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- AMSCO
AMSCO SCHOOL PUBLICATIONS, INC.
315 Hudson Street, New York, N.Y. 10013
- Contributing Editors
Auditi Chakravarty
Director of Language Arts
Amsco School Publications, Inc.
Bonnie Boehme
Editor
Nesbitt Graphics, Inc.
This book has been adapted from the following Amsco publications:
Building Power in Writing
By Henry I. Christ
English Alive: Complete Edition
By Harold Levine
Text and cover design: Nesbitt Graphics, Inc.
Composition: Nesbitt Graphics, Inc.
When ordering this book please specify:
Either R 798 W or GRAMMAR AND USAGE FOR BETTER WRITING
Please visit our Web site at www.amscopub.com
ISBN 1-56765-117-8
NYC Item 56765-117-7
Copyright © 2004 by Amsco School Publications, Inc.
No part of this book may be reproduced in any form without written permission from the
publisher.
Printed in the United States of America.
1234 6789 08 07 06 05 04
- Contents
Introduction: How to Use This Book vii
Part ONE Parts of Speech 1
The Subject 3
The Predicate 7
Verbs 10
Action and Linking Verbs 13
Helping Verbs and Verb Phrases 16
Verbs in Contractions 19
Nouns 22
Common and Proper Nouns 24
Plural Nouns 27
Possessive Nouns 34
Compound Subjects 38
Compound Verbs 41
Nouns as Direct Objects 45
Nouns as Indirect Objects 48
Pronouns and Antecedents 52
Personal Pronouns 55
Pronouns in Contractions 58
Review of Verbs, Nouns, and Pronouns 61
Adjectives 68
Predicate Adjectives and Predicate Nouns 72
Adverbs 79
Forming Adverbs from Adjectives 84
Recognizing Adverbs and Adjectives 86
iii
- Review of Adjectives and Adverbs 89
Prepositions 94
Prepositional Phrases 98
Conjunctions 102
Interjections 108
Review of Prepositions, Conjunctions, and Interjections 111
Part TWO Sentence Composition 115
Characteristics of Good Sentences 116
Comparing Sentences 117
Writing Sentences 120
Revising Sentences 121
Clear, Forceful Sentences 123
Conciseness (Economy) 123
Clarity and Specificity 126
Varying Sentences 132
Unity 145
Part THREE Common Usage Errors 149
Problems with Sentence Structure 150
Simple Sentences 150
Compound Sentences 151
Complex Sentences 152
Sentence Fragments 155
Run-on Sentences 164
Problems with Nouns 171
Plurals of Nouns 171
Possessives of Nouns 172
Problems with Verbs 175
Using the Correct Tense 175
Principal Parts of Verbs 177
Agreement of Subject and Verb 181
Troublesome Verb Pairs 185
Problems with Modifiers 189
Adjectives and Adverbs Confused 189
Double Negatives 190
Other Errors 191
iv CONTENTS
- Problems with Pronouns 193
Personal Pronouns 193
Indefinite Pronouns 196
Possessive Pronouns 198
Problems with Punctuation 201
End Punctuation 201
The Comma 202
Quotation Marks 209
Punctuating Titles 210
Problems with Capitalization 214
In Letters 214
In Quotations 214
First Words 214
Proper Nouns and Proper Adjectives 215
Problems with Spelling 221
Frequently Misspelled Words 221
Words Often Confused 223
Seven Helpful Spelling Rules 224
Contractions 230
Part FOUR Basic Paragraph Composition 231
The Paragraph 232
A Note About Paragraph Length 233
Unity in the Paragraph 235
The Topic Sentence 239
The Clincher Sentence 242
Developing a Paragraph with Reasons 244
Arranging the Reasons 245
Arranging the Reasons—Another Look 248
Developing a Paragraph with Examples 249
Varying Sentence Beginnings 253
Index 259
CONTENTS v
- Introduction
How To Use This Book
Grammar and Usage for Better Writing is a basic workbook that can provide a founda-
tion for further study in English grammar and usage. It will benefit students who are learn-
ing the essentials for the first time as well as those who wish to review concepts they have
previously learned. The premise of this book is that understanding how language works
enables us to use it more effectively. This skill can enhance our personal communications,
schoolwork, and professional lives.
The workbook is organized into four major parts. The parts in turn consist of brief
lessons, each with explanations, examples, and practice to ensure that students understand
the concepts being introduced. The book is structured sequentially, with the most basic
elements—the parts of a sentence—introduced in Part One, followed by the composition
of sentences in Part Two. Part Three focuses on some common problems that people en-
counter when using English, and it places more emphasis on applying the rules. Students
who are new to grammar study should begin with Part One and work through each section
in order; more advanced students who already know the parts of speech may want to start
with Part Two and use the first section for reference.
Once writers learn the parts of sentences and how they work together to determine the
meaning and effect of a sentence, they can begin to understand what good writing is all
about. Part Four is designed to help students make the transition from crafting sentences to
developing good paragraphs, the foundation for most kinds of writing. It serves as an in-
troduction to further study of rhetoric and composition.
Study the rules, review the examples, and look for more examples of good writing in
books, newspapers, magazines, Web sites, and other available sources. Complete the exer-
cises to practice what you have learned, but also remember to apply the rules whenever
you speak and write. The more you use what you learn in this book, the better and more
natural your use of the English language will be. In the end, you will be a stronger, more
effective speaker and writer. You’re on your way—good luck!
INTRODUCTION vii
- Part ONE Parts of Speech
In a sentence, a word may play one of eight parts. It may be either
1. a noun, 5. an adverb,
2. a pronoun, 6. a preposition,
3. a verb, 7. a conjunction, or
4. an adjective, 8. an interjection.
These eight parts are known as the parts of speech.
We use the parts of speech to build sentences. For example, if we put together the noun
sunburn and the verb itches, we can make the following statement:
Sunburn itches.
N. V.
We can expand this statement by adding the adjective my:
My sunburn itches.
ADJ. N. V.
We can also add the adverb painfully:
My sunburn itches painfully.
ADJ. N. V. ADV.
If we should want to ask a question, we can begin with a verb. Here is a question made
up of the verb is, the noun sunburn, and the adjective painful.
Is sunburn painful?
V. N. ADJ.
1
- Of course, we can expand this question. For example, we can add the adverb usually.
Is sunburn usually painful?
V. N. ADV. ADJ.
The system that our language uses to put parts of speech
together into sentences is known as grammar.
The first two lessons focus on the two basic parts of any sentence: the subject and the
predicate.
2 PA R T S O F S P E E C H
- Lesson 1 The Subject
A sentence has two parts: (1) a subject and (2) a predicate. This lesson deals with the
subject.
The subject is the part of the sentence about which
something is told or asked.
The seats on the bus are very comfortable.
QUESTION: About what is the sentence telling something?
ANSWER: The seats on the bus.
SUBJECT: The seats on the bus.
Amelia Earhart disappeared over the Pacific.
QUESTION: About whom is the sentence telling something?
ANSWER: Amelia Earhart.
SUBJECT: Amelia Earhart.
Has your brother Tom found a summer job?
QUESTION: About whom is the sentence asking something?
ANSWER: your brother Tom.
SUBJECT: your brother Tom.
Position of the Subject
The subject is usually found at the beginning of the sentence, but it can also appear in
other positions.
SUBJECT AT THE BEGINNING OF THE SENTENCE:
An experienced pilot was at the controls at the time of the crash.
SUBJECT AT THE END OF THE SENTENCE:
At the controls at the time of the crash was an experienced pilot.
THE SUBJECT 3
- SUBJECT WITHIN THE SENTENCE:
At the time of the crash, an experienced pilot was at the controls.
Finding the Subject
A sure way to find the subject is to answer one or the other of these questions:
• About whom or about what is the sentence saying or asking something?
• Who or what is doing, or has done, or will do something?
What is the subject of the following sentence?
Question 1:
The score at the end of the quarter was 12–12.
Ask yourself: “About what is the sentence saying something?”
Procedure:
Obviously, The score at the end of the quarter.
The subject is The score at the end of the quarter.
Answer:
(The subject tells about what the sentence is saying something.)
What is the subject of the following sentence?
Question 2:
The orchestra members tuned their instruments.
Ask yourself: “Who did something?”
Procedure:
The subject is The orchestra members.
Answer:
(The subject tells who did something.)
What is the subject of the following?
Question 3:
Wait outside, please.
Ask yourself: “Who is to wait outside?”
Procedure:
The subject is You (understood).
Answer:
(You) wait outside, please.
In an imperative sentence (a sentence expressing a command or mak-
Note:
ing a request), the subject You is not expressed but understood.
What is the subject of the following?
Question 4:
Is the door to the basement locked?
Ask yourself: “Is what locked?”
Procedure:
The subject is the door to the basement.
Answer:
(The subject tells about what the sentence is asking something.)
4 PA R T S O F S P E E C H
- EXERCISE 1. Write the subject in the space provided.
Sample:
The apples in the fruit bowl were all sour.
The apples in the fruit bowl
1. Next to the hardware store is a ski shop.
2. Will your father drive us to the game?
3. Is the noise from the next room bothering you?
4. Our math teacher coaches the bowling team.
5. The bowling team is coached by our math teacher.
Simple Subject and Complete Subject
When a subject consists of more than one word, the main
word in that subject is called the simple subject.
The seats on the bus are very comfortable.
SIMPLE SUBJECT: seats
The simple subject and the words that describe it are to-
gether known as the complete subject.
COMPLETE SUBJECT: The seats on the bus
Does a simple subject ever consist of more than one word?
Question:
Yes, especially if it is a name. For example:
Answer:
The late Amelia Earhart was a pioneer in aviation.
COMPLETE SUBJECT: The late Amelia Earhart
SIMPLE SUBJECT: Amelia Earhart
THE SUBJECT 5
- EXERCISE 2. Write the complete subject in the C.S. space and the simple subject in
the S.S. space.
Sample:
The first reporters on the scene did not get all the facts.
reporters
The first reporters on the scene
C.S. . S.S.
Hint: You can be sure that you have correctly chosen the simple subject if you can prove
to yourself that it cannot be omitted. If The, first, and on the scene were omitted
from the C.S., above, the sentence would still make sense. But if reporters were
omitted, the sentence would not make sense. This proves that reporters is the sim-
ple subject.
1. The famous Mona Lisa is a painting by Leonardo da Vinci.
C.S. . S.S.
2. Did a letter from your sister come this morning?
C.S. . S.S.
3. Farther up on the hill is a house with white shutters.
C.S. . S.S.
4. Asleep in the crib was a six-month-old baby.
C.S. . S.S.
5. My older brother is graduating in June.
C.S. . S.S.
6 PA R T S O F S P E E C H
- Lesson 2 The Predicate
Before we talk about the predicate, remember that
The subject is the part of the sentence about which
something is told or asked.
Prices are higher.
subject
What Is the Predicate?
The predicate is the part of the sentence that tells or asks
something about the subject.
Prices are higher .
predicate
You can easily find the subject and the predicate of a sentence by asking two simple
questions:
Prices are higher.
QUESTION 1: About what is the sentence telling something?
ANSWER: Prices.
The subject is Prices.
2: What is the sentence saying about Prices?
QUESTION
ANSWER: Prices are higher.
The predicate is are higher.
My sister Karen is waiting for us.
QUESTION 1: About whom is the sentence telling something?
ANSWER: My sister Karen.
The subject is My sister Karen.
T H E P R E D I C AT E 7
- 2: What is the sentence saying about My sister Karen?
QUESTION
ANSWER: My sister Karen is waiting for us.
The predicate is is waiting for us.
Was Andy angry?
QUESTION 1: About whom is the sentence asking something?
ANSWER: Andy.
The subject is Andy.
2: What is the sentence asking about Andy?
QUESTION
ANSWER: Was Andy angry?
The predicate is Was angry.
Position of the Predicate
The predicate usually comes after the subject, but it can also appear in other positions.
PREDICATE AFTER THE SUBJECT:
The parking lot is next to the stadium.
S. P.
PREDICATE BEFORE THE SUBJECT:
Next to the stadium is the parking lot.
P. S.
PREDICATE PARTLY BEFORE AND PARTLY AFTER THE SUBJECT:
Is the parking lot next to the stadium?
P. S. P.
EXERCISE 1. First draw a single line under the complete subject of the sentence.
Then, above the double line at the right, write the predicate.
Samples:
SUBJECT PREDICATE
dropped suddenly
The temperature dropped suddenly.
Has . . . landed
Has the plane landed?
Under the tree lay
Under the tree lay many rotting apples.
8 PA R T S O F S P E E C H
- 1. Has our teacher recovered from the flu?
2. Behind the wheel was my sister Maria.
3. How comfortable these new seats are!
4. Finally, the suspect surrendered to the
police.
5. A flock of seagulls landed on the beach.
EXERCISE 2. Complete the sentence by adding a predicate.
Samples:
The apple was not ripe.
A speck of dust flew into my eye.
1. The onion soup
2. Your suede jacket
3. Her new pen
4. The owner of the car
5. My desk at home
T H E P R E D I C AT E 9
- Lesson 3 Verbs
The main word in the predicate is called the verb.
Here are a few examples:
1. The temperature dropped rapidly.
PREDICATE: dropped rapidly
VERB: dropped
2. José often visits exhibits at the natural history museum.
PREDICATE: often visits exhibits at the natural history museum
VERB: visits
3. Have you no sense?
PREDICATE: Have no sense
VERB: Have
Without a verb, the predicate cannot tell or ask anything about the subject. For in-
stance, if the verb dropped is left out of the first sentence above, the resulting sentence
cannot convey any clear meaning:
The temperature. . . rapidly.
Does a verb ever consist of more than one word?
Question:
Yes, often. A verb may consist of one to four words:
Answer:
SENTENCE VERB
They have no questions. have
Do you have any questions? Do . . . have
We have been calling John all week. have been calling
His phone may have been disconnected . may have been disconnected
10 PA R T S O F S P E E C H
- EXERCISE 1. Find the verb and write it in the blank space.
Samples:
was
Ben was at the door.
must have been treated
They must have been treated badly.
1. Mindy has a lot of friends.
2. The water is boiling in the microwave.
3. I should have listened to you.
4. He must have been pushed by someone
in the crowd.
5. Did the light bother you?
EXERCISE 2. Write the simple subject in the S.S. space, the predicate in the P.
space, and the verb in the V. space.
Samples:
pond
The pond froze during the night. S.S.
froze during the night
P.
froze
V.
You (understood)
Wash your hands. S.S.
Wash your hands
P.
Wash
V.
You
Did you hear the wind? S.S.
Did hear the wind
P.
Did hear
V.
1. Comb your hair. S.S.
P.
V.
2. The bus will come at any minute. S.S.
P.
V.
VERBS 11
- 3. Has it been coming on time lately? S.S.
P.
V.
4. For some time, light rain has been S.S.
falling. P.
V.
5. It must have been raining since dawn. S.S.
P.
V.
6. In my pocket was the missing glove. S.S.
P.
V.
7. Fuel bills have been increasing S.S.
every year. P.
V.
8. The cold weather has been affecting S.S.
the spring crops. P.
V.
9. Does your remote control need fresh S.S.
batteries? P.
V.
10. Someone must have taken my books S.S.
by mistake. P.
V.
12 PA R T S O F S P E E C H
nguon tai.lieu . vn
