*GRAMMAR 10.1-10.3 TEST REVIEW (due date: Wednesday, May 4)

Last updated over 2 years ago

95 questions

*GRAMMAR 10.1-10.3 TEST REVIEW (due date: Wednesday, May 4)

Last updated over 2 years ago

95 questions

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Grammar 10.1: Main and Subordinate Clauses
PART 1 of 3
DIRECTIONS:
1. Identify the main clause in each sentence. (15 points)
          *Use a capital letter and end punctuation in your answer.
          *If the main clause is split by the subordinate clause, make sure to include both parts in your answer.

2. Identify the subordinate clause in each sentence. (15 points)
          *Do not include any commas or end punctuation in your answer.

Sentence #1: Louis Braille lost his sight in an accident when he was three years old.

Main Clause: Louis Braille lost his sight in an accident when he was three years old.

Subordinate Clause: Louis Braille lost his sight in an accident when he was three years old.

Sentence #2: When he was fourteen, he invented today’s most common system of writing for the blind.

Main Clause: When he was fourteen, he invented today’s most common system of writing for the blind.

Subordinate Clause: When he was fourteen, he invented today’s most common system of writing for the blind.

Sentence #3: Visually impaired people who have been taught Braille can read these raised dots with their fingertips.

Main Clause: Visually impaired people who have been taught Braille can read these raised dots with their fingertips.

Subordinate Clause: Visually impaired people who have been taught Braille can read these raised dots with their fingertips.

Sentence #4: Because sixty-three unique combinations of dots are possible, Braille is quite flexible.

Main Clause: Because sixty-three unique combinations of dots are possible, Braille is quite flexible.

Subordinate Clause: Because sixty-three unique combinations of dots are possible, Braille is quite flexible.

Sentence #5: Louis Braille determined raised dots can be interpreted faster than raised lettering.

Main Clause: Louis Braille determined raised dots can be interpreted faster than raised lettering.

Subordinate Clause: Louis Braille determined raised dots can be interpreted faster than raised lettering.

Sentence #6: Even though it is more practical than raised lettering, the Braille system was not used widely right away.

Main Clause: Even though it is more practical than raised lettering, the Braille system was not used widely right away.

Subordinate Clause: Even though it is more practical than raised lettering, the Braille system was not used widely right away.

Sentence #7: When a single raised dot appears in the number one position, the cell represents the letter a.

Main Clause: When a single raised dot appears in the number one position, the cell represents the letter a.

Subordinate Clause: When a single raised dot appears in the number one position, the cell represents the letter a.

Sentence #8: When both the number one and number two positions contain dots, the cell represents the letter b.

Main Clause: When both the number one and number two positions contain dots, the cell represents the letter b.

Subordinate Clause: When both the number one and number two positions contain dots, the cell represents the letter b.

Sentence #9: The first ten letters of the alphabet represent numerals if they are preceded by the number sign.

Main Clause: The first ten letters of the alphabet represent numerals if they are preceded by the number sign.

Subordinate Clause: The first ten letters of the alphabet represent numerals if they are preceded by the number sign.

Sentence #10: For example, a cell that would otherwise represent the letter a represents the Arabic numeral 1.

Main Clause: For example, a cell that would otherwise represent the letter a represents the Arabic numeral 1.

Subordinate Clause: For example, a cell that would otherwise represent the letter a represents the Arabic numeral 1.

Sentence #11: Similarly, whenever a cell with a single dot in position 6 appears, the reader knows the next letter is capital.

Main Clause: Similarly, whenever a cell with a single dot in position 6 appears, the reader knows the next letter is capital.

Subordinate Clause: Similarly, whenever a cell with a single dot in position 6 appears, the reader knows the next letter is capital.

Sentence #12: A Braille writing machine is similar to a typewriter even though it has only six keys.

Main Clause: A Braille writing machine is similar to a typewriter even though it has only six keys.

Subordinate Clause: A Braille writing machine is similar to a typewriter even though it has only six keys.

Sentence #13: An ordinary personal computer can convert printed material to Braille by using a special device that embosses dots on paper.

Main Clause: An ordinary personal computer can convert printed material to Braille by using a special device that embosses dots on paper.

Subordinate Clause: An ordinary personal computer can convert printed material to Braille by using a special device that embosses dots on paper.

Sentence #14: Although Braille provides visually impaired individuals with access to important information found in books, its usefulness doesn’t stop there.

Main Clause: Although Braille provides visually impaired individuals with access to important information found in books, its usefulness doesn’t stop there.

Subordinate Clause: Although Braille provides visually impaired individuals with access to important information found in books, its usefulness doesn’t stop there.

Sentence #15: Because writing is such an intrinsic part of everyday life, Braille’s most important role may be furnishing visually impaired people with a medium for letters, grocery lists, and phone messages.

Main Clause: Because writing is such an intrinsic part of everyday life, Braille’s most important role may be furnishing visually impaired people with a medium for letters, grocery lists, and phone messages.

Subordinate Clause: Because writing is such an intrinsic part of everyday life, Braille’s most important role may be furnishing visually impaired people with a medium for letters, grocery lists, and phone messages.

Grammar 10.2: Complex and Compound-Complex Sentences
PART 2 of 3
DIRECTIONS:
1. Identify the main clause(s) in each sentence. (13 points)
          *Use a capital letter and end punctuation in your answer.
          *Look at the FIRST number in parentheses to determine how many clauses are in the sentence.
          *Each clause must go in the order of the sentence - reading from left to right.
          *Do not include the coordinating conjunction or conjunctive adverb if the sentence contains one.

2. Identify the subordinate clause(s) in each sentence. (16 points)
          *Do not include any commas or end punctuation in your answer.
          *Look at the SECOND number in parentheses to determine how many clauses are in the sentence.
          *Each clause must go in the order of the sentence - reading from left to right.

Sentence #1: Unless I’ve misunderstood the store clerk, the package should arrive next Thursday; however, it may have to be back-ordered. (2, 1)

Main Clause #1: Unless I’ve misunderstood the store clerk, the package should arrive next Thursday; however, it may have to be back-ordered.

Main Clause #2: Unless I’ve misunderstood the store clerk, the package should arrive next Thursday; however, it may have to be back-ordered.

Subordinate Clause: Unless I’ve misunderstood the store clerk, the package should arrive next Thursday; however, it may have to be back-ordered.

Sentence #2: We’ll have pizza for supper tonight if we get home before the store closes. (1, 2)

Main Clause: We’ll have pizza for supper tonight if we get home before the store closes.

Subordinate Clause #1: We’ll have pizza for supper tonight if we get home before the store closes.

Subordinate Clause #2: We’ll have pizza for supper tonight if we get home before the store closes.

Sentence #3: When the apartment manager asked if we needed anything, we requested new window shades because the old ones had holes in them. (1, 3)

Main Clause: When the apartment manager asked if we needed anything, we requested new window shades because the old ones had holes in them.

Subordinate Clause #1: When the apartment manager asked if we needed anything, we requested new window shades because the old ones had holes in them.

Subordinate Clause #2: When the apartment manager asked if we needed anything, we requested new window shades because the old ones had holes in them.

Subordinate Clause #3: When the apartment manager asked if we needed anything, we requested new window shades because the old ones had holes in them.

Sentence #4: Jason wrote out a schedule of his time so that he could practice the guitar more often. (1, 1)

Main Clause: Jason wrote out a schedule of his time so that he could practice the guitar more often.

Subordinate Clause: Jason wrote out a schedule of his time so that he could practice the guitar more often.

Sentence #5: If you have never heard a National Opera Ebony performance, you should make a point to check it out. (1, 1)

Main Clause: If you have never heard a National Opera Ebony performance, you should make a point to check it out.

Subordinate Clause: If you have never heard a National Opera Ebony performance, you should make a point to check it out.

Sentence #6: We cannot start the concert until the weather clears. (1, 1)

Main Clause: We cannot start the concert until the weather clears.

Subordinate Clause: We cannot start the concert until the weather clears.

Sentence #7: Elise wants to sell her stereo system so that she can buy a newer one. (1, 1)

Main Clause: Elise wants to sell her stereo system so that she can buy a newer one.

Subordinate Clause: Elise wants to sell her stereo system so that she can buy a newer one.

Sentence #8: Some of the teachers really enjoyed themselves at the Homecoming Dance; moreover, Mr. Osborne, for example, strutted across the floor as if he were a peacock. (2, 1)

Main Clause #1: Some of the teachers really enjoyed themselves at the Homecoming Dance; moreover, Mr. Osborne, for example, strutted across the floor as if he were a peacock. (2, 1)

Main Clause #2: Some of the teachers really enjoyed themselves at the Homecoming Dance; moreover, Mr. Osborne, for example, strutted across the floor as if he were a peacock. (2, 1)

Subordinate Clause: Some of the teachers really enjoyed themselves at the Homecoming Dance; moreover, Mr. Osborne, for example, strutted across the floor as if he were a peacock. (2, 1)

Sentence #9: While the mechanic changed the tire, the driver received last-minute instructions from the racing team’s manager. (1, 1)

Main Clause: While the mechanic changed the tire, the driver received last-minute instructions from the racing team’s manager.

Subordinate Clause: While the mechanic changed the tire, the driver received last-minute instructions from the racing team’s manager.

Sentence #10: I’ll do the dishes tonight so that you can go to the movies with Jan. (1, 1)

Main Clause: I’ll do the dishes tonight so that you can go to the movies with Jan.

Subordinate Clause: I’ll do the dishes tonight so that you can go to the movies with Jan.

Sentence #11: After the dance was over, Lila and Alan decided to stop for hamburgers. (1, 1)

Main Clause: After the dance was over, Lila and Alan decided to stop for hamburgers.

Subordinate Clause: After the dance was over, Lila and Alan decided to stop for hamburgers.

Sentence #12: We’d better tell Mr. Nash the truth before he finds out for himself. (1, 1)

Main Clause: We’d better tell Mr. Nash the truth before he finds out for himself.

Subordinate Clause: We’d better tell Mr. Nash the truth before he finds out for himself.

Grammar 10.3: Adjective Clauses
PART 3 of 3
DIRECTIONS:
1. Identify the adjective clause in each sentence. (12 points)
          *Look at the number in parentheses to determine how many words to put in the box.
          *Do not include any commas or end punctuation in your answer.

2. Identify the relative pronoun or adverb that begins the adjective clause. (12 points)
          *You may only put EXACTLY one word in the box.

3. Identify the noun or pronoun that is being modified by the adjective clause. (12 points)
          *You may only put EXACTLY one word in the box unless it is a proper noun.

Sentence #1: My mom put the trophy, which was engraved with my name, on our mantle.

Adjective Clause: My mom put the trophy, which was engraved with my name, on our mantle. (6)

Relative Pronoun/Adverb: My mom put the trophy, which was engraved with my name, on our mantle.

Noun/Pronoun Modified: My mom put the trophy, which was engraved with my name, on our mantle.

Sentence #2: Isaac is a boy whom you will like.

Adjective Clause: Isaac is a boy whom you will like. (4)

Relative Pronoun/Adverb: Isaac is a boy whom you will like.

Noun/Pronoun Modified: Isaac is a boy whom you will like.

Sentence #3: This is the beach where I saw the sand crab.

Adjective Clause: This is the beach where I saw the sand crab. (6)

Relative Pronoun/Adverb: This is the beach where I saw the sand crab.

Noun/Pronoun Modified: This is the beach where I saw the sand crab.

Sentence #4: Students who are well organized seem to get good grades.

Adjective Clause: Students who are well organized seem to get good grades. (4)

Relative Pronoun/Adverb: Students who are well organized seem to get good grades.

Noun/Pronoun Modified: Students who are well organized seem to get good grades.

Sentence #5: The medicine that the doctor prescribed made me very sleepy.

Adjective Clause: The medicine that the doctor prescribed made me very sleepy. (4)

Relative Pronoun/Adverb: The medicine that the doctor prescribed made me very sleepy.

Noun/Pronoun Modified: The medicine that the doctor prescribed made me very sleepy.

Sentence #6: The lion whose cub was in danger scared the hyena away.

Adjective Clause: The lion whose cub was in danger scared the hyena away. (5)

Relative Pronoun/Adverb: The lion whose cub was in danger scared the hyena away.

Noun/Pronoun Modified: The lion whose cub was in danger scared the hyena away.

Sentence #7: The Mississippi River, where Mark Twain spent most of his childhood, is the setting for many of his novels.

Adjective Clause: The Mississippi River, where Mark Twain spent most of his childhood, is the setting for many of his novels. (8)

Relative Pronoun/Adverb: The Mississippi River, where Mark Twain spent most of his childhood, is the setting for many of his novels.

Noun/Pronoun Modified: The Mississippi River, where Mark Twain spent most of his childhood, is the setting for many of his novels.

Sentence #8: Do you remember the time when our choir entertained at the senior citizens center?

Adjective Clause: Do you remember the time when our choir entertained at the senior citizens center? (4)

Relative Pronoun/Adverb: Do you remember the time when our choir entertained at the senior citizens center?

Noun/Pronoun Modified: Do you remember the time when our choir entertained at the senior citizens center?

Sentence #9: I am planning a surprise party for my best friend, whose birthday is Saturday.

Adjective Clause: I am planning a surprise party for my best friend, whose birthday is Saturday. (4)

Relative Pronoun/Adverb: I am planning a surprise party for my best friend, whose birthday is Saturday.

Noun/Pronoun Modified: I am planning a surprise party for my best friend, whose birthday is Saturday.

Sentence #10: The ballet that we saw last night was breathtaking.

Adjective Clause: The ballet that we saw last night was breathtaking. (5)

Relative Pronoun/Adverb: The ballet that we saw last night was breathtaking.

Noun/Pronoun Modified: The ballet that we saw last night was breathtaking.

Sentence #11: This is a remake of a song that was originally sung by Frank Sinatra.

Adjective Clause: This is a remake of a song that was originally sung by Frank Sinatra. (7)

Relative Pronoun/Adverb: This is a remake of a song that was originally sung by Frank Sinatra.

Noun/Pronoun Modified: This is a remake of a song that was originally sung by Frank Sinatra.

Sentence #12: My mom will take anyone who wants to go.