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Grammar Matters, 1st Edition Test Bank

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    Test Bank Cheryl Clements Blinn College Edited by Ned Cummings Bryant and Stratton College Virginia Beach Campus Grammar Matters Sentence Basics and Essential Grammar Anthony C. Winkler Jo Ray McCuen - Metherell Glendale Community College

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    Contents PART ONE: SENTENCE BASICS Unit 2 * : The ESL Student and the Native Speaker, Test 1 1 Unit 3: The Sentence, Test 1 4 Unit 3: The Sentence, Test 2 6 Unit 4: Building Sentences, Test 1 8 Unit 4: Building Sentences, Test 2 10 Comprehensive Test, Part One 12 PART TWO: THE 20 MOST COMMON SENTENCE ERRORS Error 1: Sentence Fragments, Test 1 16 Error 1: Sentence Fragments, Test 2 18 Error 2: Run-on Sentences, Test 1 20 Error 2: Run-on Sentences, Test 1 22 Error 3: Lack of Subject-Verb Agreement, Test 1 24 Error 3: Lack of Subject-Verb Agreement, Test 1 26 Error 4: Incorrect Verb Forms, Test 1 28 Error 4: Incorrect Verb Forms, Test 1 30 Error 5: Incorrect Forms of Do , Be , and Have , Test 1 32 Error 5: Incorrect Forms of Do , Be , and Have , Test 2 34 Error 6: Passive Voice, Test 1 36 Error 6: Passive Voice, Test 2 38 Error 7: Shift in Tense, Test 1 40 * Note: due to the short length of Unit 1, there are no test questions for that unit. iii

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    iv Error 7: Shift in Tense, Test 2 42 Error 8: Shifts in Point of View, Test 1 44 Error 8: Shifts in Point of View, Test 2 46 Error 9: Unclear or Missing Referent, Test 1 48 Error 9: Unclear or Missing Referent, Test 2 50 Error 10: Sexism and Lack of Pronoun Agreement, Test 1 52 Error 10: Sexism and Lack of Pronoun Agreement, Test 2 54 Error 11: Trouble with Using Adverbs and Adjectives in Comparisons and Superlatives, Test 1 56 Error 11: Trouble with Using Adverbs and Adjectives in Comparisons and Superlatives, Test 2 58 Error 12: Dangling or Misplaced Modifiers, Test 1 60 Error 12: Dangling or Misplaced Modifiers, Test 2 62 Error 13: Omitted Commas, Part I, Test 1 64 Error 13: Omitted Commas, Part I, Test 2 66 Error 14: Omitted Commas, Part II, Test 1 68 Error 14: Omitted Commas, Part II, Test 2 70 Error 15: Apostrophe Problems, Test 1 72 Error 15: Apostrophe Problems, Test 2 74 Error 16: Trouble with Quotation Marks, Test 1 76 Error 16: Trouble with Quotation Marks, Test 2 78 Error 17: Incorrect Capitalization, Part I, Test 1 80 Error 17: Incorrect Capitalization, Part I, Test 2 82 Error 18: Incorrect Capitalization, Part II, Test 1 84 Error 18: Incorrect Capitalization, Part II, Test 2 86

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    Error 19: Misspelled Words, Part I, Test 1 88 Error 19: Misspelled Words, Part I, Test 2 90 Error 20: Misspelled Words, Part II, Test 1 92 Error 20: Misspelled Words, Part II, Test 2 94 Comprehensive Test, Part Two 96 ANSWERS TO UNIT TESTS Answers to Part One Unit Test (Unit 2) Answers to Part One Unit Tests (Units 3-4) Answers to Part One Comprehensive Unit Test Answers to Part Two Unit Tests (Errors 1-20) Answers to Part Two Comprehensive Test ii

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    Name: ___________________________ Instructor: ______________________________ Unit 2: The ESL Student and the Native Speaker, Test 1 1. The main difficulties ESL students face in learning English are a) pronunciation, spelling, and punctuation. b) pronunciation, grammar, and idioms. c) grammar, spelling, and syllables. d) grammar, context, and meaning. 2. Homonyms are a) words that sound alike but have different meanings. b) words that sound different but have the same meaning. c) words that are spelled the same but have different meanings. d) words that are pronounced differently to produce different meanings. 3. The word context means a) how a word is spelled. b) how grammar rules apply to a sentence. c) the situation or way in which a word is used. d) the contents of a textbook. 4. “That blew my mind” is an example of a) an error in grammar. b) an error in context. c) the subjunctive mood. d) an idiom. 5. A native English speaker a) must learn all the formal rules of grammar. b) has an “ear” for what sounds right even if he or she doesn’t know the rules. c) has had a better education than an ESL student. d) has learned grammar but not idioms. 6. A native speaker could help an ESL student learn English by a) talking on the phone with him/her. b) exchanging email with him/her. c) reviewing class assignments with him/her. d) all of the above. 7. Immigrants who arrive in the United States and cannot speak English a) probably will never learn to speak English. b) often fail to survive in this country. c) usually don’t even try to learn English. d) usually master English and survive in the United States. 1

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    Name: ___________________________ Instructor: ______________________________ 8. Native speakers a) are generally more intelligent than ESL students. b) use complex verb tenses and sentence structures without even knowing it. c) study and learn idioms in school. d) never have to study grammar rules. 9. ESL students a) have trouble with prepositions. b) are often confused by idioms. c) sometimes leave out articles or pronouns. d) all of the above. 10. The “Ear Alert” sections of Writing Talk will help a) native speakers, who need extra drills in the rules. b) ESL students, who need to become familiar with idioms. c) both native speakers and ESL students. d) all of the above. 2

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    Name: ___________________________ Instructor: ______________________________ 3 Unit 2: The ESL Student and the Native Speaker, Test 2 1. Language typically consists of two main parts:____________ and ____________. 2. ESL stands for ___________________________________________. 3. ESL speakers have three main problems. Two of those problems are __________________ and ___________________. 4. If you have an “ear” for language, you can tell when something ____________________. 5. Pronunciation refers to how a word ________________. 6. Two words that sound alike but have different meanings are called ___________. 7. Give an example of two words that sound alike but have different meanings: _______________ ________________. 8. “There was a huge school of fish.” “She was late to school.” The meanings of the word “school” in these examples depends upon the ________________ in which they are used. 9. A phrase or expression that doesn’t mean exactly what it says—for example, “He’s got a chip on his shoulder”—is called a(n) ______________. 10. Give another example of a phrase or expression commonly used in the United States that doesn’t mean exactly what it says: _________________________________________________________________.

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    Unit 3: The Sentence, Test 1 There are several different sets of instructions on this test. Make sure to read each set before working on the sentences that follow.  Underline the subject once and the verb twice. Underline all helping verbs that go with the main verb, and be alert for compound subjects and verbs. 1. She went straight home after school. 2. This summer we are going to the beach. 3. Parents and their children should spend quality time together. 4. After lunch, Albert and Lisa will play the piano and sing.  Cross out the prepositional phrases and circle the subjects. 5. I stopped by the grocery store for some milk. 6. At the bus stop, everyone was talking about his behavior.  Circle the linking verb. 7. He feels tired because he hasn’t taken a day off in weeks.  Circle the gerund. 8. Coming to college has inspired me to make plans for the future.  Circle the participle. 9. The road glittered with pieces of shattered glass.  Circle the infinitive. 10. I was planning to study last night, but I got distracted.

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    Name: ___________________________ Instructor: ______________________________ 6 Unit 3: The Sentence, Test 2 In the following paragraph, underline all subjects once and verbs (including helping verbs) twice. Circle the gerunds, participles, and infinitives. I enjoy going to the flea market on Saturdays. It is a crowded, exciting place with something for everyone. The merchandise ranges from real antiques to broken toys from last month’s Happy Meals. Clothes, books, appliances, crafts, and—last but not least—food are in abundance. People do not get dressed up to go there, and often they don’t have a special place to go or an item they need to buy. They just wander around, laughing and talking, and look at the merchandise booths. The customers are young and old, male and female, rich and poor. Some are actively looking for bargains, while others spend more time looking at people. The atmosphere is friendly and lively. A lot of good-natured bargaining goes on as customers try to get the lowest price for the items they desire. I love to walk, look, and listen there, especially on a Saturday afternoon.

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    Name: ___________________________ Instructor: ______________________________ 8 Unit 4: Building Sentences, Test 1 Identify the following sentences as simple (S), compound (CO) or complex (CX). __________ 1. If you see her, ask her to call. __________ 2. He is usually a cheerful and outgoing person. __________ 3. Although I was tired, I went to the grocery store. __________ 4. I was hoping to talk to her, but she didn’t answer the phone. __________ 5. He was planning to attend both the conference and the party. Identify the following sentences as a statement (S), question (Q), command (C), or exclamation (E) and put the appropriate mark of punctuation at the end. __________ 6. What time is it __________ 7. Please contact your local office __________ 8. The schedule is on my desk __________ 9. Can you believe it’s almost over __________ 10. Look out

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    Name: ___________________________ Instructor: ______________________________ Unit 4: Building Sentences, Test 2  Part 1: In the paragraph below, underline all the independent clauses. Drivers should think of others when they’re driving. They must not expect others to give them courtesies that they themselves don’t give. For instance, my friend Jeff is always honking his horn and blinking his lights at drivers in front of him who aren’t going as fast as he would like them to. However, when he’s in unfamiliar territory and needs to go the speed limit, he gets upset when people honk and pass him. Why does he expect other drivers to behave differently? He needs to start by behaving differently himself. My grandfather also needs to learn to “do unto others.” He lives on a dirt road and, when the weather is dry, it gets very dusty. He hates it when the car or truck in front of him goes fast (more than 15 mph) and kicks up dust. But when he’s in front, he goes as fast as he wants to, not worrying about the drivers behind him. Some people simply forget their manners when they get in a car.  Part 2: Rewrite the following paragraph to eliminate the choppy effect of too many simple sentences. In my experience, I have found that there are three major problems with dating. One problem is finding someone to date. Another problem is finding places to go on dates. The last problem is being nervous on dates. Finding someone to date can be hard. It is especially hard when you live in a small town like I do. It is hard to find someone who shares my values and interests. It’s hard to find a person I can trust. Then we have to go somewhere. The choices are very limited. We can go out to eat. We can go to the movies. We can go bowling or play miniature golf. Young people 10

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    Name: ___________________________ Instructor: ______________________________ get tired of going to the same places. Also, they all cost money. Finally, I might find a person and a place. Then I have to worry about being nervous. I am especially nervous on first dates. I get really nervous when a date comes to the door to pick me up. One night I was really nervous. I tripped over the front porch steps at my own house. I also fidget a lot when I get nervous. At a restaurant, I play with straw wrappers. At a movie, I play with candy boxes. It is hard not to show my nervousness on dates. There are three problems with dating. I still find dating enjoyable. 11

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    Name: ___________________________ Instructor: ______________________________ Comprehensive Test, Part One There are several different sets of instructions on this test. Make sure to read each set before working on the sentences that follow.  For the following five sentences, underline the subject once and the complete verb twice; cross out the prepositional phrases. 1. Steve collected cans from the neighbors. 2. Last summer I lived in Canada. 3. Against my better judgment, I quit my job at the mill and started selling encyclopedias. 4. My mother teaches piano to young people in our neighborhood. 5. Without the support of friends and family, Jonathan and his wife could not have started their organization for missing children.  Circle the gerunds in the following two sentences. 6. Jumping from a bridge with a cord tied to my feet is not my idea of fun. 7. I never have liked going to the dentist.  Circle the participles in the following two sentences. 8. The married couples have their own discussion group. 9. I stared out the window at the falling snow.  Circle the infinitives in the following two sentences. 10. Two years ago I learned to swim. 11. I hope to be a physical therapist when I finish school. 12

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    Name: ___________________________ Instructor: ______________________________  Label each of the following clauses dependent (D) or independent (I). __________ 12. Before I started on my homework. __________ 13. If you would like to receive more information. __________ 14. We worked together on the project. __________ 15. Because exercise can improve self-esteem. __________ 16. Running away isn’t the answer.  Identify each of the following sentences as simple (S), compound (CO), or complex (CX). __________ 17. Seniors can tutor juniors, and juniors can tutor sophomores. __________ 18. Although there are some drawbacks, the “Work First” plan has been effective. __________ 19. In the future, students will have to learn new and complex skills. __________ 20. Telephones and televisions are just two examples of modern conveniences.  Put correct punctuation at the end of the following three sentences. 21. Go home now 22. He doesn’t know where they are meeting 23. I don’t want any more, but would you like some 13

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    Name: ___________________________ Instructor: ______________________________ 14  List examples of the following types of conjunctions. 24. Name three examples of subordinating conjunctions. a) b) c) 25. Name three examples of coordinating conjunctions. a) b) c)

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    Name: ___________________________ Instructor: ______________________________ 16 Error 1: Sentence Fragments, Test 1  Part 1: Correct the following fragments. 1. They dated for years. Before finally getting married. 2. He sat home all day. Waiting for the employment agency to call him. 3. It was a difficult job. To keep all the children calm and quiet. 4. The power went out last night. Which is why my alarm clock didn’t go off. 5. Some people are simply careless. For example, leaving car doors unlocked and the keys on the seat.  Part 2: Identify whether the following sentences are complete (C) or fragments (F). __________ 6. Especially after she got a speeding ticket. __________ 7. Which she proceeded to tear up. __________ 8. It was a difficult situation. __________ 9. Wanting to do the right thing, but not knowing what it was. __________ 10. She knew to whom she needed to talk.

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    Name: ___________________________ Instructor: ______________________________ 18 Error 1: Sentence Fragments, Test 2 The following paragraph contains eight fragments. Correct each one by one of the methods you have learned. I do not enjoy camping. Unfortunately, I didn’t know this. Until I was actually on a camping trip. Sweating, killing mosquitoes, and being dirty. Those are not things I enjoy very much. The trail was rocky, and the weather was hot. We finally stopped and built a fire. To cook the food and keep some of the mosquitoes away. Building a fire meant wandering through dense woods. To find rocks for a fireplace and logs for the fire. Cooking dinner around the fire just made me hotter. We ate disgusting food. Such as biscuits that were burnt on the outside and raw on the inside, and stew with grit in it. After dinner, we had to wash up. Using sand and leaves instead of water. Finally, the sun went down, and it wasn’t so hot anymore. In fact, it got downright cold. The tent was hard to set up, and it smelled funny. Even though we cleared off the ground under the tent before we set it up. I tossed and turned all night on sharp sticks and rocks. I guess I am not the kind of person who likes “roughing it.” Who is willing to put up with having no running water just to get closer to nature. Particularly in the middle of summer. I wish I’d known I didn’t like camping before I went, but sometimes a person just has to learn from experience.

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    Name: ___________________________ Instructor: ______________________________ 20 Error 2: Run-on Sentences, Test 1  Correct the following run-on sentence in all four possible ways. They hoped to leave early, they didn’t get to leave until evening. 1. 2. 3. 4.  Label the following sentences correct (C), fused sentence (FS), or comma splice (CS). __________ 5. Don’t ask me, I have no idea. __________ 6. I made an “A” in my psychology class, I couldn’t believe it. __________ 7. He didn’t want to go, which wasn’t surprising. __________ 8. The line was long I wished I’d gotten there earlier. __________ 9. They enjoyed the ceremony because the music was so beautiful. __________ 10. The sun was hot, the water was cool.

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    Name: ___________________________ Instructor: ______________________________ 22 Error 2: Run-on Sentences, Test 2 The following paragraph contains fused sentences and comma splices. Find and correct the eight errors in any way you choose. Before my grandfather’s death, he gave me a rifle that had been in the family for years, the gun is important because it has been passed down through the family, and it holds historical value. My great-grandfather owned the gun from the time he was a little boy until the day he died. Back then a man needed a gun to protect his family and to hunt for food. He died when he was 81, he gave the gun to his son he was my grandfather. My grandfather also used the gun to hunt food for his family. He did not have any sons, he gave the gun to me. Also, the gun holds historical value my great-grandfather used it to fight in the Civil War, I have seen many guns like it in Civil War museums. My grandfather was on his deathbed, he gave me this gun and told me the story about it. Now it sits in a cabinet and is only for viewing. It is my duty to give the gun to my son when he is older and to tell him about his great- grandfather and his great-great-grandfather. The gun is not beautiful to look at, it has sentimental beauty, though.

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    Name: ___________________________ Instructor: ______________________________ 24 Error 3: Lack of Subject-Verb Agreement, Test 1 Choose the correct word from the parentheses. 1. It (don’t, doesn’t) matter where we go for dinner. 2. I didn’t know you (was, were) waiting for me. 3. Each of the classrooms (has, have) a map and an overhead projector. 4. The boy with the glasses (go, goes) to my church. 5. There (was, were) twelve boxes left in the storeroom. 6. When (is, are) the busses supposed to arrive? 7. Maria and her husband (seem, seems) to get along well. 8. Everybody (know, knows) about the new proposal. 9. He is the instructor who (teach, teaches) all the physics classes. 10. Each of the students who (attend, attends) orientation will get a T-shirt.

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