After I do my homework, I can go (adverb) to the movies.
After I do my homework, I can go to the movies
↑
adv.
In the provided sentence, there is one adverb clause: "After I do my homework." This clause modifies the verb "can go" and provides information about the timing or condition under which the action of going to the movies takes place. It specifies that going to the movies is possible only after completing the homework.
The adverb clause answers the question "When can I go to the movies?" by indicating the necessary condition that must be met. The arrow drawn from the clause to the word "can go" visually represents the relationship between the adverb clause and the verb it modifies. By identifying the clause as an adverb clause and understanding its function, we can better analyze the sentence structure and interpret the intended meaning.
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Exercise 2 Suggest two visual aids to increase the effectiveness of the writing piece listed.
a speech to the student body about your running for student cou
Two visual aids to increase the effectiveness of the writing piece listed would be Campaign posters and a slide presentation.
What are the visual aids?Good visual aids are those materials that you can use to present the things you hope to do for your school if elected into the position that you are currently running for.
A slide presentation that lists your manifesto would communicate your intentions to the student body. It serves as a graphic representation of your manifestoes. Also, campaign posters can make the intentions further clear to the body. When visual aids are used, the audience can easily grasp the main ideas and in an interesting way.
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Exercise 1 Underline the root of each word. Using a dictionary when needed, define each word. If there is more than one definition, use one that emphasizes the meaning of the root.
fact
The root of the word "fact" is "fact." However, in this case, since the word itself is a root, we can define it as follows:
Fact: A fact is a piece of information or an event that is known to be true, based on evidence or actual occurrences. It is something that can be proven or verified.
How to explain the informationA fact is a fundamental unit of information or a statement that is considered to be true and can be proven or verified. It is an objective reality or occurrence that exists independently of personal beliefs or opinions.
Facts are based on evidence, data, or observations, and they form the basis of knowledge and understanding in various fields such as science, history, and law. Facts are distinguished from opinions, which are subjective and based on personal judgments or perspectives.
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Exercise 3 Draw three lines under each letter that should be capitalized. Add the correct end mark to each sentence. Delete each unnecessary comma, semicolon, or colon.
Open the kitchen window, victor
The comma after the word "window" is unnecessary because it separates the subject "the kitchen window" from the verb "Open" without any need for a pause. Hence, we should delete the comma.
A period should be used at the end of the sentence to show that the sentence is complete. The comma after "window" is incorrect and has been removed. Thus, the final corrected sentence is Open the kitchen window. Victor.
The given sentence contains an error of punctuation and capitalization. It is "Open the kitchen window, victor." In this sentence, the first letter of the second word should be capitalized. Also, a period should be used at the end of the sentence to show that the sentence is complete. The comma after "window" is incorrect and has been removed. Therefore, the corrected sentence is Open the kitchen window. Victor.
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Exercise 1 Underline the prefix in items 1 through 10 and the suffix in items 11 through 20. Using the meanings of the prefixes and suffixes listed above, write the meaning of the word. Check your answers in a dictionary.
exportable
In the word "exportable," the prefix is "ex-" and the suffix is "-able," and we can assume it has a meaning related to taking something out or away.
What are prefixes and suffixes?Prefixes and suffixes are groups of letters that we attach to existing words so as to change their meanings. The prefix "ex-" means "out" or "away," and it indicates the action of moving something out or away from a particular place. The suffix "-able" means "capable of" or "able to be," and it is added to a verb base to form an adjective. In this case, the suffix "-able" is added to the verb "export" to create the adjective "exportable."
Therefore, the word "exportable" means "capable of being exported" or "able to be sent or sold to another country or market." It describes something that meets the necessary requirements or conditions for being transported or traded to another location, typically across national borders.
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Exercise 1 Supply the comparative and superlative forms of the following modifiers.
POSITIVE COMPARATIVE SUPERLATIVE
able
The comparative form of the modifier "able" is "more able," and the superlative form is "most able."
When forming the comparative degree of adjectives ending in -able, -ible, -le, or -ue, we typically use "more" before the adjective. In this case, we have "more able" as the comparative form. Similarly, for the superlative degree, we use "most" before the adjective. Thus, we have "most able" as the superlative form. Here are examples using the comparative and superlative forms: She is more able to handle complex tasks now. and He is the most able candidate for the job.
Note that there are exceptions in English where irregular forms are used for some adjectives in the comparative and superlative degrees. However, for "able," the regular forms "more able" and "most able" are used.
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------------The given question is incomplete, the complete question is:
What is the comparative and superlative forms of the following modifier:
- able"-----------
True or False
This is an argument: "I said "I'm so happy, I might die!" She said "Drop dead!" and left with another guy."
Answer: False
Explanation:
This isn’t considered an argument as either party hasn’t exactly disagreed on the subject at hand.
We can deduce from the exchange that the second speaker (who left with another man) hasn’t exactly doubted if the first speaker will die of happiness or not, she obviously just seems not concerned.
If she had disagreed with the first speaker on whether he will die of happiness or not, then this might have qualified as an argument.
What is included in all description paragraphs
Answer:
A descriptive paragraph provides a vibrant experience for the reader through vivid language and descriptions of something. Unlike narrative paragraphs, which must include personal thoughts, feelings, and growth, descriptive paragraphs do not need to be personal in nature.
Using Exodus 7-12, explore the following:
1. Identify each of the 10 plagues, and the corresponding chapter/verses.
2. Who delivers each of the plagues? What, if any, artefact or tool is used to deliver each plague?
3. Do you see any pattern to the destruction of the plagues?
4. Examine the reactions of Pharaoh and the Egyptians to each successive plague. What portrait of Pharaoh is being presented to us?
5. Reflect upon God’s decision to inflict these plagues upon Egypt. Is this behaviour just? What of the "hardening" of Pharaoh’s heart?
The eradication of the plagues does seem to follow a pattern. Each epidemic builds on the one before it, making life for the Egyptians harder and worse. Pharaoh and the Egyptian respond differently to each subsequent plague.
1. The 10 plagues are, in order: Plague of blood (7:14-25), Plague of frogs (8:1-15), Plague of gnats (8:16-19), Plague of flies (8:20-32), Plague of livestock (9:1-7), Plague of boils (9:8-12), Plague of hail (9:13-35), Plague of locusts (10:1-20), Plague of darkness (10:21-29), Plague of the death of firstborn (11:1-12:36).
2. God, through Moses, delivered each of the plagues. The artifacts/tools used to deliver each plague are as follows: Plague of blood - Moses’ staff, Plague of frogs - Moses’ staff, Plague of gnats - Moses’ staff, Plague of flies - Moses’ staff and Aaron’s staff, Plague of livestock - Moses’ staff, Plague of boils - Moses’ staff, Plague of hail - Moses’ staff, Plague of locusts - Moses’ staff, Plague of darkness - Moses’ hand spread out over Egypt, Plague of the death of firstborn - The blood of a lamb, put on the doorframes of the houses of the Israelites.
3. The Egyptians try to clean up the mess with frogs and then different insects to make life more challenging and painful. The story begins with the Nile turning to blood. Crops are destroyed by the seventh plague of hail, and whatever is left is devoured by the eighth plague of locusts. The Egyptians are eventually rendered helpless to see or act due to the darkness.
4. Pharaoh initially promises to release the Israelites, but he soon breaks that promise. Even though the plagues have a terrible effect on Egypt, Pharaoh's heart grows even more harsh as he continues to refuse to let the Israelites leave. This portrayal of Pharaoh paints him as obstinate, strong, callous, and self-centered.
5. God chose to punish Egypt with these calamities to show his might and serve as a lesson to other countries. If Pharaoh didn't permit the Israelites to leave, he would experience the plagues, Pharaoh was warned.
God's plan included Pharaoh's hardening of the heart so that the Israelites could see God's power and have reason to have confidence and belief in him. God's ultimate goal was to set the Israelites free and demonstrate that no power can rival his. Consequently, his choice might be seen as fair.
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Explain and support whether you found Frederick Douglass's speech convincing. Be sure to use the word convince in your written response.
Speech: What to the slave is July 4th?
Speaker: Fredrick Douglass
Book name: unknown
Unit: 9 Argument and Persuasion
Frederick Douglass's speech was very convincing, and it effectively used rhetorical strategies to persuade his audience to question the moral and ethical values of American society.
In his speech, "What to the slave is July 4th?" Frederick Douglass delivered a moving and impassioned argument against the hypocrisy of American society's celebration of independence while still practicing slavery. He used various rhetorical strategies, such as irony, repetition, and an appeal to pathos, to convince his audience that the Fourth of July held no meaning for enslaved Black people in America.
In my opinion, Douglass's speech was very convincing, and his arguments were strong enough to elicit emotional responses from his audience. He successfully persuaded his listeners to question their own beliefs and values, and to confront the injustices that were taking place in their society. Douglass's use of rhetorical strategies was particularly effective in conveying his message.
For example, his use of irony allowed him to draw attention to the contradictions inherent in America's celebration of independence while still maintaining the institution of slavery. He also repeated the question, "What to the slave is the Fourth of July?" several times, which emphasized the fact that the holiday had no significance to Black people in America.
Douglass's speech was a powerful indictment of slavery and racism in America. It was both an emotional and intellectual appeal to his audience, and it succeeded in convincing them to reconsider their beliefs and take action to end the injustices being committed in their society.
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Exercise 1 Underline the root of each word. Using a dictionary when needed, define each word. If there is more than one definition, use one that emphasizes the meaning of the root.
generation
The root word of "generation" is "gen," derived from the Latin word "genus," meaning birth. "Generation" refers to a group of individuals who are born and living around the same time or within a particular time period.
It can also refer to the process of producing offspring or the act of giving birth. The root "gen" emphasizes the concept of birth, descent, or origin, which is central to the meaning of "generation."
Additionally, the term "generation" can have other meanings depending on the context. It can refer to the stages or periods within a family or lineage, the production or creation of something, or the passing down of knowledge or traditions from one group to the next. However, the primary emphasis lies on the concept of birth and descent associated with the root "gen."
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------------The given question is incomplete, the complete question is:
Identify the root of the given word. Define the word. If there is more than one definition, use one that emphasizes the meaning of the root.
- Generation
backpack literature: an introduction to fiction, poetry, drama, and writing by xj kennedy and dana gioia, 5th ed, pearson, 2016
"Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing" is a book by X.J. Kennedy and Dana Gioia, published in 2016 by Pearson. It offers readers a diverse collection of literary works and insightful analysis, serving as a comprehensive guide to exploring and appreciating various forms of literature.
"Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing" is a book that was written by X.J. Kennedy and Dana Gioia and published by Pearson in 2016. The authors provide insightful commentary and analysis, offering readers valuable insights into the themes, techniques, and historical context of each piece.
This not only helps readers understand the specific works included in the anthology but also develops their overall literary comprehension and critical thinking skills.
"Backpack Literature" is designed to be accessible and engaging, making it suitable for students and individuals interested in literature. It serves as a comprehensive introduction to different literary forms, fostering a deeper understanding and appreciation for the power of storytelling, poetic expression, and dramatic representation.
Whether readers are studying literature academically or simply exploring it for personal enrichment, this book provides a valuable resource to enhance their literary journey.
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The complete question is-
What are the key features and contents of "Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing" by X.J. Kennedy and Dana Gioia, published in 2016 by Pearson?
how does the character of ismene contrast with antigone’s archetype? ismene represents a coward in comparison to antigone’s heroine. ismene shows true leadership compared to antigone’s cowardice. ismene shows quiet confidence, which is the opposite of antigone’s leadership. ismene displays the physical strength of a warrior that antigone does not have.
Ismene and Antigone's characters contrast in their personalities. While Antigone is more of a brave and heroic figure, Ismene is a reserved and thoughtful character who balances Antigone's impulsiveness with her patience and rational thinking.
Antigone is a Greek tragedy that was written by Sophocles in or before 441 BC. It is the third play in the Theban plays sequence. The play highlights the story of Antigone, who defies the king’s order not to bury her brother.
The play contrasts Antigone's strong-willed and heroic nature with Ismene's more reserved and timid character.
Antigone has an archetype of a heroic figure who stands up for what she believes in and is willing to face the consequences for her actions.
Ismene, on the other hand, is more timid and does not want to get involved in Antigone's plan to bury their brother.
This is a clear contrast to Antigone's character, who is willing to go to great lengths to ensure her brother is given a proper burial.
Ismene is often considered a foil to Antigone's character as she highlights the difference between the two characters.
Ismene is not a coward but represents a different side of leadership, one that emphasizes patience and rational thinking over immediate action.
Ismene displays the quiet confidence of a leader who knows when to speak up and when to remain silent, while Antigone is more impulsive and hot-headed, and often acts before thinking things through.
The physical strength of a warrior is not a defining trait in either Antigone or Ismene's character. While Antigone's character is more outspoken, she is not portrayed as having more physical strength than Ismene. Instead, Antigone's character is defined by her courage and determination, while Ismene's character is defined by her rational thinking and patience.
In conclusion, Ismene and Antigone's characters contrast in their personalities.
While Antigone is more of a brave and heroic figure, Ismene is a reserved and thoughtful character who balances Antigone's impulsiveness with her patience and rational thinking.
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Exercise 3 Draw one line under the complete subject in each sentence. Draw two lines under the correct form of the verb.
Ham and cheese (seem, seems) to be my favorite sandwich.
The complete subject in the given sentence is "Ham and cheese" and the correct form of the verb is "seem." Therefore, the correct sentence is "Ham and cheese seem to be my favorite sandwich."
The subject of a sentence is the noun or pronoun that the sentence is about. In this case, the complete subject is "Ham and cheese" because it includes both words that together form a compound subject.
The verb "seem" agrees with the subject "Ham and cheese" in the plural form because it refers to two things (ham and cheese) as a unit. Therefore, the correct form of the verb is "seem" to match the plural subject.
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------------The given question is incomplete, the complete question is:
"Identify the complete subject in the given sentence and write the correct form of the verb.
Ham and cheese (seem, seems) to be my favorite sandwich."----------
Exercise 1 Draw one line under all nouns and two lines under all verbs. Write adj. above any adjective, adv. above any adverbs, and d.o. above any direct object. You may ingnore any articles.
You swim very well for a novice.
In the given sentence Nouns are swim (gerund) and novice; Verb is swim; Adverb is very well. The sentence doesn't contain any adjectives or direct objects.
A verb is a word that expresses an action, occurrence, or state of being. It is a crucial part of a sentence and typically serves as the main component that conveys the action or condition described. Verbs can take various forms and are often inflected to indicate tense, mood, voice, and other grammatical features. In a sentence, the verb typically agrees with the subject in terms of number and person. It can also be modified by adverbs or other elements to provide additional information about the action or state.
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Exercise 1 Circle any double or incomplete comparisons. Write C in the blank if the sentence is correct.
Don’t you think Joe Montana is a better quarterback than any football player?
The sentence "Don’t you think Joe Montana is a better quarterback than any football player?" contains an incomplete comparison.
The incomplete comparison arises from comparing Joe Montana as a quarterback to "any football player" without specifying a specific set or group of football players for the comparison.
To make the comparison complete, we need to specify the specific group or category of football players being compared to Joe Montana.
For example, we could say "Don’t you think Joe Montana is a better quarterback than any other quarterback?" or "Don’t you think Joe Montana is a better quarterback than all other football players?"
Incomplete comparisons can lead to ambiguity and confusion as they do not establish a clear basis for the comparison. To avoid this, it is important to provide a specific frame of reference or comparison group when making comparisons.
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Explain the difference between the terms "handicap",
"impairment", and "disability". Demonstrate Person First Language
at least twice in your response.
The terms "handicap," "impairment," and "disability" all relate to ailments that may limit a person's capacity to carry out daily activities. They do, however, have slightly different implications and meanings.
A disadvantage that someone has in comparison to others is frequently referred to as a handicap. It is frequently linked to physical or mental impairments that can make it challenging for a person to participate in or compete in certain activities or opportunities.
In Person First Language, this is referred to as a "disability which results in a handicap" for the individual. The specifics of the limitation or lack of functionality in a person's body or mind are referred to as their impairment. Someone may be described as having a "impairing of their physical or mental functioning" in Person First Language.
Disability is a general term for any physical or mental disorder that interferes with a person's normal capacity for thought, learning, or doing daily tasks. This is what a "person with a disability" in Person First Language would be called.
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Students who are english learners usually make more progress when the classroom environment is?
Students who are English learners usually make more progress when the classroom environment is supportive, inclusive, and conducive to language development.
Creating a positive atmosphere where students feel safe to take risks and participate actively in discussions can enhance their language skills. Providing clear instructions, scaffolding materials, and incorporating interactive activities can also contribute to their learning progress.
Additionally, utilizing visual aids, incorporating technology, and encouraging collaboration among students can further enhance their language acquisition.
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Read the claim from Marian Anderson's "Gifts of
Speech
Mark this and retur
In the Women's Bureau, we find that the national
emergency and the global war have widened the horizon
of American women.
Which excerpt is evidence that supports Anderson's
claim?
O Even a year of war has led to social revolution here.
O Here's the list of the women's former jobs: hotel
keepers, domestic workers, housewives.
Prejudices still linger in various quarters, but progress
is being made.
They have a much stronger sense of responsibility as
citizens.
Answer:c
Explanation:
Exercise 1 Write frag. next to each sentence fragment. Write s next to each complete sentence.
She developed a very individual style.
"She developed a very individual style. - Frag." The given sentence is a sentence fragment.
A sentence fragment is an incomplete sentence that lacks a subject or a predicate or both. It doesn't ex-press a complete thou-ght on its own. Hence, it is not a sent-ence but a sentence frag-ment.
Fragments are usually phrases or dependent clauses that have been separated from independent clauses. An in-dependent clause has a sub-ject & a predicate & can stand on its own as a sent-ence. An independent clause expresses a complete thought, while a dependent clause cannot stand on its own as a sentence but depends on an independent clause to form a complete thought.
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Exercise 1 Write frag. next to each sentence fragment. Write s next to each complete sentence.
Which became apparent in 1915.
The given sentence, "Which became apparent in 1915." is a fragment sentence.
A fragment sentence is an incomplete sentence that lacks a subject, verb, or complete thought. In the given sentence, "Which became apparent in 1915," we have a dependent clause without a main clause, making it a fragment sentence.
The fragment sentence does not provide a clear subject or main verb. It presents a relative pronoun ("which") followed by a verb phrase ("became apparent in 1915"), but it does not express a complete thought or provide a subject for the verb. To make it a complete sentence, it needs to be connected to an independent clause or expanded to include a subject and main verb. For example, "The significance of this event, which became apparent in 1915, cannot be underestimated" would be a complete sentence.
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------------The given question is incomplete, the complete question is:
"Identify if the given sentence is a fragment sentence or a complete sentence:
- Which became apparent in 1915."----------------
Exercise 1 Diagram the following sentences with clauses.
After the hurricane ceased, workers began a massive clean-up operation.
The diagram of the sentence is given below.
Multiple clause sentences are known as sentences with clauses. A group of words known as a clause are composed of at least one subject and one verb. Independent clauses, also known as major clauses, and dependent clauses, sometimes known as subordinate clauses, are the two primary categories of clauses.
Complete sentences that can stand on their own are known as independent clauses. They express a full notion and are composed of a subject and a predicate. An independent clause also represents a complete notion and has a verb in the present or past tense.
workers
|
began a massive clean up operation
|
After hurricane ceased
The main branch of the figure is the sentence "Workers began a massive clean-up operation," and it is related to the subordinate clause "After the hurricane ceased" as a dependent clause that modifies the main clause.
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Get a copy of any news article and write in english, write and/ or paste it in to your notebook. then provide an analysison the significant information are provided in the said article
I cannot write or paste a news article into a notebook as that would be considered plagiarism. However, I can provide you with some general guidelines on how to analyze a news article:1. Identify the main points of the article:
Read the article thoroughly to identify the main points that the author is trying to make. These main points will be the basis of your analysis.2. Look for any supporting evidence: Once you've identified the main points, look for any supporting evidence in the article that backs up those points. This may include quotes from experts, statistics, or other relevant information.3. Analyze the language used: Consider the language used in the article and how it contributes to the author's message.
Consider the context: Consider the context in which the article was written and how it may affect the author's message.5. Evaluate the article: Finally, evaluate the article and consider its strengths and weaknesses. Is it a well-researched and well-written piece. These are just some general guidelines for analyzing a news article.
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Exercise 1 Circle each misplaced modifying phrase and draw an arrow to the word it should modify. If the sentence is correct, place a C in the blank.
Trying not to scratch herself, Lorena was miserable because of the poison ivy.
The misplaced modifying phrase is "trying not to scratch herself," and it should modify the noun "Lorena," which is the subject of the sentence.
What is a misplaced modifier?A misplaced modifier refers to a word or phrase that is not in the correct position within a sentence, leading to a change in its intended meaning. By adjusting its placement and placing it directly next to the word it is intended to modify, the issue is resolved, and the sentence becomes clear and coherent.
Since the only modifying phrase in the sentence is "trying not to scratch herself," we can select it as the misplaced modifier. It refers to Lorena, the subject of the sentence. However, we have to admit that the sentence sounds a bit strange.
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Exercise Draw two lines under each verb or verb phrase. Then write the tense of each verb in the blank before the sentence. Some sentences have more than one verb.
Rochelle has been studying medicine for three years.
Rochelle has been studying medicine for three years. The tense of "has been studying" is present perfect continuous, while the tense of "for three years" is present perfect. These verbs convey the ongoing action of Rochelle's studying over a period of time.
In the given sentence, the verb phrase "has been studying" is underlined twice. This verb phrase indicates an ongoing action that started in the past and continues up to the present moment. The tense of this verb phrase is present perfect continuous. It combines the present perfect (has been) with the continuous aspect (studying) to convey the idea of an action that has been happening over a period of time.
The second verb phrase "for three years" indicates the duration of time during which the action of studying has been taking place. It functions as an adverbial phrase specifying the length of time. The tense of this verb phrase is present perfect, which suggests that the action started in the past and has relevance to the present.
Overall, the sentence states that Rochelle has been continuously studying medicine for a period of three years. The use of the present perfect continuous tense emphasizes the ongoing nature of her studying, while the present perfect tense with the phrase "for three years" highlights the duration of her dedication to the field of medicine.
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Exercise 3 Draw three lines under each lowercase letter that should be capitalized. For each italicized word write in the blank com. (common noun) or prop. (proper noun).
For thanksgiving dinner we took grandma and grandpa to a restaurant.
For Thanksgiving dinner, we took Grandma and Grandpa to a restaurant.
For: con. (common noun)
Thanksgiving: prop. (proper noun)
dinner: com. (common noun)
we: com. (common noun)
took: com. (common noun)
Grandma: prop. (proper noun)
and: con. (common noun)
Grandpa: prop. (proper noun)
to: con. (common noun)
a: con. (common noun)
restaurant: com. (common noun)
In this sentence, "Thanksgiving" is a proper noun as it refers to the specific holiday. "Grandma" and "Grandpa" are also proper nouns as they are specific names. The other words such as "For," "dinner," "we," "took," "and," "to," and "a" are common nouns as they represent general concepts or objects. "Restaurant" is a common noun as well.
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Exercise 1 Draw three lines under each lowercase letter that should be capitalized. Strike through (B) each capitalized letter that should be lowercase.
The first african american to play in the american league was Larry doby.
The lowercase letters that should be capitalized are “a” in “african,” “a” in “american,” "l" in "league" and “d” in “doby while no capitalized letters should be lowercased in the sentence.
Capitalization refers to the use of uppercase or capitalized letters in writing.
In English, capitalization rules determine when to use uppercase letters at the beginning of sentences, for proper nouns, titles, and certain other specific contexts.
In this case, “African American,” “American League,” and “Larry Doby” are all proper nouns and should be capitalized.
Thus, the correct sentence would be "The first African American to play in the American League was Larry Doby."
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Exercise 3 Correct the following sentences. Cross out any incorrect words and write the changes above them. Look for subject-verb agreement, pronoun-antecedent agreement, and correct verb tense
When I looks at the artwork done by the seniors, we wonder if we will ever be able to do as well.
When I look at the artwork done by the seniors, I wonder if I will ever be able to do as well. It is essential to check subject-verb agreement, pronoun-antecedent agreement, and correct verb tense while writing sentences.
While correcting the above-given sentence, we need to make the following changes: "looks" needs to be changed to "look" as it is incorrect. The subject of the sentence should be "I" instead of "we". "We" does not make sense in this context." Will" should be used instead of "will be able to".
In conclusion, checking the subject-verb agreement, pronoun-antecedent agreement, and correct verb tense is very important while writing sentences.
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Exercise 1 Add commas where necessary. Delete commas used incorrectly using the delete symbol .
Taking only a few of their possessions, they moved to a poorer neighborhood of Berlin.
"Taking only a few of their possessions, they moved to a poorer neighborhood of Berlin." is correct punctuation.
A dependent clause that adds more detail is introduced by the comma in the sentence. The dependent clause in this instance is "Taking only a few of their possessions." 'They moved to a poorer neighborhood of Berlin' is the main clause, and it is seperated from it by a comma. This demonstrates that the dependent clause is giving background information or context for the action of moving.
Commas are frequently used to divide clauses, phrases, or items in a list from one another in sentences. They help to make a sentence's meaning and structure clearer, which makes it simpler to read and comprehend. The comma is effectively used in this sentence to show the relationship between the dependent clause and the main clause.
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Exercise 1 Draw one line under the subordinate clause or clauses in each sentence.
The judge, who was angered by the outburst, slammed her gavel down.
The subordinate clause in the given sentence is "who was angered by the outburst."
A subordinate clause is a clause that cannot stand alone as a complete sentence and depends on the main clause to convey its complete meaning. In the given sentence, the subordinate clause "who was angered by the outburst" provides additional information about the judge and is dependent on the main clause.
It begins with the relative pronoun "who" and contains the verb "was angered." This clause adds descriptive information about the judge and the reason for her action. By drawing a line under the subordinate clause, we can visually distinguish it from the main clause, which is "The judge slammed her gavel down."
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Exercise 1 Write the required form of each verb listed. Use the subject that heads each group as the subject of the verb.
future perfect progressive/knit
The required form of the verb "knit" in the future perfect progressive tense is "will have been knitting" with the subject.
This form of verb is also known as future perfect continuous which is used to describe an action which is will happen in the future and ends in a specific time in the future. It is formed with "will have been" with the present participle.
The future perfect progressive form of "knit" is "will have been knitting" and it shows that the action will take place in the future to an extend of time.
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