Grammar Matters, 1st Edition Test Bank

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

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

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

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Error 19: Misspelled Words, Part I, Test 1 88
Error 19: Misspelled Words, Part I, Test 2 90
Error 20: Misspelled Words, Part II, Test 1 92
Error 20: Misspelled Words, Part II, Test 2 94
Comprehensive Test, Part Two 96
ANSWERS TO UNIT TESTS
Answers to Part One Unit Test (Unit 2)
Answers to Part One Unit Tests (Units 3-4)
Answers to Part One Comprehensive Unit Test
Answers to Part Two Unit Tests (Errors 1-20)
Answers to Part Two Comprehensive Test
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Name: ___________________________ Instructor: ______________________________
Unit 2: The ESL Student and the Native Speaker, Test 1
1. The main difficulties ESL students face in learning English are
a) pronunciation, spelling, and punctuation.
b) pronunciation, grammar, and idioms.
c) grammar, spelling, and syllables.
d) grammar, context, and meaning.
2. Homonyms are
a) words that sound alike but have different meanings.
b) words that sound different but have the same meaning.
c) words that are spelled the same but have different meanings.
d) words that are pronounced differently to produce different meanings.
3. The word context means
a) how a word is spelled.
b) how grammar rules apply to a sentence.
c) the situation or way in which a word is used.
d) the contents of a textbook.
4. “That blew my mind” is an example of
a) an error in grammar.
b) an error in context.
c) the subjunctive mood.
d) an idiom.
5. A native English speaker
a) must learn all the formal rules of grammar.
b) has an “ear” for what sounds right even if he or she doesn’t know the rules.
c) has had a better education than an ESL student.
d) has learned grammar but not idioms.
6. A native speaker could help an ESL student learn English by
a) talking on the phone with him/her.
b) exchanging email with him/her.
c) reviewing class assignments with him/her.
d) all of the above.
7. Immigrants who arrive in the United States and cannot speak English
a) probably will never learn to speak English.
b) often fail to survive in this country.
c) usually don’t even try to learn English.
d) usually master English and survive in the United States.
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Name: ___________________________ Instructor: ______________________________
8. Native speakers
a) are generally more intelligent than ESL students.
b) use complex verb tenses and sentence structures without even knowing it.
c) study and learn idioms in school.
d) never have to study grammar rules.
9. ESL students
a) have trouble with prepositions.
b) are often confused by idioms.
c) sometimes leave out articles or pronouns.
d) all of the above.
10. The “Ear Alert” sections of Writing Talk will help
a) native speakers, who need extra drills in the rules.
b) ESL students, who need to become familiar with idioms.
c) both native speakers and ESL students.
d) all of the above.
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Name: ___________________________ Instructor: ______________________________
3
Unit 2: The ESL Student and the Native Speaker, Test 2
1. Language typically consists of two main parts:____________ and ____________.
2. ESL stands for ___________________________________________.
3. ESL speakers have three main problems. Two of those problems are
__________________ and ___________________.
4. If you have an “ear” for language, you can tell when something
____________________.
5. Pronunciation refers to how a word ________________.
6. Two words that sound alike but have different meanings are called ___________.
7. Give an example of two words that sound alike but have different meanings:
_______________ ________________.
8. “There was a huge school of fish.” “She was late to school.”
The meanings of the word “school” in these examples depends upon the
________________ in which they are used.
9. A phrase or expression that doesn’t mean exactly what it says—for example,
“He’s got a chip on his shoulder”—is called a(n) ______________.
10. Give another example of a phrase or expression commonly used in the United
States that doesn’t mean exactly what it says:
_________________________________________________________________.

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

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

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

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Name: ___________________________ Instructor: ______________________________
Unit 4: Building Sentences, Test 2
 Part 1: In the paragraph below, underline all the independent clauses.
Drivers should think of others when they’re driving. They must not expect
others to give them courtesies that they themselves don’t give. For instance, my
friend Jeff is always honking his horn and blinking his lights at drivers in front of him
who aren’t going as fast as he would like them to. However, when he’s in unfamiliar
territory and needs to go the speed limit, he gets upset when people honk and pass
him. Why does he expect other drivers to behave differently? He needs to start by
behaving differently himself. My grandfather also needs to learn to “do unto others.”
He lives on a dirt road and, when the weather is dry, it gets very dusty. He hates it
when the car or truck in front of him goes fast (more than 15 mph) and kicks up dust.
But when he’s in front, he goes as fast as he wants to, not worrying about the drivers
behind him. Some people simply forget their manners when they get in a car.
 Part 2: Rewrite the following paragraph to eliminate the choppy effect of too
many simple sentences.
In my experience, I have found that there are three major problems with dating.
One problem is finding someone to date. Another problem is finding places to go on
dates. The last problem is being nervous on dates. Finding someone to date can be
hard. It is especially hard when you live in a small town like I do. It is hard to find
someone who shares my values and interests. It’s hard to find a person I can trust.
Then we have to go somewhere. The choices are very limited. We can go out to eat.
We can go to the movies. We can go bowling or play miniature golf. Young people
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Name: ___________________________ Instructor: ______________________________
get tired of going to the same places. Also, they all cost money. Finally, I might find
a person and a place. Then I have to worry about being nervous. I am especially
nervous on first dates. I get really nervous when a date comes to the door to pick me
up. One night I was really nervous. I tripped over the front porch steps at my own
house. I also fidget a lot when I get nervous. At a restaurant, I play with straw
wrappers. At a movie, I play with candy boxes. It is hard not to show my
nervousness on dates. There are three problems with dating. I still find dating
enjoyable.
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Name: ___________________________ Instructor: ______________________________
Comprehensive Test, Part One
There are several different sets of instructions on this test. Make sure to read each set
before working on the sentences that follow.
 For the following five sentences, underline the subject once and the complete verb
twice; cross out the prepositional phrases.
1. Steve collected cans from the neighbors.
2. Last summer I lived in Canada.
3. Against my better judgment, I quit my job at the mill and started selling
encyclopedias.
4. My mother teaches piano to young people in our neighborhood.
5. Without the support of friends and family, Jonathan and his wife could not have
started their organization for missing children.
 Circle the gerunds in the following two sentences.
6. Jumping from a bridge with a cord tied to my feet is not my idea of fun.
7. I never have liked going to the dentist.
 Circle the participles in the following two sentences.
8. The married couples have their own discussion group.
9. I stared out the window at the falling snow.
 Circle the infinitives in the following two sentences.
10. Two years ago I learned to swim.
11. I hope to be a physical therapist when I finish school.
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Name: ___________________________ Instructor: ______________________________
 Label each of the following clauses dependent (D) or independent (I).
__________ 12. Before I started on my homework.
__________ 13. If you would like to receive more information.
__________ 14. We worked together on the project.
__________ 15. Because exercise can improve self-esteem.
__________ 16. Running away isn’t the answer.
 Identify each of the following sentences as simple (S), compound (CO), or
complex (CX).
__________ 17. Seniors can tutor juniors, and juniors can tutor sophomores.
__________ 18. Although there are some drawbacks, the “Work First” plan has
been effective.
__________ 19. In the future, students will have to learn new and complex skills.
__________ 20. Telephones and televisions are just two examples of modern
conveniences.
 Put correct punctuation at the end of the following three sentences.
21. Go home now
22. He doesn’t know where they are meeting
23. I don’t want any more, but would you like some
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Name: ___________________________ Instructor: ______________________________
16
Error 1: Sentence Fragments, Test 1
 Part 1: Correct the following fragments.
1. They dated for years. Before finally getting married.
2. He sat home all day. Waiting for the employment agency to call him.
3. It was a difficult job. To keep all the children calm and quiet.
4. The power went out last night. Which is why my alarm clock didn’t go off.
5. Some people are simply careless. For example, leaving car doors unlocked and
the keys on the seat.
 Part 2: Identify whether the following sentences are complete (C) or fragments
(F).
__________ 6. Especially after she got a speeding ticket.
__________ 7. Which she proceeded to tear up.
__________ 8. It was a difficult situation.
__________ 9. Wanting to do the right thing, but not knowing what it was.
__________ 10. She knew to whom she needed to talk.

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

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

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

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

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