Imperative sentences are commonly used in everyday language and can be found in various contexts, such as instructions, advice, requests, or warnings. The sentence "Drink your hot chocolate before it gets cold." is an imperative sentence (imp.) as it gives a command or instruction.
An imperative sentence is a type of sentence that gives a command, makes a request, or expresses a directive. It is used to tell someone to do something or to give instructions. Imperative sentences often begin with a verb and do not necessarily include a subject. The main purpose of an imperative sentence is to communicate an action or a task. For example, "Close the door," "Please pass the salt," or "Don't forget to call me."
Imperative sentences can take different forms, including positive commands, negative commands, and requests. Positive commands instruct someone to do something, while negative commands tell someone not to do something. Requests, on the other hand, ask someone to perform an action but with a tone of politeness or gentleness.
Therefore, The sentence "Drink your hot chocolate before it gets cold." is an imperative sentence (imp.) as it gives a command or instruction.
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Exercise 1 Circle any double or incomplete comparisons. Write C in the blank if the sentence is correct.
New York is the most largest of the four cities.
New York is the most largest of the four cities. The sentence contains a double comparison. The correct form would be:
New York is the largest of the four cities.
How to explain the informationMost" is a superlative comparative form, used to compare three or more items. In this case, it implies that there are at least four cities being compared.
"Largest" is another superlative comparative form, used to compare three or more items. It implies that there are at least three cities being compared.
Therefore, by using both "most" and "largest" together, it creates a redundancy and a grammatical error because it's comparing the same set of items twice.
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Exercise 2 Complete each sentence by writing a verb phrase (main verb and auxiliary verbs) using the verb indicated.
Five years later, she _________ was taking tests for a competition license in auto racing. (take)
In the given sentence, the verb phrase "was taking" is formed by the main verb "taking" and the auxiliary verb "was." Five years later, she was taking tests for a competition license in auto racing.
A verb phrase is a group of words that includes a main verb and any auxiliary (helping) verbs. It functions as the predicate of a sentence and expresses the action or state of being. In the given sentence, the verb phrase "was taking" consists of the main verb "taking" and the auxiliary verb "was."
Together, they convey the action of the subject "she" engaging in the activity of taking tests for a competition license in auto racing.
Therefore, five years later, she was taking tests for a competition license in auto racing.
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Actor Bond relationship
How they are important to Skanska and what could go wrong?
Actor bonds are an important aspect of Skanska's operations, particularly in the construction industry.
These bonds act as a guarantee that the contracted work will be completed as per the agreed terms and conditions. Skanska, as a construction company, relies on actor bonds to provide financial security and reassurance to its clients. These bonds protect clients from potential risks such as project delays, incomplete work, or financial losses due to the contractor's default.
The importance of actor bonds to Skanska lies in their ability to enhance the company's reputation and credibility. By obtaining bonds, Skanska demonstrates its financial stability and commitment to fulfilling its contractual obligations. This, in turn, helps the company attract clients and secure projects.
However, several factors can potentially go wrong with actor bonds. If Skanska fails to fulfill its contractual obligations or defaults on a project, the bonding company may be required to step in and fulfill those obligations. This can result in financial liabilities for Skanska, including the potential loss of its bonding capacity or higher premiums for future bonds. Moreover, if Skanska consistently fails to meet its obligations, it may damage the company's reputation, making it difficult to secure future contracts.
Additionally, changes in Skanska's financial standing, such as a significant decline in liquidity or creditworthiness, could impact its ability to obtain actor bonds. This could limit the company's access to projects and potentially hinder its growth.
In summary, while actor bonds are essential to Skanska's operations by providing financial security and credibility, potential issues such as defaulting on projects or changes in financial standing can have negative repercussions, including financial liabilities and damage to the company's reputation.
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Exercise 1 Draw a line under the subject. Then write in the blank the form of the verb in parentheses that agrees with the subject. Use the present tense of the verb.
Folk, in addition to rock, _______________ my favorite music. (be)
The correct way to add the verb in the sentence is in the "is" form, so the complete sentence will be: "Folk, in addition to rock, is my favorite music."
What is the subject of a sentence?Is the noun, pronoun or noun phrase.It is the word that indicates who or what is performing the action of the verb.To find the subject of the sentence, we need to identify the verb.
In the sentence shown above, the verb is "be". To identify the subject we need to identify who is directly related to the meaning of "be" and in this case, it is possible to see that the word "Folk" is related to "be," with "Folk" being the subject of the sentence.
"Folk" can be represented by the pronoun "it" and as we know, the verb "be" when associated with "it" is presented in the form "is", which is the correct way to complete the sentence.
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Exercise 2 Insert commas where necessary. Delete unnecessary commas.
For us children are never a nuisance.
We only need to add a comma to the sentence, we will get:
For us, children are never a nuisance.
Where do we need to use the commas?A comma (,) is a punctuation symbol used to indicate a pause in a sentence or to separate elements within a sentence. It has several specific uses in writing:
Separating items in a series: Commas are used to separate three or more items in a series. For example: "I bought apples, oranges, and bananas."
Separating adjectives: Commas can be used to separate multiple adjectives that describe the same noun. For example: "She had beautiful, long, flowing hair."
Setting off introductory elements: Commas are used to separate introductory words, phrases, or clauses from the main part of a sentence. For example: "However, I decided to go anyway."
Separating coordinate adjectives: Commas are used between two or more adjectives that independently modify the same noun. For example: "He was a strong, confident leader."
Separating nonessential information: Commas are used to set off nonessential or parenthetical information within a sentence. For example: "John, who is my neighbor, invited me to his party."
Separating clauses in a compound sentence: Commas are used to separate two independent clauses joined by a coordinating conjunction. For example: "I went to the store, and I bought some groceries."
In this case, we need to separate the person "us" and the idea, which is what comes after that, so the sentence should be:
For us, children are never a nuisance.
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form abstract nouns using the words given in column a and write them in colum b of table given below
sr. column A column B
1. Child --------
2. Brave ---------
3. Honest ----------
4. Hate ------------
5. Friend ------------
6. Patriot -----------
7. Relax -------------
8. Equal -----------
9. Strong -------------
10. Live -------------
help help quick 50 points............
Answer:
1. Childhood
2. Bravery
3. Honesty
4. Hatred
5. Friendship
6. Patriotism
7. Relaxation
8. Equality
9. Strength
10. Life
Exercise 1 Above each infinitive, write n if it is used as a noun, adj. if it is used as an adjective, and adv. if it is used as an adverb.
His old house is an interesting place to visit.
His old house is an interesting place to visit.
house (n) - It is a noun, referring to a building where people live.
old (adj.) - It is an adjective, describing the age of the house.
interesting (adjective) - It is an adjective, describing the quality of the place.
to visit (adv.) - It is an adverbial phrase, modifying the verb "is" and indicating the purpose or intention of the action.
In English grammar, the infinitive is the basic form of the verb that precedes the word "to". It is often used to express a goal, an intention, or an action. Infinitives can act as nouns, adjectives, or adverbs in a sentence. As nouns, they can be used as subjects, objects, or complements. As adjectives, they modify the noun.
As adverbs, they modify verbs, adjectives, or other adverbs. Infinitives allow us to express concepts such as desire ("to eat"), obligation ("to learn") or ability ("swim"). They are versatile and important elements in sentence construction, providing a wide range of possibilities for expressing ideas and actions.
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Exercise 1 Draw two lines under each simple predicate in the main clause. Write the verb tense: present perfect, past perfect, or future perfect.
The freighter had sunk before the rescue ship could reach it.
The freighter had sunk before the rescue ship could reach it. The tense of the verb used is past perfect.
A complete sentence consists of two main parts. The two main parts are the subject and the predicate. The predicate of a statement talks about the subject. The predicate gives more information regarding the subject. Here, The predicate talks about the freighter which is the subject.
The past perfect tense is used here because it denotes an action that had happened in the past but holds true in the present. The freighter is still sunk in the present. Hence the past perfect tense is used.
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Psychologists say that a sigh can express satisfaction and contentment. frequent
sighing can suggest despair and depression. it can also express disgust or frustration. it
can express several emotions, but there is no one correct way to interpret its meaning.
the implied main idea is:
o psychologists say that a sigh can express satisfaction and contentment, and frequent sighing can
suggest despair and depression.
sighing can express several emotions.
a sigh can express several emotions, but there is no one correct way to interpret its meaning.
o a sign can express emotions, such as disgust or frustration.
Psychologists say that a sigh can express satisfaction and contentment. Frequent sighing can suggest despair and depression. It can also express disgust or frustration. It can express several emotions, but there is no one correct way to interpret its meaning.
The implied main idea is that a sigh can be used to express a wide range of emotions. While a sigh can be an indication of contentment and satisfaction, frequent sighing can indicate despair and depression. Similarly, it can also convey feelings of frustration and disgust.The key takeaway is that sighing is not always indicative of negative emotions, nor is it always indicative of positive emotions. Rather, it is a nuanced expression that can be used to convey a wide range of emotions.
This complexity means that interpreting the meaning of a sigh requires context and an understanding of the individual who is sighing.To summarise, sighing can be a useful tool for expressing emotions, but it is important to remember that it is not a one-size-fits-all solution. Rather, it is a nuanced expression that can convey a range of emotions depending on the context in which it is used.
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How does thoreau distinguish the natural world, perhaps in contrast to the human world?
In Walden, Thoreau separates the natural world from the human world. He argues that humans are not separate from the natural world, but rather are a part of it. Thoreau feels that society has corrupted human nature, causing them to lose touch with the natural world and themselves.
Thoreau goes on to describe how people can reconnect with the natural world and rediscover themselves. By living simply and in harmony with nature, he believes that people can regain their sense of self and their connection to the natural world. He argues that humans are not separate from the natural world, but rather are a part of it.
Thoreau points out that humans are capable of great things, but they have become too caught up in the material world and have lost sight of what is truly important. Thoreau's message is one of hope and inspiration, as he believes that people can change and rediscover themselves if they are willing to make the effort.
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Match the Terms:
1.Red herring
2.Appeal to Pity
3.Appeal to force (scare tactics)
4.Appeal to ignorance
5.Ad hominem fallacy
6.popular appeal
7.hasty genralization
8.straw man
A-The distortion or misrepresentation of an argument to make it easier to knock down or refute.
B-Arguing that something is true simply because no one has proven it is false or that something is false simply because no one has proven it true.
C-A conclusion based on atypical cases (sample too small or biased).
D-An argument directed toward a different conclusion than the one posed in the original argument.
E-Responding to an argument by attacking the character or circumstances of the person making the argument.
F-Attempting to gain support for a conclusion by evoking feelings of pity when pity is irrelevant to the conclusion.
G-Appealing to the opinion of the majority to gain support for a conclusion.
H-A threat to use force (physical, psychological, or legal) to get another person to back down from his/her position in an argument.
1. Red herring: The distortion or misrepresentation of an argument to make it easier to knock down or refute.
2. Appeal to Pity: Attempting to gain support for a conclusion by evoking feelings of pity when pity is irrelevant to the conclusion.
3. Appeal to force (scare tactics): A threat to use force to get another person to back down from their position in an argument.
4. Appeal to ignorance: Arguing that something is true or false based on a lack of evidence.
5. Ad hominem fallacy: Responding to an argument by attacking the character of the person making the argument.
6. Popular appeal: Appealing to the opinion of the majority to gain support for a conclusion.
7. Hasty generalization: Drawing a conclusion based on atypical cases or insufficient evidence.
8. Straw man: Distorting or misrepresenting an argument to make it easier to refute.
1. Red herring: The distortion or misrepresentation of an argument to make it easier to knock down or refute. This fallacy involves diverting attention from the main issue by introducing irrelevant or unrelated information or arguments that lead the discussion off track.
2. Appeal to Pity: Attempting to gain support for a conclusion by evoking feelings of pity when pity is irrelevant to the conclusion. This fallacy manipulates emotions rather than providing valid reasoning or evidence.
3. Appeal to force (scare tactics): A threat to use force (physical, psychological, or legal) to get another person to back down from their position in an argument. This fallacy relies on intimidation or coercion rather than logical reasoning.
4. Appeal to ignorance: Arguing that something is true simply because no one has proven it false or that something is false simply because no one has proven it true. This fallacy exploits the lack of evidence or knowledge to support a claim.
5. Ad hominem fallacy: Responding to an argument by attacking the character or circumstances of the person making the argument. This fallacy focuses on personal attacks rather than addressing the substance of the argument.
6. Popular appeal: Appealing to the opinion of the majority to gain support for a conclusion. This fallacy asserts that something is true or correct simply because many people believe it to be so.
7. Hasty generalization: Drawing a conclusion based on atypical cases, often due to a sample size that is too small or biased. This fallacy involves making broad generalizations without sufficient evidence.
8. Straw man: The distortion or misrepresentation of an argument to make it easier to knock down or refute. This fallacy involves creating a weakened or exaggerated version of an opponent's argument and then attacking that version instead.
These fallacies are common errors in reasoning and argumentation, and recognizing them can help to strengthen logical thinking and promote more effective communication.
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Exercise 1 Underline each adjective or adverb clause. Draw an arrow from the clause to the word it modifies. In the blank, write adj. (adjective) or adv. (adverb) to tell what kind of clause it is.
Uncle Leo, to whom I told my crazy dream, just laughed and laughed.
Underline "to whom I told my crazy dream" write adj (adjective) and underline "just laughed and laughed" write adv. (adverb). Draw an arrow to "Uncle Leo".
"Uncle Leo, to whom I told my crazy dream, just laughed and laughed."
The sentence contains an adjective clause and an adverb clause.
The adjective clause is "to whom I told my crazy dream." It modifies the noun phrase "Uncle Leo." This clause provides additional information about Uncle Leo and describes the relationship between the speaker and Uncle Leo. It functions as an adjective clause.
The adverbial clause is "just laughed and laughed." This word changes the verb "laughed and laughed." Uncle Leo's laughter is described in this clause, implying that it is continuous. It performs the role of an adverb clause.
By underlining and drawing arrows, we can visually represent the connections between the clauses and the words they modify.
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Exercise 2 Complete each sentence by filling in an appropriate pronoun of the type indicated.
The Zaire River_____________, which was known as the Congo River until 1971, flows
through west-central Africa. (relative)
The Zaire River, which was known as the Congo River until 1971, flows through west-central Africa. The pronoun would be 'which'.
A pronoun is a word that replaces a noun or nominal phrase in a sentence. It has the effect of avoiding repetition of words and making sentences shorter. Pronouns can refer to people, animals, things, places, and ideas.
Examples of pronouns include "he", "she", "he", "they", "we", "you", "he", "she", "them", "we," "yourself," and "ourselves." Pronouns help maintain clarity in communication and make it easier to refer to previously mentioned entities or individuals without repetition. their names They play an important role in building coherent and grammatically correct sentences.
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Exercise 2 Underline the noun clause or clauses in each sentence.
I cannot understand how anyone can enjoy going to the dentist.
In the given sentence, there is one noun clause: "how anyone can enjoy going to the dentist." It functions as the direct object of the verb "understand."
The underlined noun clause can be identified by the fact that it functions as a noun and can be replaced by a pronoun such as "it" without changing the sentence's meaning. In this case, the noun clause functions as the object of the verb "understand" and introduces the question of how someone can enjoy going to the dentist.
A noun clause is a type of dependent clause that functions as a noun within a sentence. It can act as a subject, direct object, indirect object, object of a preposition, or complement.
Noun clauses are typically introduced by words such as "that," "if," "whether," "who," "whom," "what," "why," or "how." They often answer questions such as "what?" or "who?" and can contain a subject and a verb.
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To keep audience members interested in and focused on a speech, speakers should:
avoid using terms and language that listeners will not understand.
carefully select words and use rhetorical devices.
use appropriate visual aids.
All of the choices are correct.
To keep audience members interested in and focused on a speech, speakers should option d D. All of the choices are correct.
It is crucial for speakers to avoid using terms and language that listeners will not understand because doing so will make the audience disengage and lose interest in the message. If the speaker uses jargon or technical language that the audience is not familiar with, they may not be able to grasp the meaning of the message and will tune out.
Appropriate visual aids can be a valuable tool for keeping the audience engaged during a speech. They can assist speakers in conveying complex information and illustrating their points. Visual aids can assist the audience in better comprehending the message.
They can help in retaining the audience's attention and keep them engaged.When delivering a speech, carefully selecting words and using rhetorical devices can help the speaker convey their message more effectively and keep the audience interested and engaged.
Rhetorical devices are phrases or words that are used to emphasize a point or convey an idea, and they can help speakers make their message more memorable. They are useful for arousing emotions, stimulating thought, and persuading the audience.
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Exercise 2 Draw one line under the direct object. Draw two lines under the object complement.
My fellow members will never elect me president.
In the given sentence, "president" is an object complement. Therefore, two lines should be drawn under it. And, "me" is the direct object. Therefore, one line should be drawn under it. An object complement is a noun, pronoun, or adjective that follows and describes or renames the direct object to complete the meaning of the sentence.
The direct object is a noun or pronoun that receives the action of the verb. In this sentence, "president" follows and describes the direct object "me". Therefore, "president" is an object complement. In the sentence "My fellow members will never elect me president," "me" is the direct object because it receives the action of the verb "elect".
"President" is the object complement because it follows and describes the direct object "me". Therefore, "me" should be underlined with one line and "president" should be underlined with two lines.
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Exercise 1 Underline each word or phrase that should be italicized. Not every sentence has words that should be italicized.
The word smee plays an important role in A.M. Burrage’s story of the same name.
The word smee in the sentence must be italicized because it's the title of a book by A.M. Burrage. Hence, it's necessary to underline the word in the sentence. The process of underlining words or phrases is called italicizing them.
To emphasize specific words or phrases, we italicize them. Italics are also used to indicate titles of books, plays, and movies. Therefore, the word 'smee' in the sentence should be italicized because it refers to the title of a book by A.M. Burrage. In other words, the title of the story is called 'smee.'Finally, italicizing words refers to the process of underlining them. Furthermore, it's crucial to use italics in writing when indicating titles of books or other works. The purpose of using italics in this way is to ensure that titles stand out and are quickly recognizable by readers.
The process of underlining words or phrases is referred to as italicizing them.In writing, it's essential to use italics to indicate titles of books or other works. This method is used to ensure that titles stand out and are readily recognizable to readers. If titles are not italicized, they may be missed by readers or appear less important than the rest of the text. Therefore, it's crucial to use italics in the appropriate locations when writing.
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Exercise 1 Draw two lines under the simple predicate in each sentence. Then write the tense of the verb in the space provided.
Women had achieved many distinctions and honors.
Women had achieved many distinctions and honours.
Simple predicate: had achieved (past tense). The tense of the verb "achieved" is past tense.
A past tense is a grammatical form that indicates an action, event or state that happened in the past. It is used to talk about past actions or situations. In English, the past tense is usually formed by adding "-ed" to regular verbs (e.g. walk, speak) or by using irregular verb forms (e.g. gone, saw).
However, many irregular verbs have their own unique past tense forms (e.g. eat, ran). The past tense is often used to recount past events, discuss historical events, or describe actions that happened before the present time. This allows us to show that something happened in the past and is no longer happening.
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Exercise 1 Underline each simple subject once and each simple predicate twice. Label each preposition prep., each direct object d.o., and each indirect object i.o.
The heavy rain replenished the crop.
The simple subject in the given sentence is the heavy rain. The simple predicate is replenished.
In the given sentence, the simple subject is the heavy rain. The simple predicate is replenished. Below are the underlined simple subjects and simple predicate of the given sentence; The heavy rain replenished the crop. In the above sentence, "the heavy rain" is the simple subject which is underlined.
The predicate "replenished" is underlined twice, as it is a simple predicate. The word "the crop" is the direct object which receives the action of the verb "replenished" and the word "crop" is labeled as d.o. There is no indirect object in this sentence as the action is not done to or for someone else. Since there are no prepositional phrases in the sentence, no word is labeled as prep.
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Exercise 1 Supply the comparative and superlative forms of the following modifiers.
POSITIVE COMPARATIVE SUPERLATIVE
speedily
The comparative and superlative forms are -
POSITIVE: speedily
COMPARATIVE: more speedily
SUPERLATIVE: most speedily
The word "speedily" is the modifier's positive version. The word "more" is added before the positive form to get the comparative degree, which is "more speedily." When contrasting the speeds of two items, this comparative form is employed.
The word "most" is added before the positive form to create the superlative degree, which results in the phrase "most speedily." When comparing the speed of more than two items, the superlative form is used to denote the highest degree or range of speed.
It is possible to compare things and express different levels of speediness by using comparative and superlative forms. While "most speedily" denotes the fastest speed among several alternatives, "more speedily" signifies a higher level of speed in comparison to anything else.
When discussing the speed of various entities or events, knowing how to utilize comparative and superlative forms correctly aids in precisely conveying the intended idea and establishing obvious comparisons.
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Exercise 1 Place a check in the blank next to each sentence whose main verb is a linking verb.
Irish immigrants came to this country very early in its history.
In the given sentence, "Irish immigrants came to this country very early in its history," the main verb is "came."
The arrival of Irish immigrants makes this verb an action verb, not a linking verb. Linking verbs link a sentence's subject to a noun, pronoun, or adjective that characterises or identifies it. "be" is a common linking verb, as are "is," "am," "are," "was," and "were."
Examples of linking verbs are "The sky is blue," where "is" links the subject "sky" to the adjective "blue," and "She became a doctor," where "became" links the subject "she" to the noun "doctor." In the statement, "came" is an action verb, not a linking verb.
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what does text formatting involve? check all that apply. changing the phrasing of sentences changing the look of characters changing the look of paragraphs borrowing the wording of text in another location borrowing attributes of text from another location
Text formatting involves (b) changing the look of characters, (c) changing the look of paragraphs, and (e) borrowing attributes of text from another location.
Text formatting refers to the process of modifying the appearance of written content to enhance its visual presentation or convey specific information. The following actions are involved in text formatting:
1. Changing the look of characters: This includes altering the font, size, style (e.g., bold, italic), color, and spacing of individual characters or words within a text. By adjusting these properties, one can emphasize certain words or phrases and create visual hierarchy.
2. Changing the look of paragraphs: Formatting paragraphs involves adjusting their alignment (left, right, center, justified), indentation (first line or entire paragraph), line spacing, and spacing between paragraphs. These changes enhance readability and organization, making the text more visually appealing.
3. Borrowing attributes of text from another location: Text formatting allows for the borrowing of attributes, such as font styles or colors, from one section of text and applying them to another section. This ensures consistency throughout the document or across different sections.
However, it's important to note that the act of borrowing the wording of text in another location is not a typical part of text formatting.
That would be considered plagiarism, which is the unauthorized use or replication of someone else's written content. Proper text formatting involves adjusting the appearance and layout of text, not the actual content itself.
In conclusion, text formatting involves changing the look of characters, changing the look of paragraphs, and borrowing attributes of text from another location to enhance the visual presentation and consistency of written content.
Thus, the correct options are b, c and e.
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Exercise 1 Add commas where necessary. Cross out commas used incorrectly using the delete symbol. Some sentences may be correct. Dorothy and her assistants analyzed the structure of penicillin using the X-ray diffraction technique, and the discoveries they made changed the history of medicine.
The given sentence, "Dorothy and her assistants analyzed the structure of penicillin using the X-ray diffraction technique, and the discoveries they made changed the history of medicine," is correctly punctuated with commas.
In the given sentence, we have an introductory phrase "Dorothy and her assistants analyzed the structure of penicillin using the X-ray diffraction technique." This phrase provides additional information about who performed the analysis. To separate this introductory phrase from the main clause, we use a comma.
The main clause of the sentence is "the discoveries they made changed the history of medicine." This is a complete thought and can stand on its own as a sentence. To connect the two independent clauses "Dorothy and her assistants analyzed the structure of penicillin using the X-ray diffraction technique" and "the discoveries they made changed the history of medicine," we use a comma before the coordinating conjunction "and."
The purpose of these commas is to indicate a pause and make the sentence clearer and easier to understand. They help to separate the different parts of the sentence and show the relationship between the ideas. By using commas correctly, the writer ensures that the reader can comprehend the sentence without confusion.
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Exercise 1 Add commas where necessary. Delete unnecessary commas. Some sentences may be correct.
Stephen’s pen pal lives in Quito, Ecuador.
The sentence "Stephen's pen pal lives in Quito, Ecuador" is correctly punctuated. The sentence is correct as it is. No commas need to be added or deleted.
The sentence consists of a subject ("Stephen's pen pal") and a predicate ("lives in Quito, Ecuador"). The comma used after "Quito" is necessary to separate the city ("Quito") from the country ("Ecuador") and to provide clarity. It is common to use a comma to separate the name of a city or town from the name of a country.
In this case, the comma helps distinguish between the specific location of the pen pal's residence ("Quito") and the country in which Quito is located ("Ecuador"). Therefore, the sentence is correctly punctuated without any additional commas needed.
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Exercise 2 Draw a line under the subject. Then write the form of the verb in parentheses that agrees with the subject. Use the present tense of the verb when you write it.
The trapeze artist, in addition to her partner, _____________ in each show. (perform)
The trapeze artist, in addition to her partner, performs in each show. Here, the underlined words are the subject and the highlighted words are the correct form of the verb relating to the subject.
A complete sentence consists of two main parts, a subject, and a predicate. A subject is what the sentence is talking about, and a predicate talks about the subject. Here, the subject is the trapeze artist for the sentence talks about him or her.
The correct form of the verb used in the sentence is the present tense. It is present tense as the action is still true in every show. The verb is in the singular form as the subject is in the singular form following the subject-verb agreement.
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which three sentences in the passage best show the author's belief that plymouth colony's fate was guided by divine providence? and of these in the time of most distress, there was but 6 or 7 sound persons, who, to their great commendations be it spoken, spared no pains, night nor day, but with abundance of toil and hazard of their own health, fetched them wood, made them fires, dressed them meat, made their beds, washed their loathsome clothes, clothed and unclothed them; in a word, did all the homely and necessary offices for them which dainty and queasy stomachs cannot endure to hear named; and all this willingly and cheerfully, without any grudging in the least, showing herein their true love unto their friends and brethren. a rare example and worthy to be remembered. two of these were mr. william brewster, their reverend elder, and myles standish, their captain and military commander, unto whom myself, and many others, were much beholden in our low and sick condition. yet the lor
The three sentences in the passage that best show the author's belief that Plymouth colony's fate was guided by divine providence are:1. "in the time of most distress, there was but 6 or 7 sound persons, who, to their great commendations be.
it spoken, spared no pains, night nor day, but with abundance of toil and hazard of their own health, fetched them wood, made them fires, dressed them meat, made their beds, washed their loathsome clothes, clothed and unclothed them; in a word, did all the homely and necessary offices for them which dainty and queasy stomachs cannot endure to hear named;
and all this willingly and cheerfully, without any grudging in the least, showing herein their true love unto their friends and brethren."2. "two of these were Mr. William Brewster, their reverend elder, and Myles Standish, their captain and military commander, unto whom myself, and many others, were much beholden in our low and sick condition."3. "yet the Lord so upheld these persons, as in this general calamity they were not at all infected with sickness, nor anything else.
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read this excerpt from the prologue of romeo and juliet. the fearful passage of their death-mark’d love, 10 and the continuance of their parents’ rage, which, but their children’s end, nought could remove, is now the two hours’ traffick of our stage; which best states the purpose of this excerpt? it introduces the disagreement of the parents. it explains who the main characters are. it speaks about the setting of the play. it foreshadows the outcome of the play.
The excerpt is significant in laying the foundation of the play and setting up the stage for the tragic events that follow.
The excerpt from the prologue of Romeo and Juliet: "The fearful passage of their death-mark’d love, And the continuance of their parents’ rage, Which, but their children’s end, nought could remove, Is now the two hours’ traffic of our stage." is an example of foreshadowing the outcome of the play.
The prologue of William Shakespeare's Romeo and Juliet is written in iambic pentameter.
It describes the entire play, including its outcome.
The tragic love story of Romeo and Juliet is foreshadowed in the prologue.
The audience is aware that the love affair between the two young lovers will end in their tragic death.
This excerpt foreshadows the outcome of the play as the love affair between Romeo and Juliet will end in their tragic death.
Moreover, it highlights the major conflict that exists between the two families.
The "continuance of their parents' rage" suggests that the feud between the Montagues and Capulets will not be easily resolved.
Despite this, their love still flourishes.
Thus, the excerpt is significant in laying the foundation of the play and setting up the stage for the tragic events that follow.
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Exercise 1 Circle any double or incomplete comparisons. Write C in the blank if the sentence is correct.
Our candidate gave the most clearest answer.
The sentence "Our candidate gave the most clearest answer" contains an incomplete comparison.
The sentence contains an incomplete comparison. The use of "most" suggests a comparison is being made, but it is not completed properly. When using the superlative form "clearest," there is no need to add "most" before it. Instead, the correct phrasing would be "Our candidate gave the clearest answer."
This revised sentence maintains the superlative form, indicating that the candidate's answer was the clearest among others. Therefore, the sentence with the incomplete comparison should be corrected to: "Our candidate gave the clearest answer."
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Exercise 1 Insert a colon where necessary. If the sentence is correct, write C in the blank.
The most popular sports in the United States are football, basketball, and baseball.
Answer:
c . please mark me as the brainliest
Exercise 1 Fill in the blank with the letter of the word or phrase that best defines each italicized word in the above passage.
_______ improvised
a. made do c. made better
b. fake d. wrong
The correct expression to complete the sentence is "made do." Therefore, the complete sentence will be: "Made do improvised."
Why is this option the correct one?Because it maintains the ideal grammar of the language.Because it's consistent.Because it's meaningful.When writing sentences, we must always prioritize correct writing, through ideal and efficient grammar.
By using the correct grammar, we are able to promote coherent and efficient meaningful sentences with the purpose of the text, developing a fluid and concrete communication, capable of promoting language and textual construction.
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