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CHAPTER
Using the Chapter
Review
A. Identifying Clauses
Identify each italicized clause in the following sentences as
independent or subordinate.
To assess student progress, you may
want to compare the types of items
missed on the Diagnostic Preview to
those missed on the Chapter Review.
You may want to work out specific
goals for mastering essential information with individual students who
are still having difficulty.
1. The fire started because someone did not smother a campfire.
2. The family that bought our house is moving in next week.
3. Did you know that Dr. Joel is the new ambassador to Lebanon?
4. Mr. Kim will buy the store if the bank lends him the money.
5. According to Ms. Garza, our math teacher, the binary system is
important to know.
6. Wherever Maggie goes, her poodle Jack follows.
7. She won the golf.match because she had practiced diligently.
8. Whatever you decide is fine with me.
9. I saw the job advertised in the school paper and decided to apply
for it.
10. We were proud that you conceded defeat so graciously.
B. Identifying and Classifying Subordinate Clauses
Identify the subordinate clause in each of the following sentences. Tell
whether each clause is used as an adjective, an adverb, or a noun.
11. adj.
11. Emily Dickinson, who was born in 1830 in Amherst,.Massachusetts,
12. adv.
12. She appeared to lead a fairly normal life until she became a recluse
was a great American poet.
13. adj.
14. adv.
15. adv.
16. n.
17. adj.
18. adj.
in her family’s home.
13. There she wrote poems that literary critics now call “great American
poetry.”
14. Unfortunately, only a few of Dickinson’s poems were published
while she was alive.
15. After she died in 1886, her other poems were published.
16. I think everyone should read at least some of.Dickinson’s poetry.
17. Dickinson is a poet whose work I now read often.
18. The poems I have just finished reading are “A Narrow Fellow in the
Grass” and “Apparently with No Surprise.”
Chapter Review
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Chapter Review
161
GRAMMAR
Chapter Review
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19. adv.
19. The rhythms of Dickinson’s poems are best appreciated when you
20. n.
read the poems aloud.
20. Whatever I read by Emily Dickinson surprises and inspires me.
GRAMMAR
C. Classifying Sentences According to Structure
and Identifying Independent and Subordinate
Clauses
Classify each of the following sentences as simple, compound, complex,
or compound-complex. Identify all subordinate and independent
clauses.
21. s.
22. cd.
23. cd.
24. cx.
25. cx.
26. cd.-cx.
27. s.
28. cd.
29. cd.-cx.
30. cd.
31. s.
32. cd.-cx.
33. cx.
34. cd.
35. cd.-cx.
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Chapter 4
21. After eating and drinking, the elephants galloped through the
wheat field.
22. Mr. Chisholm wanted to go bowling, but Mrs. Chisholm preferred
the dinner theater.
23. Ten steps up the dark staircase, the twins lost their nerve; dinner at
home suddenly seemed much more appealing.
24. Kenzuo insisted that the bullet train was the best way to get to
Osaka after midnight.
25. When the travelers arrived at the inn, the innkeeper greeted them.
26. Dr. Bourgeois knew that singing loudly would only irritate others,
so he decided to keep his high spirits to himself.
27. While preparing to eat, the dog spotted itself in the mirror.
28. Mom always wanted to live in New Mexico, but Dad was too used
to living in North Carolina to move.
29. Before the concert began, the first violinist leaned forward to tie his
shoe; this innocent action set off a whole chain of unlikely events.
30. Tom Bell is Angela’s favorite actor, but Sally likes Ricky Blake.
31. While washing the car, Benito paused to admire the vintage biplane
flying overhead.
32. Joseph had worked hard for straight A’s on his exams, and when the
results came in, he discovered that his hard work had paid off.
33. When the crocodile approached, the heron flew away.
34. Arnie carefully lined up the pieces on the chessboard; however,
Dario’s foot caught the edge of the board, and both board and
pieces flew into the air.
35. We had hoped that being subtle would be enough, and, indeed, for
a while this tactic seemed to be working; but as the day wore on, we
slowly realized that a bolder approach was needed.
The Clause
RESOURCES
The Clause
Assessment
Review
■
■
162
The Clause
Grammar, Usage, and Mechanics, pp. 91–94
Assessment Package
—Chapter Tests, Ch. 4
—Chapter Tests in Standardized Test
Formats, Ch. 4
■ ThinkCentral Online Assessment
■ Test Generator (Teacher One Stop)
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36. President Kennedy was assassinated while riding through Dallas on
November 22, 1963.
37. Charles argued that a picnic lunch was the best idea.
38. Professor Chan showed his class his slides of the Great Wall of
China, and he used the slides later as the basis for a lecture on
Genghis Khan.
39. After the cyclists rounded the bend, the Swiss champion Michel
Neibergall took the lead.
40. When the crows descended on the barren field, the field mice
scurried for shelter.
36. s.
37. cx.
Writing
Application
38. cd.
( p. 163)
39. cx.
OBJECTIVE
40. cx.
■
Tip. Because students will be writing
for two different audiences, you may
suggest that they create two separate prewriting lists. Remind them
that the experiences that interest a
six-year-old sister may not be the
experiences they want to share with
an adult friend or relative.
Using Sentence Variety in Postcards
Sentence Structures You are writing postcards about your
summer activities, such as baseball or soccer camp, computer camp, or
cheerleading camp. Write a brief note telling your six-year-old cousin
about a few experiences that you think he or she would find
interesting. Write another note to an adult friend or relative about
your experiences. Use sentence structure and language that are
appropriate to each reader.
Scoring Rubric. While you will want
to pay particular attention to students’ use of appropriate language
and sentence structure, you will also
want to evaluate overall writing performance. You may want to give a
split score to indicate development
and clarity of the composition as well
as grammar skills.
Prewriting If you have been to a summer camp, make a list of
experiences that you could describe. If you haven’t been to camp, list
activities that you enjoy during the summer.
Writing As you write your first draft, make sure to include details
that would interest your different audiences. Show the relationships
between your details by using a variety of subordinate adjective,
adverb, and noun clauses.
Publishing Check to be sure that all your sentences are complete
sentences. Pay special attention to the use of commas to separate
clauses. You may want to post your notes on a class bulletin board or
create a Web page for them.
To write a letter using varied
sentence structure
Writing Application
Writing Application
Revising Read your notes to a classmate, without telling which
note is to your cousin and which is to your adult friend or relative. If
your classmate can’t tell which note is to which person, you should
revise your language, information, and sentence structures.
GRAMMAR
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Reference Note
Critical Thinking
For more about using
commas, see page 317.
Write narratives. Demonstrate control of grammar and sentence
structure. Understand
sentence structure.
Chapter Review
Analysis. Depending on their familiarity with summer camps, students
might create extensive lists in the
prewriting stage. Tell them that they
must narrow their lists to fit the
length of their letters. Limiting a
broad topic requires analysis. Remind
students that they must keep their
audience and purpose in mind when
narrowing their topics.
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RESOURCES
Writing Application
Extension
■
Interactive Grammar WorkText, p. 16
Chapter Review
163