The Six Step

Writing Placement Program

Created under the auspices of
Mr. J. Borquez

Revision 1.3

Introduction..................................................................................................................................iii
Overview.........................................................................................................................................v
Overview of the various blocks needed to master the GED language requirements
Section I..........................................................................................................................................1
Sentence Basics, Nouns and Proper Nouns, Pronouns, Verbs, Adjectives, Adverbs,
Capitalization, Punctuation
Section II.........................................................................................................................................5
Types of Sentences, Fragments, Run-ons, Nouns, Contractions and Possessives, Possessive
Pronouns, Verb Phrases, Verb Tenses, Subject-Verb Agreement
Section III.......................................................................................................................................9
Conjunctions, Compound Sentences, Complex Sentences, Parallel Structure, Commas,
Quotation Marks, Verb Tenses
Section IV.....................................................................................................................................13
Interjections, Interrupting Phrases, Prepositions, Modifiers, Punctuation, Synonyms,
Antonyms, Homonyms
Section V.......................................................................................................................................17
Dictionary, Encyclopedia, and Thesaurus Usage
Section VI......................................................................................................................................21
Sentences, Paragraphs, Topics, Body Conclusions, Proofread - Revise
Appendix A...................................................................................................................................29
Answers to test problems.
Appendix B...................................................................................................................................57
Reference Materials.
Appendix C...................................................................................................................................59
Cross Reference Chart.
Appendix D...................................................................................................................................65
Grammatical Terms and Definitions.

ii

Introduction

What you have in your hands is the Six Step Writing Placement Program for Mandatory students
and GED students. It utilizes the Writing Scaffold Method of Instruction. This method was
developed to facilitate the instructors task in determining a students overall mastery in writing,
as well as identifying the students deficiencies in the subject. The overall program aids the
instructor in tailoring an individualized study plan for the student by providing a cross-reference
chart, listing test-determined problem areas versus available classroom teaching materials.
This program is a tool that can be used to progress the student incrementally up a writing ladder,
by testing his mastery of one writing level at a time. Each level brings new knowledge and
challenges, based on previously learned concepts. Since each level is the foundation for the next
level, previous material is constantly being reviewed in the test for each Level.
At the onset, the student is tested for his understanding of the most rudimentary writing concepts.
This is accomplished by having him take the Section I test. If the student obtains a score of 90%
or better, he has demonstrated a mastery of all the skills required for that section, and is ready to
advance to the second level. This procedure continues for each section until he reaches a level at
which he scores less than 90%.
When a student receives a score of less that 90%, the instructor should review the students work,
determine where the student is having difficulties, and implement a course of studies to
overcome these difficulties. The Cross-reference Chart in Appendix C can be used to help
develop and implement a course of studies to overcome any writing difficulties encountered. In
Appendix C, each test problem (subject area) is cross-referenced to available classroom teaching
materials. Appendix C also compares each Scaffold level to the corresponding writing level
according to Grade levels in school.
After a student completes the course of studies implemented by his instructor, he may retest for
that level. He should not take the same version of the test he worked on before. Each Level Test
should be taken only once. A new test for that level can be generated by the supplemental
software package written in Microsoft Excel.
Although it is not required that the student achieve a score of 90% at all levels, this is the
recommended score. These guidelines can be tailored to each students needs.

iii

iv

Building Your Language House

You wont reach the top, without building your base!

Top Level
Skills

Scaffold VI
Sentences, Paragraphs, Topics,
Body, Conclusions, ProofreadRevise

Scaffold V
Dictionary Usage, Encyclopedia
Usage, Thesaurus Usage,
Computer Usage

Scaffold IV
Interjections, Interrupting Phrases,
Prepositions, Modifiers, Punctuation,
Synonyms, Antonyms, Homonyms
Intermediate
Level Skills
Scaffold III
Conjunctions, Compound Sentences,
Complex Sentences, Parallel Structure,
Commas, Quotation Marks, Verb
Tenses

Scaffold II
Types of Sentences, Fragments, Runons, Nouns, Contractions and
Possessives, Possessive Pronouns, Verb
Phrases, Verb Tenses, Verb
Conjugation, Subject-Verb Agreement

Scaffold I
Sentence Basics, Nouns and Proper
Nouns, Pronouns, Verbs, Adjectives,
Adverbs, Capitalization, Punctuation
Foundational
Skills

vi

Language Placement Test

Sentence Basics, Nouns and Proper Nouns, Pronouns, Verbs, Adjectives, Adverbs,
Capitalization, Punctuation
Section I
SENTENCE BASICS:
A.
Are the statements below complete or not? Circle YES or NO.
YES NO
1. I wanted to go to a movie after dinner.
YES NO
2. After breakfast.
YES NO
3. I love comic books.
B.

Underline the subject and circle the verb in each sentence.

1.
He ate breakfast everyday.
2.
His teacher frequently checked his homework.
3.
He added sugar to his coffee.

C.

Draw a line to divide the subject and predicate.

1.
She began to speak out against prison injustices.
2.
They broke the law in Arizona.
3.
John was the son of a minister.

NOUNS AND PROPER NOUNS:

A.
Fill in the blanks with nouns.
Joe is married and has twelve _________. He has six ______ and six ______. His
family lives in a large ______, located three miles from the nearest ______. His children go to
______ five days a week. Joe works full time at a _______, and goes to _______ at night to
learn some new skills.
B.

Underline the proper noun in each sentence.

1.
That highway will take you to the city of South Bend.
2.
My mother and father live on Ironwood Drive.
3.
Uncle Bill likes to yell at Aunt Cindy when he has been drinking.

C.

Underline the common nouns.

1.
My father is a truck driver.
2.
My sister Michelle plans to help me pay the mechanics bill.
3.
My brother is a fine teacher.

PRONOUNS:
A.
Rewrite the following sentences using a subject pronoun.
1.
The woman is baking cookies all day.
2.
The policeman is very strict.
3.
The doorbell rang, so Johnny went toward the door.
B.

Rewrite the following sentences using an object pronoun.

1.
My son is playing the guitar.
2.
Our friends are fighting the war.
3.
My friend is carrying our group.

VERBS:
A.
Underline every verb in the paragraph.
George works hard at his job as a teachers aide. He applied for many other jobs on the
yard before he got this one. In the class, he teaches a lot of math. He teaches over 15 students
every day before he leaves for his dorm.
B.

List five action verbs that tell what people can do with their legs and feet:
__________, __________, __________, __________, __________.

C.

List five action verbs that tell what people can do with their arms and hands:
__________, __________, __________, __________, __________.

ADJECTIVES:
A.
The adjectives in these sentences are in boldface. Underline the noun or pronoun the
boldface adjectives describe.
1.
Wally is a good boxer.
2.
He is a famous chef.
3.
Sally is a rich person.
B.

Write five adjectives that you use frequently.

__________, __________, __________, __________, __________.

Language Placement Test

Sentence Basics, Nouns and Proper Nouns, Pronouns, Verbs, Adjectives, Adverbs,
Capitalization, Punctuation
Section I
ADVERBS:
A
Underline each adverb. Circle the verb each adverb describes.
1.
Bill carefully listens to his students.
2.
The students listen respectfully to the teacher.
3.
They answer him politely.
B.

Write five adverbs that you use frequently.

__________, __________, __________, __________, __________.

CAPITALIZATION:
Underline each word that should be capitalized.
1.
havent you made an appointment with the doctor yet?
2.
the teenagers will go to the race together.
3.
the woman said, my party is in one week.
4.
bring your scripts to the practice, said the director.
PUNCTUATION:
Add end punctuation on the lines in the paragraph below.
Have you ever been to the Olympic Games ___ If not, have you ever seen them on
television___ I hope to see them in person some day___ The Olympic Games are held every
four years in a different country___ The games started in ancient Greece, but the games as we
now know them date back to 1896___ Some of the finest athletes in the world compete for
bronze, silver, and gold medals___ Can you think of a famous Olympic athlete___ What is your
favorite Olympic sport___ It could be a winter or summer sport because the games are held for
each season___ One American athlete won seven gold medals in swimming___ Can you
imagine how excited that athlete must have felt, knowing that he had represented America so
well___ That is the American record to date___ However, there will be plenty more chances for
that record to be broken___

Language Placement Test

Types of Sentences, Fragments, Run-ons, Nouns, Contractions and Possessives,
Possessive Pronouns, Verb Phrases, Verb Tenses, Verb Conjugation, Subject-Verb Agreement
Section II
TYPES OF SENTENCES:
Place punctuation marks at the end of each sentence (period, question mark, or exclamation
point). Write whether the sentence is a statement, command, question, or exclamation. Answers
may vary.
1.

This is the Chow Hall ___

__________

2.

Would you like to see a schedule ___

3.

Bet me a bottle of cola ___

4.

The chow here is supposed to be terrible ___

5.

Do you think the food is burning in the kitchen ___

6.

George yelled, The whole kitchen is on fire ___

__________

__________
__________
__________
__________

FRAGMENTS:
Determine if each item below is a complete sentence or a fragment. Write an S if the sentence is
a complete sentence and F if the sentence is a fragment.
_____ 1. For example, recovery from a sickness.
_____ 2. Dogs can help their owners in recovering from an illness.
_____ 3. Dogs need special care.
_____ 4. Affection from their owners.
RUN-ON SENTENCES:
Determine if each item below is a complete sentence or a run-on sentence. Write an S if the
sentence is a complete sentence and RO if the sentence is a run-on sentence.
_____ 1. I mashed the potatoes and threw the skins out the window.
_____ 2. The Corrections Officer was in a hurry he didnt watch where he was going.
_____ 3. I pushed the wheelchair to the Health Unit quickly but carefully.
_____ 4. The officer spotted me, he said I was going ten miles over the speed limit.

NOUNS:
A. Write the plural form of each noun listed below.
1.
newspaper
________________
2.
town
________________
3.
valley
________________
4.
office
________________
5.
porch
________________
6.
author
________________
B. Write the possessive form of each noun listed below.
1.
girl
________________
2.
teacher
________________
3.
brother
________________
4.
boys
________________
5.
John
________________
6.
women
________________
CONTRACTIONS and POSSESSIVES: On each line, write the correct word.
1.

(Hes/His) _______ a diligent Teachers Aide, and tomorrow is (hes/his) _______ one
year review.

2.

She intends to say, John, (youre/your) _______ work should boost (youre/your)
_______ ego.

3.

(Theyre/Their) _______ extremely interested in promoting you, and (theyre/their)

_______ word carries a lot of weight.

4.

The work and (its/its) _______success depends in great part on (its/its) _______
usefulness.

5.

(Hour/Our) _______ pocket watch chimed every half (hour/our) _______.

Language Placement Test

Types of Sentences, Fragments, Run-ons, Nouns, Contractions and Possessives,
Possessive Pronouns, Verb Phrases, Verb Tenses, Verb Conjugation, Subject-Verb Agreement
Section II
POSSESSIVE PRONOUNS:
Circle the possessive pronoun in each sentence.
1.
2.
3.
4.
5.
6.

These are my shower shoes.

Your coat was hanging on the hook on your locker.
He looked for his property box.
This is his lamp.
The cockroach buried its head in the spilled sugar.
Our house is near the chow hall.

VERB PHRASES:
A. Underline the verb or verb phrases in each sentence.
1.
2.
3.
4.
5.
6.

The first American schools were held in homes.

Who invented the jet engine?
The New England Primer is a newspaper in Boston.
John Philip Sousa was a bandmaster and composer.
Who built the first motorcycle?
My friends will arrive on Saturday afternoon.

B. Underline the verb phrase, and circle the helping verb in each sentence.
1.
2.
3.
4.
5.
6.

We have begun our spring cleaning.

Molly and Anne will rake the leaves on the front lawn.
Vincent and April must sweep the driveway.
The twins, Dawn and Daniela, will pull the weeds.
Christopher and his cousin, Lisa, may prepare lunch for the workers.
They should wash their hands first.

C. Use each verb phrase in a sentence.

1.

would come

__________________________________________________

2.

should choose __________________________________________________

3.

had bought

__________________________________________________

4.

might find

__________________________________________________

VERB TENSES:
Underline the verb or verb phrase in each sentence. Write present, past, or future for the tense
of each verb.
1.
My neighbor works four days a week.
_______________________
2.

Sometimes I care for her children, Karen and Billy. _______________________

3.

They play in front of my house.

_______________________

4.

One day Karen threw the ball very hard to Billy.

_______________________

5.

The ball sailed over Billys head and into the street. _______________________

6.

Billy ran toward the street.

_______________________

VERB CONJUGATION:
Write the verb PLAY so it agrees with the subject pronouns listed.
Subject pronoun

verb

(present)

(past)

(future)

I, you, we, they

play

__________

__________

__________

he, she, it

play

__________

__________

__________

SUBJECT-VERB AGREEMENT:
Underline the correct verb to complete each sentence.
1.
Nutritious meals and rest (help, helps) sick people recover.
2.

They (am, is, are) not registered to vote.

3.

Clerks in the store (say, says) the work is hard.

4.

Sammy (believe, believes) what he hears on TV.

5.

A mother and father (give, gives) tender loving care to their children.

6.

Those blankets (go, goes) on Junes bed.

Language Placement Test

Conjunctions, Compound Sentences, Complex Sentences, Parallel Structure,
Commas, Quotation Marks, Verb Tenses
Section III
CONJUNCTIONS: Underline each conjunction in the sentences below.
1.

A conjunction may connect words or groups of words.

2.

Plums and peaches are my favorite fruits.

3.

The wind blew and the rain fell.

4.

Please call Alan or Grant for me.

5.

We waited until the mechanic replaced the part.

6.

Cotton and wheat are grown on nearby farms.

COMPOUND SENTENCES: Underline the coordinating conjunction. Add a comma before

the conjunction when needed.
1.

Amelia Bloomer was a feminist writer but she is better remembered for her unusual
outfits.

2.

She supported womens rights and spoke out against slavery.

3.

Bloomer disliked clumsy hoopskirts so she wore loose trousers under a short skirt.

4.

Her clothes attracted a lot of attention for women didnt usually wear trousers in the mid1800s.

COMPLEX SENTENCES: Underline the dependent clause. If the dependent clause begins
the sentence, add a comma after the clause.
1.

Tony has been looking for work since the canteen closed.

2.

Until he finds employment Tony will have to spend less money at the store.

3.

Tony found a page of coupons while he was reading the paper.

4.

Tony made a shopping list before he went to the store.

5.

After he made his list he found coupons for some items.

6.

Though each coupon gave only cents off the savings added up.

PARALLEL STRUCTURE: Circle the letter of the sentence that has correct parallel structure
in each pair below. Underline the parallel parts in the correct sentence.
1.

A. Harold works hard every day of the week.

B. Harold loves working, playing, and watching good movies.

2.

A. Burt cant decide if he wants to be a policeman, paramedic, or fireman.

B. Burt is determined to choose a career to take care if his family.

3.

A. Alice has a lot to do on her few days off from her regular job.
B. Alice plans to polish the silver, dust the floors, and wash the clothes.

4.

A. Mary shows many of her talents to her close friends and family.
B. Mary draws exquisitely and paints superbly.

COMMAS: Add commas where needed in the paragraph below.

I have two friends who are always there for me and I tell them everything. So it
was a surprise to me when Carol my oldest friend said Well when are you moving? I
said What do you mean? She said I dont believe you our dearest friend wouldnt tell
us first what was going on in your life. Margie my other friend said I feel the same
way. Ann why on earth did we have to hear about this from Ray? Margie and Carol I
dont know what youre talking about I said. Oh dont be ashamed said Margie.
We know you must have some good reason and were waiting to hear it. No I dont
have any reason because Im not moving I said. Ray that prankster must have been
trying to play a joke on us said Carol.

10

Language Placement Test

Conjunctions, Compound Sentences, Complex Sentences, Parallel Structure,
Commas, Quotation Marks, Verb Tenses
Section III
QUOTATION MARKS: Add quotation marks and other punctuation where needed in the
sentences below.
1.

Dan, did you ever play football asked Tim.

2.

Morris asked Why didnt you come in for an interview?

3.

I have never said Laurie heard a story about a ghost.

4.

Selina said Yuri thank you for the present.

VERB TENSES:
Edit the following items to correct all verb tense errors. Not all of the items have errors.
1.

People is learning to take better care of themselves.

2.

Not long ago, Americans was becoming couch potatoes.

3.

I is walking half an hour each day.

4.

Lynn is watching her child's diet.

11

12

Language Placement Test

Interjections, Interrupting Phrases, Prepositions, Modifiers, Punctuation,
Synonyms, Antonyms, Homonyms
Section IV
INTERJECTIONS:
Underline each interjection.
1.

Ugh! Do we really have to eat that?

2.

Phew! These garbage cans need to be cleaned.

3.

Huge tears rolled down her cheeks as she murmured, Alas! I am sorry I ever met him,
for my heart is broken.

4.

After staring at the puzzle for several minutes, she cried, Aha! I have it!

INTERRUPTING PHRASES:
Underline the interrupting phrase in each sentence.
1.

Broiling, as well as poaching, is a healthy alternative to frying foods.

2.

Successful dieting, according to nutritionists, demands patience and determination.

3.

Foods with a high moisture content, such as lettuce, do not freeze well.

4.

Regular exercise, according to doctors, is essential to good health.

PREPOSITIONS:
Draw a line under each preposition in the sentences below.
1.

The grin on Juans face was bright and warm.

2.

He greeted his cousin from Brazil with a smile and a handshake.

3.

They walked through the airport and toward the baggage area.

4.

Juan found his bags between two boxes.

5.

The two cousins had not seen each other for five years.

6.

They could spend hours talking about everything.

13

MODIFIERS:
Edit the following sentences to correct all modification errors. Not all the sentences have errors.
1.

The detective watched the suspects house wearing a disguise.

2.

Wishing to become an expert chess player, Ernest practices every day.

3.

A rainbow from an airplane can be seen as a complete circle.

4.

Michelangelo painted the ceiling of the Sistine Chapel on his back.

PUNCTUATION:
Correct each letter that should be capitalized. Add missing punctuation marks where needed.
our neighbor__ denise baldwin__ likes to tell me funny stories ___ one hot friday afternoon in
august she told me about her trip to atlanta, georgia ___ she was walking out of a store with
some presents she had bought for pat__ her sister ___ they were three joke gifts which included
the following__ birthday candles that didnt blow out__ a silly hat__ and a mustache attached to
some glasses ___ denise accidentally bumped into another shopper ___
__i__m so sorry__ exclaimed denise ___
__are you hurt__ asked the other shopper ___
__no__ i__m not hurt__ said denise ___ both shoppers had dropped their presents__ and they
bent over to pick them up ___
__i__m denise baldwin__ she said as she picked up the presents ___
__my name is carol schwartz__ said the other shopper ___
both shoppers said they were sorry again and then went on their way ___
denise gave her sister the presents when she returned to miami, florida ___ pat had a puzzled
look on her face when she unwrapped them ___ the packages contained a rattle__ a bib__ and a
baby bonnet ___
__oh__ gasped denise__ i must have picked up the wrong presents when i bumped into ms.
schwartz ___
__who__s ms. schwartz__ asked pat ___
denise laughed and said__ i hope she__s someone who likes joke gifts ___

14

Language Placement Test

Interjections, Interrupting Phrases, Prepositions, Modifiers, Punctuation,
Synonyms, Antonyms, Homonyms
Section IV
SYNONYMS:
Three of the four words on each line are synonyms. Circle the word that is not a synonym for
the others.
1.

yearn

crave

scorn

wish

2.

still

racket

hushed

quiet

3.

mansion

cabin

hut

cottage

4.

decrease

explore

survey

probe

ANTONYMS:
Three of the four words on each line are antonyms of the word in italics. Circle the word that is
not an antonym of the word in italics.
1.

big

little

small

round

tiny

2.

small

large

modest

huge

adult

3.

ugly

stupid

pretty

beautiful

gorgeous

4.

flat

bumpy

hilly

round

mountainous

HOMONYMS:
Underline the correct word to complete each sentence.
1.

Last (week, weak) our state passed a new law allowing more dumps.

2.

The government thinks the law is (fair, fare), but many people dont agree.

3.

Some of us gathered to meet in the state (capital, capitol) of Lansing.

4.

The meeting was so crowded that even the (isles, aisles) were full.

15

16

Language Placement Test

Dictionary, Encyclopedia, and Thesaurus Usage
Section V
DICTIONARY USAGE:
A. Guide words:
1. Put a check in front of each word that would be listed on the dictionary page with the given
guide words.
frozen / gather

money / muscle

_____ fruit

_____ muddy

_____ grain

_____ motorcycle

_____ furnish

_____ mustard

_____ gate

_____ morning

_____ former

_____ moisten

_____ forgive

_____ mortal

2. Number the words in each column in the order in which they would appear in a dictionary.
Write the words that could be the guide words for each column.
__________ / __________

__________ / __________

_____ raccoon

_____ seize

_____ radar

_____ shaft

_____ raisin

_____ signal

_____ react

_____ silent

_____ remind

_____ serpent

_____ relay

_____ selfish

17

B. Syllables:
Find each word in a dictionary. Write the word, placing a hyphen between each syllable.
1.

bicycle

_______________

2.

solution

_______________

3.

category

_______________

4.

behavior

_______________

5.

disappear

_______________

6.

sizzle

_______________

C. Definitions and Parts of Speech:

Look up the following words in the dictionary: specify, specimen, speckle, spectacular
1.

Which word can be used as either a noun or a verb?

_______________

2.

Which word can be used only as a verb?

_______________

3.

Which word can be used only as a noun?

_______________

4.

Which word can be used either as a noun or as an adjective? _______________

ENCYCLOPEDIA USAGE:
A. Choose a person who interests you, and find the entry for that person in an encyclopedia.
Answer the questions below.
1.

Who is the person you have chosen? ___________________________________

2.

When did this person live?

___________________________________

3.

What made this person famous?

___________________________________

4.

What encyclopedia did you use?

___________________________________

B. Look up the following articles in an encyclopedia. Write a cross-reference for each article.
1.

bee

_____________________________________________________

2.

X-ray

_____________________________________________________

3.

atom

_____________________________________________________

4.

music

_____________________________________________________

18

Language Placement Test

Dictionary, Encyclopedia, and Thesaurus Usage
Section V
THESAURUS USAGE:
Use a Thesaurus to answer the following questions.
1.

What are some synonyms of shy?

___________________________________

2.

What are some synonyms of blaze? ___________________________________

3.

What are some antonyms of impair? ___________________________________

4.

What are some antonyms of hot?

___________________________________

19

20

Language Placement Test

Sentences, Paragraphs, Topics, Body, Conclusions, Proofread - Revise
Section VI
SENTENCES:
Combine each pair of simple sentences.
1.

Many people ride bicycles. They are a cheap, energy-saving alternative to cars.
_____________________________________________________________

2.

Riding a bicycle is good exercise. Some people take up bicycle riding to lose weight.
_____________________________________________________________

3.

In Holland, there are bicycle lanes on many streets. In the United States, bicycle lanes
are rarer.
_____________________________________________________________

4.

Children learn to ride a tricycle first. They may ride a bike with training wheels.
_____________________________________________________________

PARAGRAPHS:
Read each paragraph. Answer the questions.
1.
A good worker is someone who understands how important it is not to be absent too often
and who gets the job done. People seldom get fired because the quality of their work is poor.
Instead, more people lose their jobs for such things as not showing up for work or not doing their
job. Managers need to know that they can count on their workers to be on the job. Employers
have little tolerance for workers who talk so much with their coworkers that they cant finish a
job.
a. What is the paragraph about? _______________________________________
b. Underline the topic sentence in the paragraph.
c. List some supporting details. _______________________________________
__________________________________________________________________
__________________________________________________________________

21

2.
Over the years people have moved into much of the wilderness area where bald eagles
live. Eagles build their nests in the tops of tall trees near water. More and more of that land has
become farmland or city streets. The pollution of lakes and rivers has poisoned the fish that
eagles eat. As a result, the bald eagles have had problems reproducing. They lay eggs that dont
hatch. In addition, until 1950 hunters and trappers were allowed to kill many bald eagles. It is
ironic that Americans are directly responsible for making the bald eagle, their national bird, an
endangered species.
a. What is the paragraph about? _______________________________________
__________________________________________________________________
b. Underline the topic sentence in the paragraph.
c. List some supporting details. ________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

TOPICS:
1.

Read the paragraph. Underline the main idea.

Whos Hiring?
Getting a job begins with finding a job opening. I would look for job openings a number
of ways. Jobs are usually listed in the want ad section of the local newspaper. I believe this is the
best place to start looking. Dont be afraid to ask friends and relatives if they know of any jobs.
Word of mouth is always a reliable source. I might call companies that I know Id like to work
for. This would ensure my happiness in my new role at my place of employment. Register with
government and private job agencies. These types of jobs will have many applicants, but they
will usually be more stable than all others. These suggestions will help find out whos hiring.
Thats the first step toward finding a job.

22

Language Placement Test

Sentences, Paragraphs, Topics, Body, Conclusions, Proofread - Revise
Section VI
2.
Read the body and conclusion of this paragraph. Circle the letter of the sentence that
would make a good introduction.
ABCs of Interviewing
Above all, I want to be on time. I dont have to wear expensive clothes, but I should look clean
and sharp. I should act confident, look the interviewer in the eye, and answer questions
completely and honestly. I need to show that I can handle the job. My interviewer must know
that I want this job. A successful interview can bring me the job I want. If I follow the guidelines
above, Ill find myself in that job!
A. Interviewing can be nerve-wracking; it also gives me a chance to make a good first
impression. I want to make the most of my chance. I want to be sure I know what to do
during the job interviews.
B. Job interviews make me very nervous. Answering questions isnt easy. Sometimes I
even have to go back for a second interview. I have to remain calm.

BODY:
1.

Brainstorm a list for the topics listed below.

Topic: Music I like
Supporting Ideas:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

23

Topic: Car I want to own

Supporting Ideas:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Topic: Favorite pet

Supporting Ideas:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

24

Language Placement Test

Sentences, Paragraphs, Topics, Body, Conclusions, Proofread - Revise
Section VI
2.

Map out the topic Music I like.

TOPIC

25

3. Outline the topic The car I want to own.

I.
A.
1.
2.

B.
1.
2.

C.
1.
2.
26

Language Placement Test

Sentences, Paragraphs, Topics, Body, Conclusions, Proofread - Revise
Section VI
CONCLUSIONS:
1.
Read the paragraph. (The main idea has been underlined.) Underline the sentence that
restates the main idea.
The Day My World Fell Apart
Three years ago, my wife asked me for a divorce. The day she confronted me was the
worst of my life. My first thought was, This is unbelievable! How could this be happening to
me? This sort of thing only happens to other people. I felt physically sick. My stomach, heart,
and head started to hurt. When I regained my senses, I demanded to know why. She gave me a
couple reasons that made absolutely no sense. I tried to understand, but I was baffled. I still felt
sick. My world seemed to turn upside down the day Lori asked for a divorce. Ten years later, Im
still trying to cope with the loss.

2.
Read the introduction and body of this paragraph. Circle the letter of the sentence that
would make a good conclusion.
A Necessary Evil
The hardest thing Ive ever done was tell my husband I wanted a divorce. I hated to do it, but the
divorce was really necessary. I think we hadnt truly loved each other for a long time. I argued
with him far too often about small, stupid things. He got on my nerves, and I got on his nerves. I
was still staying with him for comfort more than any other reason. We werent really husband
and wife any longer.
A. Divorce is never an easy decision; for instance, my brother and his wife got divorced
last year, but I think they should have tried harder to work out their problems.
B. A divorce was really best for both of us because now Im a happy single woman and
my ex-husband is happier being unmarried, too.

27

PROOFREAD-REVISE: Read the paragraph below. Use proofreader's marks to proofread and
revise the paragraph. Write your revised paragraph.

capitalize

new paragraph

add something

move something

--cross out

/
make a small letter

(sp)
correct the spelling

although yellowstons national park is the largest national national park in the United states, other
national parks are also well-known yosemite national park in california has acres of Mountain
Scenery and miles of hiking trails. Won of the world's largest biggest waterfalls can also be
found in yosemite. mammoth cave national park in kentucky features a huge underground cave
the cave over has 212 miles of corridors it also have underground lakes rivers and waterfalls this
cave system is estimated to be millions of years old many pepul are surprized to learn that their
are national parks in alaska and hawaii. mount McKinley the highest mountain in north america
is located in denali national park in alaska. you can travel to hawaii and visit hawaii volcanoes
national park this Park Has too active volcanoes rare plants and animals.

28

Language Placement Test

Answers to Test Problems
Appendix A

Block I
SENTENCE BASICS:
A.
Are the statements below complete or not?
YES
1. I wanted to go to a movie after dinner.
NO 2. After breakfast.
YES
3. I love comic books.
B.

Underline the subject and circle the verb in each sentence.

1.
He (ate) breakfast everyday.
2.
His teacher frequently (checked) his homework.
3.
He (added) sugar to his coffee.

C.

Draw a line to divide the subject and predicate.

1.
She / began to speak out against prison injustices.
2.
They / broke the law in Arizona.
3.
John / was the son of a minister.

NOUNS AND PROPER NOUNS:

A.
Fill in the blanks with nouns. Answers may vary.
Joe is married and has twelve children. He has six boys and six girls . His family lives
in a large Hogan, located three miles from the nearest town. His children go to school five days
a week. Joe works full time at a factory, and goes to school at night to learn some new skills.
B.

Underline the proper noun in each sentence.

1.
That highway will take to you to the city of South Bend.
2.
My mother and father live on Ironwood Drive.
3.
Uncle Bill likes to yell at Aunt Cindy when he has been drinking.

C.

Underline the common nouns.

1.
My father is a truck driver.
2.
My sister plans to help me pay the mechanics bill.
3.
My brother is a fine teacher.

29

PRONOUNS:
A.
Rewrite the following sentences using a subject pronoun.
1.
She is baking cookies all day.
2.
He is very strict.
3.
It rang, so he went toward the door.
B.

Rewrite the following sentences using an object pronoun.

1.
My son is playing it.
2.
Our friends are fighting it.
3.
My friend is carrying us.

VERBS:
A.
Underline every verb in the paragraph.
George works hard at his job as a teachers aide. He applied for many other jobs on the
yard before he got this one. In the class, he teaches a lot of math. He teaches over 15 students
every day before he leaves for his dorm.
B.

List five action verbs that tell what people can do with their legs and feet:
run, jump, walk, jog, skip, kick, bend, stretch, cross, etc.

C.

List five action verbs that tell what people can do with their arms and hands:
wave, cross, hug, type, draw, write, hit, punch, etc.

ADJECTIVES:
A.
The adjectives in these sentences are in boldface. Underline the noun or pronoun the
boldface adjectives describe.
1.
Wally is a good boxer.
2.
He is a famous chef.
3.
Sally is a rich person.
B.

Write five adjectives that you use frequently.

good, famous, rich, flat, round, delicious, etc.

30

Language Placement Test

Answers to Test Problems
Appendix A
ADVERBS:
A
Underline each adverb. Circle the verb each adverb describes.
1.
Bill carefully (listens) to his students.
2.
The students (listen) respectfully to the teacher.
3.
They (answer) him politely.
B.

Write five adverbs that you use frequently.

carefully, respectfully, politely, quickly, completely, etc.

CAPITALIZATION:
Underline each word that should be capitalized.
1.
Havent you made an appointment with the doctor yet?
2.
The teenagers will go to the race together.
3.
The woman said, My party is in one week.
4.
Bring your scripts to the practice, said the director.
PUNCTUATION:
Add end punctuation where needed in the paragraph below.
Have you ever been to the Olympic Games _?_ If not, have you ever seen them on
television__?_ I hope to see them in person some day__._ The Olympic Games are held every
four years in a different country_.__ The games started in ancient Greece, but the games as we
now know them date back to 1896__._ Some of the finest athletes in the world compete for
bronze, silver, and gold medals__._ Can you think of a famous Olympic athlete__?_ What is
your favorite Olympic sport__?_ It could be a winter or summer sport because the games are
held for each season__._ One American athlete won seven gold medals in swimming__._ Can
you imagine how excited that athlete must have felt, knowing that he had represented America so
well__?_ That is the American record to date__._ However, there will be plenty more chances
for that record to be broken_.__

31

32

Language Placement Test

Answers to Test Problems
Appendix A

Block II
TYPES OF SENTENCES: Place punctuation marks at the end of each sentence (period,
question mark, or exclamation point). Write whether the sentence is statement, command,
question, or exclamation. Answers may vary.
1.

This is the Chow Hall _._

statement

2.

Would you like to see a schedule _?_

3.

Bet me a bottle of cola _ ._

4.

The chow here is supposed to be terrible _ .

5.

Do you think the food is burning in the kitchen _?_

6.

George yelled, The whole kitchen is on fire _!_

question

command
statement
question
exclamation

FRAGMENTS: Determine if each item below is a complete sentence or a fragment. Write sent
for complete sentences, and frag for fragments.
frag

1. For example, recovery from a sickness.

sent

2. Dogs can help their owners in recovering from an illness.

sent

3. Dogs need special care.

frag

4. Affection from their owners.

RUN-ON SENTENCES: Determine if each item below is a correct sentence or a run-on

sentence. Write sent for correct sentences, and run-on for run-on sentences.
sent

1. I mashed the potatoes and threw the skins out the window.

run-on2. The Corrections Officer was in a hurry he didnt watch where he was going.
sent

3. I pushed the wheelchair to the Health Unit quickly but carefully.

run-on4. The officer spotted me, he said I was going ten miles over the speed limit.

33

NOUNS:
A. Write the plural form of each noun listed below.
1.
newspaper
newspapers
2.

town

towns

3.

valley

valleys

4.

office

offices

5.

porch

porches

6.

author

authors

B. Write the possessive form of each noun listed below.

1.
girl
girls
2.

teacher

teachers

3.

brother

brothers

4.

boys

boys

5.

John

Johns

6.

women

womens

CONTRACTIONS and POSSESSIVES: On each line, write the correct word.

1.

Hes_______ a diligent Teachers Aide, and tomorrow is

review.

2.

She intends to say, John,

3.

Theyre_______ extremely interested in promoting you, and

carries a lot of weight.

4.

The work and

usefulness.

5.

Our _______ pocket watch chimed every half hour _______.

34

his _______ one year

your _______ work should boost

its _______success depends in great part on

your_______ ego.
their _______ word
its _______

Language Placement Test

Answers to Test Problems
Appendix A
POSSESSIVE PRONOUNS:
Circle the possessive pronoun in each sentence.
1.
2.
3.
4.
5.
6.

These are (my) shower shoes.

(Your) coat was hanging on the hook on (your) locker.
He looked for (his) property box.
This is (his) lamp.
The cockroach buried (its) head in the spilled sugar.
(Our) house is near the chow hall.

VERB PHRASES:
A. Underline the verb or verb phrases in each sentence.
1.
2.
3.
4.
5.
6.

The first American schools were held in homes.

Who invented the jet engine?
The New England Primer is a newspaper in Boston.
John Philip Sousa was a bandmaster and composer.
Who built the first motorcycle?
My friends will arrive on Saturday afternoon.

B. Underline the verb phrase, and circle the helping verb in each sentence.
1.
2.
3.
4.
5.
6.

We (have) begun our spring cleaning.

Molly and Anne (will) rake the leaves on the front lawn.
Vincent and April (must) sweep the driveway.
The twins, Dawn and Daniela, (will) pull the weeds.
Christopher and his cousin, Lisa, (may) prepare lunch for the workers.
They (should) wash their hands first.

C. Use each verb phrase in a sentence. (Answers may vary)

1.

would come

I would come to school if it werent so boring.

2.

should choose He should choose the correct answer.

3.

had bought

She had bought a beautiful necklace last Spring.

4.

might find

John might find a quarter under his pillow.

35

VERB TENSES:
Underline the verb or verb phrase in each sentence. Write present, past, or future for the tense
of each verb.
1.

My neighbor works four days a week.

present

2.

Sometimes I care for her children, Karen and Billy. present

3.

They play in front of my house.

present

4.

One day Karen threw the ball very hard to Billy.

past

5.

The ball sailed over Billys head and into the street. past

6.

Billy ran toward the street.

past

VERB CONJUGATION:
Write the verb PLAY so it agrees with the subject pronouns listed.
Subject pronoun

verb

(present)

(past)

(future)

I, you, we, they

play

__________

__________

__________

he, she, it

play

__________

__________

__________

SUBJECT-VERB AGREEMENT:
Underline the correct verb to complete each sentence.
1.

Nutritious meals and rest (help, helps) sick people recover.

2.

They (am, is, are) not registered to vote.

3.

Clerks in the store (say, says) the work is hard.

4.

Sammy (believe, believes) what he hears on TV.

5.

A mother and father (give, gives) tender loving care to their children.

6.

Those blankets (go, goes) on Junes bed.

36

Language Placement Test

Answers to Test Problems
Appendix A

Block III
CONJUNCTIONS: Underline each conjunction in the sentences below.
1.
A conjunction may connect words or groups of words.
2.

Plums and peaches are my favorite fruits.

3.

The wind blew and the rain fell.

4.

Please call Alan or Grant for me.

5.

We waited until the mechanic replaced the part.

6.

Cotton and wheat are grown on nearby farms.

COMPOUND SENTENCES: Underline the coordinating conjunction. Add a comma before

the conjunction when needed.
1.
Amelia Bloomer was a feminist writer, but she is better remembered for her
unusual outfits.
2.

She supported womens rights and spoke out against slavery.

3.

Bloomer disliked clumsy hoopskirts, so she wore loose trousers under a short
skirt.

4.

Her clothes attracted a lot of attention, for women didnt usually wear trousers in
the mid-1800s.

COMPLEX SENTENCES: Underline the dependent clause. If the dependent clause begins
the sentence, add a comma after the clause.
1.
Tony has been looking for work since the canteen closed.
2.

Until he finds employment, Tony will have to spend less money at the store.

3.

Tony found a page of coupons while he was reading the paper.

4.

Tony made a shopping list before he went to the store.

5.

After he made his list, he found coupons for some items.

6.

Though each coupon gave only cents off, the savings added up.

37

PARALLEL STRUCTURE: Circle the letter of the sentence that has correct parallel structure
in each pair below. Underline the parallel parts in the correct sentence.
1.

A. Harold works hard every day of the week.

(B). Harold loves working, playing, and watching good movies.

2.

(A). Burt cant decide if he wants to be a policeman, paramedic, or fireman.

B. Burt is determined to choose a career to take care if his family.

3.

A. Alice has a lot to do on her few days off from her regular job.
(B). Alice plans to polish the silver, dust the floors, and wash the clothes.

4.

A. Mary shows many of her talents to her close friends and family.
(B). Mary draws exquisitely and paints superbly.

COMMAS: Add commas where needed in the paragraph below.

I have two friends who are always there for me, and I tell them everything. So it
was a surprise to me when Carol, my oldest friend, said, Well, when are you moving?
I said, What do you mean? She said, I dont believe you, our dearest friend,
wouldnt tell us first what was going on in your life. Margie, my other friend, said, I
feel the same way. Ann, why on earth did we have to hear about this from Ray?
Margie and Carol, I dont know what youre talking about, I said. Oh, dont be
ashamed, said Margie. We know you must have some good reason, and were waiting
to hear it. No, I dont have any reason because Im not moving, I said. Ray, that
prankster, must have been trying to play a joke on us, said Carol.

38

Language Placement Test

Answers to Test Problems
Appendix A
QUOTATION MARKS:
Add quotation marks and other punctuation where needed in the sentences below. Answers may
vary.
1.

Dan, did you ever play football? asked Tim.

2.

Morris asked, Why didnt you come in for an interview?

3.

I have never, said Laurie, heard a story about a ghost.

4.

Selina said,

Yuri, thank you for the present.

VERB TENSES:
Edit the following items to correct all verb tense errors. Not all of the items have errors.
1.

People are learning to take better care of themselves.

2.

Not long ago, Americans were becoming couch potatoes.

3.

I am walking half an hour each day.

4.

Lynn is watching her child's diet. (Correct as is)

39

40

Language Placement Test

Answers to Test Problems
Appendix A

Block IV
INTERJECTIONS:
Underline each interjection.

1.

Ugh! Do we really have to eat that?

2.

Phew! These garbage cans need to be cleaned.

3.

Huge tears rolled down her cheeks as she murmured, Alas! I am sorry I ever
met him, for my heart is broken.

4.

After staring at the puzzle for several minutes, she cried, Aha! I have it!

INTERRUPTING PHRASES:
Underline the interrupting phrase in each sentence.

1.

Broiling, as well as poaching, is a healthy alternative to frying foods.

2.

Successful dieting, according to nutritionists, demands patience and

determination.

3.

Foods with a high moisture content, such as lettuce, do not freeze well.

4.

Regular exercise, according to doctors, is essential to good health.

PREPOSITIONS:
Draw a line under each preposition in the sentences below.

1.

The grin on Juans face was bright and warm.

2.

He greeted his cousin from Brazil with a smile and a handshake.

3.

They walked through the airport and toward the baggage area.

4.

Juan found his bags between two boxes.

5.

The two cousins had not seen each other for five years.

6.

They could spend hours talking about everything.

41

MODIFIERS:
Edit the following sentences to correct all modification errors. Not all the sentences have errors.

1.

The detective, wearing a disguise, watched the suspects house.

2.

Wishing to become an expert chess player, Ernest practices every day.

3.

A rainbow can be seen from an airplane as a complete circle.

4.

Michelangelo painted the ceiling of the Sistine Chapel while lying on his back.

PUNCTUATION:
Correct each letter that should be capitalized. Add missing punctuation marks where
needed.

Our neighbor, Denise Baldwin, likes to tell me funny stories. One hot Friday afternoon in
August she told me about her trip to Atlanta, Georgia. She was walking out of a store with
some presents she had bought for Pat, her sister. They were three joke gifts which included the
following: birthday candles that didnt blow out, a silly hat, and a mustache attached to some
glasses. Denise accidentally bumped into another shopper.

Im so sorry! exclaimed Denise.

Are you hurt? asked the other shopper.
No, Im not hurt, said Denise. Both shoppers had dropped their presents, and they bent
over to pick them up.
Im Denise Baldwin, she said as she picked up the presents.
My name is Carol Schwartz, said the other shopper.
Both shoppers said they were sorry again and then went on their way.
Denise gave her sister the presents when she returned to Miami, Florida. Pat had a puzzled
look on her face when she unwrapped them. The packages contained a rattle, a bib, and a baby
bonnet!

Oh! gasped Denise. I must have picked up the wrong presents when I bumped into
Ms. Schwartz.
Whos Ms. Schwartz? asked Pat.
Denise laughed and said, I hope shes someone who likes joke gifts!

42

Language Placement Test

Answers to Test Problems
Appendix A
SYNONYMS:
Three of the four words on each line are synonyms. Circle the word that is not a synonym for the
others.

1.

yearn

crave

(scorn)

wish

2.

still

(racket)

hushed

quiet

3.

(mansion)

cabin

hut

cottage

4.

(decrease)

explore

survey

probe

ANTONYMS:
Three of the four words on each line are antonyms of the word in italics. Circle the word that is not
an antonym of the word in italics.

1.

big

little

small

(round)

tiny

2.

small

large

(modest)

huge

adult

3.

ugly

(stupid)

pretty

beautiful

gorgeous

4.

flat

bumpy

hilly

(round)

mountainous

HOMONYMS:
Underline the correct word to complete each sentence.

1.

Last (week, weak) our state passed a new law allowing more dumps.

2.

The government thinks the law is (fair, fare), but many people dont agree.

3.

Some of us gathered to meet in the state (capital, capitol) of Lansing.

4.

The meeting was so crowded that even the (isles, aisles) were full.

43

44

Language Placement Test

Answers to Test Problems
Appendix A

Block V
DICTIONARY USAGE: Guide words.
A. Put a check in front of each word that would be listed on the dictionary page with the given
guide words.

1.

frozen / gather

2.

money / muscle

__X__ fruit

__X __ muddy

_____ grain

__X__ motorcycle

__X__ furnish

_____ mustard

__X__ gate

__X__ morning

_____ former

_____ moisten

_____ forgive

__X__ mortal

B. Number the words in each column in the order in which they would appear in a dictionary.
Write the words that could be the guide words for each column.

1.

RACCOON / REMIND

2.

SEIZE / SILENT

__1___ raccoon

__1___ seize

__2___ radar

__4___ shaft

__3___ raisin

__5___ signal

__4___ react

__6___ silent

__6___ remind

__3___ serpent

__5___ relay

__2___ selfish

45

Syllables:
Find each word in a dictionary. Write the word, placing a hyphen between each syllable.

1.

bicycle

bi-cy-cle

2.

solution

so-lu-tion

3.

category

cat-a-gor-y

4.

behavior

be-hav-ior

5.

disappear

dis-ap-pear

6.

sizzle

siz-zle

Definitions and Parts of Speech:

Look up the following words in the dictionary: specify, specimen, speckle, spectacular

1.

Which word can be used as either a noun or a verb?

speckle

2.

Which word can be used only as a verb?

specify

3.

Which word can be used only as a noun?

specimen

4.

Which word can be used either as a noun or as an adjective? spectacular

ENCYCLOPEDIA USAGE:
Choose a person who interests you, and find the entry for that person in an encyclopedia. Answer
the questions below. (Answers will vary depending on person chosen.)

1.

Who is the person you have chosen? Ernest M. Hemingway

2.

When did this person live?

1899 - 1961

3.

What made this person famous?

American novelist

4.

What encyclopedia did you use?

Heat-India

Funk & Wagnalls New Encyclopedia Vol. 13

Look up the following articles in an encyclopedia. Write a cross-reference for each article.
1.

bee

see Honeybee

2.

X-ray

see Cathode Ray

3.

atom

see Chemistry; Science

4.

music

see Singing

46

Language Placement Test

Answers to Test Problems
Appendix A
THESAURUS USAGE:
Use a Thesaurus to answer the following questions.

1.

What are some synonyms of shy?

Bold, obtrusive

2.

What are some synonyms of blaze?

Blare, flame, flare, glare, glow

3.

What are some antonyms of impair?

Improve, repair

4.

What are some antonyms of hot?

Cold, cool, freezing

47

48

Language Placement Test

Answers to Test Problems
Appendix A

Block VI
SENTENCES:
Combine each pair of simple sentences. (Answers may vary.)
1.
Many people ride bicycles. They are a cheap, energy-saving alternative to cars.
Many people ride bicycles because they are cheap, energy-saving alternative to cars.
2.

Riding a bicycle is good exercise. Some people take up bicycle riding to lose weight.
Riding a bicycle is good exercise, so some people take it up to lose weight.

3.

In Holland, there are bicycle lanes on many streets. In the United States, bicycle lanes
are rarer.
In Holland, there are bicycle lanes on many streets, but in the United States, bicycle
lanes are rarer.

4.

Children learn to ride a tricycle first. They may ride a bike with training wheels.
Children learn to ride a tricycle first, or they may ride a bike with training wheels.

PARAGRAPHS:
Read each paragraph. Answer the questions. Answers may vary.
1.
A good worker is someone who understands how important it is not to be absent too
often and who gets the job done. People seldom get fired because the quality of their work is
poor. Instead, more people lose their jobs for such things as not showing up for work or not
doing their job. Managers need to know that they can count on their workers to be on the job.
Employers have little tolerance for workers who talk so much with their coworkers that they
cant finish a job.
a. What is the paragraph about? Good work habits
b. Underline the topic sentence in the paragraph.
c. List some supporting details: People lose jobs because they don't show up for work
or don't work hard enough. Managers need workers they can count on to show up.
Employers don't tolerate workers who sit around visiting.

49

2.
Over the years people have moved into much of the wilderness area where bald eagles
live. Eagles build their nests in the tops of tall trees near water. More and more of that land has
become farmland or city streets. The pollution of lakes and rivers has poisoned the fish that
eagles eat. As a result, the bald eagles have had problems reproducing. They lay eggs that dont
hatch. In addition, until 1950 hunters and trappers were allowed to kill many bald eagles. It is
ironic that Americans are directly responsible for making the bald eagle, their national
bird, an endangered species.
a. What is the paragraph about?

the endangered bald eagle

b. Underline the topic sentence in the paragraph.

c. List some supporting details: People have developed the land where eagles nest.
They have polluted water, poisoning fish eaten by eagles. Hunters and trappers
killed eagles.
TOPICS:
1.
Read the paragraph. Underline the main idea.
Whos Hiring?
Getting a job begins with finding a job opening. I would look for job openings a
number of ways. Jobs are usually listed in the want ad section of the local newspaper. I believe
this is the best place to start looking. Dont be afraid to ask friends and relatives if they know of
any jobs. Word of mouth is always a reliable source. I might call companies that I know Id like
to work for. This would ensure my happiness in my new role at my place of employment.
Register with government and private job agencies. These types of jobs will have many
applicants, but they will usually be more stable than all others. These suggestions will help find
out whos hiring. Thats the first step toward finding a job.
2.
Read the middle and end of this paragraph. Circle the letter of the sentence that would
make a good introduction.
ABCs of Interviewing
Above all, I want to be on time. I dont have to wear expensive clothes, but I should look clean
and sharp. I should act confident, look the interviewer in the eye, and answer questions
completely and honestly. I need to show that I can handle the job. My interviewer must know
that I want this job. A successful interview can bring me the job I want. If I follow the guidelines
above, Ill find myself in that job!
(A.) Interviewing can be nerve-wracking; it also gives me a chance to make a good
first impression. I want to make the most of my chance. I want to be sure I know
what to do during the job interviews.
B. Job interviews make me very nervous. Answering questions isnt easy. Sometimes I
even have to go back for a second interview. I have to remain calm.

50

Language Placement Test

Answers to Test Problems
Appendix A
BODY:
1.
Brainstorm a list for the topics listed below. (Lists will vary.)
Topic: Music I like
Supporting Ideas:
Country
Disco
Rock
Jazz
Classical
Pop
Topic: Car I want to own
Supporting Ideas:
Corvette
Lexus
Mercedes
Volkswagen
Mini-coop
Fiat
Topic: Favorite pet
Supporting Ideas:
Dog
Cat
Turtle
Fish
Hamster
Bird

51

2. Map out the topic Music I like.

Disco

Jazz

Country

Music
I Like
Pop

Rock

Classical

52

Language Placement Test

Answers to Test Problems
Appendix A
4. Outline the topic The car I want to own.

I. cars
A. Corvette
1. Convertible

2. Baby blue

B. Lexus
1. Sunroof
2. Alpine
stereo

C. Mercedes
1. Leather
seats
2. Gold wheels
53

CONCLUSIONS:
1.
Read the paragraph. (The main idea has been underlined.) Underline the sentence that
restates the main idea.
The Day My World Fell Apart
Three years ago, my wife asked me for a divorce. The day she confronted me was the
worst of my life. My first thought was, This is unbelievable! How could this be happening to
me? This sort of thing only happens to other people. I felt physically sick. My stomach, heart,
and head started to hurt. When I regained my senses, I demanded to know why. She gave me a
couple reasons that made absolutely no sense. I tried to understand, but I was baffled. I still felt
sick. My world seemed to turn upside down the day Lori asked for a divorce. Ten years later,
Im still trying to cope with the loss.

2.
Read the introduction and body of this paragraph. Circle the letter of the sentence that
would make a good conclusion.
A Necessary Evil
The hardest thing Ive ever done was tell my husband I wanted a divorce. I hated to do it, but the
divorce was really necessary. I think we hadnt truly loved each other for a long time. I argued
with him far too often about small, stupid things. He got on my nerves, and I got on his nerves. I
was still staying with him for comfort more than any other reason. We werent really husband
and wife any longer.
A. Divorce is never an easy decision; for instance, my brother and his wife got divorced
last year, but I think they should have tried harder to work out their problems.
(B.) A divorce was really best for both of us because now Im a happy single woman
and my ex-husband is happier being unmarried, too.

54

Language Placement Test

Answers to Test Problems
Appendix A

55

56

Language Placement Test

Reference Materials
Appendix B

Book Titles:

Publisher:

Copyright:

Cambridge GED Program Writing Skills

Cambridge Adult Education

1993

Edge on English Book 1

Contemporary Books

1990

Edge on English Book 2

Contemporary Books

1988

English Writing and Skills

Coronado

1985

Essay

Steck-Vaughn

1996

Foundations Writing

Contemporary Books

1993

GED Essay

Steck-Vaughn

2002

GED Language Arts Writing

Steck-Vaughn

2002

Language Exercises For Adults

Steck-Vaughn

1990

Pre-GED Writing

Steck-Vaughn

2000

Pre-GED Writing and Language Skills

Contemporary Books

1988

Real Writing

Contemporary Books

1988

Websters II New College Dictionary

Houghton Mifflin Company

2005

Writing Skills

Steck-Vaughn

1996

Writing With A Purpose

Cambridge Adult Education

1996

57

58

Language Placement Test

Cross Reference Chart
Appendix C

books:
Edge on English :
Book 1

pages:

nouns and
proper
nouns
pages:

pages:

pages:

pages:

pages:

10, 11

21, 22

28-31

14, 43

79-94

79-94

Edge on English :
Book 2

12, 13, 14

58-60

67-70

77-83

77-83

Pre-GED Writing and

Language Skills

26-28

12-13, 45-49

16, 17, 70

18-21, 120-130

18-21, 120-130

41

64-73

64-73

133, 136

153-160

153-160

scaffold I

sentence
basics

Language Exercises
For Adults
Foundations Writing

pronouns

14,15, 45,
55

33-37

164

113-115

123-127
27, 29, 6975

verbs

adjectives

adverbs

Cambridge GED
Program Writing
Skills

26, 143-145

Writing Skills

102

103, 128

103, 122

104, 148

104, 148

Pre-GED Writing

158, 169

171

180

176-179

176-179

168, 188

148

280

304, 331

GED Language Arts

Writing

34

English Writing and

Skills

394

258

27

capitalization

punctuation

pages:

pages:

86

89

146-150

157

188

338, 352, 361

338, 352, 361

484

498-500

59

scaffold II

books:
Edge on English :
Book 1

types of
sentences

fragments

pages:

pages:

run-ons

pages:

nouns

pages:

contractions
and
possessives

possessive
pronouns

verb
phrases

pages:

pages:

pages:

70-73

25-29, 49-51,
115

Edge on English :
Book 2

25-29, 49-51,
115

pages:

pages:

32-54

97-114

74

73

71-76

85-92

118-132

50-55

62-63

59-62

71-83

98-109

10

56

45-55

21-26

128-132

138-140

134-135

47-52

31-34, 39-41

120

108

180

183

158

136, 140

29-31

Language Exercises
For Adults

18-20

27

27

36-39

Foundations Writing

113-115

167, 170-172

167, 170-172

116-122

Cambridge GED
Program Writing
Skills

98-101

98-101

181

179

76-77

Writing Skills

162-169

162-169

66

66

136

Pre-GED Writing

187-190

187-190

161-162

163

173-175

GED Language Arts

Writing

36, 62-65

36, 62-65

208

210

170-173

150

473

473

262, 272275, 519

519

282, 471

306

60

498-500

subjectverb
agreement

74-76

Pre-GED Writing
and Language Skills

English Writing and

Skills

verb
tenses

42-44

114-115

308, 312316

321-330

Language Placement Test

Cross Reference Chart
Appendix C
scaffold III
books:
Edge on English :
Book 1

conjunctions

compound/complex
sentences

parallel
structure

pages:

pages:

pages:

pages:

122

143

140

commas

quotation
marks
pages:

verb
tenses
pages:

61

Edge on English :
Book 2

21, 34, 47

41-46

156

Pre-GED Writing and

Language Skills

146-149

149-161

171-174

Language Exercises
For Adults

80

22

91

Foundations Writing

165-166, 168-169

Cambridge GED
Program Writing
Skills

102-113

37, 125

174, 188

182, 206

Pre-GED Writing

191, 195

193

GED Language Arts

Writing

42-57, 196

78

196

378-383, 445

378

501-511

Writing Skills

English Writing and

Skills

62

104, 169, 175,

188

376

11-116

93-102

88

85-87

93

141-148
158-169

52-61

120

158-161

521

317

Language Placement Test

Cross Reference Chart
Appendix C
interjections

interrupting
phrases

prepositions

modifiers

punctuation

books:
Edge on English :
Book 2

pages:

pages:

pages:

pages:

pages:

pages:

119

147

149-155

Language Exercises
For Adults

81

94

5-7

scaffold IV

77-79

150

Foundations Writing
Cambridge GED
Program Writing Skills

163

Writing Skills

104

35, 166

104

Pre-GED Writing
138

GED Language Arts

Writing
English Writing and
Skills

synonyms,
antonyms,
homonyms

388

422

368

120-124

184

194

87

197

51, 165

72

212

437

512

576, 580

63

scaffold V

encyclopedia
usage

dictionary usage

thesaurus usage

computer
usage

books:
Language Exercises
For Adults

pages:

pages:

pages:

pages:

114-119

122-123

126

computer

English Writing and

Skills

568

566

571

computer

Websters II New
College Dictionary

dictionary used here

64

dictionary used here

Language Placement Test

Cross Reference Chart
Appendix C
scaffold VI

sentences

books:
Pre-GED Writing and
Language Skills

pages:

Language Exercises
For Adults

99

paragraphs

topics

pages:

pages:

165, 174-179

10, 24, 96-167

body

pages:

100-104

101

Foundations Writing

4, 16-23

6, 24-27

Cambridge GED
Program Writing
Skills

233-237

238-247

conclusions

pages:

proofread-revise

pages:

106

28-30
248-258

English Writing and

Skills

394-419

56-89

17-19, 96-98,
122, 178

2-19, 33-39, 130

17-19

19-24, 237

Essay

36-52

36-52

14-23, 40-43

24-39, 46-49, 83-110

50-52,100-113

54-81

GED Essay

44-47

44-57

16, 44-49

18-43, 50-53, 92-97

54

78-87

23-51

2-6, 24-27

12-90

21,30

99-119

16-21

5-15

16-73

16-21

87-123

Writing With A
Purpose
Real Writing

77-86

65

ACTIVE VERB

A single word action verb.

Examples:
I would like to meet her.
meet = active verb
The opposite of an active verb is an inactive verb, often a form of be, become, have, or do:
I would like to become acquainted with her.
become = inactive verb
I would like to make her acquaintance.
make someones acquaintance = inactive, wordy phrase
Active verbs create a strong style. Using them also often helps to reduce wordiness.
ACTIVE VOICE

The form that a verb takes when the subject performs the action.

Examples:
Charles threw the ball.
Charles = subject
threw = active voice
This is the opposite of a verb in the passive voice, which tells what was done to the subject by someone or something else:
The ball was thrown by Charles.
The ball = the subject
was thrown = passive voice.
Using the active voice helps make writing forceful and direct.
ADJECTIVE

A word that describes (modifies) a noun or a noun word group.

Examples:
this old house
old = adjective describing house

sixteen silly jokes

sixteen, silly = adjectives describing jokes

a very careful truck driver

careful = adjective describing truck driver

a beautiful blue jaybird

beautiful, blue = adjectives describing jaybird

Adjectives and adverbs are the only parts of speech I English that describe other words.
ADJECTIVE CLAUSE

A type of dependent clause that acts like an adjective. An adjective clause often begins with a relative pronoun,
but not always.

Examples:
a woman whom I know
whom I know = adjective clause describing woman

(whom = relative pronoun)

a woman I know
I know = adjective clause describing woman

(no relative pronoun)

Another name for adjective clause is relative clause.

ADVERB

A word that describes a verb, an adjective, or another adverb, usually by telling how, how much, when, or
where.

Examples:
walked slowly
slowly = adverb describing the verb walked, telling how
arrived yesterday
yesterday = adverb describing the verb arrived, telling when
was there
there = adverb describing the verb was, telling where
much too big
much = adverb describing the adverb too
too = adverb describing the adjective big

66

Language Placement Test

Grammatical Terms and Definitions
Appendix D
ADVERB CLAUSE

A type of dependent clause that begins with a subordinating conjunction like because, if, after, or although and
acts like an adverb.

Examples:
We will eat lunch after the firemen leave.
after the firemen leave = adverb clause, telling when the verb eat will occur
Because she had lost her wallet, Melissa borrowed some money from a friend.
because she had lost her wallet = adverb clause, telling why the verb borrowed occurred
ANTECEDENT

The noun, noun phrase, or pronoun to which a pronoun refers.

Examples:
Tim gave me the book yesterday, and Ive already read it.
the book = antecedent of it
it = pronoun referring to the antecedent book
Pronouns and antecedents must agree in number. (You could not use the plural pronoun them instead of it in the sentence above, because the
antecedent book is singular.)
APPOSITIVE

A word or phrase that identifies or explains a noun just before it.

Examples:
Joe Smith, our insurance agent, lives there.
our insurance agent = appositive identifying Joe Smith
We accepted the new proposal, actually a revision of their earlier one.
a revision of their earlier one = appositive explaining the new proposal
ARTICLE

A type of determiner. There are three articles in English: the definite article the, and the indefinite articles a and
an.
A comes before words that begin with a consonant sound.

Examples:
a boy

a house

a bus

a mouse

An comes before words that begin with a vowel sound.

Examples:
an umbrella
AUXILIARY VERB

an honest person

an ugly house

an envelope

A form of be, do, or have, or a modal (can, could, will, would, shall, should, may, might, must). An auxiliary
verb combines with a main verb to form a verb phrase.

Examples:
We could have been driving to work by now.
could, have, been = auxiliary verbs
driving = main verb
could have been driving = verb phrase
Another name for auxiliary verb is helping verb.
BASE VERB

The form of a verb that comes after to in an infinitive, or after a modal like would.

Examples:
to tickle, would tickle
tickle = base verb

to eat, could eat

eat = base verb

to laugh, may laugh

laugh = base verb

Other names for base verb are stem, simple form, and dictionary form.

67

CLAUSE

A word group which contains both a subject and a verb. An independent clause can stand alone as a complete
sentence, while a dependent clause cannot.

Examples:
our guests arrived = independent clause
(could be a complete sentence)
when we arrived = dependent clause
(could not be a complete sentence)
A dependent clause must be connected to an independent clause to make a complete sentence:
Our guests arrived when we arrived. = complete sentence
The opposite of a clause is a phrase, a group of related words that does not contain both a subject and a verb.
COLLOQUIAL

Informal. Colloquial language is appropriate only in conversation or informal writing.

Examples:
It was a cinch.
a cinch = colloquial language
It was simple.
simple = standard language Slang is the most extreme form of colloquial language. It is not appropriate in writing other than fiction
and private correspondence.
COMPARATIVE

An adjective or adverb that compares two things.

Comparative adjectives either end in -er or come after more (never both).

Examples:
livelier

livelier

more attractive

more happy

Comparative adverbs almost always come after more.

Examples:
More happily

more often

more quickly

more timely

Some comparatives can act as both adjectives and adverbs:

Examples:
I found a better restaurant.
better = comparative adjective describing restaurant
No one writes ad copy better than Fred.
Better = comparative adverb describing writes
COMPLEMENT

A word that comes after a linking verb like be or seem and describes or names the subject:

Examples:
He seemed serious about it.
serious = complement of seemed
Both of them are teachers.
teachers = complement of are
If the complement is an adjective (serious), it is called a predicate adjective. If the complement is a noun (teachers), it is called a
predicate noun.
CONDITIONAL CLAUSE

A dependent clause referring to a situation that may not exist. A conditional clause tells the condition that would
cause or allow the action in the main clause to happen.
Conditional clauses usually begin with the subordinating conjunction if or unless:

Examples:
If it had rained, we would have stayed home.
If it had rained = conditional clause
If = subordinating conjunction
George will take a week off next month unless his boss objects.
unless his boss objects = conditional clause
unless = subordinating conjunction

68

Language Placement Test

Grammatical Terms and Definitions
Appendix D
CONJUNCTION

A word that connects words, phrases, or clauses. There are three types of conjunctions:

coordinating conjunctions connect similar structures and can begin independent clauses
Examples:
and

but

or

nor

subordinating conjunctions begin dependent clauses

Examples:
although

if

because

correlative conjunctions come in pairs

Examples:

eitheror

not onlybut also

COORDINATING CONJUNCTION

A type of conjunction that connects word groups with the same grammatical structure.

Examples:
simple and elegant
and = coordinating conjunction

may register but may not vote

but = coordinating conjunction

a school bus or a truck

or = coordinating conjunction
There are seven coordinating conjunctions: and, but, or, nor, for, so, yet.
A coordinating conjunction can begin an independent clause (unlike a subordinating conjunction):
Examples:
But it happened just that way.
Yet she continued on her way.
CORRELATIVE CONJUNCTION

One of a pair of words connecting phrases with the same grammatical structure.

Examples:
both beautiful and brilliant
bothand = correlative conjunctions

neither the best solution nor the simplest one

neithernor = correlative conjunctions

Correlative conjunctions include bothand, neithernor, and not onlybut also.

DEPENDENT CLAUSE

A group of words containing a subject and verb but unable to stand on its own as a complete sentence. A
dependent clause usually begins with a subordinating conjunction or a relative pronoun.

Examples:
because they were grateful = dependent clause
Because = subordinating conjunction
when she comes = dependent clause
when = subordinating
whom he likes = dependent clause
whom = relative pronoun
Another name for dependent clause is subordinate clause.
DETERMINER

A type of adjective that includes numbers (two, fourth), articles (a, the), possessives (your, his), demonstratives
(this, those), and certain indefinite adjectives (each, many, and all):

Examples:
each of his latest ideas
each, his = determiners
these twelve gold wedding rings
these, twelve = determiners

69

DIRECT OBJECT

A noun, pronoun, or noun phrase that directly receives the action of a verb, answering the question what or
whom.

Examples:
He lost the ball.
ball = direct object of lost, telling what he lost
We like her.
her = direct object of like, telling whom we like
Verbs like lose and like, that can take and object, are called transitive verbs.
GENERIC REFERENCE

Using an adjective as a noun to refer to a group (for example, the poor). This kind of phrase needs a plural
verb.

Examples:
the poor are often hungry
the poor = generic reference (adjective used as a noun)
the talented succeed.
the talented = generic reference (adjective used as a noun)
GERUND

The ing form of a verb without auxiliaries, when it acts as a noun.

Examples:
Swimming is fun.
swimming = gerund
We believe in taking chances.
taking = gerund
When the -ing form acts not as a noun but as a verb, adjective, or adverb, it is called present particple.
HOMONYM

A word that sounds like another word, but has a different meaning and sometimes a different spelling.

Examples:
well
well

meaning healthy
meaning fountain

to
two
too

meaning toward
meaning the number after one
meaning excessively

Confusion about homonyms with different spellings often leads to writing errors.
IDIOM

An expression whose meaning is not predictable from the meaning of the separate words that it contains.

Examples:
Its raining cats and dogs today.
raining cats and dogs = idiom meaning rain very heavily
Idioms and phrasal verbs are two kinds of idiomatic expressions.
IDIOMATIC

Accepted not because of regular rules, but because of convention and usage in a particular language. Idiomatic
usage is not predictable.

Examples:
She is married to him.
married to = the right idiomatic expression in English
She is married with him. (incorrect)
married with = wrong in English, though correct in other languages

70

Language Placement Test

Grammatical Terms and Definitions
Appendix D
Idiomatic expressions include
phrasal verbs:
We looked for the keys.
looked for = phrasal verb
idioms:
They can respond at the drop of a hat.
at the drop of a hat = idiom meaning immediately
adjective and preposition combinations:
Hers are different from mine.
different from = combination sometimes incorrectly written as different than
verbs that can take only a gerund or only an infinitive:
Robert enjoyed skiing.
enjoy takes only a gerund (not enjoy to ski)
Everyone decided to buy a gift for them.
decide takes only an infinitive (not decide buying)
INACTIVE VERB

A form of do, have, or a linking verb like be when used as the main verb.

Examples:
John is of the opinion that he deserves a raise.
is = inactive verb
To strengthen your writing, try replacing phrases containing inactive verbs with single-word active verbs:
John thinks he deserves a raise.
thinks = active verb
IDEPENDENT CLAUSE

A group of words, containing a subject and verb, that could stand on its own as a complete sentence. An
independent clause cannot begin with a subordinator.

Examples:
they were grateful = independent clause
(could stand alone as a complete sentence)
if they were grateful = dependent clause
(begins with the subordinator if, so it cannot stand alone)
Another name for independent clause is main clause.
INDIRECT OBJECT

A noun, or noun phrase that answers the question for whom or what or whom or what.

Examples:
She bought him a gift.
Meaning: She bought a gift for him.
him = indirect object of bought (the direct object is gift)
They are giving the dog a bath now.
Meaning: They are giving a bath to the dog now.
the dog = indirect object of are giving (the direct object is a bath)

71

INFINITIVE

The form of a verb that includes to plus the base verb.

Examples:
to go
to imagine
to get ahead
Some grammar texts use infinitive to mean the base verb alone. They may use the term infinitive phrase to mean to plus the base verb.
INTERJECTION

An exclamation which shows surprise, horror, relief, or some other emotion.

Examples:
Aha!
No!
Whew!
Most interjections show strong feeling, but some do not: Well, Hey, Oh.
INTRANSITIVE VERB

A verb that does not take an object after it.

Examples:
come
fall

coincide
lie

rise
look

Some verbs, like the examples above, are always intransitive (never have an object). Other verbs can be either intransitive (have no object)
She read a book for an hour.
read = transitive (has the object book)
LINKING VERB

A verb that links a subject to words that name or describe it.

Examples:
These boys are roommates.
are links boys to roommates

This feels like a dream.

feels links this to like a dream

The cat became restless.

became links cat to restless

The days grow shorter

grow links days to shorter

The most common linking verbs are be, become, seem, appear, look, and feel.
Another name for linking verb is copulative verb.
MAIN CLAUSE

A group of words, containing a subject and verb, that could stand on its own as a complete sentence. A main
clause cannot begin with a subordinator.

Examples:
they were grateful = main clause
(could stand alone as a complete sentence)
because they were grateful = dependent clause
(begins with the subordinator because, so it cannot stand alone)
Another name for main clause is independent clause.
MAIN VERB

The verb that shows the action in a verb phrase. The main verb carries the meaning

Examples:
Whales would never have been hunted if not for their blubber.
would never have been hunted = verb phrase
would, have, been = auxiliary verbs
hunted = main verb

72

Language Placement Test

Grammatical Terms and Definitions
Appendix D
MODAL

A type of auxiliary verb (helping verb). These are the modals:

can
will
shall
may
must

could
would
should
might
ought

Unlike other verbs, modal auxiliaries never change form. They never take endings like s, -ed, or ing. The verb after a modal is always a base
verb.
would be
be = base verb
can correspond
correspond = base verb
Certain groups of words also act like modals (for example, ought to, have to, used to, had better).
MODIFIER

A word or word group that describes another word, phrase, or clause. Modifiers act as adjectives or adverbs.

Examples:
a very large, red chair
a, large, red = adjectives modifying chair
very = adverb modifying large
drive more carefully
carefully = adverb modifying drive
more = adverb modifying carefully
the coat rack in the hall
in the hall = prepositional phrase acting as an adjective, modifying coat rack
NOUN PHRASE

A noun with its modifiers. A noun phrase can be a subject, object, or complement.

Examples:
My old blue blanket lay on the chair.
my old blue blanket = noun phrase, acting as subject
We gave tickets to five excited children.
five excited children = noun phrase, acting as object of the preposition to
Ellen is an excellent physics teacher.
an excellent physics teacher = noun phrase, complement of is
NUMBER

The grammar term number refers to whether a word is singular or plural. Subjects and verbs must agree in
number. For example, if one is singular, the other must be also.

Examples:
This window rattles.
this window = singular subject
rattles = singular verb
The same is true for determiners and the nouns they describe, and also for pronouns and their antecedents.
Several people saw it.
several = plural determiner
people = plural noun
Give John the reports he needs.
John = singular noun, antecedent of he
he = singular pronoun referring to John

73

OBJECT

A noun or pronoun that:

(a) receives the action of an action verb:
The dog bit Timothy.
Timothy = direct object of bit

OR
(b) tells to whom or for whom an action was done:
I sent my aunt a gift.
my aunt = indirect object of sent
OR
(c) ends a prepositional phrase:
Please come with us.
us = object of the preposition with

OBJECT PRONOUN

A pronoun acting as:

(a) a direct object

We liked it.
it = direct object of liked
OR
(b) an indirect object
His mother gave him a hug.
him = indirect object of gave
OR
(c) the object of a preposition
You should talk with her about that.
her = object of the preposition with
that = object of the preposition about
Some pronouns can only act as objects. Others, like you, this, it, and everything, can also be subjects.
PARTICIPLE

There are two kinds of participles:

The form of a verb ending in -ing is the present participle.

laughing
intending
being
sinking
The form of a verb used after the auxiliary have is the past participle.
laughed
intended
been
sunk
Most, though not all, past participles end in -ed.

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Appendix D
Participles can act as several parts of speech:
(a) When a participle comes after an auxiliary, it acts as a verb:
The tape had stopped and was rewinding.
stopped, rewinding = participles acting as verbs
had stopped, was rewinding = verb phrases
(b) When there is no auxiliary, a participle can act as an adjective or a noun:
One irritated parent scolded her whining child for taking candy off the shelf.
irritated, whining = participles acting as adjectives
taking = present participle acting as a noun (also called a gerund)
PARTS OF SPEECH

Classes into which we group words to identify how they act grammatically in a sentence. There are eight
traditional parts of speech:

noun
pronoun
verb
adverb
adjective preposition
conjunction
interjection
Many words have more than one part of speech. To decide a words part of speech in a specific contest, see how it acts in the sentence:
I had my back to the wind.
back = noun
Please move back.
back = adverb
We will back you all the way.
back = verb
PASSIVE VOICE

The form of a verb that shows something being done to the subject by someone or something else:

The ball was thrown by Charles.

the ball = subject
was thrown = passive voice
This is the opposite of a verb in the active voice, used when the subject performs the action:
Charles threw the ball.
Charles = subject
threw = active voice
Using the passive voice too much in writing can lead to a weak, vague, indirect style.
PAST PARTICIPLE

The form of a verb used after the auxiliary have.

laughed
intended
been
sunk
taken
Many past participles end in -ed and therefore look just like the past tense form.
A past participle can act as a verb or an adjective:
Someone has woven a rug for me.
woven = verb, part of verb phrase has woven
The rug was woven by Sarah.
woven = verb, part of verb phrase was woven
I enjoy looking at woven rugs.
woven = adjective describing rugs

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PHRASAL VERB

A verb combined with a preposition or adverb. Phrasal verbs usually have a different meaning from the verb by
itself:
After the knockout, he came to slowly.
came to = phrasal verb, meaning regained consciousness
He came to dinner early.
came = verb (to dinner = prepositional phrase)
Attendance often falls off in the summer.
falls off = phrasal verb, meaning decrease
Every time he walks on the roof, he falls off.
falls = verb (off = adverb)

Phrasal verbs are part of a group of expressions called idioms. The meaning or form of idioms comes from common usage in a particular
language, rather than from predictable rules.
POSSESSIVE ADJECTIVE

A type of pronoun that acts as an adjective. A possessive adjective comes before a noun or noun phrase and
means belonging to:
my laundry = laundry belonging to me
their strength and beauty = strength and beauty belonging to them

Some possessive adjectives have the same form as possessive pronouns, while others do not:
His opinions are his.
the first his = adjective describing opinions
the second his = pronoun, taking the place of his opinions.
That is umbrella, but the scarf is not mine.
my = adjective describing umbrella
mine = pronoun, taking the place of my scarf
POSSESSIVE PRONOUN
A type of pronoun that shows ownership:
Marie says that the umbrella is hers.
hers= possessive pronoun, taking the place of Maries umbrella
Your keys are on the counter, but theirs are missing.
theirs = possessive pronoun, taking the place of their keys
Some possessive pronouns have the same form as possessive adjectives, while others do not:
His opinions are his.
the first his = adjective describing opinions
the second his = pronoun, taking the place of his opinions.
The scarf is not mine, but this is my coat.
mine = pronoun, taking the place of my scarf
my = adjective describing coat
PREPOSITION
in
with
from
to
beside

A word showing the relationship between a noun or pronoun and other words in a sentence.
of
at
by
toward
for

A preposition takes a noun, a pronoun, or a noun phrase as its object:

We ran down the street laughing.
the street = object of down
He went along despite his doubts.
his doubts = object of despite
In Africa, many tribes coexist.
Africa = object of in

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Language Placement Test

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Appendix D
PREPOSITIONAL PHRASE The combination of a preposition and its object (a noun, pronoun, or noun phrase):
from Minneapolis
from = preposition
Minneapolis = object (noun)
without us
without = preposition
us = object (pronoun)
after the final inning
after = preposition
the final inning = object (noun phrase)
****Important:
Grammatik flags consecutive prepositional phrases according to a maximum allowed setting that you can customize. For details, search on
Maximum Allowed in the Contents section of the Help menu.
PRESENT PARTICIPLE

The ing form of a verb, when it acts as a verb, adjective, or adverb:

The baby was humming.

humming + verb, part of verb phrase was humming
The humming baby became quiet.
humming = adjective describing baby
She left humming a tune.
humming = adverb describing left
When the -ing form acts as a noun, it is called a gerund:
Humming helped to pass the time.
humming = gerund, acting as subject
PROGRESSIVE

Any verb tense made by a form of be plus a present participle (ing verb form):

I am enjoying this concert.

am enjoying = present progressive
The boys were running.
were running = past progressive
We will be returning Friday.
will be returning = future progressive
Progressive tenses often show continuing action. Another name for progressive tense is continuous tense. For a complete list of English verb
tenses, see tense.
PRONOUN

A word that takes the place of a noun or noun phrase.

(a) personal pronouns stand for people:

I, you, he, she, it, we, they = subject personal pronouns
me, you, him, her, it, us, them = object personal pronouns.
(b) possessive pronouns show ownership:
mine, yours, his, hers, its, ours, theirs, whose
(c) relative pronouns point back to a prior noun:
that, which, who, whom, whose
(d) indefinite pronouns stand for a nonspecific person or thing:
anyone, nobody, something, anything
(e) reflexive pronouns end in a form of self:
myself, yourself, himself, herself, itself, oneself, ourselves, yourselves, themselves

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(f) demonstrative pronouns point to specific persons or things:

this, that, these, those
(g) interrogative pronouns begin questions:
what, which, whose
As you can see from whose, certain pronouns fit into more than one category.
RELATIVE CLAUSE

A type of dependent clause that describes a noun before it in the sentence. Relative clauses act like adjectives.
A relative clause often begins with a relative pronoun, but not always:

a woman whom I know

whom I know = relative clause describing woman
(whom = relative pronoun)
a woman I know
I know = relative clause describing woman
(no relative pronoun)
Another name for relative clause is adjective clause.
RELATIVE PRONOUN

A type of pronoun that points back to a noun before it and begins a relative clause (also called an adjective
clause) describing that noun:

A friend who had heard the news told me about it.

who had heard the news + relative clause describing friend
who = relative pronoun, pointing back to friend
Several of the buildings that we saw there had balconies.
that we saw there = relative clause describing buildings
that = relative pronoun, pointing back to buildings
The man whose car I hit wrote down his address.
whose car I hit = relative clause telling which man
whose = relative pronoun pointing back to man, meaning belonging to the man
(In the last example, whose is also a possessive adjective describing car.
REFLEXIVE PRONOUN

A pronoun that ends in self (singular) or selves (plural). These are the reflexive pronouns:

myself
yourself
himself
herself
itself
oneself
ourselves
yourselves
themselves
SUBJECT PRONOUN

A pronoun acting as:

(a) the subject of an independent clause

We liked all the presents that our aunt brought.
we = subject of the clause we liked all the presents
(Here, we is also the subject of the sentence.)
OR
(b) the subject of the dependent clause
The smell made us suspect that something was burning.
something = subject of the clause that something was burning
Whoever finds the necklace can keep it.
whoever = subject of the clause whoever finds the necklace
Some pronouns can only act as subjects. Others, like you, this, it, and something, can also be objects.
SUBJUNCTIVE

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The form a verb sometimes takes when the writer is expressing a recommendation, a wish, or a condition that is
imaginary or contrary to fact. The subjunctive can occur in two forms:

Language Placement Test

Grammatical Terms and Definitions
Appendix D
(a) The present subjunctive looks just like the base verb form:
She suggested that he be there an hour early.
be = present subjunctive
The committee might insist that your report arrive before Monday.
arrive = present subjunctive
The present subjunctive often occurs in a that clause after verbs like suggest, insist, recommend, demand, request, and
urge, especially in formal writing.
(b) The past subjunctive looks just like the past form of the verb. The past subjunctive of be is always were:
If I were rich, I would move to Tahiti.
were = past subjunctive to be (condition contrary to fact: I am not rich.)
We could have a barbecue if we brought charcoal.
brought = past subjunctive of bring (imaginary condition: We have not brought charcoal yet.)
I wish she came more often.
came = past subjunctive of come (expressing a wish)
NOTE: The subjunctive is one of three moods in English grammar. The mood of the verb shows the writers purpose.
to make a statement a question (indicative mood)
to make a command or suggestion (imperative mood)
to make a suggestion, hypothesis, or statement contrary to fact (subjunctive mood)
SUBORDINATING CONJUNCTION A type of conjunction that begins a dependent clause:
The snow began to melt because the sun was shining.
because = subordinating conjunction
because the sun was shining = dependent clause
While her children slept, Susan worked on her latest sketches.
while = subordinating conjunction
while her children slept + dependent clause
We will attend the meeting, although we may need to leave early.
although = subordinating conjunction
although we may need to leave early = dependent clause
Subordinating conjunctions act as adverbs, so the clauses they begin are adverb clauses.
SUBORDINATOR

A word that begins a dependent clause. Two types of subordinators are subordinating conjunctions and relative
pronouns:

Although it was cold, we stayed outside.

although it was cold = dependent clause
although = subordinating conjunction
I visited the plant where her brother works.
where he brother works = dependent clause
where = subordinating conjunction
He asked about the person who had applied for the job.
who had applied for the job = dependent clause
who = relative pronoun
The buildings which we saw all had balconies.
which we saw = dependent clause
which = relative pronoun

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A clause that starts with a subordinator cannot stand alone as a complete sentence:
the train arrived
(does not start with a subordinator, so it can be a complete sentence)
when the train arrived
(starts with the subordinator when, so it cannot be a complete sentence)
SUPERLATIVE

An adjective or adverb that compares three or more things:

(a) superlative adjectives either end in -est or come after most (never both):
best
happiest
most beautiful
(b) superlative adverbs almost always come after most:
most happily
most often
(c) some superlatives can act as both adjectives and adverbs:
The cheetah is the fastest of all land animals.
fastest = superlative adjective describing cheetah
They had a contest to see who could run fastest.
fastest = superlative adverb describing run
TENSE

The form that a verb takes to indicate time. There are twelve tenses in English:
EXAMPLE:

TENSE:

He takes trips often.

He took a trip last month.
He will take a trip next month.
He has taken many trips.
He had taken two trips the year before.
He will have taken four trips by May.
He is taking a trip this week.
He was taking a trip when they called.
He will be taking a trip to Africa soon.
He has been taking trips there for years.
He had been taking trips to Spain as well.
He will have been taking trips for a decade.

simple present
simple past
simple future
present perfect
past perfect
future perfect
present progressive
past progressive
future progressive
present perfect progressive
past perfect progressive
future perfect progressive

TRANSITIVE VERB

A verb that takes an object after it.

admire
rob
outdo
raise
solve
Some verbs, like the examples above, are always transitive (always need an object). Other verbs can be either transitive (have an object) or
intransitive (have no object), depending on the sentence:
They eat green apples twice a day.
eat = transitive (has the object apples)
They eat twice a day.
eat = intransitive (has no object)

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Appendix D
VERB PHRASE

A main verb and any auxiliary verbs that go with it:

The boys ate.

ate = main verb
ate = entire verb phrase
Are the boys eating now?
are = auxiliary verb
eating = main verb
are eating = entire verb phrase
The boys should not already have eaten.
should, have = auxiliary verbs
not, already = adverbs in the middle of the verb phrase
may not yet have eaten = entire verb phrase
A verb phrase can contain a single word, as in the first example, or several words, including adverbs that occur in the middle of it.
Whether it contains one word or several words, the whole verb phrase acts as one verb.
VOICE

The form of a verb that shows whether or not the subject is performing the action. If the subject is performing
the action, the verb is in the active voice. If the subject is not acting but being acted upon, the verb is in the
passive voice:
The pitcher threw the ball.
the pitcher = subject, performing the action
threw = verb in the active voice
The ball was thrown by the pitcher.
the ball = subject, acted upon by the pitcher
was thrown = verb in the passive voice

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