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Basic Writing Skills Unit 1

The document provides an overview of different types of sentences based on their structure, including simple, compound, complex, and compound-complex sentences. It explains how to identify and correct common sentence errors such as fragments, run-on sentences, comma splices, misplaced modifiers, and dangling modifiers. Additionally, it includes activities for practice in identifying and correcting these sentence types and errors.

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0% found this document useful (0 votes)
20 views18 pages

Basic Writing Skills Unit 1

The document provides an overview of different types of sentences based on their structure, including simple, compound, complex, and compound-complex sentences. It explains how to identify and correct common sentence errors such as fragments, run-on sentences, comma splices, misplaced modifiers, and dangling modifiers. Additionally, it includes activities for practice in identifying and correcting these sentence types and errors.

Uploaded by

yemata2129
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SENTENCE TYPES

Sentences can be classified in different ways depending upon their function


and structure. This section discusses types of sentences according to their
structure.

1. Simple Sentences
Simple sentences contain one independent clause and any number of
phrases and single-word modifiers.
 An independent clause contains a subject and a verb and can
stand alone as a subject.
a) Simple Subject & Simple Predicate
 My brother has come.
 Hana is a clever nurse.

b) Compound Subject & Simple Predicate


 Dogs, wolves and foxes belong to the Canidae family.
 Neither Abebe nor his friends have come to the party.
c) Simple Subject & Compound Predicate
 Girmay came home and had his dinner with me.
 Hellen will wash the dishes, clean the room, and cook dinner.

d) Compound Subject & Compound Predicate


 Abdi and Kemal came home and ate lunch.
 The boys and the girls stood and cheered.

2. Compound Sentences
A compound sentence consists of two (sometimes more) independent clauses
connected with a coordinating conjunction (for, and, nor, but, or, yet, yet, so)
or a conjunctive adverb such as moreover, thus, therefore, consequently,
indeed, moreover, furthermore.

 A comma (,) comes before the conjunction in a compound sentence.


 The coordinating conjunction shows the relationship between the
two independent clauses of the sentence.

Here are examples of compound sentences with different coordinating


conjunctions.
 I’m heading for Guder tonight, and I won’t be back for a
month.
 I’m heading for Guder tonight, so I won’t be seeing you
for a month.
 I’m heading for Guder tonight, but I’ll come right back.

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 Roba is a clever student, yet he could be doing even
better.
 Roba is a clever student, so we expect him to score ‘A’
in all subjects.
 Roba is a clever student, for he studies hard and grasps
concepts well.
 We could call a taxi to get us, or we could walk sixteen
blocks to the restaurant.
3. Complex Sentences
A complex sentence consists of an independent clause and one or more
dependent clauses. Dependent clauses usually begin with subordinating
conjunctions or relative pronouns (who, whose, which, that, whom). Common
subordinating conjunctions are:

after till although since unless


as as if because before if

so as so far as so that though


until
when whenever whereas while

 The dependent clause (beginning with the subordinating


conjunction) may either begin the sentence or end it, depending on
what clause the writer wants to emphasize. When the dependent
clause begins a sentence, a comma is placed after it.
Examples:
 While you were out running around town, I was home taking care of
your chores. (Comma after dependent clause)
 I was home taking care of your chores while you were out running
around town. (No comma – dependent clause ends sentence)
4. Compound-Complex Sentences
Compound - complex sentences contain at least one dependent clause and
more than one independent clause. The clauses are connected by both
conjunctions (i.e., but, so, and, etc.) and subordinators (i.e., who, because,
although, etc.)
Examples
 John, who briefly visited last month, won the prize, and he took a short
vacation.
 Jack forgot his friend's birthday, so he sent him a card when he finally
remembered.
 The report which Tom complied was presented to the board, but it was
rejected because it was too complex.

Activity 6

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For each of the following sentences, choose a conjunction to connect the two
clauses, and write your choice in the blank. Hint: Use each word only once.

if while because although since


and however therefore but moreover

1. The governor signed the warrant, ________________ the man’s execution


was scheduled.
2. The lawyer petitioned the Supreme Court, _______________ none of the
judges would order a stay.
3. The prisoner had been given the death sentence ______________ he had
murdered a traveling companion.
4. His mother had worked hard to get a stay of execution
________________ her son waited in prison.
5. She said her prayers would be answered _______________ the death
sentences were commuted to life imprisonment.
6. She was concerned for her son’s life; ______________, she didn’t believe
in the death penalty for anyone.
7. Proponents of the stay understood that the man had been convicted of
a serious crime; ___________________, they couldn’t countenance the
state’s right to take his life.
8. Advocates of the execution claimed that he knew the penalty before
he committed the crime; ___________________, he should be executed.
9. __________________ the case had come to trial, there had been a
continuous debate over the issue.
10. _________________ I cannot condone his crime, I cannot be a party to
the decision to kill him.

2. IDENTIFYING & CORRECTING FAULTY SENTENCES


1. SENTENCE FRAGMENTS

The minimum sentence in written English consists of a subject and a verb.


Strings of words that either do not have a subject or do not have a verb are
called fragments and must be corrected. Another kind of fragment is a
dependent clause that is not connected to an independent clause. Look at
these fragments:
1. Because I needed to buy milk.
2. John singing in the shower.
3. Dancing and laughing on our way home from the party.
4. For example, a computer.
Fragments should never be used in academic writing. Here are some ways to
correct the preceding fragments.

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1 “Because I needed to buy milk” is a dependent clause. A dependent
clause must be connected to an independent clause. You, the
writer, must decide whether it should be connected to the sentence
in front of it or the sentence after it, possible corrections are:

Because I needed to buy milk, I went to the store.


OR
I went to the store because I needed to buy milk.

2 In “John singing in the shower,” ‘singing’ is a form of a verb, but it


does not have a tense. There are three forms of a verb in English
that do not have tense: the present participle, the past participle,
and the infinitive. ‘Singing’ is the present participle of the verb
‘sing’. To make this fragment into a sentence, you need to change
the present participle to a verb with a tense. Possible corrections
are

John was singing in the shower.


OR
John sings in the shower.

3 “Dancing and laughing on our way home from the party” is a


fragment because it does not have a subject. In addition, the verbs
are present participles. Possible corrections are:
We were dancing and laughing on our way home from the party.
OR

We danced and laughed on our way home from the party.


OR
Dancing and laughing on our way home from the party, we woke
up all the neighbors.
4 “For example, a computer” has only a noun phrase (a computer)
and no verb. You need to add a verb and decide if the noun phrase
is the subject or object of the sentence. Possible corrections are:

For example, a computer is useful for writing papers.


OR
For example, I think having a computer is useful.

Activity 1 Identifying Fragments


This paragraph has five fragments. Find them and correct them.

The History of Baseball


Modern baseball has an interesting history. Actually started out in England
as a game called rounders. It made its way to North America and was

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largely played in rural areas. By 1830, most urban and rural area teams
that played together, but there were still no official rules or even a
standard plying area. When a group in New York City published a book in
1845. It gave baseball twenty rules, two teams of nine players each and
defined the playing field. Simply called the New York game. Its popularity
continued to grow, and during the Civil War in the 1860s, the Yankee
soldiers spread the game throughout the country. By the end of the
1860s. The name had changed to baseball and it looked very much like
the game we know today.

2. RUN-ON SENTENCES
Another common punctuation problem is a run-on sentence. In run-on
sentences, two or more independent clauses follow each other without any
punctuation. Look at this example of a run-on sentence:

Cutting down the rain forests leads to the extinction of plants and
animals their habitats are destroyed.

There are three common ways to correct run-on sentences:


1. Make two separate sentences.
Cutting down the rain forests leads to the extinction of plants and
animals. Their habitats are destroyed.

2. Add extra works.


When their habitats are destroyed due to cutting down the rain
forests, many plants and animals become extinct.

3. Add a subordinating conjunction.


Cutting down the rain forests leads to the extinction of plants and
animals because their habitats are destroyed.

Activity 2 Adding Necessary punctuation


The following paragraph has no punctuation. Correct it by adding capital
letters, commas, semicolons, and periods. (Hint: There are six complete
sentences in the paragraph.)

Cities can grow in an organic way or in a planned way organic cities are
usually older cities they are called organic because they have spread in
different directions with no precise plan except to accommodate the
growing population on the other hand the modern planned cities are
sometimes designed before they are even really established in a such a
plan careful attention is paid to the amount of residential and
commercial spaces in short there are two types of city growth.

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3. COMMA SPLICES
A common punctuation problem is a comma splice. A comma splice is an
error that occurs when a comma by itself is used between two independent
clauses. A comma is correct between two independent clauses, but only
when it is followed by a coordinating conjunction. Look at this example
sentence with a comma splice:

My dad hung a bird feeder in the backyard, he loves to watch the birds
eat from it.
There are four common ways to correct comma splices:
1. Put a period in the place of the comma and capitalize the first word of
the next sentence.
My dad hung a bird feeder in the backyard. He loves to watch
the birds eat from it.
2. Put a semicolon in the place of the comma.
My dad hung a bird feeder in the backyard; he loves to watch
the birds eat from it.
3. Insert a coordinating conjunction.
My dad hung a bird feeder in the backyard, and he loves to
watch the birds eat from it.
4. Change one of the clauses into a dependent clause by starting it with a
subordinating conjunction.
Since my dad hung a bird feeder in the backyard, he loves to
watch the birds eat from it.
Activity3 Correcting Comma Splices
This paragraph has four comma splices. Find them and correct them. Try to
use each of the four ways explained above.
Planting Roses
Planting roses is easy if you follow these steps. First you need to
measure the diameter of the roots, next you must dig a hole twice as
big as that diameter. This hole should be so deep that the roots have
plenty of room to grow. Mix some rose fertilizer with the soil at the
bottom of the hole, this is to help the rose to flower later. The next step
is to form a little hill in the middle of the hole, you are going to spread
out the roots over the top of this hill. Hold the rose firmly with one hand
and spread out the roots with your other hand. Be careful not to break
the roots, they are quite delicate. While you are holding the plant with
one hand, pat the soil down gently around the roots. Continue putting
soil over the roots until the area around the plant is filled up to a level a
little lower than the soil level around it. Finally, water your plant
thoroughly. With enough water and some sunshine, you should see your
rose plant begin to grow leaves in a few weeks.
4. MISPLACED MODIFIERS

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When words or phrases modify the wrong word or seem to modify more than
one word in a sentence, they are called misplaced modifiers. To correct a
sentence with a misplaced modifier, move the modifier as close as possible to
the word it modifies.

Examples:
MISPLACED
Leaves floated gently down onto the lawn with dazzling autumn colors.
(Prepositional phrase incorrectly modifying lawn)

CLEAR
Leaves with dazzling autumn colors floated gently down onto the lawn.
(Prepositional phrase correctly modifying leaves)

MISPLACED
The big truck just missed a cat roaring down the road. (Participial phrase
incorrectly modifying cat)
CLEAR
Roaring down the road, the big truck just missed a cat. (Participial phrase
correctly modifying truck)

Activity 4
Rewrite each sentence correctly by moving the underlined modifier to an
appropriate position in the sentence.

1. The swimmers on deck with black and white bathing suits are all on the
same swim team.
2. Officials must dress in white uniforms judging the performance of the
swimmers.
3. The champion backstroker stormed out of the complex being disqualified.
4. Spectators crowded into the stands carrying lunch bags and portable
seats.
5. The authorities requested additional timers making an unusual
announcement.
6. The swim team had practiced hard and long for the meet with the best
record.
7. Swimmers congregated around the pool with a tense of excitement.
8. Standing on the blocks, the first racers waited for the sound of the starting
pistol with intensity on their faces.
9. Medals were given to the winners with the race and time written on the
back.
10.One swimmer accidentally pushed an official into the pool paying no
attention to where he was going.

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5. DANGLING MODIFIERS
A dangling modifier does not logically modify any word in the sentence in
which it appears. Correct a dangling modifier by supplying a word that can be
modified by the dangling phrase.

Dangling Correct
Shaving in front of a steamy Shaving in front of the steamy mir-
mirror, the razor nicked Ali's chin. ror, Ali nicked his chin with the razor.
(Who was shaving in front of the Or: When Ali was shaving in front of
mirror? The answer is not razor but the steamy mirror, he nicked his
Ali. The subject Ali must be added.) chin with the razor.

While turning over the bacon, hot While I was turning over the bacon,
grease splashed my arm. hot grease splashed my arm.
(Who is turning over the bacon? Or: While turning over the bacon, I
The answer is not hot grease, as it was splashed on the arm by hot
unintentionally seems to be, but I. grease.
The subject I must be added.)

Taking the exam, the room was so Taking the exam, Ketti found the
stuffy that Ketti almost fainted. room so stuffy that she almost
(Who took the exam? The answer fainted.
is not room but Ketti. The subject Or: When Ketti took the exam, the
Ketti must be added.) room was so stuffy that she almost
fainted.

To impress the interviewer, punc- To impress the interviewer, you


tuality is essential. must be punctual.
(Who is to impress the interviewer? Or: For you to impress the inter-
The answer is not punctuality but viewer, punctuality is essential.
you. The subject you must be
added.)

Activity 5
Underline the misplaced or dangling modifier in each sentence. Then rewrite
the sentence, placing related words together or adding a logical subject, to
make the meaning clear.

1. Kicked carelessly under the bed, Almaz finally found her sneakers.
2. The latest James Bond movie has almost opened in 1,200 theatres across
the country.
3. Working at the copying machine, the morning dragged on.
4. Tired and exasperated, the fight we had was inevitable.
5. The newscaster spoke softly into a microphone wearing a bulletproof vest.

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6. The tenants left town in a dilapidated old car owing two months’ rent.
7. Sitting at a sidewalk café, all sorts of interesting people passed by.
8. Packed tightly in a tiny can, Hagos had difficulty removing the anchovies.
9. The woman picked up a heavy frying pan with a great difficulty.
10.I discovered an unusual plant in the greenhouse that oozed a milky juice.
6. FAULTY PARALLELISM
Parallelism refers to the repetition of grammatical structure. Parallel
constructions are rhythmic and memorable. In the following examples, notice
how parallelism creates a pleasing rhythm when you say the sentence aloud.

WORDS: We saw the frogs swimming, jumping, and splashing.


PHRASES: Of the people, for the people
CLAUSES: Do as I say, not as I do

Elements joined by and, or, nor, for, but, yet, or so should be grammatically
parallel.

Incorrect: They spent their time praying and work with the poor.
They spent their time praying and working with the poor.
Correct:
Incorrect: There is a great difference between dining out and to have a
snack at home.
Correct: There is a great difference between dining out and having a
snack at home.

Activity 7
Find and correct the punctuation problems in the paragraph below. You will
need to:
- add eight commas
- delete two commas
- correct one fragment
- correct one comma splice with a semicolon
- correct one run-on sentence
Watching Pets
There are three main kinds of animals that people keep in cages or glass
tanks so that they can watch them: birds reptiles and rodents. Because they
are colorful and graceful to look at. Birds are very popular. In my country,
some people have only one big bird in a cage but others have several small
ones fluttering and chirping around in a single cage. I would never consider
having a reptile, such as a snake, in my house, however a friend of mine has
a boa constrictor in a cage, and swears that it is a lovely pet, since it doesn’t
bark doesn’t eat much and never needs to be taken out for a walk. Finally,
rodents are another kind of animal that can be kept in a cage. Rodents are
small animals like guinea pigs gerbils and hamsters they are especially

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popular with children. If they are treated properly they can live quite a long
time. In short these animals have a fascination for people who mostly like to
watch their pets.

7.SHIFT IN POINT OF VIEW


a) Avoid a shift in tense
Incorrect: The doctor advises us to eat a balanced meal. He said
that fruits and vegetables give us the vitamins we need.
Correct: The doctor advised us to eat a balanced meal. He said
that fruits and vegetables give us the vitamins we need.
b) Avoid a shift in pronouns used in general statements
Incorrect: You never really know what love is until we experience it
ourselves.
Correct: We never really know what love is until we experience it
ourselves.
Activity 9
Improve the following sentences by correcting shifts in tense or in pronouns.
1. With the freedom of choosing your own classes, college is our best chance
to widen our horizon.
2. As the woman walks toward the store, three young men jumped out and
attacked her.
3. Wherever you are, people should establish some rules in order to live. If
not we are going to have anarchy.

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SUBJECT-VERB AGREEMENT

A verb must agree with its subject in person and number. Most verbs change
form to indicate agreement only in the present tense. For a third person
singular subject an-s (or -es) is added to the base verb. The linking verb ‘be’
changes form in both the present and the past tense. When ‘be’, ‘have’, and
‘do’ are used as auxiliaries in verb phrases, their form changes to show
agreement with third-person subjects.

SINGULAR PLURAL
He paints. They paint.
She is happy. They are happy.
She was joyful. They were joyful.
He has volunteered. They have volunteered.
It does function. They do function.

Activity 1
Draw one line under the simple subject of each sentence and two lines under
the verb in parentheses that agrees with the subject.

1. I (knows, know) little about the country.


2. Celeste (explains, explain) that it consists of two main islands and several
smaller ones.
3. New Zealand (is, are) slightly smaller than the state of Colorado.
4. Celeste’s family (visits, visit) Wellington, the capital of the country; as well
as Auckland, the largest city in New Zealand.
5. Though the temperature is mild most of the year, summer weather
(remains, remain) the best.

Subject-Verb Agreement and Intervening Prepositional Phrases


The subject of a sentence never appears within a prepositional phrase. Be
sure that the verb agrees with the actual subject of the sentence and not with
the object of preposition.

The gifts on the table are for Maria.

In the sentence above, the verb ‘are’ agrees with the subject, ‘gifts’, not the
object of the preposition, ‘table’.

Activity 2
Place a check (√ ) in the blank in front of each sentence in which the subject
and verb agree.

11
1. The suitcase under my bed is filled with old clothes.
2. A student ahead of Challa announces today’s lunch choices.
3. Celebrations during the holiday include caroling, exchanging gifts, and
sharing meals with friends.
4. The trinket inside the box is a silver locket.
5. The building opposite this one contain a superb library.

Activity 3
Underline the verb in parentheses that agrees with the subject.

1. Directions to Atlanta (is, are) available at the information desk.


2. Apple pie with vanilla ice cream (appears, appear) to be today’s dessert
special.
3. Bouquets of white orchids (decorates, decorate) each table.
4. The song after this one always (soothes, soothe) my nerves.
5. Martha instead of Elsa (plays, play) the role of the protagonist.

Subject-Verb Agreement and Linking Verbs


In sentences with linking verbs, the verb agrees with the subject, not the
predicate nominative. Do not be confused by a predicate nominative that is
different in number from the subject. Only the subject affects the number of
the linking verb.

The first prize was season tickets to the symphony.


Players become a team when they learn to work together.

Activity 4
Underline the verb in parentheses that agrees with the subject.

1. Crashing cymbals (becomes, become) the climax of the musical


composition.
2. Biographies (is, are) Mom’s favorite type of reading material.
3. Grandfather’s farms (is, are) a quiet retreat for the entire family.
4. The constellation the Big Dipper (is, are) becoming the big Spatula.
5. The dinner menu (was, were) several tempting entrees and nearly a doze
side dishes, appetizers, and desserts.
6. The cost of the reception (was, were) thousands of dollars.

Activity 5
Write in the blank the linking verb in parentheses that agrees with the
subject of each sentence.

1. Sighs the first signal that Alemitu is bored. (is, are)

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2. A dark forest actually several pieces of painted cardboard
placed at the back of the stage. (was, were)
3. Lemma’s unusual dream disjointed images when he describes
it. (becomes, become)
4. Morning chores a determined effort to finish quickly. (becomes,
become)
5. The amusing story more unbelievable coincidences than I have
ever heard put into one tale. (is, are)
6. Tulips the centerpiece of the spring garden. (is, are)

Subject-Verb Agreement in Inverted Sentences


An inverted sentence is a sentence in which the subject follows the verb.
Some inverted sentences begin with ‘there’ or ‘here’. Look for the subject
after the verb, and be sure it agrees with the verb in number.

Over the mantelpiece hangs a portrait of Lucinda.


There reside two of the kindest persons in the neighborhood.

When an interrogative sentence contains an auxiliary verb, the auxiliary verb


usually precedes the subject, and the main verb follows the subject.

Does the play begin at eight o’clock?

Activity 6
Place a check (√) in the blank in front of each sentence in which the subject
and verb agree.

1. Has Jennifer seen the new art exhibit?


2. Under the couch lie the other shoe.
3. On the shelf sit several valuable first-edition books.
4. Here are Ujullu’s chess set.
5. Does the parade pass this corner?
6. Do these cameras have film in them?

Activity 7
Underline the verb in parentheses that agrees with the subject.

1. (Does, Do) the players warm up before the national anthem is sung?
2. Here (is, are) everything you need to make Chicken Biriyani.
3. Through the rain (trudges, trudge) the weary travelers.
4. Across the threshold (sweeps, sweep) the royal couple.
5. (Has, Have) the customers seen our newest product?
6. Ahead of us (drives, drive) Carlos and Michelle.

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Subject-Verb Agreement with special Subjects
A collective noun names a group. A collective noun is considered singular
when it refers to a group as a whole; it is considered plural when it refers to
each member of the group individually.

The committee sponsors an essay contest every year. (singular)


The committee disagree about how to divide the funds. (plural)

Certain nouns that end in-s, such as mathematics, measles, and mumps, take
singular verbs. Other nouns that end in-s, such as scissors, pants, binoculars,
and eyeglasses, take plural verbs. Many nouns that end in-ics may be
singular or plural, depending upon their meaning.

Mathematics fascinates George. (singular)


Eyeglasses were prescribed by Jolene’s ophthalmologist. (plural)
Physics is my favorite science course. (singular)
The physics of the invention baffle Dr. Sorenson. (plural)

When a noun of amount refers to a total that is considered as one unit, it is


singular and takes a singular verb. When a noun of amount refers to a
number of individual units, it is plural and takes a plural verb.

One hundred fifty dollars seems like a lot to pay for one dress.
(singular)
One hundred fifty dollars are packed into that jar. (Plural)

A title is always singular, even if a noun within the title is plural.


Wuthering Heights is the subject of Corinne’s book report.

Activity 8
Underline under the verb in parentheses that agrees with the subject.

1. The band (plays, play) each Friday night, beginning at seven O’clock.
2. “Creating Images” (is, are) the title of Janice’s essay.
3. Believe it or not, these pants (was, were) quite fashionable twenty years
ago.
4. Politics (makes, make) some persons do unusual things.
5. The jury (returns, return) with a verdict this afternoon.
6. Ten days (has, have) passed since the portraits were taken.

Activity 9
Write in the blank the verb in parentheses that agrees with the subject of
each sentence.

14
1. The Garden Club a seed sale to raise money. (holds, hold)
2. Geometrics popular prints for new clothes. (is, are)
3. Fifteen dollars the price of a full course meal at that restaurant.
(remains, remain)
4. Cats a musical that often tours the country. (is, are)
5. Four years of high school a diploma (merits, merit)
6. Binoculars to be the only equipment Jason forgot to bring.
(appears, appear)

Agreement with Compound Subjects


A sentence with a compound subject (more than one subject) may require
either a singular or a plural verb. If the compound is joined by and or both…
and, the verb required is usually plural. However, some compound subjects
have two parts that make up one unit. These take a singular verb.

Singular: Peanut butter and jelly is all my little brother will eat for
lunch.
Plural: Grease and dirt cover everything in the small work shop.

The verb agrees with the subject that is closer in a compound subject joined
by or, nor, either … or, or neither … nor.

Singular: Neither crumpets nor tea was served at the tea party.
Plural: Larry or the twins have made that mess.

Any compound subject preceded by many a, every, or each takes a singular


verb.
Many a chick and a gosling has been raised on this farm.

Activity 10
Underline the compound subject. Choose the verb in parentheses that agrees
with the subject and write it in the blank.

1. Both Abdi and Henock exams on Friday. (is giving, are


giving)
2. Neither Tigist nor Adane the leftovers. (wants, want)
3. Ham and beans well with cornbread. (goes, go)
4. The anvil and the hammer neglected in the old horse barn.
(sits, sit)
5. Neither Alex nor Ali to liking Sugary Crispies. (admits,
admit)
6. Many a loudmouth and self–styled critic unwanted
opinions. (has voiced, have voiced)

15
Intervening Expressions
Certain expressions seem to create a compound subject but do not.
Accompanied by, as well as, in addition to, plus, and together with are
expressions that introduce phrases that tell about the subject. However, the
subject remains singular and takes a singular verb.

Activity 11
Draw a line under each simple subject. Then write the form of the verb in
parentheses that agrees with the subject. Use the present tense of the verb.
1. Whole milk, as well as sugar and eggs, into the making of ice
cream (go)
2. Mike, accompanied by his two sons, soon for the old
car show. (leave)
3. The attorney, along with the judge, of the jury’s verdict.
(approve)
4. The pianist, accompanied by the violinist, a lovely salsa. (play)
5. Seasoned hamburger, plus pasta, delicious. (taste)
6. The sky, as well as the cumulus clouds riding across it,
beautiful today. (look)

Indefinite Pronouns as Subjects


Many subjects are indefinite pronouns. A verb must agree with an indefinite
pronoun used as a subject.

Singular: Everyone in the band knows that old melody


Singular: Anybody realizes the truth in a case like this one.
Plural: Many recognize the usefulness of such a course of action.
Plural: Few admit such an embarrassing mistake.

Some pronouns can be either singular or plural, depending on the nouns to


which they refer.

Singular: All of the cake tastes good, Michelle.


Plural: All of these cars are expensive.

Indefinite pronouns fall into three groups.

Always Singular: each everyone nobody


anything
either everybody nothing someone
neither everything anyone somebody
one no one anybody
something

16
Always plural: several few both many
Singular or Plural: some all most
none

Activity 12
Underline under the indefinite pronoun subject. Draw two lines under the
correct form of the verb.

1. Something (makes, make) that sound during high winds.


2. Nobody (likes, like) outrageous allegations such as these.
3. One (needs, need) to remember all the good times we had in school.
4. Either (seems, seem) an equally good choice in such circumstances as we
face now.
5. Someone (tells, tell) him these silly things, and he believes every word
without question.
6. Nothing (stands, stand) in the way of Mebrat when she puts her mind to a
problem.

Agreement in Adjective Clauses


When the subject of an adjective clause is a relative pronoun, the verb in the
clause must agree with the antecedent of the relative pronoun.

Patience is one of the requirements that make a good leader.

In the preceding example the antecedent of that are requirements, not one,
because several requirements – not just patience – make a good leader. Since
requirements is plural, that is considered to be plural, and the verb in the
adjective clause, make, must also be plural.
Patience happens to be the only one of the leadership talents that is
natural to me.
In this example the antecedent of that is one, not requirements, because the
speaker has only one of the requirements of a good leader, patience. Since
one is singular, the verb in the adjective clause, is must be singular.

Activity 13
Draw one line under the antecedent of each relative pronoun. Draw two lines
under the correct form of the verb.

1. Aba Tamrat appears to be the only one of the storytellers who (relates,
relate) that particular tale
2. Serawit is one of the actors who (is, are) participating in our production.
3. My dog will have to be one of the participants that (is, are) attending
canine obedience school next month.

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4. The name of that constellation is the only one of the northern star group’s
names that (escapes, escape) me at the moment.
5. Rita remains one of my friends who (stands, stand) by me in this
upheaval.
6. Sally is the only one of our runners who (holds, hold) that distance record
at our school.

Activity 14
Underline the subject of each sentence. Then choose the verb in parentheses
that agrees with the subject and write it in the blank.

1. Tedy and Ali often modern music. (plays, play)


2. His fit of sneezing the class. (is disrupting, are
disrupting)
3. Te job up a lot of his spare time. (takes, take)
4. Two hundred boxes of cards by the club. (was sold, were
sold)
5. His frequent fevers a worry to his parents. (was, were)
6. Gathering clouds a storm. (foretells, foretell)
7. Her pets a great joy to her. (is, are)
8. Final exams the last hurdle before graduation. (is, are)
9. Down the mountain the skiers. (speeds, speed)
10 In her pocket several acorns. (was, were)

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