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  1. – ACT ENGLISH TEST PRACTICE – S UBORDINATING CONJUNCTIONS after before that when although if though where as, as if once unless wherever because since until while When a clause begins with a subordinating conjunction, it must be connected to an independent clause to become a complete thought: He was late because he forgot his keys. independent clause dependent clause I was so tired that I left the party. independent clause dependent clause A sentence with both a dependent clause (DC) and independent clause (IC) is called a complex sen- tence. Both of the sentences above are complex sentences. When two independent clauses are combined, the result is a compound sentence like the following: He was late, so he lost the account. The most common way to join two independent clauses is with a comma and a coordinating con- junction: and, but, or, nor, for, so, yet. Independent clauses can also be joined with a semi-colon if the ideas in the sentences are closely related. I am tall, and he is short. [IC, coordinating conjunction + IC] I am tall; he is short. [IC; IC] I was late, yet I still got the account. [IC, coordinating conjunction + IC] P HRASES M ODIFIERS AND Sentences are often “filled out” by phrases and modifiers. Phrases are groups of words that do not have both a subject and predicate; they might have either a subject or a verb, but not both, and sometimes neither. Mod- ifiers are words and phrases that qualify or describe people, places, things, and actions. The most common phrases are prepositional phrases, which consist of a preposition and a noun or pronoun (e.g., in the barn). Modifiers include adjectives (e.g., red, exclusive, humid) and adverbs (e.g., happily, cautiously). In the fol- lowing examples, the prepositional phrases are underlined and the modifiers are in bold: 39
  2. P repositions: A Short List Prepositions are extremely important; they help us understand how objects relate to each other in space and time. Recognizing them can help you quickly check for subject-verb agreement and other grammar issues. Here is a list of the most common prepositions. See page 45 for notes about the most common prepositional idioms. about behind down like since up above below during near through upon across beneath except of throughout with after beside for off till without against besides from on to around between in out toward at beyond inside outside under before by into over until He was very late for an important meeting with a new client. The motel room had a small refrigerator in the corner and a large table by the door. Sandra was so upset by his rude remark that she immediately left the birthday party. Practice 2 For the following sentences: a. Place brackets “[ ]” around any dependent clauses. b. Underline any prepositional phrases. c. Circle any modifiers. 1. Since the research paper is due in just two weeks, I should finish my research over the weekend. 2. Xiu picked Maria up at her house and they drove to the beach in her brand new convertible. 3. After Sean put the entertainment center together, he realized that it wouldn’t fit through the door of the TV room. 4. Jenine felt uncomfortable at the party even though she knew almost everyone. 5. High-rise window washing is one of the most dangerous jobs on Earth. 40
  3. Parts of Speech A word’s function and form is determined by its part of speech. The word calm, for example, can be either a verb (calm down) or an adjective (a calm afternoon); it changes to calmly when it is an adverb (They discussed the matter calmly). Be sure you know the different parts of speech and the job each part of speech performs in a sentence. The following table offers a quick reference guide for the main parts of speech. PART OF S PEECH FUNCTION EXAMPLES noun names a person, place, thing, or concept water, Byron, telephone, Main Street, tub, virtue pronoun takes the place of a noun so that the I, you, he, she, us, they, this, that, themselves, noun does not have to be repeated somebody, who, which verb describes an action, occurrence, or wait, seem, be, visit, renew state of being helping verb combines with other verbs (main verbs) forms of be, do, and have; can, could, may, (also called to create verb phrases that help indicate might, must, shall, should, will, would auxiliary verb) tenses adjective describes nouns and pronouns; can also green, round, old, surprising; that (e.g., that identify or quantify elephant); several (e.g., several elephants) adverb describes verbs, adjectives, other adverbs, dreamily, quickly, always, very, then or entire clauses preposition expresses the relationship in time or space in, on, around, above, between, underneath, between words in a sentence beside, with, upon (see list on page 40). Answers 1. [Since the research paper is due in just two weeks], I should finish my research over the weekend. 2. Xiu picked Maria up at her house and they drove to the beach in her brand new convertible. 3. [After Sean put the entertainment center together], he realized that it wouldn’t fit through the door of the TV room. 4. Jenine felt uncomfortable at the party [even though she knew almost everyone]. 5. High-rise window washing is one of the most dangerous jobs on Earth. 41
  4. – ACT ENGLISH TEST PRACTICE – S entence Structure for Clarity and Style Two aspects of sentence structure can make the difference between clear, smooth sentences and sentences that are clunky and confusing: placement of modifiers and parallel structure. P LACEMENT M ODIFIERS OF As a general rule, words, phrases, or clauses that describe nouns and pronouns should be as close as possible to the words they describe. The blue wagon, for example, is a better sentence (clearer, more concise and pre- cise) than The wagon that is blue. In the first sentence, the modifier blue is right next to the word it modifies (wagon). When modifiers are not next to the words they describe, you not only use extra words, you might also end up with a misplaced or dangling modifier and a sentence that means something other than what was intended. This is especially true of phrases and clauses that work as modifiers. Take a look at the following sentence, for example: Racing to the car, I watched him trip and drop his bag. Who was racing to the car? Because the modifier racing to the car is next to I, the sentence says that I was doing the racing. But the verb watched indicates that he was the one racing to the car. Here are two cor- rected versions: I watched as he raced to the car and dropped his bag. I watched as, racing to the car, he dropped his bag. In the first sentence, the phrase racing to the car has been revised to raced to the car and given the appro- priate subject, he. In the second sentence, racing to the car is right next to the modified element (he). Here’s another example: Growling ferociously, I watched as the lions approached each other. It’s quite obvious that it was the lions, not the speaker, who were growling ferociously. But because the modifier (growling ferociously) isn’t right next to what it modifies (the lions), the sentence actually says that I was growling ferociously. Here’s the corrected version: I watched as the lions, growling ferociously, approached each other. Again, the sentence is clearer now because the modifier is right next to what it modifies. Sometimes these errors can be corrected simply by moving the modifier to the right place, next to what it modifies. Other times, you may need to add a subject and verb to clarify who or what is modified by the phrase. Here are more examples of misplaced and dangling modifiers and their corrections. 42
  5. – ACT ENGLISH TEST PRACTICE – Incorrect: Behind the curtain, my doctor told me to put on a gown. Correct: My doctor told me to put on a gown behind the curtain. Incorrect: Worn and tattered, Uncle Joe took down the flag. Correct: Uncle Joe took down the flag, which was worn and tattered. OR Uncle Joe took down the worn, tattered flag. Incorrect: While making breakfast, the smoke alarm went off and woke the baby. Correct: While I was making breakfast, the smoke alarm went off and woke the baby. OR The smoke alarm went off and woke the baby while I was making breakfast. PARALLEL S TRUCTURE Parallel structure means that words and phrases in the sentence follow the same grammatical pattern. This makes ideas easier to follow and expresses ideas more gracefully. Notice how parallelism works in the fol- lowing examples: Not parallel: For weeks, she fretted, worried, and was feeling anxiety. (Two verbs are in the past tense, one is a past participle.) Parallel: For weeks, she fretted, worried, and felt anxious. (All three verbs are in the past tense.) Not parallel: I need a car that gets good gas mileage, has a full warranty, and one that I can depend on. (Two of the characteristics are verb + descriptive phrase; the third is a new clause.) Parallel: I need a car that gets good gas mileage, has a full warranty, and is dependable. (All three characteristics now have the same structure—verb + descriptive word or phrase.) Parallelism is most often needed in lists, as in the examples above, and in the not only/but also sentence pattern. The error was caused not only by an overworked employee but also by outdated technology. (Each phrase has a preposition, an adjective, and a noun.) She is not only the most dependable person I know, but also the friendliest. (Each phrase uses the superlative form of an adjective. See page 81 for more information on superlatives.) 43
  6. – ACT ENGLISH TEST PRACTICE – P ractice 3 Choose the best answer to each question below. 1. While waiting for the bus, the bench I sat on was wet. a. NO CHANGE b. While waiting for the bus, I sat on the bench that was wet. c. While waiting for the bus, I sat on a wet bench. d. While I sat on a wet bench, I waited for the bus. 2. He told reporters he would quit politics after he lost the election. f. NO CHANGE g. After he lost the election, he told reporters he would quit politics. h. After he lost the election, he would quit politics, he told reporters. j. After he quit politics, he told reporters he’d lost the election. 3. Sleeping soundly, I tiptoed through the baby’s room. a. NO CHANGE b. I was sleeping soundly as I tiptoed through the baby’s room. c. I tiptoed through the baby’s room sleeping soundly. d. While the baby slept soundly, I tiptoed through the room. 4. Please be sure to throw out your trash, place your silverware in the bin, and your tray should go on the counter. f. NO CHANGE g. Please be sure to throw out your trash, your silverware should go in the bin, and put your tray on the counter. h. Please be sure to throw out your trash and silverware in the bin and tray on the counter. j. Please be sure to throw out your trash, place your silverware in the bin, and put your tray on the counter. 5. I am an experienced babysitter, housecleaner, and cook. a. NO CHANGE b. I am experienced at babysitting, cleaning houses, and a cook. c. I am an experienced babysitter, making houses clean, and cooking. d. I am an experienced babysitter, housecleaner, and a good cook. 44
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