APPENDIX+C

LISTEN [|HERE] APPENDIX C ERROR CORRECTION _ It is important when you are producing material on the TOEFL iBT that your English be grammatically correct. You should be sure that you know how to use subject/verb agreement, parallel structure, comparatives and superlatives, verb forms, verb uses, passives, nouns, pro­ nouns, adjectives and adverbs, and articles correctly. SUBJECTNERB AGREEMENT Subject/verb agreement is simple: if a subject is singular, then the verb that accompanies it must be singular, and if a subject is plural, then the verb that accompanies it must be plural. The student takes many exams. The students take many exams. In the first example, the singular subject student requires the singular verb takes. In the second example, the plural subject students requires the plural verb take. Although this might seem quite simple. there are some situations with subject/verb agree­ ment that can be confusing. You should be careful of subject/verb agreement (1) after preposi­ tional phrases, and (2) after expressions of quantity. Appendix (1: MAKE VERBS AGREE AFTER PREPOSITIONAL PHRASES Sometimes prepositional phrases can come between the subject and the verb. If the object of the preposition is singular and the subject is plural. or if the object of the preposition is plural and the subject is singular, there can be confusion in making the subject and verb agree. (Note that an asterisk indicates that there is an error.) The ~ (to the doors) are* in the drawer. The keys (to the door) ~* in the drawer. In the first example, you might think that doors is the subject because it comes directly in front of the verb-are. However, doors is not the subject because it is the object of the preposition to. The subject is key, so the verb should be is. In the second example, you might think that door is the subject because it comes directly in front of the verb is. You should recognize in this example that door is not the subject because it is the object of the preposition to. Because the subject is keys, the verb should be are. The following chart outlines the key information that you should understand about sub­ ject/verb agreement with prepositional phrases. 514 APPENDIXC ---_ _ ..-. APPENDIX EXERCISE Cl: Each of the following sentences has one or more prepositional phrases between the subject and the verb. Put parentheses around the prepositional phrases between the subject and verb. Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I). _c_ 1. The forest rangers (in the eastern section) (of the park) have spotted a bear. _'_ 2. The flowers (on the plum tree) (in the garden) has started to bloom. (flowers ... have started) 3. The cost of the books for all of his classes are quite high. 4. The reports prepared by the staff for the manager contain many graphs and charts. S. The light from the candles on the end tables provide a soft glow to the room. 6. The ideas suggested at the meeting of the council was well received by most attendees. 7. The gemstones in the necklace worn by the actress were beautifully matched. 8. The speech on a variety of topics of great importance to the citizens are being broadcast this evening. 9. The new tires for the front of the car are being installed at this moment. 10. The exams scheduled for the last week of the semester is going to be comprehensive exams. Appendix (2: MAKE VERBS AGREE AFTER EXPRESSIONS OF QUANTITY A particular agreement problem occurs when the subject is an expression of quantity, such as all, most, or some, followed by the preposition of. In this situation, the subject (all, most, or some) can be singular or plural, depending on what follows the preposition of. All (of the book) was interesting. All (of the books) we.e interesting. All (of the information) was interesting. In the first example, the subject All refers to the singular noun book. In the second example, the subject All refers to the plural noun books, so the correct verb is the plural verb were. In the third example, the subject All refers to the uncountable noun information, so the correct verb is therefore the singular verb was. APPENDIXC 515 The following chart outlines the key information that you should understand about sub­ ject/verb agreement after expressions of quantity. APPENDIX EXERCISE C2: Each of the following sentences has a quantity expression as the subject. Underline the subjects once and the verbs twice. Put parentheses around the objects that the verbs agree with. Then indicate if the sentences are correct (C) or incorrect (I). _L 1. All of his past (experience) has contributed to his present success. _1- 2. Most of the (dishes) served at the banquet was quite spicy. (Most of the dishes served at the banquet were quite spicy.) 3. Some of the details of the plan requires clarification. 4. Half of the material needs to be completed this week. 5. Allof the homes on this block of town was flooded during the storm. 6. Most of the children in the class has improved their reading scores tremendously. 7. Some of the money from the inheritance has to be used to pay taxes. 8. I bought a carton of eggs yesterday, but half of the eggs in the carton was broken. 9. For her health to improve, all of the medicine has to be taken on schedule. 10. At the conference, most of the time allocated for speeches was actually devoted to discussion. PARALLEL STRUCTURE In good English, an attempt should be made to make the language as even and balanced as possible. This balance is called "parallel structure." You can achieve parallel structure by making the forms as similar as possible. The following is an example of a sentence that is not parallel. I like to sing and dancing. * The problem in this sentence is not the expression to sing, and the problem is not the word dancing. The expression to sing is correct by itself, and the word dancing is correct by itself. Both of the following sentences are correct. 516 APPENDIXC I like to sing. I like dancing. The problem in the incorrect example is that to sing and dancing are joined together in one sentence with and. They are different forms where it is possible to have similar forms; the example is therefore not parallel. It can be corrected in two different ways. I like to sing and to dance. I like singing and dancing. Two issues in parallel structure that you should be familiar with are (1) the use of paral­ lel structure with coordinate conjunctions, and (2) the use of parallel structure with paired conjunctions. L~ Appendix (3: USE PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS The job of coordinate conjunctions (and, but, or, yet) is to join together equal expressions. In other words, what is on one side of these words must be parallel to what is on the other side. These conjunctions can join nouns, or verbs, or adjectives, or phrases, or subordinate clauses; they just must join together two of the same thing. Look at the following examples. She is not a teacher but a lawyer. He studied hard yet failed the exam. My boss is sincere, friendly. and nice. L: The papers are on my desk or in the drawer. I am here because I have to be and because I want to be. In the first example, the coordinate conjunction but joins two nouns, teacher and lawyer. In the second example, the coordinate conjunction yet joins two verbs, studied and failed. In the third example, the coordinate conjunction and joins three adjectives, sincere, friendly, and nice. In the fourth example, the coordinate conjunction or joins two prepositional phrases, on my desk and in the drawer. In the last example, the coordinate conjunction and joins two clauses, because I have to be and because I want to be. The following chart describes the use of parallel structures with coordinate conjunctions. ,: ::.•.•.••.•.••�� ITH•cOORDINATECONJlJNqION$ { L~ L: L~ L: APPENDIX C 517 L1 -- E • APPENDIX EXERCISE C3: Each of the following sentences contains words or groups of words that should be parallel. Put parentheses around the word that indicates that the sen­ tence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (I). _'_ 1. The movie was really scary (but) was still quite pleasure. (was still quite pleasurable) _c_ 2. He said that he was sorry (and) that he would make amends. 3. The leader spoke of the need for idealism, integrity, and dedicate. 4. The ball player was not very tall yet was quite athlete. 5. To contact me, you may call on the phone, write a letter, or send a fax. ..... j 6. The course is offered in the spring semester but not in the fall semester. -j 7. For his job, he travels back and forth between Los Angeles and New York to pick up packages and delivers them. I 8. He can work on the report in the library or studies at home. 9. The news report described the pain, anger, resentment, frustration, and disbelief in I the aftermath of the accident. 10. She gave a well-rehearsed yet natural-sounding speech. Appendix (4: USE PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS The paired conjunctions both . . . and, either. . . or, neither. . . nor, and not only . . . but also require parallel structures. Look at the following examples. I know both where you went and what you did. Either Mark or Sue has the book. The tickets are neither in my pocket nor in my purse. He not only works hard but also plays hard. In the first example, the paired conjunction both ... and is followed by parallel clauses, where you went and what you did. In the second example, the paired conjunction Either ... or is followed by parallel nouns, Mark and Sue. In the third example, the paired conjunction neither ... nor is followed by parallel phrases, in my pocket and in my purse. In the last example, the paired conjunction not only ... but also is followed by parallel verb phrases, works hard and plays hard. 518 APPENDIX C The following chart describes the use of parallel structure with paired conjunctions. APPENDIX EXERCISE C4: Each of the following sentences contains words or groups of words that should be parallel. Put parentheses around the word or words that indicate that the sentence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (1). ...._ COMPARATIVES AND SUPERLATIVES A comparative (formed with -er or more) shows how two items relate to each other, while a superlative (formed with -est or most) shows how one item relates to a group. My history class is much harder than my science class. My history class is much more interesting than my science class. My history class is the hardest of all my classes. My history class is the most interesting of all my classes. In the first two examples, the comparatives harder and more interesting show how the history class relates to the science class. In the last two examples, the superlatives the hardest and the most interesting show how the history class relates to all of the classes. Comparatives and superlatives are important in academic language. It is important for you to know how to do the following: (1) form the comparative and superlative correctly, and (2) use the comparative and superlative correctly. APPENDIX c 519 ,- -- I Appendix cs: FORM COMPARATIVES AND SUPERLATIVES CORRECTLY The comparative is formed with either -er or more and than. In the comparative, -er is used with shorter (one-syllable and some two-syllable) adjectives such as tall, and more is used with longer (some two-syllable and all three-or-more-syllable) adjectives such as beautiful. Rich is taller than Ron. Sally is more beautiful than Sharon. The superlative is formed with the, either -est or most, and sometimes in, of, or a that­ clause. Inthe superlative, -est is used with shorter adjectives such as tall, and most is used with longer adjectives such as beautiful. Rich is the tallest man in the room. Sally is the most beautiful of all the women in the room. The spider by the window is the largest one that I have ever seen. The fastest runner wins the race. (no in, of, or that) The following chart outlines the possible forms of comparatives and superlatives. APPENDIX EXERCISE C5: Each of the following sentences contains a comparative or super­ lative. Put parentheses around the comparative or superlative. Then indicate if the sentences are correct (C) or incorrect (I). _1_ 1. This morning I heard (the unusualest) story in the news. (the most unusual) _£_ 2. This bicycle is (more expensive than) mine. 3. Today she became the angriest that I have ever seen her. 4. This classroom is the hotter than the one next door. 5. The weather today is much more cloudier today than it was yesterday. 6. This room houses the most ancient pieces of sculpture in the museum. 7. The seats on this airline are wider than those on the airline that I took last week. 8. The building where he works is the most tallest in town. 9. This restaurant has most efficient service of all the restaurants I have visited. 10. This type of coffee is stronger and more flavorful than my regular coffee. 520 APPENDIXC ......._ ..•...._.._- ..... ~. "11,,"".'" " '", f f j~ t Appendix (6: USE COMPARATIVES AND SUPERLATIVES CORRECTLY The comparative and superlative have different uses, and it is important to understand these differences. The comparative is used to describe two unequal things. The math class is larger than the philosophy class. Jean is more intelligent than Joan. In the first example, the math class is being compared with the philosophy class, and they are not equal. In the second example, Jean is being compared with Joan, and they are not equal. The superlative is used when there are more than two items to compare and one of them is outstanding in some way. The math class is the largest in the school. Jean is the most intelligent in the class. In the first example, the math class is compared with all of the other classes in the school, and the math class is larger than each of the other classes. In the second example, Jean is compared with all of the other students in the class, and Jean is more intelligent than each of the other students. The following chart outlines the uses of comparatives and superlatives. 'AreJdtc)~hdW,th~f~i~tih~h / t~i~gs'~i(:!@teq~.~I/:}, 'C),:_' ....•.•'•,'..•••." •,'.'..,•'',..',.'.'.'.,': ,,' ....'.,...•,."".",,'" c, APPENDIX EXERCISE C6: Each of the following sentences contains a comparative or super­ lative. Put parentheses around the comparative or superlative. Then indicate if the sentences are correct (C) or incorrect (I). _c_ 1. We have (the friendliest) pets of all. _I_ 2. This set of problems is (the most difficult of) the last set was. (more difficult than) 3. The grey cat has a nicest disposition than the black cat. 4. You missed the best party of the year last night. S. Her car is the most fuel-efficient of most other cars. 6. The weather this year is the drier that it has been in a decade. 7. My boss is not the most understanding of bosses. 8. This is earlier that I have ever arrived at work. 9. The scores on the second exam were the highest of those on the first exam. 10. Cathy is more reticent than the other students in the class to volunteer answers. APPENDIX c 521 APPENDIX REVIEW EXERCISE (Cl-C6): Indicate if the following sentences are correct (C) or incorrect (I). 1. The new movie is not only deeply moving but also very well paced. 2. Some of the rooms were scheduled to be painted this week. 3. Please drop these letters off at the most near post office. 4. The man wrote and signed the check, presented it to the cashier, and leaving with cash. 5. The noises coming from outside the house was frightening the family inside. 6. Today she has scheduled the more important interview of her career. 7. Your excuses are neither credible nor acceptable. 8. Half of your answers on the exam were less than adequate. 9. Hal is trying to behave in a more honorabler way than he has in the past. 10. After dinner, we can take a walk, playa game, or go bowling. 11. The stairs leading to the top floor of the building is blocked now. 12. This is a more ridiculous plan than you have ever made. 13. The politician claimed that he had neither asked for nor accepted any illegal donations. 14. I believe that most of the reasons presented in the report was convincing. 15. The trip by train is longer but less expensive than the trip by plane. VERB FORMS You should be familiar with the following verb forms: the base form, the third- person singular form, the past form, the past participle, and the present participle. You should be particularly aware of the following three problematic situations with verb forms because they are the most common and the easiest to correct: (1) using the correct form after have, (2) using the correct form after be, and (3) using the correct form after modals. 522 APPENDIXC !L,. r. ~ Appendix (7: AFTER HAVEl USE THE •PAST PARTICIPLE The verb have in any of its forms (have, has, had, having) can be followed by another verb. Whenever you use the verb have in any of its forms, you should be sure that a verb that follows it is in the past participle form. ~ -J' They had walk" to school. We have see" the show. He has took" the test. Having ate», he went to school. She should have did* the work. (should be had walked) (should be have seen) (should be has taken) (should be Having eaten) (should be should have done) In addition, you should be sure that, if you have a subject and a past participle, you also have a form of the verb have. My friend sung" in the choir. He become" angry at his friend. The boat sunk" in the ocean. (should be sang or has sung) (should be became or has become) (should be sank or has sunk) The following chart outlines the use of verb forms after have. _. L. .... APPENDIX EXERCISE C7: Each of the following sentences contains a verb formed with have. Underline the verbs twice, and study the forms following have. Then indicate if the sentences are correct (C) or incorrect (I). _' _ 1. Her sisters have came to help plan the party. (have come) _c_ 2. I thought that I had told you everything. 3. The girl has wore the same dress to school each day this week. 4. High winds have blown the plane off course. 5. The computer cartridge has running out of ink. 6. Lightning had struck and had knocked the tree down. 7. Perhaps you have drew the wrong conclusion. 8. The professor has taught this course many times before. 9. The surprised student had not knew that there was an exam that day. 10. All the family members have always gotten together to celebrate Thanksgiving. APPENDIX C 523 i -- .. .. ..... Appendix (8: AFTER BE, USE THE PRESENT PARTICIPLE OR THE PAST PARTICIPLE The verb be in any of its forms (am, is, are, was, were, be, been, being) can be followed by another verb. This verb should be in the present participle or past participle form. We are do* our homework. The homework was do* early. Tom is take" the book. (should be are doing) (should be was done) (should be is taking) The following chart outlines the use of verb forms after be. •••••••(il•p~e .'. (2) pastparticipl~ .•.. APPENDIX EXERCISE C8: Each of the following sentences contains a verb formed with be. Underline the verbs twice, and study the forms following be. Then indicate if the sentences are correct (C) or incorrect (1). _, _ 1. The new president will be inaugurate next week. (will be inaugurated) _L 2. The plans that were presented last week are unchanged. 3. The photograph was took without her permission. 4. She has been promoted because of her excellent work. 5. We are always arguing about what is happens in politics. 6. He should not have been smoke in the office, but he was. 7. The telephone was ringing constantly throughout the day. 8. All of the plants were froze because of the cold weather. 9. Everyone is wondering when the train will be departing. 10. The planes were take off and land right on schedule. Appendix (9: AFTER WILL, WOULD, OR OTHER MODAlS, USE THE BASE FORM OF THE VERB Modals such as will, would, shall, should, can, could, may, might, and must are helping verbs that will be followed by a base form of the verb. Whenever you see a modal, you should be sure that the verb that follows it is its base form. The boat willleaving* at 3:00 P.M. The doctor may arrives" soon. The students must taken" the exam. (should be will leave) (should be may arrive) (should be must take) 524 APPENDIXC ......_ _ .•_. •...--_, 1 The following chart outlines the use of verb forms after modals. -T --r APPENDIX EXERCISE C9: Each of the following sentences contains a verb formed with a modal. Underline the verbs twice, and study the forms following the modals. Then indicate if the sentences are correct (C) or incorrect (1). J J L1 LI [,-tI Ll L1 L1 L1 l, .[.: VERB USES Many different problems in using verb tenses are possible in English. Three of them occur frequently, so you need to pay careful attention to them: (1) knowing when to use the past with the present, (2) using had and have tenses correctly, and (3) using the correct tense with time expressions. Appendix (10: KNOW WHEN TO USE THE PAST WITH THE PRESENT One common verb tense problem is the switch from the past tense to the present tense for no particular reason. Often, when a sentence has both a past tense and a present tense, the sentence is incorrect. He took the money when he wants* it. This sentence says that he took the money (in the past) when he wants it (in the present). This sentence does not make sense because it is impossible to do something in the past as a result of wanting it in the present. This sentence can be corrected in several ways, depending on the desired meaning. He took the money when he wanted it. He takes the money when he wants it. t!i-' ~,! !l-- ~...._,,.,' ,. t APPENDIX C 525 The first example means that he took the money (in the past) when he wanted it (in the past). This meaning is logical, and the sentence is correct. The second example means that he takes the money (habitually) when he wants it (habitually). This meaning is also logical, and the second example is also correct. It is necessary to point out, however, that it is possible for a logical sentence in English to have both a present tense and a past tense. I know that he took the money yesterday. The meaning of this sentence is logical: I know (right now, in the present) that he took the money (yesterday, in the past). You can see from this example that it is possible for an English sentence to have both a present tense and a past tense. When you see a sentence with both a present tense and a past tense, you must think about whether the meaning is logical or not. The following chart outlines the use of the past tense and the present tense. APPENDIX EXERCISE CIO: Each of the following sentences has at least one verb in the past and one verb in the present. Underline the verbs twice, and decide if the meanings are logical. Then indicate if the sentences are correct (C) or incorrect (1). _1- 1. The audience members need to take their seats because the play ~ about to start. (is) -- -- _C_ 2. Today's newspaper has a story that describes what happened during the tragedy. 3. When he told her the truth, she is pleased with what she heard. 4. The teacher is well aware that the students did not understand the assignment. 5. I had problems in my last math course, but this one is going much better. 6. Every morning Rob leaves the house at the same time and took the bus to work. 7. As the plane was landing, the passengers remain in their seats with their seat belts fastened. 8. The police are certain that the suspect committed the crime. 9. On the way home from work, they filled the car up with gas and then heads to the supermarket. 10. People understand what happened, but they are unclear about why it occurred this way. 526 APPENDIXC ._- .._...•--.- """ " ..,, _ ..... Appendix ell: USE HAVE AND HAD CORRECTLY Two tenses that are often confused are the present perfect (have + past participle) and the past perfect (had + past participle). These two tenses have completely different uses, and you should understand how to differentiate them. The present perfect (have + past participle) can refer to the period of time from the past until the present. Sue has lived in Los Angeles for ten years. This sentence means that Sue has lived in Los Angeles for the ten years up to the present. According to this sentence, Sue is still living in Los Angeles. Because the present perfect can refer to a period of time from the past until the present, it is not correct in a sentence that indicates past only. At the start of the nineteenth century, Thomas Jefferson has become" president of the United States. In this example, the phrase at the start of the nineteenth century indicates that the action of the verb was in the past only, but the verb indicates the period of time from the past until the present. Since this is not logical, the sentence is not correct. The verb has become should be changed to became. The past perfect (had + past participle) refers to a period of time that started in the past and ended in the past, before something else happened in the past. Sue had lived in Los Angeles for ten years when she moved to San Diego. This sentence means that Sue lived in Los Angeles for ten years in the past, before she moved to San Diego. She no longer lives in Los Angeles. Because the past perfect begins in the past and ends in the past, it is generally not correct in the same sentence with the present tense. Tom had finished the exam when the teacher collects" the papers. This sentence indicates that Tom finished the exam (in the past), and that action ended in the past at the same time that the teacher collects the papers (in the present). This sentence is not logical, so the sentence is not correct. The following chart outlines the uses of the present perfect and the past perfect . .. .. .. APPENDIXC 527 APPENDIX EXERCISE CII: Each of the following sentences contains had or have. Under­ line the verbs twice and decide if the meanings are logical. Then indicate if the sentences are correct (C) or incorrect (I). ~ 1. She is very pleased that her son has graduated with honors. _,_ 2. After the bell had rung, the students leave class quickly. (left) - 3. I have visited that museum each time that I traveled to the city. 4. The lawyer suddenly found out that he had made a big mistake. 5. Admissionsare based on what you have done throughout your high school years. 6. When all the papers had been collected, the teacher dismisses the class. 7. The garden was not growing well because there had not been much rain for months. 8. She knows that you have always tried to be helpful. 9. I can tell you what I know about what has transpired during the investigation. 10. We will be able to discuss the situation thoroughly after you have submitted your report. Appendix (12: USE THE CORRECT TENSE WITH TIME EXPRESSIONS When a time expression is used in a sentence, it commonly indicates what tense is needed in the sentence. We moved to New York in 1998. We had left there by 2002. We have lived in San Francisco since 2004. In the first example, the time expression in 1998 indicates that the verb should be in the simple past (moved). In the second example, the time expression by 2002 indicates that the verb should be in the past perfect (had left). In the third example, the time expression since 2004 indicates that the verb should be in the present perfect (have lived). Some additional time expressions that clearly indicate the correct tense are ago, last, and lately. She ~ a job two years ago. She started working last week. She has worked very hard lately. In the first example,the time expression two years ago indicates that the verb should be in the simple past (got). In the second example, the time expression last week indicates that the verb should be in the simple past (started). In the third example, the time expressionlately indicates that the verb should be in the present perfect (has worked). 528 APPENDIXC .......-.--.._--_._--- Ll The following chart lists time expressions that indicate the correct verb tense. 1 _I _1 J APPENDIX EXERCISE C12: Each of the following sentences contains a time expression. Put i parentheses around the time expressions, and underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I). _1_ 1. (By 1995), Steve has decided to pursue a different career. (had decided) 1 _{;_ 2. This university was established (in 1900), at the tum of the last century. -I 3. Since I last saw you, I got a job at the United Nations. J 4. Mike has applied to law school a few months ago. 5. The organization elected new officers just last month. , _l 6. We experienced problem after problem lately. 7. By the end of the meeting, all of the participants had reached an agreement. 1 8. Sara has finally graduated from the university in June. 9. I am living in the same neighborhood since I was a child. 1 10. I was glad that you called me because I tried to call you just a few minutes ago and got a busy signal. PASSIVE VERBS In a passive sentence, the subject and object are reversed from where they are found in an active sentence. A passive verb consists of a form of the verb be and a past participle, and by is used in front of the object in a passive verb. The~eache9graded theWaper~. (active) TheG>aper~weregraded by the~eache9' (passive) The first example is an active statement, and the second example is a passive statement. The subject from the active statement (teacher) has become the object following by in the passive example; the object from the active example (papers) has become the subject in the passive example. The verb in the passive example consists of a form of be (were) and a past participle (graded). APPENDIXC 529 .. _ ..._ .._ ......•._---_ It should be noted that, in a passive sentence, by + object does not need to be included to have a complete sentence. The papers were graded by the teacher. The papers were graded. Each of these examples is a correct sentence. The first example is a passive statement that includes by the teacher. The second example is a passive statement that does not include by. You should pay attention to the passive in your English. You should pay attention to (1) the form of the passive, and (2) the use of the passive. . Appendix (13: USE THE CORRECT FORM OF THE PASSIVE One possible problem with the passive is an incorrect form of the passive. A correctly formed passive will always have a form of be and a past participle. The following are examples of common errors in the form of the passive. The portrait was painting" by a famous artist. The project will finished" by the group. In the first example, the passive is formed incorrectly because the past participle painted should be used rather than the present participle painting. In the second example, the verb be has not been included, and some form of be is necessary for a passive verb. The verb in the second example should be will be finished. The following chart outlines the way to form the passive correctly. APPENDIX EXERCISE C13: Each of the following sentences has a passive meaning. Under­ line twice the verbs that should be passive. Then indicate if the sentences are correct (C) or incorrect (I). _I _ 1. The trees and hedges will be trim this week. (will be trimmed) _c_ 2. That kind of decision is made by the board of directors. 3. The bank robbed yesterday by a masked gunman. 4. The plans for the building complex were describing by the architect. 5. The oil has been changed, and the tires have been filled with air. 6. Some tickets to the concert have given away by the concert promoters. 7. As soon as the food was cooked, it was brought to the table. 8. The money for the purchase was accepted the clerk. 530 APPENDIXC L 9. Students will not be allowed to register if their fees have not been pay. 10. The election is being held, and the results will be posted by the election committee. Appendix C14: RECOGNIZE ACTIVE AND PASSIVE MEANINGS When there is no object (with or without by) after a verb, you must look at the meaning of the sentence to determine if the verb should be active or passive. Look at the following examples. L We mailed the package at the post office. The letter was mailed by us today before noon. The letter was mailed today before noon. The letter mailed" today before noon. The first three examples are all correct. The first example has the active verb mailed used with the object package; the second example has the passive verb was mailed used with by us; the third example has the passive verb was mailed used without an object. The last example is not correct. The verb mailed looks like a correct active verb, but a passive verb is needed. There is no by and an object to tell you that a passive verb is needed; instead, you must understand from the meaning that it is incorrect. You should ask yourself if the letter mails itself (the letter does the action) or if someone mails the letter (the letter receives the action of being mailed). Since a letter does not mail itself, the passive is required in this sentence. The verb in the last example should be changed from the active mailed to the passive was mailed. The following chart outlines the difference in meaning between active and passive verbs. L l ::_:.::':.: "::.(:.:: ...: L L L L r. r I ;­ L l~": ~. •.;:,:.:.-•:.•.•.,.• ,~... . ,"_ ;..":_.: .-:":_ ~- _:.:.""_. _-. .. APPENDIX EXERCISE C14: Each of the following sentences contains at least one active verb; however, some of the verbs should be passive. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I). _, _ 1. The game won in overtime. (waswon)-- _k_ 2. The engine started on the very first try. 3. The photos placed in frames on the mantle. 4. The top students selected to receive scholarships. 5. The store opened right on schedule. 6. The outcome expected because of the lack of effort. 7. The comedian's jokes amused the audience. 8. The policy changes announced late yesterday afternoon. APPENDIXC 531 ._...._--__._--.- ......- ...... --. r 9. The chair knocked over, and the child fell off. -- 10. The surgical procedure lasted for more than six hours. APPENDIX REVIEW EXERCISE (C7-C14): Indicate if the following sentences are correct (C) or incorrect (I). 1. The director may has to cut a few of the more violent scenes from the movie. 2. He feels the way that he does today because of what happened in the past. 3. The vegetables washed and chopped up for salad. 4. The children have drank all of the milk from the refrigerator. 5. The family did not take any long vacations lately. 6. It is expects that many of the employees will be transferred to new positions. 7. The company was found more than a hundred years ago. 8. The report clearly proved that no one had been treated unfairly. 9. I would like to know when you will be able to give me the money. 10. The home owner knew that he has paid his insurance premiums on time. 11. I am worrying about the decisions that I am try to make. 12. By the end of the final talk, the lecturer has managed to convey his main points. 13. I am satisfied that you did everything possible to resolve the problem. 14. I had sought advice from my counselor before 1 registered for classes. 15. The story appeared in the newspaper soon after the politician interviewed. IL... J J J NOUNS ] A noun is the part of speech that is used to refer to a person, place, thing (or idea). Two issues related to nouns are (1) whether they are singular or plural, and (2) whether they are count­ able or uncountable. J Appendix (15: USE THE CORRECT SINGULAR OR PLURAL NOUN A common problem with nouns is whether to use a singular or a plural noun. On the table there were many dish*. The lab assistant finished every tests", In the first example, many indicates that the plural dishes is needed. In the second example, every indicates that the singular test is needed. 532 APPENDIXC .1.••1 ] ] ~ --- ... l _ - - r - You should watch very carefully for key words such as each, every, one, single, and a that indicate that a noun should be singular. You should also watch carefully for such key words as many, several, both, various, and two (or any other number except one) that indicate that a noun should be plural. The following chart lists the key words that indicate to you whether a noun should be singular or plural . APPENDIX EXERCISE C1S: Each of the following sentences contains at least one key word to tell you if a noun should be singular or plural. Put parentheses around the key words. Under­ line the nouns they describe. Then indicate if the sentences are correct (C) or incorrect (I). _, _ 1. (Each) exhibits in the zoo is open today. (exhibit) !;;_ 2. (Both) children have (various) assignments to complete tonight. 3. Would you like a single scoop of ice cream or two scoops? .. 4. She must take several pills every days. 5. Final exam week is an exhausting time for many students. 6. Various plans for a new community centers have been offered. r 7. Every times that 1go there, I run into several acquaintances. --- 8. A single serving at this restaurant consists of more food than one people can consume. 9. One incident last week caused many misunderstandings. 10. There are several candidates for the position, and each ones of them is extremely qualified. Appendix (16: DISTINGUISH COUNTABLE AND UNCOUNTABLE NOUNS In English, nouns are classified as either countable or uncountable. It is necessary to distin­ guish countable and uncountable nouns in order to use the correct modifiers with them. As the name implies, countable nouns are nouns that can be counted. Countable nouns can come in quantities of one, or two, or a hundred, and so forth. The noun book is countable because you can have one book or several books. Uncountable nouns, on the other hand, are nouns that cannot be counted because they come in some indeterminate quantity or mass. A noun such as happiness cannot be counted; you cannot have one happiness or two happinesses. L APPENDIXC 533 L' t