 ReviewCumulative Review: Units 1-8

Unit 9: Using Modifiers Correctly9.59 Modifiers: Three Degrees of Comparison9.60 Modifiers: Irregular Comparisons9.61 Modifiers: Double and Incomplete Comparisons9.62 Using Good or Well; Bad or Badly9.63 Double Negatives9.64 Misplaced and Dangling ModifiersUnit 9 ReviewCumulative Review: Units 1-9

Part 2: UsageUnit 10: Usage Glossary10.65 Usage: a to altogether10.66 Usage: amount to could of10.67 Usage: different from to regardless10.68 Usage: this kind to reason is because10.69 Usage: respectfully to where atUnit 10 ReviewCumulative Review: Units 1-10

Part 3: MechanicsUnit 11: Capitalization11.70 Capitalization of Sentences11.71 Capitalization of Proper Nouns11.72 Capitalization of Proper AdjectivesUnit 11 ReviewCumulative Review: Units 1-11

Unit 12: Punctuation, Abbreviations, and Numbers12.73 End Punctuation: Period, Exclamation Point, and Question Mark12.74 Colons12.75 Semicolons12.76 Commas and Compound Sentences12.77 Commas in a Series and Between Coordinate Adjectives12.78 Commas and Nonessential Elements12.79 Commas and Introductory Phrases12.80 Commas and Adverb Clauses and Antithetical Phrases12.81 Commas with Titles, Addresses, and Numbers12.82 Commas in Direct Address and in Tag Questions and Letter Writing12.83 Commas in Review12.84 Dashes to Signal Change and to Emphasize12.85 Parentheses12.86 Quotation Marks for Direct Quotations12.87 Quotation Marks with Titles of Short Works, Unusual Expressions, and Other Marks of Punctuation12.88 Italics12.89 The Apostrophe12.90 The Hyphen12.91 Abbreviations12.92 Numbers and NumeralsUnit 12 ReviewCumulative Review: Units 1-12

Part 4: Vocabulary and SpellingUnit 13: Vocabulary and Spelling13.93 Building Vocabulary: Learning from Context13.94 Building Vocabulary: Word Roots13.95 Building Vocabulary: Prefixes and Suffixes13.96 Basic Spelling Rules I13.97 Basic Spelling Rules IIReview: Building VocabularyReview: Basic Spelling Rules

Part 5: CompositionUnit 14: Composition14.98 The Writing Process: Prewriting14.99 The Writing Process: Drafting14.100 The Writing Process: Revising14.101 The Writing Process: Editing14.102 The Writing Process: Presenting14.103 Outlining14.104 Writing Effective Sentences14.105 Building Paragraphs14.106 Paragraph Ordering14.107 Personal Letters14.108 Business Letters: Letters of Request or Complaint14.109 Business Letters: Rsums and Cover Letters

Index

Grammar Practice WorkbookUnit 10: Parts of Speech10.1 Nouns10.2 Pronouns10.3 Action Verbs10.3 Linking Verbs10.4 Adjectives10.5 Adverbs10.6 Prepositions10.7 Conjunctions

Unit 11: Parts of the Sentence11.3 Compound Subjects and Compound Predicates11.5 Indirect Objects11.5 Object Complements11.5 Subject Complements

Unit 12: Phrases12.1 Prepositional Phrases12.2 Appositives and Appositive Phrases12.3 Participles and Participial Phrases12.3 Gerunds and Gerund Phrases12.3 Infinitives and Infinitive Phrases

Unit 13: Clauses and Sentence Structure13.3 Simple and Compound Sentences13.5 Adjective Clauses13.6 Adverb Clauses13.7 Noun Clauses13.8 Four Kinds of Sentences13.9 Sentence Fragments13.10 Run-on Sentences

Unit 15: Verb Tenses and Voice15.2 Regular and Irregular Verbs15.4 Perfect Tenses15.7 Voice of Verbs

Unit 16: Subject-Verb Agreement16.2 Agreement with Linking Verbs16.4-5 Agreement with Special and Compound Subjects

Unit 17: Using Pronouns Correctly17.1 Case of Personal Pronouns17.2 Pronouns with and as Appositives17.3 Pronouns After Than and As17.5 Pronoun-Antecedent Agreement17.6 Clear Pronoun Reference

Unit 18: Using Modifiers Correctly18.2 Irregular Comparisons18.4 Incomplete Comparisons18.7 Misplaced and Dangling Modifiers

Unit 20: Capitalization20.1 Capitalization of Sentences20.2-3 Capitalization of Proper Nouns and Adjectives

Unit 21: Punctuation, Abbreviations, and Numbers21.1-3 End Punctuation21.4 The Colon21.5 The Semicolon21.6 Commas and Compound Sentences21.6 Commas and Coordinate Adjectives21.6 Commas with Parenthetical Expressions and Conjunctive Adverbs21.6 Commas and Direct Address and Tag Questions21.6 Misuse of Commas21.7-8 The Dash and Parentheses21.9 Quotation Marks21.10 Italics (Underlining)21.11 The Apostrophe21.12-13 The Hyphen and Abbreviations

SAT-9 Preparation and Practice Workbook & Ten Days to the SAT-9IntroductionPreparation and PracticeReading VocabularyReading ComprehensionSpellingLanguageStudy SkillsLanguage SA

Practice TestTen Days to the Stanford 9Reading VocabularyReading ComprehensionSpellingLanguageStudy SkillsLanguage SA

Spelling Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1: Double ConsonantsLesson 2: Silent ConsonantsLesson 3: Sounds of c and gLesson 4: Vowel SpellingsReview Lessons 1-4

Unit 2Lesson 5: Diphthongs and Vowel +r ShiftsLesson 6: Use of ie and eiLesson 7: Doubling the Final ConsonantLesson 8: The Final Silent eReview Lessons 5-8

Unit 3Lesson 9: Words Ending in yLesson 10: Plurals for Nouns Ending in ConsonantsLesson 11: Plurals for Nouns Ending in VowelsLesson 12: Plurals with Unusual FormsReview Lessons 9-12

Unit 4Lesson 13: ContractionsLesson 14: PossessivesLesson 15: SyllabicationLesson 16: Soft Final SyllablesReview Lessons 13-16

Unit 5Lesson 17: PrefixesLesson 18: The Suffixes -ance, -ence, -ant, -entLesson 19: The Suffixes -ize, -ise, -yzeLesson 20: Word RootsReview Lessons 17-20

Unit 6Lesson 21: Noun SuffixesLesson 22: Adjective SuffixesLesson 23: Verb SuffixesLesson 24: Adverb SuffixesReview Lessons 21-24

Unit 7Lesson 25: Compound WordsLesson 26: The Word Roots cede/ceed/ces and cept/ceiveLesson 27: Words Borrowed from Other LanguagesLesson 28: AntonymsReview Lessons 25-28

Unit 8Lesson 29: SynonymsLesson 30: HomonymsLesson 31: Words Often ConfusedLesson 32: Words Often MisspelledReview Lessons 29-32Oral Quizzes

TerraNova Preparation and Practice Workbook & Ten Days to the TerraNovaOverview of the TerraNovaProcess of EliminationPreparation and PracticeSpellingLanguage MechanicsVocabularyReading and Language Arts 1Reading and Language Arts 2Reading and Language Arts 3

Ten Days to the TerraNovaPractice TestWhat Do I Need to Know About the TerraNova?Process of EliminationThe PassagesReading QuestionsWriting Questions

Vocabulary Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1: Using Context CluesLesson 2: The Prefix im-Lesson 3: Word FamiliesLesson 4: Using Reference SkillsUsing a Dictionary: EtymologyReviewTest

Unit 2Lesson 5: Using SynonymsLesson 6: Prefixes Meaning notLesson 7: Words Formed from the Root videreLesson 8: Using Reference SkillsUsing a Thesaurus: SynonymsReviewTest

Unit 3Lesson 9: Using SynonymsLesson 10: The Latin Root milleLesson 11: The Suffix -ousLesson 12: Using Reading SkillsDrawing InferencesReviewTest

Unit 4Lesson 13: UsageLesson 14: Using Context CluesLesson 15: The Latin Root cruxReviewTest

Unit 5Lesson 16: Using SynonymsLesson 17: The Prefix ex-Lesson 18: The Greek Roots hydr, hydroLesson 19: Using Reading SkillsWord PartsReviewTest

Unit 6Lesson 20: Using Context CluesLesson 21: Using SynonymsLesson 22: The Word Roots viv, vit, vitaLesson 23: Using Reading SkillsClarifying MeaningReviewTest

Unit 7Lesson 24: UsageLesson 25: Words Related to WritingLesson 26: The Latin Roots dic/dict and claim/clamLesson 27: Using Reference SkillsUsing a Dictionary: Multiple-Meaning WordsReviewTest

Unit 8Lesson 28: Using SynonymsLesson 29: The Suffix -istLesson 30: The Word Root spirLesson 31: Using Reading SkillsContext CluesReviewTest

Unit 9Lesson 32: Using SynonymsLesson 33: Compound WordsLesson 34: The Suffixes -able and -ibleReviewTest

Unit 10Lesson 35: Using SynonymsLesson 36: Using Context CluesLesson 37: Prefixes That Tell WhenLesson 38: Using Reading SkillsConnotation and DenotationReviewTest

Unit 11Lesson 39: Using Context CluesLesson 40: The Latin Roots cede, ceed, cessLesson 41: The Prefixes circu-, circum-, and trans-Lesson 42: Using Reference SkillsUsing a Thesaurus: AntonymsReviewTest

Unit 12Lesson 43: Using SynonymsLesson 44: Words from TechnologyLesson 45: Prefixes That Tell WhereLesson 46: Using Test-Taking SkillsAnalogiesReviewTest

Pronunciation Guide

Internet LinksGlencoe.comTIME

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