Grammar and Composition

Grammar Reteaching
Grade 9
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 Contents

Unit 10 Parts of Speech

10.1 Nouns .............................................................1
10.2 Indefinite Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
10.3 Action Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
10.3 Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
10.4 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
10.5 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
10.6 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
10.7 Conjunctive Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 11 Parts of the Sentence

11.2 Complete Subjects and Complete Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
11.5 Indirect Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
11.5 Object Complements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
11.5 Subject Complements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 12 Phrases
12.1 Prepositional Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
12.2 Appositives and Appositive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
12.3 Participles and Participial Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
12.3 Gerunds and Gerund Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
12.3 Infinitives and Infinitive Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Unit 13 Clauses and Sentence Structure

13.2 Subordinate Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
13.5 Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
13.6 Adverb Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
13.7 Noun Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
13.8 Four Kinds of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
13.9 Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
13.10 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 15 Verb Tenses and Voice

15.1 Principal Parts of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
15.4 Perfect Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
15.7 Voice of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

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 Contents

Unit 16 Subject-Verb Agreement

16.1 Intervening Prepositional Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
16.7 Indefinite Pronouns as Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 17 Using Pronouns Correctly

17.1 Case of Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
17.2 Pronouns with and as Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
17.4 Who and Whom in Subordinate Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
17.5 Agreement with Indefinite Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
17.6 Clear Pronoun Reference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 18 Using Modifiers Correctly

18.1 The Three Degrees of Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
18.6 Double Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
18.7 Dangling Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Unit 20 Capitalization
20.2 Capitalization of Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
20.3 Capitalization of Proper Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Unit 21 Punctuation, Abbreviations, and Numbers

21.3 Question Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
21.4 Colons to Introduce Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
21.5 Semicolons to Separate Main Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
21.6 Commas and Compound Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
21.6 Commas and Coordinate Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
21.6 Commas with Parenthetical Expressions and Conjunctive Adverbs . . . . . . . . . . . . . . 45
21.6 Commas and Direct Address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
21.6 Misuse of Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
21.7 Dashes to Emphasize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
21.9 Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
21.10 Italics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
21.11 The Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
21.12 The Hyphen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

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 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.1 Nouns

Key Information
A common noun is the general—not the particular—name of a person, place, thing, or idea. The
words sock, car, truth, and paint are common nouns.
This exercise provides a way to identify common nouns. Most common nouns can be immediately
preceded by the.

Directions Next to each of the following words, write common noun if the word is a common
noun. Check your response by writing a sentence in which the precedes the common noun.
Write not common noun next to the word if the word is not a common noun.
table common noun We sat at the table.
Italy not common noun
1. computer ______________________________________________________________________
______________________________________________________________________________
2. me ___________________________________________________________________________
______________________________________________________________________________
3. Aunt Kate______________________________________________________________________
______________________________________________________________________________
4. tree___________________________________________________________________________
______________________________________________________________________________
5. car ___________________________________________________________________________
______________________________________________________________________________
6. noise _________________________________________________________________________
______________________________________________________________________________
7. Theodore ______________________________________________________________________
______________________________________________________________________________
8. bones _________________________________________________________________________
______________________________________________________________________________
9. whisper _______________________________________________________________________
______________________________________________________________________________
10. us ____________________________________________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10 1

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.2 Indefinite Pronouns

Key Information
An indefinite pronoun refers to a person, place, or This exercise provides a way to distinguish
thing in a general way. Some indefinite pronouns between an indefinite pronoun used as a
are other, several, few, nothing, and anyone. pronoun and the same word used as an adjec-
Many indefinite pronouns can also be used as tive. Replace the word with the. If the sentence
adjectives. remains grammatical, the word is an adjective.
If you cannot replace the word with the, it is
probably an indefinite pronoun.

Directions For each of the following sentences, write indef. pro. after the sentence if the
underlined word is used as an indefinite pronoun. Write adj. if the underlined word is used as
an adjective. Then rewrite the sentence labeled with adj. to show that the underlined adjective
can be replaced by the.
All of you were on time. indef. pro.
All twenty students left. adj. The twenty students left.
1. Several of us enjoyed today’s lunch. _________________________________________________
______________________________________________________________________________
2. Several people in this room are too loud. _____________________________________________
______________________________________________________________________________
3. The teacher asked whether we wanted some information.________________________________
______________________________________________________________________________
4. The dog barked at the birds, and some flew away. ______________________________________
______________________________________________________________________________
5. In my family both parents work.____________________________________________________
______________________________________________________________________________
6. I need both of you to help me. _____________________________________________________
______________________________________________________________________________
7. Carmen saw several animals, and many were unfamiliar to her. ___________________________
______________________________________________________________________________
8. The accountant heard many explanations of expenses. __________________________________
______________________________________________________________________________
9. One driver honked his horn impatiently. _____________________________________________
______________________________________________________________________________
10. I want one!_____________________________________________________________________
______________________________________________________________________________

2 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.3 Action Verbs

Key Information
An action verb tells what someone or some- This exercise provides a way to recognize transi-
thing does. A transitive verb is an action verb tive verbs. Rewrite the sentence as a question
that is followed by words that answer a ques- beginning with what or whom. The answer to
tion beginning with what or whom. the question will be the words that follow the
transitive verb in the original sentence.

Directions For each of the following sentences, write a question that begins with what or
whom. Then show that the underlined verb is transitive by answering the question. The answer
should be the words that follow the verb in the original sentence. (Note that in the question,
the verb form often changes.)
John called his sister. Whom did John call? His sister.
Vivian painted a beautiful picture. What did Vivian paint? A beautiful picture.
1. We saw some friends. ____________________________________________________________
______________________________________________________________________________
2. My neighbor built a new fence._____________________________________________________
______________________________________________________________________________
3. The doctor called the nurse. _______________________________________________________
______________________________________________________________________________
4. The artist carved a wonderful sculpture.______________________________________________
______________________________________________________________________________
5. After driving for hours, we finally ate some food._______________________________________
______________________________________________________________________________
6. He wore his best suit. ____________________________________________________________
______________________________________________________________________________
7. The cat opened the door.__________________________________________________________
______________________________________________________________________________
8. The mechanic fixed my car.________________________________________________________
______________________________________________________________________________
9. The batter hit the ball.____________________________________________________________
______________________________________________________________________________
10. The student, sure of the answer, raised her hand._______________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10 3

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.3 Linking Verbs

Key Information
A linking verb joins the subject of a sentence is usually a linking verb if you can replace it with
with a word or expression that identifies or a form of be. The new sentence should have
describes the subject. The most common linking about the same meaning as the original. If, how-
verb is be in all its forms: am, is, are, was, were, ever, you replace an action verb with a form of
will be, has been, was being. be, the meaning of the sentence will change, and
the sentence will probably be ungrammatical.
This exercise provides a way to decide whether
a verb is a linking verb or an action verb. A verb

Directions One verb in each of the following sentences is underlined. Write action on the line
if the underlined verb is an action verb. Write linking if the underlined verb is a linking verb.
Then rewrite each sentence that contains a linking verb, replacing the verb with an appropriate
form of be.
The rabbit hopped into the bushes. action
This sandpaper feels rough. linking This sandpaper is rough.
1. Your room looks clean. ___________________________________________________________
______________________________________________________________________________
2. The pianist looked at the score._____________________________________________________
______________________________________________________________________________
3. Those onions smell wonderful._____________________________________________________
______________________________________________________________________________
4. Can you smell the roses? __________________________________________________________
______________________________________________________________________________
5. The crowd became very quiet.______________________________________________________
______________________________________________________________________________
6. Kim grew some pumpkins in her yard._______________________________________________
______________________________________________________________________________
7. The audience grew restless. ________________________________________________________
______________________________________________________________________________
8. This house seems familiar, but I have never been here before._____________________________
______________________________________________________________________________
9. Ken felt the rough bark of the tree.__________________________________________________
______________________________________________________________________________
10. The pitcher appears eager today. ____________________________________________________
______________________________________________________________________________

4 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.4 Adjectives

Key Information
An adjective is a word that modifies a noun This exercise provides a way to identify adjectives.
by limiting its meaning. Adjectives can answer questions about the nouns
they modify. Some of these questions begin with
these pens my belts
whose, how many, or what kind of.
wide street one song

Directions Each of the following sentences contains a blank that can be filled in with an
adjective that answers the question following the sentence. Rewrite each sentence, using your
answer to the question in place of the blank.
The bird has _____ feathers. What kind of feathers?
The bird has beautiful feathers.
_____ house is bigger than mine. Whose house?
Paul’s house is bigger than mine.
1. Victor is driving a/an _____ car. What kind of car? _____________________________________
______________________________________________________________________________
2. Yesterday _____ dogs followed me home. How many dogs? ______________________________
______________________________________________________________________________
3. A/An _____ crow is eating the corn. What kind of crow? ________________________________
______________________________________________________________________________
4. I left _____ book at home. Whose book? _____________________________________________
______________________________________________________________________________
5. Barbara heard a/an _____ noise outside her window. What kind of noise?___________________
______________________________________________________________________________
6. You may invite your _____ friends to join us. How many friends? _________________________
______________________________________________________________________________
7. _____ father asked us to go fishing. Whose father? _____________________________________
______________________________________________________________________________
8. Does _____ teacher assign much homework? Whose teacher?_____________________________
______________________________________________________________________________
9. Your house is extremely _____. What kind of house?____________________________________
______________________________________________________________________________
10. I plan to read _____ novels this summer. How many novels? _____________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10 5

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.5 Adverbs

Key Information
An adverb is a word that modifies a verb, an The boy hungrily ate supper.
adjective, or another adverb.
This exercise provides a method for identifying
We arrived yesterday. adverbs. Adverbs answer questions about the
words they modify. Some of these questions
Ben went away.
begin with when, where, or how.

Directions Each of the following sentences contains a blank that can be filled in with an
adverb that answers the question following the sentence. Rewrite each sentence, using your
answer to the question in place of the blank.
Terry sang a nice song _____. When did Terry sing? Terry sang a nice song yesterday.
The mouse _____ ran into a hole in the floor. How did the mouse run?
The mouse quickly ran into a hole in the floor.
1. Be sure to call me _____. When should you call? _______________________________________
______________________________________________________________________________
2. A cow _____ drank from the pond. How did the cow drink? _____________________________
______________________________________________________________________________
3. Suki _____ picked up the exquisite vase. How did Suki pick up the vase?____________________
______________________________________________________________________________
4. We walked _____ across the bridge. How did we walk? __________________________________
______________________________________________________________________________
5. Please stay _____ while I go into the store. Where should you stay? ________________________
______________________________________________________________________________
6. You might arrive at the hall _____. When might you arrive at the hall? _____________________
______________________________________________________________________________
7. Tanya can sing more _____ than I can. How can Tanya sing? _____________________________
______________________________________________________________________________
8. The plane is _____ approaching. How is the plane approaching? __________________________
______________________________________________________________________________
9. See whether you can visit me _____. When can you visit me?_____________________________
______________________________________________________________________________
10. The fox ran _____ across the field. How did the fox run? ________________________________
______________________________________________________________________________

6 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.6 Prepositions

Key Information
A preposition is a word that shows the rela- This exercise helps you understand how a
tionship of a noun or a pronoun to another preposition functions in a sentence. Remember
word in the sentence. Some common preposi- that the object of a preposition usually follows
tions are after, around, at, down, in, and of. the preposition.

Directions In each of the following sentences, the preposition is underlined, and its object is
circled. Read the preposition and its object aloud to yourself, and find the word they are
describing. Draw a box around the word that the preposition and its object are describing.
The house on the hill is large.
The house on the hill is large.
She rode her bicycle along the road.
She rode her bicycle along the road.
1. A pebble in my shoe hurts my foot.

2. Throw this jar into the trash.

3. The mall near the station is convenient.

4. The computer below the bookshelf is broken.

5. Please drop the paper into this basket.

6. The cat with the spots is mine.

7. A man from Nebraska called today.

8. A letter for you arrived today.

9. Wait until dark to show your videotapes.

10. Many birds landed on top of our school.

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10 7

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 10.7 Conjunctive Adverbs

Key Information
A conjunctive adverb establishes a relationship This exercise provides a method for identifying
between clauses or sentences of equal weight. conjunctive adverbs. Like an adverb, a conjunc-
Some conjunctive adverbs are consequently, tive adverb can be moved within the clause or
however, therefore, and thus. sentence in which it appears.

Directions For each of the following exercise items, a conjunctive adverb appears in the second
sentence. First, underline the conjunctive adverb. Then rewrite the second sentence, repositioning
the conjunctive adverb within the sentence.
Kimberly wanted to go home. Luis, however, wanted to stay.
Luis wanted to stay, however.
1. We are on vacation. We have no plans, however. _______________________________________
______________________________________________________________________________
2. Your grades are superb. Consequently, you’ll be on the honor roll. _________________________
______________________________________________________________________________
3. The bus was late today. Nevertheless, we arrived on time. ________________________________
______________________________________________________________________________
4. John wrote Earlene a letter. Therefore, Earlene wrote back. _______________________________
______________________________________________________________________________
5. The record looks a bit worn. It sounds fine, nonetheless._________________________________
______________________________________________________________________________
6. Our television set is broken. It will, however, be fixed soon. ______________________________
______________________________________________________________________________
7. Your report is due. Try, therefore, to finish it soon. _____________________________________
______________________________________________________________________________
8. Tom doesn’t feel well. Also, he is running a fever. _______________________________________
______________________________________________________________________________
9. Diana left early today. Mari, similarly, left early yesterday. ________________________________
______________________________________________________________________________
10. We are out of paper. Thus, you cannot print your report. ________________________________
______________________________________________________________________________

8 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 10

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Complete Subjects and

Unit 11.2 Complete Predicates
Key Information
A simple subject is the principal noun or pro- The boy wearing red is my friend.
noun that tells what a sentence is about. The
A very large cat lives near here.
complete subject consists of the simple subject
plus all the words that modify it. This exercise provides a method for identifying
complete subjects. The complete subject can
In these two sentences the complete subjects
be replaced by a personal pronoun.
are underlined:

Directions Rewrite each of the following sentences by replacing the underlined complete sub-
ject with one of these personal pronouns: he, she, it, or they.
A Danish writer won the Nobel Prize. She won the Nobel Prize.
Your new coat looks good. It looks good.
1. A friend of yours is on the phone. __________________________________________________
______________________________________________________________________________
2. The jacket to your left belongs to Aunt Maria. _________________________________________
______________________________________________________________________________
3. Paul and Kate will represent the school at the convention.________________________________
______________________________________________________________________________
4. A big blue balloon is floating in the sky. ______________________________________________
______________________________________________________________________________
5. A lady who lives across the street said she saw your lost dog.______________________________
______________________________________________________________________________
6. Your mother left her keys on the table._______________________________________________
______________________________________________________________________________
7. The boys on the football team asked for more practice time.______________________________
______________________________________________________________________________
8. Most of the fish in my fishbowl are guppies. __________________________________________
______________________________________________________________________________
9. The new principal will address the class tomorrow. _____________________________________
______________________________________________________________________________
10. A huge boulder tumbled down the cliff.______________________________________________
______________________________________________________________________________

Writer’s Choice: Composition Practice, Grade 9, Unit 11 9

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 11.5 Indirect Objects

Key Information
An indirect object follows an action verb and This exercise provides a method for identifying
answers a question that begins with to whom, indirect objects. Remember that an indirect
for whom, to what, or for what. object always comes between the verb and the
direct object.
I made Sue a birthday cake.
You gave me a strange look.

Directions In each of the following sentences, the indirect object is underlined. Rewrite the
sentence, moving the indirect object to the end of the sentence and inserting to or for before
the indirect object. Make sure that to or for also precedes any modifiers of the indirect object.
Lois sent her friend Ty a gift. Lois sent a gift to her friend Ty.
Bill gave Ana a big party. Bill gave a big party for Ana.
1. Last week my parents gave me a higher allowance.______________________________________
______________________________________________________________________________
2. Please save Tim a place at the table. _________________________________________________
______________________________________________________________________________
3. Send Dana this birthday card.______________________________________________________
______________________________________________________________________________
4. The salesperson offered Clara a huge discount. ________________________________________
______________________________________________________________________________
5. A waitress served the hungry customers a wonderful meal._______________________________
______________________________________________________________________________
6. Lila bought her parents a new videotape. _____________________________________________
______________________________________________________________________________
7. Tell us the answer. _______________________________________________________________
______________________________________________________________________________
8. The messenger brought the anxious king some good news._______________________________
______________________________________________________________________________
9. Tomorrow the history teacher will give the class a test. __________________________________
______________________________________________________________________________
10. Did you bring me a gift? __________________________________________________________
______________________________________________________________________________

10 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 11

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 11.5 Object Complements

Key Information
An object complement completes the mean- Most object complements have an understood
ing of the direct object by identifying or describ- to be in front of them.
ing it.
The class named you [to be] president.
This exercise provides a method for identifying
We thought your decision [to be] harsh.
object complements.

Directions In each of the following sentences, the object complement is underlined. Rewrite
the sentence, inserting to be before the object complement. Remember that to be must precede
any modifiers of the complement.
She considers her aunt kind. She considers her aunt to be kind.
They thought her voice amazingly brilliant. They thought her voice to be amazingly brilliant.
1. The class found the test easy. ______________________________________________________
______________________________________________________________________________
2. Juliana considered the price of coffee unusually high. ___________________________________
______________________________________________________________________________
3. The members have elected you secretary of the club. ____________________________________
______________________________________________________________________________
4. Most students consider George Washington a great president. ____________________________
______________________________________________________________________________
5. The senators appointed her head of the new committee._________________________________
______________________________________________________________________________
6. The travelers found their accommodations roomy and comfortable. _______________________
______________________________________________________________________________
7. We chose Bob our team leader. _____________________________________________________
______________________________________________________________________________
8. The freshmen nominated Juan their representative. _____________________________________
______________________________________________________________________________
9. We thought the ride fascinating but long._____________________________________________
______________________________________________________________________________
10. Did you consider the movie enjoyable?_______________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 11 11

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 11.5 Subject Complements

Key Information
A predicate nominative is a noun or a pro- This exercise provides a method for distinguishing
noun that follows a linking verb and points back between predicate nominatives and direct objects.
to the subject, identifying it further: She will be In a sentence with a predicate nominative, the
a good doctor. subject “equals” the predicate nominative. Such
an “equation” does not exist with direct objects.

Directions For each of the following sentences, identify the underlined word by writing pred.
nomin. or dir. obj. on the line. If the word is a predicate nominative, write an equation in
which the simple subject equals (=) the predicate nominative. If the underlined word is a
direct object, indicate that the simple subject does not equal (=)the
/ direct object.
My mother is a nurse. pred. nomin. mother = nurse
My mother thanked the nurse. dir. obj. mother =/ nurse
1. Kevin saw our teacher at the store. __________________________________________________
______________________________________________________________________________
2. She was a dentist at one time. ______________________________________________________
______________________________________________________________________________
3. The team won a great victory last Friday. _____________________________________________
______________________________________________________________________________
4. According to the owner, these dogs are poodles. _______________________________________
______________________________________________________________________________
5. Robert became a great leader. ______________________________________________________
______________________________________________________________________________
6. Carefully the chess champion planned the next move.___________________________________
______________________________________________________________________________
7. The class appointed a new vice president._____________________________________________
______________________________________________________________________________
8. Those men were basketball players.__________________________________________________
______________________________________________________________________________
9. My neighbor called me about the party. ______________________________________________
______________________________________________________________________________
10. The tadpole is slowly becoming a frog. _______________________________________________
______________________________________________________________________________

12 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 11

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 12.1 Prepositional Phrases

Key Information
A prepositional phrase is a group of words phrases. An adverb phrase modifying a verb
that begins with a preposition and ends with a usually can be moved elsewhere in the sen-
noun or a pronoun (the object of the preposition). tence. A phrase used as an adjective usually
cannot be moved.
This exercise provides a method for distinguish-
ing between different kinds of prepositional

Directions One prepositional phrase is underlined in each of the following sentences. If the
prepositional phrase modifies a noun, write adjective on the line. If it modifies a verb, write
adverb. Then rewrite each sentence containing an adverb phrase, repositioning the preposition-
al phrase within the sentence.
The glasses on the desk are yours. adjective
Into the car the dog jumped. adverb The dog jumped into the car.
1. The color of Joshua’s carpet is startling. ______________________________________________
______________________________________________________________________________
2. I will serve your meal with great pleasure. ____________________________________________
______________________________________________________________________________
3. Sue writes letters on weekends. _____________________________________________________
______________________________________________________________________________
4. The photo on the desk was taken many years ago. ______________________________________
______________________________________________________________________________
5. After the lecture, the audience asked questions. ________________________________________
______________________________________________________________________________
6. Mei Ling climbed expertly up the mountain. __________________________________________
______________________________________________________________________________
7. The man next to that car is my father. _______________________________________________
______________________________________________________________________________
8. Sarah collects photographs of basketball players. _______________________________________
______________________________________________________________________________
9. At midnight a new day begins. _____________________________________________________
______________________________________________________________________________
10. Ariel made her decision with no regrets. _____________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 12 13

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 12.2 Appositives and Appositive Phrases

Key Information
An appositive is a noun or a pronoun that is An appositive phrase consists of an appositive
placed next to another noun or pronoun to and any words that modify it.
identify or give additional information about it.
This exercise provides a method for identifying
We can say that an appositive renames another
appositives and appositive phrases. Either one
noun or pronoun.
can take the place of the noun, the noun phrase,
or the pronoun being renamed.

Directions After each of the following sentences, write appositive if the underlined word or
phrase is an appositive or an appositive phrase. Write the word or phrase the appositive
renames. Then rewrite the sentence to show that the appositive or appositive phrase can take
the place of the word or phrase it renames. Write no appositive if the underlined word or
phrase is not an appositive or an appositive phrase.
My uncle, Bill Moore, lives in Dallas. appositive
renames My uncle Bill Moore lives in Dallas.
My uncle, who is a dentist, lives in Dallas. no appositive
1. The history teacher, Ms. Chang, asked us to read a historical novel. ________________________
______________________________________________________________________________
2. My nephew Bart visited me during the holidays. _______________________________________
______________________________________________________________________________
3. Pietro, who is from Brazil, talked to the class about his country. ___________________________
______________________________________________________________________________
4. The champion, who had just won an important victory, celebrated.________________________
______________________________________________________________________________
5. Last winter we visited Colorado, a popular vacation spot. ________________________________
______________________________________________________________________________
6. A famous writer attended this school, Franklin Heights High School._______________________
______________________________________________________________________________
7. The fans, excited about the game, made too much noise._________________________________
______________________________________________________________________________
8. Terry’s parents bought a new home, a two-story brick house. _____________________________
______________________________________________________________________________
9. The cab driver, whose name I’ve forgotten, was extremely nice. ___________________________
______________________________________________________________________________
10. Our first president, George Washington, was also a great general.__________________________
______________________________________________________________________________

14 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 12

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 12.3 Participles and Participial Phrases

Key Information
A participle is a verb form that functions as an The girl singing now is talented.
adjective.
The cup, decorated by hand, is beautiful.
singing girl decorated cup
This exercise helps you create participles and
A participial phrase consists of a participle and participial phrases by combining two sentences.
its complements and modifiers.

Directions Combine each of the following pairs of sentences into a single sentence by chang-
ing the underlined words into a participial phrase. Remember that the participial phrase can
be placed before or after the word it modifies.
Bill felt tired. Bill took a nap. Feeling tired, Bill took a nap.
The deer heard a noise. The deer ran away. The deer, hearing a noise, ran away.
1. Janet sang a beautiful song. Janet amazed the crowd.____________________________________
______________________________________________________________________________
2. I was encouraged by my success. I tried a more difficult design. ___________________________
______________________________________________________________________________
3. The eager student knew the answer. The eager student raised her hand._____________________
______________________________________________________________________________
4. The couple held hands. The couple walked through the park._____________________________
______________________________________________________________________________
5. They were exhausted after the long day. They drank iced tea on the porch. __________________
______________________________________________________________________________
6. The author was very busy. The author worked on a new novel.____________________________
______________________________________________________________________________
7. Pam stayed up late. Pam studied for her math test. _____________________________________
______________________________________________________________________________
8. Darryl practiced constantly. Darryl hoped to become a famous athlete. _____________________
______________________________________________________________________________
9. The lion crept through the grass. The lion stalked its prey. _______________________________
______________________________________________________________________________
10. The firefighters were relieved to feel rain. The firefighters watched the fire die. _______________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 12 15

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 12.3 Gerunds and Gerund Phrases

Key Information
A gerund is a verb form that ends in-ing and is Fishing for marlin is not easy.
used as a noun.
I enjoy singing old songs.
We like fishing.
This exercise provides a way to distinguish
Singing can be difficult. between gerunds and present participles, both
of which end in -ing. Generally, only gerunds
A gerund phrase consists of a gerund and its
can be replaced by it.
modifiers and complements.

Directions A word or phrase is underlined in each of the following sentences. If the under-
lined -ing word is a participle, write pres. part. on the line. If the -ing word is a gerund, write
gerund. Then rewrite that sentence to show that the gerund or gerund phrase can be replaced
by it.
I saw a sleeping bear in the cave. pres. part.
My favorite sport is fishing for marlin. gerund My favorite sport is it.
1. I need some new boots for hiking. __________________________________________________
______________________________________________________________________________
2. The galloping pony ran across the field. ______________________________________________
______________________________________________________________________________
3. Writing can be enormously rewarding._______________________________________________
______________________________________________________________________________
4. That collapsing building has a complex history. ________________________________________
______________________________________________________________________________
5. Christie practices skating every day. _________________________________________________
______________________________________________________________________________
6. The sailors prepared for the approaching storm. _______________________________________
______________________________________________________________________________
7. Studying requires patience and concentration._________________________________________
______________________________________________________________________________
8. The animals escaped from the burning forest. _________________________________________
______________________________________________________________________________
9. Playing the piano well is a skill I admire. _____________________________________________
______________________________________________________________________________
10. Driving a car can be difficult during the winter.________________________________________
______________________________________________________________________________

16 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 12

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 12.3 Infinitives and Infinitive Phrases

Key Information
An infinitive is a verb form usually preceded by the word immediately after to is usually a verb
to and used as a noun, an adjective, or an form. Thus, you can replace to with will and create
adverb. An infinitive phrase consists of an a verb phrase. (Placing the verb phrase back into
infinitive and its complements and modifiers. the sentence, however, would be ungrammatical.)
Hank seems ready to go now. On the other hand, in a prepositional phrase the
object of to is a noun or a pronoun. You cannot
This exercise provides a way to distinguish
place will in front of a noun or a pronoun and
between infinitives and prepositional phrases
produce a verb phrase.
that begin with to. If the phrase is an infinitive,

Directions In each of the following sentences, a phrase beginning with to is underlined. If the
underlined phrase is a prepositional phrase, write prep. on the line. If it is an infinitive phrase,
write infinitive. If you label the phrase infinitive, then show that the word after the to is a verb
form by writing that word preceded by will.
Take the bus to New York. prep.
The students are ready to leave. infinitive will leave
1. The road to my house has many potholes. ____________________________________________
2. Jill hopes to play professional basketball. _____________________________________________
3. Can you teach me to draw a spaceship? ______________________________________________
4. The road to the museum passes my house.____________________________________________
5. Leroy wants to be a lawyer. ________________________________________________________
6. The rains may last from spring to summer. ___________________________________________
7. To play guitar in a band is my dream.________________________________________________
8. The captain wants to sail uncharted seas. _____________________________________________
9. A plumber is the one to call about a leak._____________________________________________
10. Go to town for the groceries, please._________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 12 17

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.2 Subordinate Clauses

Key Information
A main clause has a subject and a predicate clause. Take the clause out of the sentence. If
and can stand alone as a sentence. the clause can stand as a grammatically complete
sentence, it is a main clause. If the clause
A subordinate clause also has a subject and a
cannot stand alone as a sentence, it is a subor-
predicate, but it cannot stand alone as a sentence.
dinate clause.
This exercise provides a way to distinguish
between a main clause and a subordinate

Directions Each clause in the following sentences is underlined. Write main above each main
clause, and write subordinate above each subordinate clause. Then rewrite each main clause as
a separate sentence to show that it can stand alone.
main main subordinate main
The whistle blew, and the race began. After I eat, I’ll help you study.
The whistle blew. The race began. I’ll help you study.
1. John is wearing a red jacket, but his sister is wearing a green jacket. ________________________
______________________________________________________________________________
2. After we go shopping, we should go straight home. _____________________________________
______________________________________________________________________________
3. Because my radio is broken, I did not hear the new song. ________________________________
______________________________________________________________________________
4. The roof is leaking, and someone should fix it soon. ____________________________________
______________________________________________________________________________
5. The phone rang seven times, yet nobody answered it. ___________________________________
______________________________________________________________________________
6. Before you go, turn off the lights. ___________________________________________________
______________________________________________________________________________
7. I cannot tell you anything about the movie, because I have not seen it. _____________________
______________________________________________________________________________
8. The tree shook when the bear began to scratch it. ______________________________________
______________________________________________________________________________
9. The painting fell from the wall because it was not fastened well. ___________________________
______________________________________________________________________________
10. Kayla is serious about her dancing; she wants to be a ballerina.____________________________
______________________________________________________________________________

18 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.5 Adjective Clauses

Key Information
An adjective clause is a subordinate clause pronoun as being “understood” rather than
that modifies a noun or a pronoun. Both relative absent. You can always restore an understood
pronouns (who, whom, whose, that, and which) relative pronoun to its sentence. This understood
and the subordinating conjunctions where and pronoun will be whom, referring to people, or
when may begin an adjective clause. that, referring to things—for example: Will heard
a song that he likes. May is the artist whom I
This exercise provides a method for identifying
just met.
an adjective clause from which the relative pro-
noun has been dropped. Think of the relative

Directions An adjective clause is underlined in each of the following sentences. Rewrite each
sentence, supplying the understood whom or that.
This is the bike I want. This is the bike that I want.
The coach is a man I admire. The coach is a man whom I admire.
1. Dr. Stevens is a doctor I trust. ______________________________________________________
______________________________________________________________________________
2. Pat found the album she has wanted for weeks. ________________________________________
______________________________________________________________________________
3. This is the exercise the class should complete today. ____________________________________
______________________________________________________________________________
4. Kevin is the student we elected president._____________________________________________
______________________________________________________________________________
5. Wear the jacket you bought last week. _______________________________________________
______________________________________________________________________________
6. The boy I tutored scored well on the test._____________________________________________
______________________________________________________________________________
7. The peanut butter you serve tastes great. _____________________________________________
______________________________________________________________________________
8. A writer Karen really likes is Alice Walker. ____________________________________________
______________________________________________________________________________
9. Please pick up the paper somebody dropped.__________________________________________
______________________________________________________________________________
10. Fran, busily talking to someone she had not seen for years, almost missed her plane. __________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13 19

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.6 Adverb Clauses

Key Information
An adverb clause is a subordinate clause that in the middle of a sentence, it must be set off
modifies a verb, an adjective, or an adverb. with commas; such a clause at the end of a sen-
tence usually does not need a comma.
This exercise provides a way to identify adverb
clauses that modify verbs. Such clauses can usu- I left before the storm began.
ally be moved within the sentence. Note that Before the storm began, I left.
when such a clause appears at the beginning or

Directions An adverb clause is underlined in each of the following sentences. Rewrite each
sentence, moving the adverb clause to a different position. Be sure to punctuate the rewritten
sentences correctly.
Because my pen broke, I wrote my essay in pencil.
I wrote my essay in pencil because my pen broke.
The street light came on when evening arrived.
When evening arrived, the street light came on.
1. While Dawn was singing, the crowd was very quiet._____________________________________
______________________________________________________________________________
2. Erving likes complete silence whenever he writes. ______________________________________
______________________________________________________________________________
3. Sue’s parents began clapping before the band finished playing. ____________________________
______________________________________________________________________________
4. The trip was canceled because the bus had engine trouble. _______________________________
______________________________________________________________________________
5. After we bought a computer, I learned to use word processing.____________________________
______________________________________________________________________________
6. Because some pages were missing, Hector could not finish his book. _______________________
______________________________________________________________________________
7. We must leave now, although we would like to stay longer. _______________________________
______________________________________________________________________________
8. You cannot enter the theater after the performance begins. _______________________________
______________________________________________________________________________
9. Until the bell rings, please stay seated. _______________________________________________
______________________________________________________________________________
10. When the elevator stopped, were you nervous? ________________________________________

20 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.7 Noun Clauses

Key Information
A noun clause is a subordinate clause used as a clauses. Noun clauses can usually be replaced by
noun. A noun clause can function as a subject, it or somebody. The resulting sentence will be
a direct object, an object of a preposition, or a grammatically correct, even if the meaning
predicate nominative. changes somewhat.
This exercise provides a method for distinguish-
ing between noun clauses and other subordinate

Directions A subordinate clause is underlined in each of the following sentences. If the under-
lined clause is a noun clause, write noun cl. on the line. Then rewrite the sentence to show that
the clause can be replaced by it or somebody. If the underlined clause is not a noun clause,
write other cl.
I discovered who rang the bell. noun cl. I discovered somebody.
My favorite story is the story that you read. other cl.
1. The teacher asked whether we would like to read a novel. ________________________________
______________________________________________________________________________
2. Mother knows what you want for your birthday. _______________________________________
______________________________________________________________________________
3. Write me a letter when you are at camp.______________________________________________
______________________________________________________________________________
4. Manuel knows who built the model ship. _____________________________________________
______________________________________________________________________________
5. Down the street walked the person who owns this bike. _________________________________
______________________________________________________________________________
6. I am fond of this picture, which was taken years ago.____________________________________
______________________________________________________________________________
7. Whoever left the apartment last forgot to lock the door. _________________________________
______________________________________________________________________________
8. The magician would not tell how she made the elephant vanish. __________________________
______________________________________________________________________________
9. Jane met a friend while she was walking to the supermarket.______________________________
______________________________________________________________________________
10. What my sister wants for her birthday costs only five dollars. _____________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.8 Four Kinds of Sentences

Key Information
An imperative sentence is a command or a This exercise provides a way to classify these
request: Please speak up. An exclamatory sen- two kinds of sentences. If a sentence has an
tence expresses strong emotion: You’re too late! understood “you” as its subject, the sentence
can safely be classified as an imperative sentence.
If a sentence ends with an exclamation point
(!), it is probably an exclamatory sentence.

Directions Write exclamatory after exclamatory sentences. Write imperative after imperative
sentences. An exclamatory sentence must have an exclamation point (!). An imperative sen-
tence may have an exclamation point, but it must have an understood “you.” If the sentence is
imperative, supply the understood “you” by writing (You) in the blank provided.
____ You should not be here! exclamatory
(You) Turn down the volume! imperative
1. _____ How I love you! ___________________________________________________________
2. _____ Bring some water.__________________________________________________________
3. _____ Call your mother to ask her to pick us up._______________________________________
4. _____ Don’t touch that red button. _________________________________________________
5. _____ Be certain that you study for tomorrow’s test.____________________________________
6. _____ What a great book this is!____________________________________________________
7. _____ Close the door before the cat escapes. __________________________________________
8. _____ Please do your homework.___________________________________________________
9. _____ Mow the grass, please. ______________________________________________________
10. _____ Oh, no, you forgot to set the alarm!____________________________________________

22 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.9 Sentence Fragments

Key Information
A sentence fragment occurs when an incom- clause must be connected to a main clause.
plete sentence is punctuated as if it were a com-
main clause adjective clause
plete sentence. This exercise can help you avoid
I met Joe, who is from Miami.
a certain kind of fragment—an adjective clause
punctuated as a complete sentence. An adjective clause that is a fragment can often
be combined with the sentence immediately
An adjective clause is a subordinate clause that
preceding it.
modifies a noun or a pronoun. An adjective

Directions In each item below, the underlined words are an adjective clause punctuated as if it
were a complete sentence. Correct the underlined fragment by combining it with the complete
sentence. Remember to use a comma to set off the adjective clause.
My father spoke with Ms. Kemp. Who is a lawyer.
My father spoke with Ms. Kemp, who is a lawyer.
1. We boarded the bus. Which had arrived late. __________________________________________
______________________________________________________________________________
2. Allow me to introduce June. Whom you spoke with on the phone._________________________
______________________________________________________________________________
3. Walter didn’t want us to see his car. Which was covered with mud._________________________
______________________________________________________________________________
4. My mother spoke to my English teacher. Who praised my work.___________________________
______________________________________________________________________________
5. Please straighten this picture. Which is about to fall. ____________________________________
______________________________________________________________________________
6. Pam’s brother bought her this backpack. Which can hold all her books. _____________________
______________________________________________________________________________
7. This cake was baked by my father. Who happens to be a good cook.________________________
______________________________________________________________________________
8. Please deliver this paper to the mayor’s office. Which isn’t far away. ________________________
______________________________________________________________________________
9. Bob doesn’t know what he wants for his birthday. Which is next week. _____________________
______________________________________________________________________________
10. We should meet at my house. Where we can discuss the matter further._____________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13 23

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 13.10 Run-on Sentences

Key Information
A comma splice is a run-on sentence that alone as a complete sentence, then you cannot
occurs when two main clauses are separated by use only a comma to separate the two clauses.
only a comma.
To correct the error, change the comma into
This exercise provides a method for identifying (1) a period, (2) a semicolon, or (3) a comma
a comma splice. See whether the clauses on plus a coordinating conjunction. Common
either side of the comma can stand alone as coordinating conjunctions are and, but, and or.
complete sentences. If each clause can stand

Directions Prove that there is a comma splice in each of the following sentences by writing as
two separate sentences what comes before and after the comma. Then combine the two sen-
tences by replacing the first period with a semicolon or with a comma and a coordinating con-
junction.
Ted tried, he missed. Ted tried. He missed. Ted tried; he missed.
OR Ted tried, but he missed.
1. Two students left the library, they were laden with books. ________________________________
______________________________________________________________________________
2. Armando mixed the salad, he served it in a large bowl. __________________________________
______________________________________________________________________________
3. The store on the corner is having a sale, we should shop there today. _______________________
______________________________________________________________________________
4. Terry enjoys algebra, he looks forward to his algebra class. _______________________________
______________________________________________________________________________
5. The lights suddenly went out, nobody moved._________________________________________
______________________________________________________________________________
6. A radio was playing, I could barely hear it.____________________________________________
______________________________________________________________________________
7. The alarm went off early, Verline blinked her eyes.______________________________________
______________________________________________________________________________
8. Melanie loves this perfume, it was imported from France.________________________________
______________________________________________________________________________
9. The castle appeared dark and spooky, the tourists waited to go inside. ______________________
______________________________________________________________________________
10. The sailors unfurled all the sails, the ship soon picked up speed.___________________________
______________________________________________________________________________

24 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 13

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 15.1 Principal Parts of Verbs

Key Information
All verbs have four principal parts. Two of them, Also, the past form and the past participle of
the past form and the past-participle form, some verbs look exactly alike: made, have made.
are often confused because both can refer to an
This exercise provides a method for distinguishing
act that has been completed.
between these two parts. The past participle is
past form the form used after have, has, or had.
Yesterday I rang the bell.
past participle
I have rung the bell all week.

Directions For each pair of principal parts below, circle the past participle. Check your
response by writing a sentence that includes the past participle after have, has, or had.
tore torn I have torn my shirt.
broken broke He has broken many dishes over the years.
1. fell fallen __________________________________________________________________
2. grown grew ___________________________________________________________________
3. froze frozen__________________________________________________________________
4. was been ___________________________________________________________________
5. ate eaten __________________________________________________________________
6. ridden rode ___________________________________________________________________
7. seen saw____________________________________________________________________
8. beat beaten _________________________________________________________________
9. gone went___________________________________________________________________
10. threw thrown _________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 15 25

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 15.4 Perfect Tenses

Key Information
The perfect tenses are signaled by one of This exercise provides a method for determining
these helping verbs: has, have, or had—I had whether has, have, and had are used as main
been ill. These words, however, do not always verbs. When these words are main verbs, they
signal a perfect tense. They can also be used as can usually be replaced by some form of the verb
main verbs: I had a dream. possess or take. The result will be grammatically
correct even if the meaning changes slightly.

Directions In each of the following sentences, has, have, or had is underlined. Write perfect on
the line if the underlined word signals a perfect tense; write main verb if the underlined word
does not signal a perfect tense. Then rewrite each sentence in which the underlined word is a
main verb, replacing the word with a form of possess or take.
Sally has heard that song before. perfect
Have some of my carrots. main verb Take some of my carrots.
1. Owen’s neighbor has an impressive garden. ___________________________________________
______________________________________________________________________________
2. The speech teacher has been at a conference. __________________________________________
______________________________________________________________________________
3. You can have a break in a few minutes._______________________________________________
______________________________________________________________________________
4. Cindy had a leather purse, but she lost it._____________________________________________
______________________________________________________________________________
5. Roberto has lived in Oregon since he was five._________________________________________
______________________________________________________________________________
6. Have my chair for a while._________________________________________________________
______________________________________________________________________________
7. I have missed you. _______________________________________________________________
______________________________________________________________________________
8. Do you have a pen or a pencil I could borrow? ________________________________________
______________________________________________________________________________
9. My brother Gary has painted a picture of our pet turtle._________________________________
______________________________________________________________________________
10. Veronica was sure that she had won a great victory. _____________________________________
______________________________________________________________________________

26 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 15

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 15.7 Voice of Verbs

Key Information
A sentence is in the active voice if the subject the meaning of the sentence. This exercise can
performs the action. A sentence is in the pas- help you change a sentence from the passive
sive voice if the action is performed on the voice to the active voice. The subject of the
subject. passive-voice sentence must become the direct
object of the active-voice sentence.
Most sentences in the passive voice can be
changed to the active voice without changing

Directions Change each of the following passive-voice sentences into an active-voice sentence.
Reverse the position of the underlined words, delete by, and delete the helping verb was or
were.
The cat was fed by my sister. My sister fed the cat.
The ball was hit by the batter. The batter hit the ball.
1. The light was dimmed by you. _____________________________________________________
______________________________________________________________________________
2. Dorothy was helped by a friend. ____________________________________________________
______________________________________________________________________________
3. The children were amused by your joke.______________________________________________
______________________________________________________________________________
4. The tigers were fed by a skillful handler.______________________________________________
______________________________________________________________________________
5. The drums were played by Keith. ___________________________________________________
______________________________________________________________________________
6. A play was read by the drama teacher. _______________________________________________
______________________________________________________________________________
7. These papers were filed by my secretary. _____________________________________________
______________________________________________________________________________
8. The blouse was bought by Eva. _____________________________________________________
______________________________________________________________________________
9. The football game was won by the Lions. _____________________________________________
______________________________________________________________________________
10. My friends were amazed by the fireworks. ____________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 15 27

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 16.1 Intervening Prepositional Phrases

Key Information
A prepositional phrase that lies between a sub- This exercise provides a way to determine cor-
ject and a verb is called an intervening prepo- rect subject-verb agreement in a sentence with
sitional phrase. Do not mistake a word in such an intervening prepositional phrase. Simply
a phrase for the subject of the sentence. delete the intervening prepositional phrase. The
subject will then be next to the verb, and the
verb choice will be easier.

Directions An intervening prepositional phrase is underlined in each of the following sentences.

To determine the correct verb form in parentheses, rewrite each sentence without the underlined
phrase. Then circle the correct verb form in parentheses in the original sentence.
Each of these salads ( i s / a r e ) delicious. Each is delicious.
The roses in the garden (i s / a r e ) lovely. The roses are lovely.
1. The colors of your house (is/are) very bright.__________________________________________
______________________________________________________________________________
2. The smell of your roses (seems/seem) pleasant. ________________________________________
______________________________________________________________________________
3. Jack’s patience with children (is/are) impressive. _______________________________________
______________________________________________________________________________
4. Leaders from almost every nation (was/were) listening to the President’s speech.______________
______________________________________________________________________________
5. The results of the election (is/are) being determined. ___________________________________
______________________________________________________________________________
6. Bertina’s position in front of the other runners (was/were) an advantage. ___________________
______________________________________________________________________________
7. People throughout the state (seems/seem) unhappy with the new law. ______________________
______________________________________________________________________________
8. The taste of these wild strawberries (is/are) wonderful.__________________________________
______________________________________________________________________________
9. Your experience with raising cattle (is/are) what secured your job. _________________________
______________________________________________________________________________
10. The beauty of the two singers’ voices (was/were) evident to all of us. _______________________
______________________________________________________________________________

28 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 16

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 16.7 Indefinite Pronouns as Subjects

Key Information
A verb must agree in number with an indefinite each, either, and neither are also singular.
pronoun used as a subject.
Either is fine.
Each, either, and neither might seem plural at Either [one] is fine.
times, but actually they are always singular. This
Do not place one after every indefinite pronoun.
exercise offers a way to help you remember this
Some singular pronouns have one or a similar
fact. Assume that there is an understood one
term already built into them (as in everyone,
after each, either, and neither. Since one is
everybody, and anything).
always singular, adding it can help you see that

Directions For each of the following sentences, circle the correct verb form in parentheses.
Then rewrite the sentence, placing the word one after each, either, or neither. Rewrite only the
sentence containing the indefinite pronoun.
Two ships sailed away. Neither ( was /were) carrying passengers.
Neither one was carrying passengers.
1. Several people are at the door. Each (is/are) selling magazines. ____________________________
______________________________________________________________________________
2. My two sisters want to go with us. Neither (appears/appear) ready, however. _________________
______________________________________________________________________________
3. Do you want the peach or the pear? Either (seems/seem) appealing to me. __________________
______________________________________________________________________________
4. My parents are running late today. Each (has/have) called home twice. _____________________
______________________________________________________________________________
5. I read two poems. Neither (was/were) familiar to me. ___________________________________
______________________________________________________________________________
6. Larry called two of his friends. Neither (was/were) home.________________________________
______________________________________________________________________________
7. The teacher has proposed a picnic or a trip to the museum. Either (sounds/sound) like fun. ____
______________________________________________________________________________
8. Three cats ran into the barn. Each (was/were) curious. __________________________________
______________________________________________________________________________
9. Some children are playing in the park. Each (is/are) absorbed in the game. __________________
______________________________________________________________________________
10. Two puppies played in the yard. Neither (was/were) surefooted.___________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 16 29

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 17.1 Case of Personal Pronouns

Key Information
A personal pronoun refers to a specific person This exercise provides a method for selecting the
or thing. Personal pronouns have three forms, correct form of personal pronouns when they
or cases: nominative, objective, and possessive. are used in compound subjects or objects.
The function of the pronoun determines the form. Reduce the compound so that only the pronoun
This rule holds true when the pronoun is part of a remains. You may need to change the verb to
compound subject or a compound object. agree with a new subject.

Directions Each of the following sentences has a compound subject or object that contains a
personal pronoun. Circle the correct pronoun form in parentheses. Then check your answer by
rewriting the sentence so that the pronoun you circled is used alone in place of the compound.
The words you need to delete from the sentence are underlined.
She wants to speak with you or (I/ me ). She wants to speak with me.
Dale and ( he /him) studied for the test. He studied for the test.
1. This box is for you and (I/me)._____________________________________________________
______________________________________________________________________________
2. Daryl and (she/her) left to go swimming._____________________________________________
______________________________________________________________________________
3. Norma and (I/me) made this picture in art class._______________________________________
______________________________________________________________________________
4. Please bring some pudding for your sister and (I/me). __________________________________
______________________________________________________________________________
5. The reporter spoke with Cynthia and (she/her).________________________________________
______________________________________________________________________________
6. Your mother called you and (he/him). _______________________________________________
______________________________________________________________________________
7. Our team and (they/them) played a good game. _______________________________________
______________________________________________________________________________
8. Roberto and (she/her) will go to law school. __________________________________________
______________________________________________________________________________
9. You and (he/him) can work in the library. ____________________________________________
______________________________________________________________________________
10. This note was written by Patty and (I/me).____________________________________________
______________________________________________________________________________

30 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 17

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 17.2 Pronouns with and as Appositives

Key Information
An appositive is a noun or a pronoun that are used in compound appositives. To check
renames another noun or pronoun. A personal your work, omit the appositive and the noun
pronoun can be part of a compound appositive. (plus modifiers) it renames in the sentence.
You must be careful to use the correct form of Leave in the pronoun and change the verb if
the pronoun in an appositive. necessary. The result will be grammatically correct.
This exercise provides a mehtod for selecting the
correct form of personal pronouns when they

Directions Each of the following sentences has a compound appositive that contains a per-
sonal pronoun. Circle the correct pronoun form in parentheses. Then check your answer by
deleting the underlined words and rewriting the sentence, using only the pronoun you circled
in place of the underlined words. You may need to change the verb.
The letter is for the class officers, Jim and (she/ her ). The letter is for her.
The winners, Diane and ( I /me), celebrated. I celebrated.
1. Two quarterbacks, Terry Bradshaw and (he/him), spoke to us today. _______________________
______________________________________________________________________________
2. The two teams, the Spring Hill Tigers and (we/us), practice nearby. ________________________
______________________________________________________________________________
3. A teacher spoke with the assistants, Mr. Zalaya and (she/her)._____________________________
______________________________________________________________________________
4. We admired the dancers, Jessie and (he/him). _________________________________________
______________________________________________________________________________
5. The actors, Harry and (I/me), plan to act in another play soon. ___________________________
______________________________________________________________________________
6. The representatives, my sister and (I/me), will accept the awards. __________________________
______________________________________________________________________________
7. The principal asked two people, Sam and (she/her), to plan the prom.______________________
______________________________________________________________________________
8. The mayor thanked both groups, the Dunes and (they/them). ____________________________
______________________________________________________________________________
9. The decoration team, Jamila and (I/me), are going to shop for supplies._____________________
______________________________________________________________________________
10. Two friends, Jaime and (she/her), helped me revise my paper._____________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 17 31

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 17.4 Who and Whom in Subordinate Clauses

Key Information
Use the nominative-case pronoun who as a sub- This exercise provides a way to decide whether
ject. Use the objective-case pronoun whom as to use who or whom in a subordinate clause.
a direct object, indirect object, or object of a Rewrite the clause as a complete sentence, and
preposition. substitute a personal pronoun for who or whom.

Directions In each of the following sentences, determine whether to use who or whom. First
rewrite each subordinate clause as a full sentence, replacing who/whom with an appropriate
pronoun (he or him, she or her, they or them). Then circle the correct form in parentheses in
the original sentence. Choose who if you used a subject form (he, she, or they.) Choose whom if
you used an object form (him, her, or them.)
Ana met a woman (who /whom) sculpts. Ana met a woman. She sculpts.
Ana met a woman (who/whom) we all know. Ana met a woman. We all know her.
1. Bianca is a pianist (who/whom) has tremendous talent. _________________________________
______________________________________________________________________________
2. We read works by Phillis Wheatley, (who/whom) was an American poet.____________________
______________________________________________________________________________
3. The neighborhood pharmacist is a man (who/whom) everybody likes. _____________________
______________________________________________________________________________
4. Jennie rewarded the girl (who/whom) rescued our cat. __________________________________
______________________________________________________________________________
5. Jalil met the photographer with (who/whom) he wanted to study. _________________________
______________________________________________________________________________
6. Sarah wrote to her friend (who/whom) lives in Houston. ________________________________
______________________________________________________________________________
7. Ms. Johnson interviewed a man (who/whom) had applied for the job.______________________
______________________________________________________________________________
8. The conductor helped a passenger (who/whom) needed directions. ________________________
______________________________________________________________________________
9. Peg and Frank are the actors (who/whom) I recommended to you. ________________________
______________________________________________________________________________
10. Barry is the person (who/whom) made those sandwiches.________________________________
______________________________________________________________________________

32 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 17

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 17.5 Agreement with Indefinite Pronouns

Key Information
Use a singular personal pronoun when referring This exercise can help you determine whether
to a singular indefinite pronoun. Use a plural an indefinite-pronoun subject, its verb, and any
personal pronoun when referring to a plural personal pronouns that refer to the subject are
indefinite pronoun. in agreement.

Directions The indefinite-pronoun subject, its verb, and a personal pronoun are underlined
in each of the following sentences. Above each underlined word, write S if it is singular and P if
it is plural. The three labels should match if there is correct agreement. If the three do not
match, rewrite the sentence, changing the verb and/or the personal pronoun to agree with the
indefinite-pronoun subject. Then write S or P above the appropriate words in your rewrite.
P P P
Most of the boys have their lunch.
S P P S S S
Each of the pets want their food. Each of the pets wants its food.
1. Both of the children are kind to their brothers. ________________________________________
______________________________________________________________________________
2. Many of the campers were writing to their parents. _____________________________________
______________________________________________________________________________
3. Several of these boys name fish as his favorite food._____________________________________
______________________________________________________________________________
4. Everyone has a number on their uniform. ____________________________________________
______________________________________________________________________________
5. Each of these two statues are worth its weight in gold.___________________________________
______________________________________________________________________________
6. Many of them are carrying their schoolbooks. _________________________________________
______________________________________________________________________________
7. Everybody is putting their tackle away. _______________________________________________
______________________________________________________________________________
8. Several in the group is stretching their legs. ___________________________________________
______________________________________________________________________________
9. Most of the children are going to finish his homework.__________________________________
______________________________________________________________________________
10. Neither of the girls have a mirror in their purse. _______________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 17 33

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 17.6 Clear Pronoun Reference

Key Information
This exercise can help you avoid unclear pro- Use a noun or a noun phrase immediately after
noun reference through the use of a clearly this, that, these, and those to specify the pro-
stated antecedent. noun’s reference.

Directions In each of the following pairs of sentences, the second sentence contains a vague
use of this, that, these, or those. Rewrite the second sentence, placing a suitable noun immedi-
ately after the vague pronoun.
My dog jumps up on people. This embarrasses me. This behavior embarrasses me.
1. I have many books on my shelves. These are my favorites.________________________________
______________________________________________________________________________
2. Play a disc or a tape. This might be one you would like. _________________________________
______________________________________________________________________________
3. I must write a paper, but my computer won’t work. This could be difficult. __________________
______________________________________________________________________________
4. Snow is falling. This is odd for May. _________________________________________________
______________________________________________________________________________
5. Ben lost a ring and a watch. These may be hard to replace. _______________________________
______________________________________________________________________________
6. I have to see the doctor at 1:00 and the dentist at 3:00. Did you know about those? ____________
______________________________________________________________________________
7. Please pass the pepper and the curry powder. These taste good on chicken. __________________
______________________________________________________________________________
8. Julie doesn’t like my cat. I don’t know what to do about this. _____________________________
______________________________________________________________________________
9. The library may have to close. Can we do something about this? __________________________
______________________________________________________________________________
10. Nida broke two cups when the children surprised her. These were very fragile. _______________
______________________________________________________________________________

34 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 17

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 18.1 The Three Degrees of Comparison

Key Information
Most adjectives have comparative and For example, in the phrase first runner, first is
superlative forms to make comparisons. an absolute adjective.
COMPARATIVE: John is taller than Jim. This exercise provides a way to recognize
absolutes. You can use the following pattern to
SUPERLATIVE: Carlos is the tallest of all.
determine whether an adjective is absolute:
Some adjectives (absolute adjectives) rarely
You cannot be a little _____.
have comparative and superlative forms. An
absolute adjective indicates that a noun is or is Generally, only an absolute adjective would
not something—with no in-between conditions. make sense in the blank.

Directions The underlined word in each of the following phrases is an adjective. If the adjec-
tive is absolute, write absolute on the line. Then check your response by using the adjective to
write a sentence with this pattern: You cannot be a little _____. If the underlined adjective is
not absolute, write not absolute on the line. Then write a sentence using the adjective in its
comparative or superlative form.
next quiz absolute You cannot be a little next.
slow runner not absolute The slowest runner finished last.
1. dead fish ______________________________________________________________________
2. light brick _____________________________________________________________________
3. third place _____________________________________________________________________
4. last person _____________________________________________________________________
5. loud musicians__________________________________________________________________
6. cold drink _____________________________________________________________________
7. final exercise ___________________________________________________________________
8. complete success ________________________________________________________________
9. unique person __________________________________________________________________
10. heavy book_____________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 18 35

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 18.6 Double Negatives

Key Information
In general, avoid double negatives (two negative This exercise provides a way to avoid double
words in the same clause). Use only one negative negatives. Mark each negative word with a
word to express a negative idea. minus sign. Then make sure to have only one
minus sign in each clause.
INCORRECT: I didn’t buy no flowers.
CORRECT: I didn’t buy any flowers.

Directions For each of the following sentences, write a minus sign (-) above each negative
word. If a sentence has two minus signs, rewrite the sentence so that it has only one negative
word. If a sentence has no double negatives, write correct next to it.
– –
I never have no peace. I never have any peace.
–
Delma doesn’t want to go. correct
1. Kelly doesn’t want nothing. ________________________________________________________
______________________________________________________________________________
2. We haven’t seen nobody today. _____________________________________________________
______________________________________________________________________________
3. Martha does not have no money in her purse. _________________________________________
______________________________________________________________________________
4. I don’t want any of your popcorn. __________________________________________________
______________________________________________________________________________
5. There isn’t nobody at home. _______________________________________________________
______________________________________________________________________________
6. None of us can go with you. _______________________________________________________
______________________________________________________________________________
7. No one should start a forest fire.____________________________________________________
______________________________________________________________________________
8. I haven’t never left a campfire burning. ______________________________________________
______________________________________________________________________________
9. Won’t you share this dinner with me?________________________________________________
______________________________________________________________________________
10. Nothing never bothers you.________________________________________________________
______________________________________________________________________________

36 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 18

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 18.7 Dangling Modifiers

Key Information
Dangling modifiers seem to modify no word at Use the subject of the main clause as the sub-
all. Such an error often occurs when a participial ject of the new sentence. When you write the
phrase begins a sentence. new sentence, you may have to change the
participle (the -ing word) to make it a complete
This exercise provides a way to identify dangling
verb. If your sentence makes sense, the modifier
participial phrases. Turn the participial phrase
is correct. If your sentence sounds odd, there is
into a complete sentence.
a dangling modifier in the original sentence.

Directions Each of the following sentences begins with a participial phrase. Determine
whether each underlined phrase is a dangling modifier by rewriting it as a new sentence. Use
the subject of the main clause as the subject of the new sentence. Adjust the participle so that it
becomes the verb. If the new sentence does not make sense, write dangling modifier on the line.
If the new sentence makes sense, write correct.
Believing the earth was round, the ship set sail. The ship believed the earth was round
dangling modifier
Struggling against the current, I finally reached the shore. I struggled against the current.
correct
1. Hoping that there was some food left, the table was very crowded. _________________________
______________________________________________________________________________
2. Climbing the mountain carefully, the rope suddenly snapped. ____________________________
______________________________________________________________________________
3. Running as hard as possible, the champion won the race. ________________________________
______________________________________________________________________________
4. Planning to do well on the quiz, my eyes never left my textbook. __________________________
______________________________________________________________________________
5. Feeling his way around, Johnson explored the cave._____________________________________
______________________________________________________________________________
6. Having hunger pangs, the sandwich looked delicious. ___________________________________
______________________________________________________________________________
7. Writing long into the night, my hopes of finishing on time grew. __________________________
______________________________________________________________________________
8. Reading every book on the shelf, her knowledge increased._______________________________
______________________________________________________________________________
9. Being the last to arrive, seats at the lecture were hard to find. _____________________________
______________________________________________________________________________
10. Hoping to arrive on time, I began to hurry toward the station.____________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 18 37

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 20.2 Capitalization of Proper Nouns

Key Information
Capitalize a family term only if it is used with or capitalize a family term used without a specific
in place of a proper name. name when a possessive pronoun (my, our, your,
his, her, their, and its) stands right before it: my
This exercise provides a way to determine when
aunt, your uncle. Possessive pronouns usually
family terms should not be capitalized. Do not
precede common nouns, which are not capitalized.

Directions In each of the following sentences, a family term appears in parentheses. Determine
whether or not a possessive pronoun precedes the term. Then circle the appropriate form of the
family term. If you choose the form that is not capitalized, underline the personal pronoun that
directly precedes it.
Jim asked (Aunt /aunt) Iva to lunch.
My (Aunt/ aunt ) from Iowa is visiting.
1. Last year (Cousin/cousin) Hoc sent me money for my birthday.

2. Please tell (Mother/mother) to pick up the phone.

3. Her (Father/father) works at the flour factory.

4. Whenever I hear this song, I think about my (Grandfather/grandfather).

5. See whether (Aunt/aunt) Shirley wants more pumpkin pie.

6. Does (Grandmother/grandmother) want a picture of you?

7. Roy said that his (Uncle/uncle) served in World War II.

8. Your (Sister/sister) is taller than you.

9. I’m giving (Mother/mother) a ride to work.

10. Yesterday (Grandfather/grandfather) made stew for supper.

38 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 20

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 20.3 Capitalization of Proper Adjectives

Key Information
Capitalize proper adjectives (adjectives formed name of a specific person, place, or group. If so,
from proper nouns). the adjective is probably a proper adjective and
should be capitalized. For example, the word
This exercise helps you identify proper adjec-
African comes from the word Africa.
tives. See whether an adjective comes from the

Directions For each of the following sentences, circle the correct form of the adjective in
parentheses. If you choose the capitalized form, show that it is a proper adjective by writing the
proper noun from which it was formed after the sentence.
I have an (Antique/ antique ) mirror.
Laura sang a (German /german) folk song. Germany

1. My parents decided to purchase an (American/american) car. ____________________________

2. We are reading about the (Napoleonic/napoleonic) era in school.__________________________

3. Perry voted in the (Regional/regional) election.________________________________________

4. The class saw an (Egyptian/egyptian) mummy at the museum.____________________________

5. We decided to have an authentic (Texan/texan) barbeque. _______________________________

6. According to the (National/national) forecast, we should expect a cold winter. _______________

7. Is this a genuine (Chinese/chinese) wok? _____________________________________________

8. The (Spanish/spanish) newspaper indicated that it would rain in Madrid today. ______________

9. Florence recited a (Shakespearean/shakespearean) sonnet for the class. _____________________

10. On Saint Patrick’s Day, we like to eat traditional (Irish/irish) food._________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 20 39

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.3 Question Mark

Key Information
Use a question mark after a direct question but question. Use a question mark if a sentence begins
not after an indirect question. This exercise pro- with such words and if it involves a question.
vides a way to distinguish between direct ques-
An indirect question begins as most sentences
tions and indirect questions.
do. It does not begin with a word such as those
A direct question usually begins with a verb previously listed, although it may contain such a
(such as can, may, are, or do) or a wh- word word within the sentence. Take care not to
(such as what, when, which, where, or why). place a question mark after an indirect question.
The word how can also introduce a direct

Directions The end punctuation is missing from each of the following sentences. If the sen-
tence is an indirect question, place a period at the end. If the sentence is a direct question,
place a question mark at the end. Then underline the word at the beginning that signals the
direct question.
Paul wondered whether he could go.
Will you answer the phone for me?

1. Why did Isabel leave class early

2. What did the teacher assign for tomorrow.

3. Jerry wants to know why you sent the card.

4. I wonder whether it will snow tomorrow.

5. Can’t you tell me where Siberia is located.

6. Kristina asked me where you bought your shirt.

7. The reporter asked the mayor why she was quitting.

8. Is that dog a terrier

9. May I call you tomorrow

10. A curious child wondered where falling stars land

40 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.4 Colons to Introduce Lists

Key Information
A colon (:) can introduce a list, but not all lists Do not use a colon to introduce a list that
require a colon. This exercise provides a method immediately follows a verb or a preposition.
for determining when to use a colon to intro- Note that in the following example, the words
duce a list. Use a colon to introduce a list only if preceding the list could not stand as a com-
the words that precede the list could stand as a plete sentence:
complete sentence.
The items of clothing I packed were shirts,
I packed these items of clothing: shirts, shoes, and pants.
shoes, and pants.

Directions Each of the following sentences contains a colon. If the colon is used correctly,
write correct on the line. Then write as a complete sentence the words that precede the colon.
If the colon is used incorrectly, write incorrect on the line. Then rewrite the sentence correctly.
I like these foods: beans, veal, and fish. correct I like these foods.
I met with: Bo, Jan, and Sid. incorrect I met with these students: Bo, Jan, and Sid.
1. Rosa’s teacher asked her to bring several items: pens, paper, and a ruler._____________________
______________________________________________________________________________
2. Len has the following pets: a dog, a cat, and two turtles. _________________________________
______________________________________________________________________________
3. When you come over tonight, please bring: mustard, ketchup, and rolls. ____________________
______________________________________________________________________________
4. At the zoo, the class saw: monkeys, bears, elephants, and zebras.___________________________
______________________________________________________________________________
5. Be sure to bring plenty of warm clothes: gloves, sweaters, and flannel shirts. _________________
______________________________________________________________________________
6. Lloyd said he needed these ingredients: garlic, pepper, and chicken. ________________________
______________________________________________________________________________
7. At the pond, Gwen saw several kinds of: geese, ducks, and insects. _________________________
______________________________________________________________________________
8. The figure-skating champion displayed star qualities: grace, artistry, and skill.________________
______________________________________________________________________________
9. Try to remember where you put: my wallet, my keys, and my glasses._______________________
______________________________________________________________________________
10. Don’t forget to feed: the birds, the fish, and the iguana.__________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21 41

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.5 Semicolons to Separate Main Clauses

Key Information
The most common use of the semicolon (;) is to Make sure that what comes before and after
separate main clauses that are not joined by a the semicolon could stand as separate sen-
coordinating conjunction (and, but, or, nor, yet, tences. Each part must be able to stand alone.
and for). This exercise provides a method for The one exception to this rule is a semicolon
determining the correct use of the semicolon. used to separate items in a list when the items
themselves require commas.

Directions Each of the following sentences contains a semicolon. If the semicolon is used
correctly, write correct on the line. Then write what comes before and after the semicolon as
two complete sentences. If the semicolon is used incorrectly, write incorrect. Then rewrite the
sentence to make it correct by deleting the semicolon.
Yuki needed help; she was lost. correct Yuki needed help. She was lost.
The dog ate my dinner; while I slept. incorrect The dog ate my dinner while I slept.
1. Marvin was not sure how to use a semicolon; he quickly learned.__________________________
______________________________________________________________________________
2. The birds circled the tree; they were flying closer and closer. ______________________________
______________________________________________________________________________
3. My doctor said; that I need more exercise. ____________________________________________
______________________________________________________________________________
4. The woman picked up the ring; that her friend had left behind. ___________________________
______________________________________________________________________________
5. Someone knocked at the door; but left when I opened it. ________________________________
______________________________________________________________________________
6. I studied hard for the quiz; consequently, I did well. ____________________________________
______________________________________________________________________________
7. The television is too loud; it is bothering me.__________________________________________
______________________________________________________________________________
8. Anita called; while I was mowing the lawn. ___________________________________________
______________________________________________________________________________
9. Dave said that he was glad to see us; but that he had to leave early._________________________
______________________________________________________________________________
10. The party was fun; because everyone was in a good mood. _______________________________
______________________________________________________________________________

42 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.6 Commas and Compound Sentences

Key Information
Use a comma before a coordinating conjunction sentences. If each part could be a complete sen-
(and, but, or, nor, yet, and for) if the conjunc- tence, place a comma before the conjunction.
tion joins two main clauses. This exercise pro- Otherwise omit the comma. Remember that this
vides a method for correctly joining main clauses method applies only to coordinating conjunctions
with a comma. See whether what comes before that join main clauses, not to those joining
and after the conjunction could stand as separate items in a list.

Directions For each of the following sentences, if the comma is used correctly, write correct on
the line. Then write as two separate sentences what comes before and after the comma. Omit
the coordinating conjunction from your second sentence. If the comma is used incorrectly,
write incorrect on the line. Then rewrite the sentence correctly by eliminating the comma.
The clown fell, but he was not hurt. correct The clown fell. He was not hurt.
I studied hard, and did well. incorrect I studied hard and did well.
1. The students worked hard on the report, and they all did well. ____________________________
______________________________________________________________________________
2. Clarence washed his parents’ truck, and swept the patio. _________________________________
______________________________________________________________________________
3. The band’s drummer was ill, but he played anyway._____________________________________
______________________________________________________________________________
4. On Monday you need to call me, and on Tuesday you should call Tom. _____________________
______________________________________________________________________________
5. See whether Mother can drive you, or call your friend Francisco. __________________________
______________________________________________________________________________
6. The senator campaigned well, but he lost the election. __________________________________
______________________________________________________________________________
7. A large dog barked at me, but then ran away. __________________________________________
______________________________________________________________________________
8. Jennifer wrote this story, and we all liked it. ___________________________________________
______________________________________________________________________________
9. My cousin is visiting me this weekend, and we’re having a great time. ______________________
______________________________________________________________________________
10. The quiz was difficult, yet fair. _____________________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21 43

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.6 Commas and Coordinate Adjectives

Key Information
Place a comma between coordinate adjectives positions cannot be switched, do not use a
that come before a noun. Avoid placing a comma.
comma between adjectives that are not coordinate.
warm, sunny day (You could say sunny,
This exercise provides a method for punctuating warm day.)
adjectives. If the position of two adjectives that
four old books (You could not say old
appear next to each other can be switched,
four books.)
separate the adjectives with a comma. If their

Directions Two adjectives are underlined in each of the following sentences. If the comma
between them is used correctly, write correct on the line. Then rewrite the sentence by reversing
the order of the adjectives. If the comma is used incorrectly, write incorrect on the line. Then
rewrite the sentence to make it correct by eliminating the comma.
Sharon had fragrant, colorful roses. correct Sharon had colorful, fragrant roses.
I bought two, new lamps. incorrect I bought two new lamps.
1. Martha purchased several, nice dresses. ______________________________________________
______________________________________________________________________________
2. An enormous, woolen coat has slipped off the hook.____________________________________
______________________________________________________________________________
3. Mr. Morita showed us his attractive, roomy home. _____________________________________
______________________________________________________________________________
4. The sky was darkened by a huge, gray cloud. __________________________________________
______________________________________________________________________________
5. Kathy displayed her new, wooden sculpture. __________________________________________
______________________________________________________________________________
6. Nate caught several, large catfish. ___________________________________________________
______________________________________________________________________________
7. The soft, delicate web came apart in Tim’s hands. ______________________________________
______________________________________________________________________________
8. The class concentrated on the difficult, history test._____________________________________
______________________________________________________________________________
9. Helen drew a picture of the colorful, splendid garden.___________________________________
______________________________________________________________________________
10. We admired the talented, athletic dancers. ____________________________________________
______________________________________________________________________________

44 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Commas with Parenthetical Expressions

Unit 21.6 and Conjunctive Adverbs
Key Information
Use commas to set off parenthetical expres- This exercise provides a method for recognizing
sions (such as for example) and conjunctive these items. They can easily be moved else-
adverbs (such as therefore). where in a sentence. (In the new position, a
comma or commas will still be needed.)

Directions A word or phrase is underlined in each of the following items. Use commas to set
off the underlined word or phrase if it is a parenthetical expression or a conjunctive adverb.
Show that your response is correct by rewriting the sentence with the underlined word or
phrase in a new position. If the underlined word or phrase does not require commas, write
correct.
I like sports. For instance I’m a hockey fan. I’m a hockey fan, for instance.
I succeed because I work hard. correct
1. Sarah left early. Hank on the other hand left late._______________________________________
______________________________________________________________________________
2. Tyne loves animals. She has consequently decided to become a zoologist.____________________
______________________________________________________________________________
3. Please turn out the light since it is very late.___________________________________________
______________________________________________________________________________
4. The light has burned out. As a result we cannot see. ____________________________________
______________________________________________________________________________
5. Tim said he would attend the party. Chris in contrast said he would not.____________________
______________________________________________________________________________
6. We should hurry. We are after all late.________________________________________________
______________________________________________________________________________
7. The prom is tomorrow. I won’t go unless you go._______________________________________
______________________________________________________________________________
8. The boat is crowded. We can make room for one more person however. ____________________
______________________________________________________________________________
9. These pears are ripe. We should therefore eat them._____________________________________
______________________________________________________________________________
10. Maya likes Chinese food. It is in fact her favorite food. __________________________________
______________________________________________________________________________

Writer’s Choice: Composition Practice, Grade 9, Unit 21 45

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.6 Commas and Direct Address

Key Information
Use commas to set off words or names that are named in the sentence. Second, see whether
used in direct address. the sentence would be grammatically correct if
you deleted that word or name. The word or
Dave, are you listening?
name should be set off by commas if it meets
This exercise provides a way to identify words or both of these requirements. In the previous
names used in direct address. First, see whether example the sentence is directed to Dave, and
the person to whom the sentence is directed is the name Dave can be deleted.

Directions In the following sentences, each name that might require punctuation is under-
lined. If the name is used in direct address, rewrite the sentence, inserting a comma or commas
to set off the name. Then show that your response is correct by rewriting the sentence without
the name. If the name is not used in direct address and the sentence therefore does not need a
comma or commas, write correct.
Betty pick up the phone. Betty, pick up the phone. Pick up the phone.
Betty wasn’t in class today. correct
1. Henry please come here. __________________________________________________________
______________________________________________________________________________
2. Try to be on time Yvonne. _________________________________________________________
______________________________________________________________________________
3. The judges gave the award to Frank. _________________________________________________
______________________________________________________________________________
4. Howard don’t give up yet. _________________________________________________________
______________________________________________________________________________
5. Contact me José when you arrive in New York. ________________________________________
______________________________________________________________________________
6. Sara you left your notebook._______________________________________________________
______________________________________________________________________________
7. Will you be here later Sandra?______________________________________________________
______________________________________________________________________________
8. Brenda came over today and stayed for hours. _________________________________________
______________________________________________________________________________
9. Alena write us a letter about your vacation. ___________________________________________
______________________________________________________________________________
10. Alena wrote a lengthy letter. _______________________________________________________
______________________________________________________________________________

46 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.6 Misuse of Commas

Key Information
A single comma should not be used between a If the words to the right of the comma cannot
subject and its verb. An error will occur if a stand alone, do not use a comma.
writer puts a comma after what seems to be—
CORRECT: When I wrote, the class watched.
but is not—an introductory phrase or clause.
This exercise provides a way to help you avoid INCORRECT: When you leave, is up to you.
this error. If a comma sets off an introductory
In the first sentence the boldfaced section could
element, everything to the right of the comma
stand alone as a complete sentence. This is not
should be able to stand as a complete sentence.
true of the second sentence.

Directions For each of the following sentences, write correct on the line if the comma sets off
an introductory element. Then write everything to the right of the comma as a complete sen-
tence. If the comma is used incorrectly, write incorrect on the line. Then rewrite the sentence to
make it correct by eliminating the comma.
Whatever happens, don’t forget about me. correct Don’t forget about me.
Whoever wishes, can go first. incorrect Whoever wishes can go first.
1. Once Elijah learned the rules, he became an expert player. _______________________________
______________________________________________________________________________
2. After the governor gave her speech, the crowd applauded.________________________________
______________________________________________________________________________
3. What the acrobat did, was outstanding. ______________________________________________
______________________________________________________________________________
4. That you can like that music, amazes me._____________________________________________
______________________________________________________________________________
5. According to the people waiting in line, the rain was not welcome._________________________
______________________________________________________________________________
6. To build a fire without matches, requires skill. _________________________________________
______________________________________________________________________________
7. Where you spend your time, is none of my business.____________________________________
______________________________________________________________________________
8. Whatever Susan put in the salad, was certainly delicious. ________________________________
______________________________________________________________________________
9. Because of the gathering storm, the captain changed course.______________________________
______________________________________________________________________________
10. About two dollars in change, is all I have._____________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21 47

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.7 Dashes to Emphasize

Key Information
A dash (—) serves to set off and emphasize sup- A dog—a pretty one—barked.
plemental information, but dashes can easily be
A dog barked.
overused. This exercise provides a way to decide
how to use dashes appropriately. When you use Although some information is lost, the second
dashes to emphasize information, see whether sentence has the same basic meaning as the
the information is “extra.” If it is extra, a sentence first. No crucial information has been lost.
and its main idea will be clear to readers with-
out the material that is set off by dashes.

Directions A dash or a pair of dashes appears in each of the following sentences. If the dash
or dashes are appropriate, rewrite the sentence without the set-off information. The rewrite
should have basically the same meaning as the original sentence. If the set-off information is
important, write important on the line. Then rewrite the sentence to make it correct by delet-
ing the dash or dashes.
The trophy—shiny and new—was awarded. The trophy was awarded.
Push the button—with the gold star. important Push the button with the gold star.
1. Please take Bobby—to the doctor.___________________________________________________
______________________________________________________________________________
2. A sparrow—a small, delicate one—landed on the branch.________________________________
______________________________________________________________________________
3. The soldiers marched—for six hundred miles—wearing full backpacks._____________________
______________________________________________________________________________
4. The poet read us his favorite poem—a ballad. _________________________________________
______________________________________________________________________________
5. The hero—brave and bold—saved the townspeople. ____________________________________
______________________________________________________________________________
6. See whether Theresa wants to go with us—on a vacation to London. _______________________
______________________________________________________________________________
7. Finish the book—if you want to know how the story ends._______________________________
______________________________________________________________________________
8. The cat slept in the chair—obviously a favorite spot.____________________________________
______________________________________________________________________________
9. Jerry—wearing his best clothes—arrived an hour late for the wedding. _____________________
______________________________________________________________________________
10. The coach—ready for a tough game—encouraged his team.______________________________
______________________________________________________________________________

48 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.9 Quotation Marks

Key Information
Sometimes a sentence ending with quotation Look at only the material that is inside the quo-
marks needs a question mark or an exclamation tation marks. How would you punctuate it? If
point. This exercise provides a method for decid- you would use a question mark or an exclama-
ing whether such punctuation goes inside or tion point, write that mark of punctuation inside
outside the quotation marks. the quotation marks in the original sentence.
Otherwise, write the punctuation mark outside
the quotation marks in the original sentence.

Directions Each of the following sentences has no end punctuation (! or ?). To decide where
to write the punctuation mark, write the material inside the quotation marks as a separate sen-
tence. If a question mark or exclamation point is needed in your new sentence, rewrite the
original sentence with that end punctuation inside the quotation marks. If your new sentence
requires only a period, rewrite the original sentence with the question mark or exclamation
point outside the quotation marks.
The officer yelled,”Stop him” Stop him! The officer yelled, “Stop him!”
Who said, “I’m sick” I’m sick. Who said, “I’m sick”?
1. Who said,“Don’t forget lunch” _____________________________________________________
______________________________________________________________________________
2. A student asked,“May we go” ______________________________________________________
______________________________________________________________________________
3. The judge said, “Will you speak”____________________________________________________
______________________________________________________________________________
4. Debbie exclaimed, “What a sky” ____________________________________________________
______________________________________________________________________________
5. Jeff bellowed, “Stop that”__________________________________________________________
______________________________________________________________________________
6. Why did Joan say, “I knew that” ____________________________________________________
______________________________________________________________________________
7. The student thought,“Is my essay clear” _____________________________________________
______________________________________________________________________________
8. Kevin replied, “Why did you go” ____________________________________________________
______________________________________________________________________________
9. The girl shouted, “Watch out”______________________________________________________
______________________________________________________________________________
10. Who asked, “What is the answer” ___________________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21 49

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.10 Italics

Key Information
Italicize (underline) titles of books, newspa- This exercise provides a way to determine
pers, magazines, lengthy poems, plays, films whether you should use italics or quotation
and television series, paintings and sculptures, marks. If the title refers to a part of a larger
and long musical compositions. Use quotation work, use quotation marks. If the title refers to
marks for titles of short stories, short poems, a lengthy or a major work, use italics. An article,
essays, articles, chapters, songs, and single for example, is usually part of a magazine or
episodes of a television series. newspaper. The magazine or the newspaper
itself is the larger or major work.

Directions A title appears in each of the following sentences. If the title should be italicized,
underline it. If the title requires quotation marks, enclose the title within the marks. If you use
quotation marks, explain why you chose them.
I read Melville’s novel Moby-Dick.
The class read “Emily Dickinson,” a short poem by Lucha Corpi. Because “Emily Dickinson” is a
short poem, its title needs quotation marks.
1. The name of this book is Cat’s Cradle. _______________________________________________
______________________________________________________________________________
2. My sister named her painting Midnight. _____________________________________________
______________________________________________________________________________
3. Incident is a short poem by Countee Cullen. __________________________________________
______________________________________________________________________________
4. Please read The Storm, a short story by Kate Chopin. ___________________________________
______________________________________________________________________________
5. Gary’s favorite song is Unforgettable. ________________________________________________
______________________________________________________________________________
6. The name of this album is Moonstruck.______________________________________________
______________________________________________________________________________
7. Read the article entitled The Road to Peace.___________________________________________
______________________________________________________________________________
8. We subscribe to the Daily Reporter. _________________________________________________
______________________________________________________________________________
9. The drama club is staging the play Romeo and Juliet. ___________________________________
______________________________________________________________________________
10. Have you seen the film The Wizard of Oz?____________________________________________
______________________________________________________________________________

50 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.11 The Apostrophe

Key Information
Use an apostrophe and -s to form the possessive noun. If possession is involved, you should be
of a singular noun. An -s (without the apostro- able to ask a whose question that is answered
phe) is also added to nouns to indicate that they by the possessive noun.
are plural, as in four bats. What do you do if
I saw Bill’s friend.
you know a noun ends in -s, but you are not
sure whether possession is involved? Whose friend? Bill’s.
This exercise provides a way to distinguish Since Bill’s is possessive, the apostrophe is
between a singular possessive noun and a plural required.

Directions A word is underlined in each of the following sentences. If the word is possessive,
show that the apostrophe is needed by writing a whose question. Then write the answer to the
question, adding an apostrophe before the -s. If the underlined word does not require an apos-
trophe, write correct.
The class likes Hanks joke. Whose joke? Hank’s.
Both of these glasses are broken. correct
1. Cindys dress looks just like mine. ___________________________________________________
______________________________________________________________________________
2. The teachers met after school today. _________________________________________________
______________________________________________________________________________
3. Wilburs horse is behaving strangely. _________________________________________________
______________________________________________________________________________
4. Some of these pictures were taken in Atlanta.__________________________________________
______________________________________________________________________________
5. Do you want to go to Rustys house? _________________________________________________
______________________________________________________________________________
6. Close both doors, please.__________________________________________________________
______________________________________________________________________________
7. Glynda saw two skirts that she liked. ________________________________________________
______________________________________________________________________________
8. Sams computer is broken._________________________________________________________
______________________________________________________________________________
9. A bears cave is near here; be careful._________________________________________________
______________________________________________________________________________
10. The bears appeared without warning.________________________________________________
______________________________________________________________________________

Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21 51

 Grammar Reteaching
Name ...................................................................................... Class .................................................. Date ................................

Unit 21.12 The Hyphen

Key Information
A hyphen is often used to join a word with a Without the hyphen, spelling or pronunciation
suffix or a prefix. Not all prefixes and suffixes problems could arise. A hyphen is also used to
require hyphens, however. This exercise gives separate the prefix anti- from a word that is
you a tip for identifying when to use a hyphen capitalized.
with the prefix anti-.
antimagnetic
In words containing the prefix anti-, a hyphen is
anti-inflammatory
used to separate two successive i’s.
anti-Edwardian

Directions Each of the following words contains the prefix anti-. If a hyphen is needed to
make the word correct, write the word with the hyphen in the space provided, and briefly state
why the hyphen is needed. If the word is spelled correctly, write correct.
antiindividual anti-individual A hyphen separates two i’s.
antimagnetic correct
1. antiaircraft_____________________________________________________________________
______________________________________________________________________________
2. antiWashington _________________________________________________________________
______________________________________________________________________________
3. antiimperialist __________________________________________________________________
______________________________________________________________________________
4. antiintellectual _________________________________________________________________
______________________________________________________________________________
5. antiincumbent__________________________________________________________________
______________________________________________________________________________
6. antiutopian ____________________________________________________________________
______________________________________________________________________________
7. anticlimax _____________________________________________________________________
______________________________________________________________________________
8. antiAmerican___________________________________________________________________
______________________________________________________________________________
9. antiinflationary _________________________________________________________________
______________________________________________________________________________
10. antitrust_______________________________________________________________________
______________________________________________________________________________

52 Writer’s Choice: Grammar Reteaching, Grade 9, Unit 21