Writers choice grammar enrichment grade 12

Grammar and Composition

Grammar Enrichment
Grade 12


Glencoe/McGraw-Hill

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ii


Contents
Unit 10

Parts of Speech
10.1
10.2
10.3

10.3
10.4
10.5
10.6
10.7

Unit 11

Parts of the Sentence
11.1–3
11.5
11.5
11.5

Unit 12

Clauses and Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Noun Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Four Kinds of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Verb Tenses, Voice, and Mood
15.1–3
15.4–5
15.7–8

Unit 16

Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Appositives and Appositive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Participles and Gerunds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Clauses and Sentence Structure
13.1–4
13.5
13.6
13.7
13.8
13.9
13.10

Unit 15

Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Direct and Indirect Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Object Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Subject Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Phrases
12.1
12.2
12.3
12.3
12.4

Unit 13

Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ActionVerbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Verbs: Principal Parts and Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Verb Tenses and Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Voice and Mood of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Subject-Verb Agreement
16.1–3
Subject-Verb Agreement I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
16.4–5, 7–8 Subject-Verb Agreement II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

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Contents
Unit 17

Using Pronouns Correctly
17.1
17.2–3
17.4

17.5
17.6–7

Unit 18

Using Modifiers Correctly
18.1–2
18.5–6
18.7

Unit 20

iv

Capitalization of Sentences and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Capitalization: Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . 39

Punctuation, Abbreviations, and Numbers
21.1–3
21.4
21.5
21.6
21.6
21.6
21.6
21.6
21.8–9
21.10–11
21.12
21.13

21.16

Answers

Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Using Modifiers Correctly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Misplaced and Dangling Modifiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Capitalization
20.1
20.2–3

Unit 21

Case of Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Reflexive and Intensive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Who and whom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Period, Exclamation Point, Question Mark . . . . . . . . . . . . . . . . . . . . . . 40
The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
The Semicolon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Commas and Compound Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Coordinate Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Commas and Nonessential Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Commas: Titles, Addresses, Direct Address . . . . . . . . . . . . . . . . . . . . . . 46
Proper Use of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Parentheses and Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Ellipsis Points and Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Quotation Marks and Italics (Underlining) . . . . . . . . . . . . . . . . . . . . . . 50
The Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Numbers and Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.1

Nouns

■ A. Identifying Nouns

Above each underlined noun in the sentences below, write Proper or Collective; if the noun is
neither proper nor collective, write Concrete or Abstract.
1. Preparation for the Boston Marathon involves strenuous work.
2. Runners must prepare themselves both mentally and physically to run the full distance

of more than twenty-six miles.
3. Most racers train for months to prepare for the important Monday.
4. Their training often involves running a total of more than fifty miles per week.
5. Many athletes believe that those who are preparing for the marathon should also run

the entire length of the course at least once before the big event.
6. Some of the running fraternity also train by running up and down hills.
7. They believe that this will increase their endurance.
8. During competition, those who did not train for running on inclines are usually sorry.

9. The first part of the marathon course is a gentle downhill slope.
10. However, later, after the running tribe are tiring, the route becomes hilly before the finish

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line in the city of Boston.
■ B. Using Nouns

Use nouns you identified above to write a sentence as requested for each type of noun below.
Underline the nouns.
1. (two proper nouns)

______________________________________________________________________________
2. (one collective noun and one plural noun)

______________________________________________________________________________
3. (one singular concrete noun and one singular abstract noun)

______________________________________________________________________________
4. (one singular proper noun and one plural common noun)

______________________________________________________________________________
5. (two nouns of your choosing)

______________________________________________________________________________

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.2

Pronouns

■ A. Identifying Pronouns

On a separate sheet of paper, list all the pronouns in the sentences below. Then identify
each pronoun as Per. (personal), Poss. (possessive), Ref. (reflexive), Inten. (intensive),
Dem. (demonstrative), Inter. (interrogative), Rel. (relative), or Ind. (indefinite).
1. History, as we know it, began with the birth of civilization.
2. Many historians believe that Western civilization began about 5,000 years ago in
Mesopotamia, which is the portion of southwest Asia that is located between the
Tigris and Euphrates rivers.
3. What about the area favored such a development?
4. The site is characterized by an adequate water supply and fertile soil; these are essential
environmental factors for the development of civilization.
5. Which of the other major early civilizations originated in regions whose environmental
characteristics were similar?
6. In Egypt, the Nile River deposited rich, black soil when it overflowed its banks during its
annual flooding.
7. In Middle America, the Maya and Aztecs farmed their crops on rich volcanic soil that was
watered by canals leading from lakes and rivers.
8. In the Andes, Inca farmers taught themselves to farm on terraces, which were dug into the
sides of steep mountain slopes.
9. By doing this, they themselves learned to control the heavy water runoff that threatened
agricultural efforts on mountainous terrain.

■ B. Using Pronouns

Use pronouns you identified above to write sentences below as requested. Underline
the pronouns.
1. (two relative pronouns)

______________________________________________________________________________
2. (one personal pronoun and one possessive pronoun)

______________________________________________________________________________
3. (one interrogative pronoun and one demonstrative pronoun)

______________________________________________________________________________
4. (one intensive pronoun or one reflexive pronoun)

______________________________________________________________________________
5. (one indefinite pronoun)

______________________________________________________________________________

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Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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10. Others of the earliest civilizations sprang up in locations that were as diverse as western
Africa, India, southeast Asia, and China.

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.3

Action Verbs

■ A. Identifying Action Verbs

Each of the following pairs of sentences has the same verb. Underline the verb. In the space,
write A—T for each action verb that is transitive and A—I for each action verb that is
intransitive.
_____ 1. a. People still search the streams of the American Rockies for gold.
_____
b. Other prospectors search for gold in the jungles of Brazil.
_____ 2. a. Some people dig gold out of the hillsides with pickaxes and shovels.
_____
b. Others dig in the sides of mountains or deep in the earth.
_____ 3. a. Some prospectors pan alluvial gold from the topsoil.
b. Still other prospectors pan in streams.
_____ 4. a. The heavier gold dust and nuggets sink to the bottom of the pan.
_____
b. The dust and nuggets sink because of their weight.
_____ 5. a. Because of its weight, the gold remains in the pan.
_____
b. The prospector remains at his claim with his pan in his hands.
■ B. Using Action Verbs

Complete each sentence with verbs in the forms requested.

1. Nearly a fourth of Mexico’s estimated ninety-three million inhabitants

________________ (action, present tense) in Mexico City or its surroundings.
2. Mexican government experts ________________ (action, past tense) some time ago that

the city’s residents ________________ (action, present tense) 29.5 million trips every day
in nearly three million motor vehicles.
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3. Because of the amount of gasoline that these vehicles ________________ (action, present

tense), Mexico City’s serious ozone smog problem probably ________________ (action,
future tense).
4. When the government ________________ (action, past tense) a one-day-a-week driving

ban for each private car in 1989, pollution levels ________________ (action, past
tense)—until families ________________ (action, past tense) additional cars to use
on the one day they could not drive their main cars.
5. Since the altitude of of the city is 7,500 feet, its oxygen supply is and will be thin, meaning

that fuels burn and always ________________ (action, future tense) inefficiently.

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.3

Linking Verbs

■ A. Identifying Linking and Action Verbs

Underline each verb, and identify it as AV (action verb) or LV (linking verb) by writing the
correct letters above the verb.
1. The Sahel is a semi-arid belt of poor soils two hundred to seven hundred miles wide that

stretches across the northern portion of the African continent.
2. In the last fifty years, deforestation and overuse added to the Sahel an area that seems

equivalent in size to France.
3. More agriculture and greater population are threats that inevitably increase the size of

desert regions.
4. Desertification, or the process by which land becomes desert, perpetuates drought.
5. The future for the Sahel looks bleak.
■ B. Using Linking Verbs

From the list below, select the best linking verb to complete each sentence. Use each verb only
once. Write the verb in the tense specified in parentheses. (Make sure that your verb agrees in
number with its subject.)
sound

be

remain

become

grow

1. Jim usually ________________ (present tense) tired while he is playing basketball.

________________ (past tense) tired very early in each game.
3. Despite the way he feels, Jim always tries his hardest and ________________
(present tense) cheerful throughout every game.
4. Despite his team’s poor record, Jim ________________ (present tense) optimistic
that they will do better.
5. Practicing basketball for fifteen hours a week ________________ (present tense) difficult,
but Jim thinks of it as pure fun.

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Writer’s Choice: Grammar Enrichment, Grade 12, Unit 8

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2. However, this year he can play longer without tiring than he could last year, when he


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.4

Adjectives

■ A. Identifying Adjectives

The passage below is excerpted from The Snow Leopard by Peter Matthiessen. In this passage
the author is in the Himalayas of central Asia studying a pack of rare Himalayan blue sheep,
bharal, when he sights some even rarer animals—wolves. Underline each adjective in the
passage. (Do not include articles.)
(1) In the hard light, the blue-gray creatures [bharal] seem far too swift to catch, yet the
streaming wolves gain ground on the hard snow. (2) Then they are whisking through the
matted juniper and down the steepening rocks, and it appears that a bharal will be cut off
and bowled over, down the mountain, but at the last moment it scoots free and gains a
narrow ledge where no wolf can follow.
(3) In the frozen air, the whole mountain is taut; the silence rings. (4) The sheep’s flanks
quake, and the wolves are panting; otherwise, all is still, as if the arrangement of pale shapes
held the world together. . . .
(5) Briefly, the wolves gaze about, then make their way up the mountainside in the
unhurried gait that may carry them fifty miles in a single day.
■ B. Using Adjectives

In the following paragraph from “The Adventure of the Speckled Band” by Arthur Conan
Doyle, Dr. Watson and Sherlock Holmes are driving through the English countryside. Some
adjectives have been left out of the description. In each blank, write an adjective as requested
in parentheses. Choose vivid adjectives.
At Waterloo we were ________________ (1. adjective referring to luck) in catching a train for
Leatherhead, where we hired a trap at the station inn, and drove for four or five miles through
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the ________________ (2. adjective describing appearance in a positive way) Surrey lanes. It
was a perfect day, with a ________________ (3. adjective describing how something looks)
sun and a few ________________ (4. adjective conveying the idea of softness) clouds in the
heavens. The trees and the wayside hedges were just throwing out their first ________________

(5. adjective describing color) shoots, and the air was full of the ________________
(6. adjective conveying a positive feeling) smell of the ________________ (7. adjective
describing a physical quality) earth. To me at least there was a ________________
(8. adjective conveying the idea of oddness) contrast between the sweet promise of the spring
and this ________________ (9. adjective conveying the idea of danger) quest upon which
we were engaged. My companion sat in the front of the trap, his arms folded, his hat pulled
down over his eyes, and his chin sunk upon his breast, buried in the ________________
(10. adjective conveying the idea of seriousness) thought. Suddenly, however, he started,
tapped me on the shoulder, and pointed over the meadows.

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.5

Adverbs

■ A. Identifying Adverbs

Underline the adverbs in each sentence below. Identify whether the adverb is Neg. (a negative
word) or one that tells when, where, to what degree, or how by writing the appropriate word(s)
above the adverb.
1. The work of the North American Indian artist was completely and irrevocably upset by

the appearance of the European trader.

2. With metal knives, carving could be done more efficiently.
3. Many new decorative materials, whose existence had scarcely been imagined before,

came into use.
4. Some, such as glass beads, continued to be used primarily in the same way that older

materials, such as porcupine quills, had been used.
5. Other new trade items, such as steel sewing needles and Spanish guitars, forever altered

the Native American way of life.
■ B. Using Adverbs

Follow the directions in parentheses below and write an appropriate adverb in each space
provided. (You may use more than one word in a space.)
1. The subsequent arrival of the settlers brought about changes ________________

(use a comparative adverb) than one might have guessed.
(use an adverb that tells when) started a chain reaction.
3. The rug patterns ________________ (use an adverb that tells to what degree) influenced

Native American art, such as Sioux beadwork.
4. ________________ (use a negative adverb) altered, this “Indian design” was carried east

with the Buffalo Bill shows.
5. ________________ (use an adverb that tells where), the Oriental designs were thought

to be authentic Indian designs.

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Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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2. The wealthy settler who brought along a few prized Oriental rugs ________________


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

10.6

Prepositions

■ A. Identifying Prepositions

The sentences below are taken from a passage written by William Least Heat-Moon.
Underline all the prepositions in the sentences. Above each preposition, write the
object of the preposition. (One preposition has more than one object.)
1. In Kay County, Oklahoma, fifteen miles south of the Kansas line and twelve northeast of

Ponca City, on a hilltop, in the distance the dammed and inundated valley of the Arkansas
River turned to a reservoir called Kaw Lake: I am sitting in a maintenance shed with a
grandson of a Kansa chief in a broad shaft of sunlight sloping through the open door; it
warms us in the cool wind.
2. From time to time he removes [his] hat [and strokes] his palm over his thinning hair; his

hands are big, darkened as if oxidized, except for weathered-in networks of white like
(dried-up saline creeks; the fingernails are thick and broken.
3. In a paper sack is his lunch: a can of Vienna sausage, two slices of white bread, an apple,

an orange; during the time we talk, he does not eat, because he forgets about food and the
passing hours.
4. His words are soft with a slight rasp at the edges, as if they were old, frayed cotton, and his

pronunciation is that of the southwest hill country.

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5. A few yards north of the shed stands the old Kaw council house and south of it the

dance-ground, a big circle of buffalo grass with a high view of the former reservation,
east across the river.
■ B. Using Prepositions

On a separate sheet of paper, write sentences as requested in the parentheses below. Underline
the objects of the prepositions.
1. (Write a sentence using the word until as a preposition.)
2. (Write a sentence using a compound preposition that is not except for.)
3. (Use two prepositions that you did not identify above.)
4. (Use the word before twice in one sentence—once as a preposition, once as another part
of speech.)
5. (Use a three-word compound preposition.)

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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Grammar Enrichment

Name ...................................................................................... Class .................................................. Date ................................

10.7

Conjunctions

■ A. Using Coordinating and Correlative Conjunctions

Write an appropriate coordinating or correlative conjunction in each space below. (See the lists
of conjunctions on pages 467–468 of Writer’s Choice.)
1. Mary Cassatt was ________________ an important American artist ________________

the guiding force behind some of the finest art collections in this country.
2. When she decided to study painting, Cassatt faced the prohibitions ________________

prejudices of Victorian society.
3. Her father supposedly said that he would not mind seeing her dead, ________________

that he did not want her to study painting.
4. Most of Cassatt’s art instruction came from haunting art museums in Europe

________________ from teaching herself.
5. ________________ were the themes of Cassatt’s paintings invariably feminine,

________________ they were ________________ frequently maternal.
■ B. Using Subordinating Conjunctions and Conjunctive Adverbs

Follow the directions in the parentheses below and write an appropriate word or words in each
space. (See the lists on pages 470 and 472 of Writer’s Choice.)
1. ________________ (use a subordinating conjunction) Mary Cassatt painted many

pictures of young women and children, she depicted them in a straightforward and
2. ________________ (use a subordinating conjunction) she had decided that works of art

ought to stand on their own merits instead of depending upon the whims of juries or
critics for their success, she never again entered her work in any competition.
3. In her art, Cassatt gradually moved away from impressionism to a style that placed greater

emphasis on line and structure; ________________ (use a conjunctive adverb), that style
was greatly influenced by Japanese art.
4. Mary Cassatt’s art was largely ignored or belittled in her native United States;

________________ (use a conjunctive adverb), she lived and worked in Europe.
5. ________________ (use a subordinating conjunction) she painted, Cassatt was

considered an “artist’s artist”—one more honored by her artist peers than by critics
or the public.

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Writer’s Choice: Grammar Enrichment, Grade 12, Unit 10

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unsentimental manner.


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

11.1–3

Subjects and Predicates

■ A. Identifying Simple Subjects and Predicates

On the line beneath each sentence, write the simple subject and simple predicate.
(Some sentences may contain compound subjects.)
1. Games and sports can provide socialization, adventure, and relaxation.

______________________________________________________________________________
2. They seem a socially acceptable release of aggression for players.

______________________________________________________________________________
3. Many types of games also express natural competitive urges.

______________________________________________________________________________
4. Children’s personalities and physical skills develop through games and sports.

______________________________________________________________________________
5. Think of different categories of sports and games.

______________________________________________________________________________
6. In earlier times sports provided practice for real battles.

______________________________________________________________________________
7. From the need for food and transportation developed some sports.

______________________________________________________________________________
8. Technological advances have led to the development of some sports.

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______________________________________________________________________________
9. Now communication satellites can transmit sports events from around the world to
television screens in people’s homes.

______________________________________________________________________________
10. Professional team sports reflect the social values of our culture.

______________________________________________________________________________
■ B. Expanding Simple Subjects and Predicates

On a separate sheet of paper, write an expanded version of each simple sentence below by
adding other words and phrases.
1. Society values.
2. Athletes are paid.
3. Companies manufacture.
4. Emphasis has encouraged.
5. Athletes compete.

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 11

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Grammar Enrichment
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11.5

Direct and Indirect Objects

■ Distinguishing Between Direct and Indirect Objects

Write DO above each direct object and IO above each indirect object in the sentences below.
(Some sentences may not have an indirect object.)
1. The South American rubber tree produces most of the natural rubber in the world.
2. In the late 1800s, someone carried seedlings of the tree to Malaya, and rubber cultivation
was begun.
3. For decades after the introduction of rubber to Europe, Europeans did not give rubber
much value.
4. An English chemist, Charles Mackintosh, first coated fabric with rubber.
5. He gave the mackintosh, a waterproof coat, his name.
6. The fascination of such an invention soon gave Americans the great “India Rubber
Boom.”
7. New York investors offered manufacturers of rubber products millions of dollars for
the development of rubber-coated articles.
8. Producers sold people large quantities of rubber shoes, caps, coats, sheets, and life
preservers.
9. Eventually, however, the weather brought rubber promoters one disaster after another.
10. Summer heat melts rubber; winter cold hardens it.
11. Rubber caused its users trouble for years, and then Charles Goodyear appeared.
12. Goodyear gave the search for more durable rubber his entire life.
14. Some gave him money for his experiments.
15. Many refused him even encouragement.
16. Goodyear paid the latter no attention.
17. This single-minded inventor continually brought his family unhappiness and poverty.
18. In 1844 he finally patented a successful vulcanization process.
19. The process has earned many people great fortunes ever since.

20. However, it left Goodyear’s family a two-hundred-thousand-dollar debt upon his death.

10

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 11

Copyright © The McGraw-Hill Companies, Inc.

13. He showed potential investors invention after invention.


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

11.5

Object Complements

■ A. Identifying Object Complements

Identify which sentence in each of the pairs below has an object complement by underlining
the letter of the sentence. Then underline the object complement.
1. a. Evening finds me wide awake.
b. In the evening I am wide awake.
2. a. My friends call me “Night Owl.”
b. My friends say I am a “night owl.”
3. a. I consider that their name is appropriate.
b. I consider their name for me appropriate.
4. a. I call the evening my favorite time for books and letters.
b. I have chosen the evening as my favorite time for books and letters.

5. a. I make that a time that is free of telephone calls.
b. I make that time telephone-free.
■ B. Using Object Complements

Tell whether the underlined word in each sentence is used as an object complement by writing
Y (for yes) or N (for no) in the space provided.
_____ 1. After years and years of working for an agreement, each group suddenly considered
the other group a partner in negotiation.
_____ 2. Each group found the other totally trustworthy.
_____ 3. People of each group called the other’s views stubborn yet not unreasonable.
_____ 4. Even small children called their opponents friendly names.
Copyright © The McGraw-Hill Companies, Inc.

_____ 5. Each side appointed its most capable diplomat speaker.
_____ 6. The groups thought themselves advocates of enlightenment and reason, but the
methodology of the groups was different.
_____ 7. Both sides eagerly elected expert communicators their leaders.
_____ 8. Each leader called the other leader a skilled and aggressive dealmaker.
_____ 9. Each side thought a trade agreement a worthy goal—a goal that could only be achieved
through much give and take.
_____10. The trade agreement at last went into effect.

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 11

11


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

11.5

Subject Complements

■ A. Identifying Subject Complements

Underline the subject complement in each sentence. Identify each complement as a predicate
nominative or a predicate adjective by writing PN or PA in the space provided.
_____ 1. The idea of a bank is very old.
_____ 2. The earliest banks were simply the strongboxes of international money-changers.
_____ 3. Banco di Rialto was the first modern bank in 1587 in Venice, Italy.
_____ 4. Banks became an active part of urban life, with early Italian bankers at work on
benches along city streets.
_____ 5. In fact, the origin of the English word bank is the Italian word banco, or “bench.”
_____ 6. Goldsmiths of seventeenth-century England stored people’s gold and silver in strong
vaults, and their notes of receipt became acceptable money.
_____ 7. Early American banks were mostly unsuccessful.
_____ 8. These banks often were unsafe for their depositors’ money.
_____ 9. They were risky; they issued unsecured notes of receipt.
_____10. Early banks became unhealthy because of inadequate capital, erroneous judgment,
and poor management.
■ B. Using Complements

Write a sentence in the manner requested for each complement identified in parentheses.
1. (old used as a predicate adjective)
2. (old used as an object complement)

______________________________________________________________________________
3. (bank used as a predicate nominative)

______________________________________________________________________________
4. (bank used as an indirect object)

______________________________________________________________________________
5. (bank used as a direct object)

______________________________________________________________________________

12

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 11

Copyright © The McGraw-Hill Companies, Inc.

______________________________________________________________________________


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

12.1

Prepositional Phrases

■ A. Identifying Prepositional Phrases

Underline all the prepositional phrases in the passage below from The Call of the Wild by
Jack London.
It was a hard day’s run, up the Canyon, through Sheep Camp, past the Scales and the
timberline, across glaciers and snowdrifts hundreds of feet deep, and over the great Chilcoot

Divide, which stands between the salt water and the fresh and guards forbiddingly the sad and
lonely North. They made good time down the chain of lakes which fills the craters of extinct
volcanoes, and late that night pulled into the huge camp at the head of Lake Bennett, where
thousands of gold-seekers were building boats against the breakup of the ice in the spring.
Buck made his hole in the snow and slept the sleep of the exhausted just, but all too early
was routed out in the cold darkness and harnessed with his mates to the sled.
■ B. Using Prepositional Phrases

Expand the sentences below by adding at least one adjective phrase and one adverb phrase to
each. Identify your phrases by writing Adj. or Adv. above each.
1. A girl walked down the street.

______________________________________________________________________________
2. The tourists were freezing.

______________________________________________________________________________

Copyright © The McGraw-Hill Companies, Inc.

3. He looked but could not find the receipts.

______________________________________________________________________________
4. White-hot flashes streaked across the sky.

______________________________________________________________________________
5. Lights from the houses twinkled.

______________________________________________________________________________
6. The treasure was buried hastily.

______________________________________________________________________________
7. Look for a clean tablecloth.

______________________________________________________________________________
8. Should we believe this unusual story?

______________________________________________________________________________

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 12

13


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

12.2

Appositives and Appositive Phrases

■ A. Identifying Appositives and Appositive Phrases

Underline the appositives and appositive phrases in each sentence.
1. “Her Royal Deepness,” Dr. Sylvia Earle, an intrepid adventurer and an eminent scientist,
was appointed in 1990 to head the National Oceanic and Atmospheric Administration,
a branch of the Department of Commerce.
2. Dr. Earle, the first woman head of NOAA, has published two books and more than
seventy articles on environmental subjects.
3. The first explorer of the ocean 1,250 feet underwater without a tether to the surface,
she has set many records for deep-sea dives.

4. One of three children, Dr. Earle was raised in New Jersey on a farm with many animals.
5. Then her family moved to Dunedin, a small town in Florida.
6. There the teen-ager, an excellent student, studied hard and examined the plants and
animals in the warm waters of the nearby Gulf of Mexico.
7. In the sixties, Earle, then a graduate student at Duke University, was one of the first
users of the new invention, scuba equipment.
8. Dr. Earle’s first expedition, a major one, was to the Indian Ocean with the National
Science Foundation.
9. Since then, Dr. Earle, a veteran of nearly six thousand hours underwater, has taken many
more research trips to remote spots in all of the world’s oceans.
10. According to Dr. Earle, human beings, people like you and me, are destroying the marine
ecosystem and are its only possible saviors.

On a separate sheet of paper, write original sentences using appositives as directed below.
1. Use a new office building as an appositive phrase.
2. Add an appositive to the first president of the United States.
3. Use a local newspaper as a nonessential appositive phrase.
4. Add an essential appositive phrase to my friends.
5. Add a large, congenial man as the appositive to the object of a preposition.

14

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 12

Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Appositives and Appositive Phrases


Grammar Enrichment

Name ...................................................................................... Class .................................................. Date ................................

12.3

Participles and Gerunds

■ A. Identifying Participles and Participial Phrases

Underline the participles and participial phrases in the following passage from Treasure Island
by Robert Louis Stevenson.
The place was entirely landlocked, buried in woods, the trees coming right down to highwater mark, the shores mostly flat, and the hilltops standing round at a distance in a sort of
amphitheater, one here, one there. Two little rivers, or rather two swamps, emptied out into
this pond, as you might call it, and the foliage round that part of the shore had a kind of poisonous brightness. From the ship we could see nothing of the house or stockade, for they were
quite buried among the trees; and if it had not been for the chart on the companion, we might
have been the first that had ever anchored there since the islands arose out of the seas. There
was not a breath of air moving, nor a sound but that of the surf booming half a mile away
along the beaches and against the rocks outside. A peculiar stagnant smell hung over the
anchorage—a smell of sodden leaves and rotting tree trunks. I observed the doctor sniffing
and sniffing, like someone tasting a bad egg.
■ B. Identifying Gerunds and Gerund Phrases

Underline the gerund or gerund phrase in each sentence. Then, in the space provided,
indicate how the gerund or gerund phrase is used: S (subject), DO (direct object),
IO (indirect object), OPrep. (object of a preposition), PN (predicate nominative),
or App (appositive).
Copyright © The McGraw-Hill Companies, Inc.

_____ 1. An activity some people find absorbing is trading antique toys.
2. Predicting the weather involves the study of meteorological phenomena.

_____ 3. Everything else they learned quite easily, but the technique of gliding took a long
time to master.
_____ 4. They gave solving the problem on their own one more chance before they called
the plumber.
_____ 5. When the weather is warm, the family enjoys eating outside.
_____ 6. The children, engaging in imitative behavior, practice storytelling in small groups
of four and five.
_____ 7. My grandfather’s favorite pastime, fishing, has thrilled him since he was a boy.
_____ 8. Bowling is an activity he also enjoys.
_____ 9. His idea of participating in sports is to enjoy himself.
_____10. He doesn’t care about competing against others.

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 12

15


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

12.3

Infinitives and Infinitive Phrases

■ A. Identifying Infinitives

Underline each infinitive or infinitive phrase. In the space provided, write whether it is used as
N (noun), Adj. (adjective), or Adv. (adverb).
_____ 1. To cackle wickedly was the queen’s only response to their pleas.
_____ 2. The salmon have gone to find the open water.

_____ 3. Almost everyone needs to exercise regularly.
_____ 4. Our country’s founders had the vision to ensure the right of personal property.
_____ 5. Her performance was so moving that the audience wanted to applaud only her.
_____ 6. Because he was so late, he needed to dash to the shop before it closed.
_____ 7. The ability of the trees to bend in the wind kept them from breaking in the storm.
_____ 8. We were distressed to remember that we had left the keys to the house on the table.
_____ 9. To protect the population from morbid diseases was the reason a program for
complete immunization was implemented.
_____10. She taught us to use the software more quickly and efficiently.
■ B. Using Infinitives

Write a sentence as directed for each infinitive listed below. You may expand the infinitives into
phrases by adding complements or modifiers.
1. Use to gossip as a direct object.

______________________________________________________________________________
2. Use to learn as an adjective.

______________________________________________________________________________
______________________________________________________________________________
3. Use to forget as a direct object.

______________________________________________________________________________
______________________________________________________________________________
4. Use to type as an adverb.

______________________________________________________________________________
______________________________________________________________________________
5. Use to succeed as an adjective.

______________________________________________________________________________
______________________________________________________________________________

16

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 12

Copyright © The McGraw-Hill Companies, Inc.

______________________________________________________________________________


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

12.4

Absolute Phrases

■ A. Identifying Absolute Phrases

Underline the absolute phrases in the following passage. (Not every sentence contains an
absolute phrase.)
(1) August 29,1862, marked the modest beginning of the Bureau of Engraving and
Printing. (2) Four women and two men housed in the basement of the main Treasury building, the employees began to separate and seal one- and two-dollar bills that had been printed
by private companies. (3) The bureau itself beginning to print currency notes the following
fall, by October 1, 1877, all United States currency was being printed in the bureau.
(4) The production of U.S. paper currency being neither easy nor simple, the complex
process involves more than sixty-five separate and distinct steps. (5) The production process
begins with a hand-engraved piece of soft steel known as a master die. (6) Separate portions of

the design of the die—the portrait, the vignette, the ornamentation, and the lettering among
them—are hand cut by engravers. (7) If you look closely at a currency note, you notice that
the portrait consists of numerous fine lines, dots, and dashes, all marks being of various sizes
and shapes. (8) Even the tiny bits of silk threads in the paper add to the intricacy of the design.
(9) The artistry and skill of the engraver being magnificent, the portrait is brought to life.
(10) This process of engraving is the first step in a unique printing technique known as
intaglio printing.
Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Absolute Phrases

Rewrite each pair of sentences below into one sentence containing an absolute phrase.
Underline the absolute phrase. (There are several ways to rewrite each sentence.)
1. The toddler reached for the plant. The babysitter scrambled to reach him.

______________________________________________________________________________
2. Swimming is one of my favorite activities. I reserve time each year for a beach vacation.

______________________________________________________________________________
3. The rain had drenched her clothing. She ran upstairs to her bedroom to change her
clothes.

______________________________________________________________________________
4. Most of my friends are interested in movies. We usually gather at someone’s house on
Friday night to watch a film.

______________________________________________________________________________

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 12

17


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

13.1–4

Clauses and Sentence Structure

■ A. Identifying Clauses and Sentence Structure

Underline the main clause in each of the sentences below. In the space provided, write SS if the
sentence is a simple sentence or CS if it is a complex sentence.
_____ 1. Chris, who was my best friend in the eighth grade, moved away at the end of the
school year.
_____ 2. Chris and I have been sending letters, articles, and even comic strips to each other
since he moved.
_____ 3. Our correspondence has been a great deal of fun.
_____ 4. We made a decision that we should try to get together when we both had vacation
from school.
_____ 5. Our planning resulted in a train ticket for me to visit him over Thanksgiving break.
_____ 6. As the day of my departure neared, I grew more and more excited about seeing
Chris again.
_____ 7. When the day arrived, I wanted to arrive early at Chris’s home in time to eat.
8. The train was filling with holiday travelers as I settled into my seat and opened
the day’s paper.

_____ 9. When I saw Chris waiting with a football in hand, I knew that this was going to be
a great Thanksgiving.

_____10. After we ate and helped clean up, Chris and I spent the rest of the day exchanging
stories and laughing about old memories.

Write a sentence in the manner requested for each topic suggested below. Label each clause in
the sentence MC for main and SC for subordinate.
1. (simple sentence about English class)

______________________________________________________________________________
2. (simple sentence about math class)

______________________________________________________________________________
3. (complex sentence about social studies class)

______________________________________________________________________________
4. (complex sentence about science class)

______________________________________________________________________________
5. (complex sentence about a teacher)

______________________________________________________________________________

18

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 13

Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Clauses and Sentence Structure

Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

13.5

Adjective Clauses

■ A. Identifying Adjective Clauses

Underline each adjective clause. In the space provided, write EC (essential clause) or NC
(nonessential clause). (Some sentences may contain more than one clause.)
_____ 1. Max and Isabel, who had never painted outside art class, were given permission to
paint their bedrooms.
_____ 2. They were excited by the prospect of doing something creative with their rooms,
but the person who had final approval of all interior house design had to approve
their plans.
_____ 3. Max, who was good at drawing, started to sketch different murals that he wanted to
paint on his walls.
_____ 4. Isabel went to the library to look through books that contained photographs of
ornamental friezes from different periods in history.
_____ 5. Isabel, who did not draw as well as her brother, was trying to find patterns or images
that she would be able to draw.
_____ 6. As she was paging through the books, Isabel came across Matisse’s cutouts, which
she found both beautiful and simple.
_____ 7. The day when the painting was to begin found both Max and Isabel ready.
8. Friday evening they went out and bought all the supplies that they needed.

_____ 9. The two, who had decided to work together, woke up early on Saturday to get started.
_____10. They began by moving furniture out into the hall, where it remained for the rest of
the day, and then they painted until they had executed their ideas.

Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Adjective Clauses

Rewrite each sentence. Add the kind of adjective clause specified in the parentheses to modify
the underlined noun.
1. Monday is the day I have my appointment. (nonessential adjective clause)

______________________________________________________________________________
2. Cheryl really enjoys books. (essential adjective clause)

______________________________________________________________________________
3. Jack and Laurie decided to meet at the corner. (essential adjective clause)

______________________________________________________________________________
4. Franklin had the highest score on the math exam. (nonessential adjective clause)

______________________________________________________________________________
5. The dinner was delicious. (essential adjective clause)

______________________________________________________________________________

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 13

19


Grammar Enrichment
Name ...................................................................................... Class .................................................. Date ................................

13.6

Adverb Clauses

■ A. Identifying Adverb Clauses

Underline the adverb clause in each of the sentences below. Then, in the space provided, write
the word(s) that the adverb clause modifies.
1. Alex and Jerome went bowling even though they had never bowled before.

______________________________________________________________________________
2. They put on their shoes, and they strutted to the lanes as if they knew what they
were doing.

______________________________________________________________________________
3. Jerome even decided that he would bowl well if he found the right ball.

______________________________________________________________________________
4. While Jerome was searching for the right ball, Alex threw a practice ball into the gutter.

______________________________________________________________________________
5. After Jerome finally found a ball, they were ready to start.

______________________________________________________________________________
6. Before he had even rolled his first ball, Jerome was asking the people in the next lane how
to score a strike and a spare.

______________________________________________________________________________
7. Both bowlers knocked down only a few pins with each ball until Alex started to get the

hang of it.

______________________________________________________________________________
______________________________________________________________________________
9. Alex’s game improved faster than Jerome’s.

______________________________________________________________________________
10. Jerome tried harder than Alex, however.

______________________________________________________________________________
■ B. Using Adverb Clauses

Expand the sentences below by adding an adverb clause to modify the underlined word(s)
in each sentence. Write the expanded sentence on a separate sheet of paper, and underline
the adverb clause.
1. Samuel runs faster.
2. I like oranges more.
3. Derrick is interested in biographies.
4. Sara tossed a football with Karim.
5. We will watch the documentary.
20

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 13

Copyright © The McGraw-Hill Companies, Inc.

8. Alex picked up his first spare in the sixth frame, and he felt as if he were a professional.


Grammar Enrichment

Name ...................................................................................... Class .................................................. Date ................................

13.7

Noun Clauses
■ A. Identifying Noun Clauses

Underline the noun clause(s) in the sentences below. Then, above each clause, write whether
the clause is used as a subject (S), a direct object (DO), a predicate nominative (PN), or an
object of a preposition (OPrep.). (Some sentences have more than one noun clause.)
1. I like whatever fictional books I can get my hands on.
2. What is contained within the worlds of these books always fascinates me.
3. All of my dreams have come from what I am reading.
4. Just in the last month I have been from the heart of Africa to the end of the galaxy;
reading is how I stretch my imagination.
5. As I read the stories, I understand why the characters act as they do.
6. Whatever situation a character is in becomes my situation.
7. I find that I care deeply about all of the characters.
8. Empathizing with the characters gives me insights into how the people around me act.
9. Whoever does not like to read misses exploring many worlds beyond our own.
10. What I do not understand is how people can choose voluntarily not to explore these
vast riches.
■ B. Using Noun Clauses

Copyright © The McGraw-Hill Companies, Inc.

Write a sentence using the noun clause what I like in each of the ways requested below. In each
sentence, underline the noun clause.
1. (as a subject)

______________________________________________________________________________
2. (as a direct object)

______________________________________________________________________________
3. (as an object of a preposition)

______________________________________________________________________________
4. (as a predicate nominative)

______________________________________________________________________________

Writer’s Choice: Grammar Enrichment, Grade 12, Unit 13

21