Grammar Matters, 1st Edition Test Bank

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Test BankCheryl ClementsBlinn CollegeEdited byNed CummingsBryant and Stratton CollegeVirginia Beach CampusGrammar MattersSentence Basics and Essential GrammarAnthony C. WinklerJo Ray McCuen-MetherellGlendale Community College

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ContentsPART ONE:SENTENCE BASICSUnit 2*: The ESL Student and the Native Speaker, Test 11Unit 3: The Sentence, Test 14Unit 3: The Sentence, Test 26Unit 4: Building Sentences, Test 18Unit 4: Building Sentences, Test 210Comprehensive Test, Part One12PART TWO:THE 20 MOST COMMON SENTENCE ERRORSError 1: Sentence Fragments, Test 116Error 1: Sentence Fragments, Test 218Error 2: Run-on Sentences, Test 120Error 2: Run-on Sentences, Test 122Error 3: Lack of Subject-Verb Agreement, Test 124Error 3: Lack of Subject-Verb Agreement, Test 126Error 4: Incorrect Verb Forms, Test 128Error 4: Incorrect Verb Forms, Test 130Error 5: Incorrect Forms ofDo,Be, andHave, Test 132Error 5: Incorrect Forms ofDo,Be, andHave, Test 234Error 6: Passive Voice, Test 136Error 6: Passive Voice, Test 238Error 7: Shift in Tense, Test 140*Note: due to the short length of Unit 1, there are no test questions for that unit.iii

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ivError 7: Shift in Tense, Test 242Error 8: Shifts in Point of View, Test 144Error 8: Shifts in Point of View, Test 246Error 9: Unclear or Missing Referent, Test 148Error 9: Unclear or Missing Referent, Test 250Error 10: Sexism and Lack of Pronoun Agreement, Test 152Error 10: Sexism and Lack of Pronoun Agreement, Test 254Error 11: Trouble with Using Adverbs and Adjectives in Comparisonsand Superlatives, Test 156Error 11: Trouble with Using Adverbs and Adjectives in Comparisonsand Superlatives, Test 258Error 12: Dangling or Misplaced Modifiers, Test 160Error 12: Dangling or Misplaced Modifiers, Test 262Error 13: Omitted Commas, Part I, Test 164Error 13: Omitted Commas, Part I, Test 266Error 14: Omitted Commas, Part II, Test 168Error 14: Omitted Commas, Part II, Test 270Error 15: Apostrophe Problems, Test 172Error 15: Apostrophe Problems, Test 274Error 16: Trouble with Quotation Marks, Test 176Error 16: Trouble with Quotation Marks, Test 278Error 17: Incorrect Capitalization, Part I, Test 180Error 17: Incorrect Capitalization, Part I, Test 282Error 18: Incorrect Capitalization, Part II, Test 184Error 18: Incorrect Capitalization, Part II, Test 286

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Error 19: Misspelled Words, Part I, Test 188Error 19: Misspelled Words, Part I, Test 290Error 20: Misspelled Words, Part II, Test 192Error 20: Misspelled Words, Part II, Test 294Comprehensive Test, Part Two96ANSWERS TO UNIT TESTSAnswers to Part One Unit Test (Unit 2)Answers to Part One Unit Tests (Units 3-4)Answers to Part One Comprehensive Unit TestAnswers to Part Two Unit Tests (Errors 1-20)Answers to Part Two Comprehensive Testii

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Name: ___________________________ Instructor: ______________________________Unit 2:The ESL Student and the Native Speaker, Test 11.The main difficulties ESL students face in learning English area)pronunciation, spelling, and punctuation.b)pronunciation, grammar, and idioms.c)grammar, spelling, and syllables.d)grammar, context, and meaning.2.Homonyms area)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 wordcontextmeansa)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 ofa)an error in grammar.b)an error in context.c)the subjunctive mood.d)an idiom.5.A native English speakera)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 bya)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 Englisha)probably will never learn to speak English.b)often fail to survive in this country.c)usually don’t even try to learn English.d)usually master English and survive in the United States.1

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Name: ___________________________ Instructor: ______________________________8.Native speakersa)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 studentsa)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 ofWriting Talkwill helpa)native speakers, who need extra drills in the rules.b)ESL students, who need to become familiar with idioms.c)both native speakers and ESL students.d)all of the above.2

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Name: ___________________________ Instructor: ______________________________3Unit 2:The ESL Student and the Native Speaker, Test 21.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.Pronunciationrefers 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 UnitedStates that doesn’t mean exactly what it says:_________________________________________________________________.

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Unit 3:The Sentence, Test 1There are several different sets of instructions on this test. Make sure to read each setbefore working on the sentences that follow.Underline the subject once and the verb twice. Underline all helping verbs that gowith 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: ______________________________6Unit 3:The Sentence, Test 2In the following paragraph, underline all subjects once and verbs (including helpingverbs) twice. Circle the gerunds, participles, and infinitives.I enjoy going to the flea market on Saturdays. It is a crowded, exciting placewith something for everyone. The merchandise ranges from real antiques to brokentoys from last month’s Happy Meals. Clothes, books, appliances, crafts, and—last butnot least—food are in abundance. People do not get dressed up to go there, and oftenthey don’t have a special place to go or an item they need to buy. They just wanderaround, laughing and talking, and look at the merchandise booths. The customers areyoung and old, male and female, rich and poor. Some are actively looking forbargains, while others spend more time looking at people. The atmosphere is friendlyand lively. A lot of good-natured bargaining goes on as customers try to get thelowest price for the items they desire. I love to walk, look, and listen there, especiallyon a Saturday afternoon.

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Name: ___________________________ Instructor: ______________________________8Unit 4:Building Sentences, Test 1Identify 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), orexclamation (E)andput 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 theindependentclauses.Drivers should think of others when they’re driving. They must not expectothers to give them courtesies that they themselves don’t give. For instance, myfriend Jeff is always honking his horn and blinking his lights at drivers in front of himwho aren’t going as fast as he would like them to. However, when he’s in unfamiliarterritory and needs to go the speed limit, he gets upset when people honk and passhim. Why does he expect other drivers to behave differently? He needs to start bybehaving 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 itwhen 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 driversbehind 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 toomany 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 ondates. The last problem is being nervous on dates. Finding someone to date can behard. It is especially hard when you live in a small town like I do. It is hard to findsomeone 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 people10

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

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Name: ___________________________ Instructor: ______________________________Comprehensive Test, Part OneThere are several different sets of instructions on this test. Make sure to read each setbefore working on the sentences that follow.For the following five sentences, underline the subject once and thecompleteverbtwice; 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 sellingencyclopedias.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 havestarted their organization for missing children.Circle the gerunds in the following two sentences.6.Jumping from a bridge with a cord tied to my feet is not my idea of fun.7.I never have liked going to the dentist.Circle the participles in the following two sentences.8.The married couples have their own discussion group.9.I stared out the window at the falling snow.Circle the infinitives in the following two sentences.10.Two years ago I learned to swim.11.I hope to be a physical therapist when I finish school.12

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Name: ___________________________ Instructor: ______________________________Label each of the following clauses dependent (D) or independent (I).__________ 12.Before I started on my homework.__________ 13.If you would like to receive more information.__________ 14.We worked together on the project.__________ 15.Because exercise can improve self-esteem.__________ 16.Running away isn’t the answer.Identify each of the following sentences as simple (S), compound (CO), orcomplex (CX).__________ 17.Seniors can tutor juniors, and juniors can tutor sophomores.__________ 18.Although there are some drawbacks, the “Work First” plan hasbeen effective.__________ 19.In the future, students will have to learn new and complex skills.__________ 20.Telephones and televisions are just two examples of modernconveniences.Put correct punctuation at the end of the following three sentences.21. Go home now22. He doesn’t know where they are meeting23. I don’t want any more, but would you like some13

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Name: ___________________________ Instructor: ______________________________14List examples of the following types of conjunctions.24. Name three examples of subordinating conjunctions.a)b)c)25. Name three examples of coordinating conjunctions.a)b)c)

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Name: ___________________________ Instructor: ______________________________16Error 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 andthe 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: ______________________________18Error 1:Sentence Fragments, Test 2The following paragraph contains eight fragments. Correct each one by one of themethods you have learned.I do not enjoy camping. Unfortunately, I didn’t know this. Until I wasactually on a camping trip. Sweating, killing mosquitoes, and being dirty. Those arenot things I enjoy very much. The trail was rocky, and the weather was hot. Wefinally stopped and built a fire. To cook the food and keep some of the mosquitoesaway. Building a fire meant wandering through dense woods. To find rocks for afireplace 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 onthe inside, and stew with grit in it. After dinner, we had to wash up. Using sand andleaves instead of water. Finally, the sun went down, and it wasn’t so hot anymore. Infact, it got downright cold. The tent was hard to set up, and it smelled funny. Eventhough we cleared off the ground under the tent before we set it up. I tossed andturned all night on sharp sticks and rocks. I guess I am not the kind of person wholikes “roughing it.” Who is willing to put up with having no running water just to getcloser to nature. Particularly in the middle of summer. I wish I’d known I didn’t likecamping before I went, but sometimes a person just has to learn from experience.

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Name: ___________________________ Instructor: ______________________________20Error 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: ______________________________22Error 2:Run-on Sentences, Test 2The following paragraph contains fused sentences and comma splices. Find andcorrect the eight errors in any way you choose.Before my grandfather’s death, he gave me a rifle that had been in the familyfor 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 hewas a little boy until the day he died. Back then a man needed a gun to protect hisfamily and to hunt for food. He died when he was 81, he gave the gun to his son hewas 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 valuemy great-grandfather used it to fight in the Civil War, I have seen many guns like it inCivil War museums. My grandfather was on his deathbed, he gave me this gun andtold me the story about it. Now it sits in a cabinet and is only for viewing. It is myduty 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 hassentimental beauty, though.

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Name: ___________________________ Instructor: ______________________________24Error 3:Lack of Subject-Verb Agreement, Test 1Choose 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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