UNITUNIT

13 Adverbs

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Lesson 13.1 Adverbs Modifying Verbs 395

Lesson 13.2 Adverbs Modifying Adjectives and Adverbs 397

Lesson 13.3 Adverbs That Compare 399

Lesson 13.4 Telling Adjectives and Adverbs Apart 401

Lesson 13.5 Avoiding Double Negatives 403

Grammar Review 405

Writing Application 413

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13.1 Adverbs Modifying Verbs 395

13.113.1

Adverbs

Adverbs Modifying VerbsAdjectives are words that modify, or describe, nouns and pronouns.

Adverbs are another type of modifier. They modify verbs, adjectives,and other adverbs.

An adverb is a word that describes a verb, an adjective, or anotheradverb.

In the example below, the adverb grandly describes the action verbentertained.

Thomas Jefferson entertained grandly at the White House.

An adverb supplies one of three types of information.

When modifying an adjective or another adverb, an adverb usuallycomes before the word. When modifying a verb, an adverb can occupydifferent positions in a sentence.

Most adverbs are formed by adding -ly to an adjective, as inactively, fondly, and quietly. Some adverbs are exceptions, however.These include after, often, now, and later.

Guests often dined in the State Dining Room.Before the Verb

Guests dined often in the State Dining Room.After the Verb

Often guests dined in the State Dining Room.At the Beginning

Guests dined in the State Dining Room often.At the End

Positioning of AdverbsPosition Examples

grandly, royally, quicklyHow

rarely, later, immediately, often, usuallyWhen

downstairs, below, hereWhere

Ways Adverbs Modify VerbsAdverbs Tell Examples

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Exercise 1 Identifying Adverbs

On your paper, write the adverb to complete each sentence.

1. The federal government looked for an architect. (build, eager,everywhere, official)

2. A committee chose James Hoban. (decide, finally, happy,enthusiastic)

3. Hobans White House stood on a large plot of land. (proud, sit,majestically, to)

4. The Adams family moved into the unfinished house. (eagerly, quick,had, grand)

5. They gave visitors tours of their new home. (glad, proudly, want,famous)

Exercise 2 Identifying Adverbs

Write each sentence. Underline the adverb and draw an arrow to the wordthe adverb describes.

1. Thomas Jefferson lived happily in the White House.2. Jefferson quickly sought the aid of another architect.3. Fire nearly destroyed the mansion during the War of 1812.4. Theodore Roosevelt had it rebuilt completely.5. Franklin Roosevelt further expanded it.6. Workers built a swimming pool indoors.7. One president thoughtfully added a bowling alley.8. Eager tourists often come to the White House.9. They proudly tour their nations capital.

10. Our school always sends the seventh graders on a trip to Washington, D.C.

Exercise 3 Writing Adverbs to Complete Sentences

On your paper, write an adverb that describes the verb in each sentence.

1. Our class goes to the White House when visiting Washington, D.C.2. We visit the other attractions.3. We travel by bus to our nations capital.4. Last year the seventh graders waited in line to see Congress in

session.5. The tour guide spoke to us.

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Adverbs Modifying Adjectivesand Adverbs

Adverbs are often used to modify adjectives and other adverbs.Notice how adverbs intensify the meaning of the adjectives in the fol-lowing sentences. Most often they tell how.

Harry Truman used extremely direct language.

He became a very popular president.

In the first sentence, the adverb extremely modifies the adjectivedirect. The adverb tells how direct Trumans language was. In the sec-ond sentence, the adverb very modifies the adjective popular. Theadverb tells how popular Truman was.

In the sentences below, adverbs modify other adverbs.

Truman entered politics unusually late in life.

He moved through the political ranks quite quickly.

In the first sentence above, the adverb unusually modifies theadverb late. Unusually tells how late Truman entered politics. In thesecond sentence, the adverb quite describes the adverb quickly. Quitetells how quickly Truman moved through the ranks.

When modifying adjectives and other adverbs, adverbs almostalways come directly before the word they describe. Below is a list ofsome adverbs that are often used to describe adjectives and otheradverbs.

13.2 Adverbs Modifying Adjectives and Adverbs 397

13.213.2

Adverbs

ADVERBS OFTEN USED TO DESCRIBE ADJECTIVESAND OTHER ADVERBS

very really rather justtoo so nearly somewhatalmost partly barely totallyquite extremely unusually hardly

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Exercise 4 Identifying Adverbs

Write each sentence. Underline each adverb and draw an arrow to the wordthe adverb modifies. Then write whether that modified word is a verb, anadjective, or an adverb.

1. Trumans career as vice president was unusually brief.2. The extremely tragic death of Franklin D. Roosevelt left the presidency in

Trumans hands.3. Truman established a new procedure almost immediately.4. He arose quite early each morning for a walk.5. News reporters nearly always followed him.6. Very important events took place during Trumans term.7. World War II finally ended.8. It ended almost immediately after Truman became president.9. Truman very often played the piano for guests.

10. He found music particularly soothing.11. Truman regularly spent his evenings at home.12. Rather serious problems were discovered in the White House.13. The Trumans moved somewhat abruptly into Blair House.14. They felt reasonably secure in that place.15. They lived in Blair House for nearly four years.16. Dwight Eisenhower was elected president next.17. Eisenhower was greatly admired as a general during World War II.18. His wife, Mamie, was quite popular throughout the country.19. In the newspapers, Dwight Eisenhower was most often referred to as Ike.20. Ikes vice president, Richard Nixon, was eventually elected president.

Exercise 5 Writing Adverbs to Modify Adjectives and Adverbs

Choose an adverb from the box to modify each word below. On your paper,write a sentence for each pair of words you form.

1. ever 6. hungry2. enough 7. difficult3. quiet 8. quickly4. late 9. angrily5. popular 10. finished

nearly hardly just extremely somewhat

very unusually too rather so

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Adverbs That Compare The comparative form of an adverb compares two actions or

things. The superlative form of an adverb compares more thantwo actions or things.

For most adverbs of only one syllable, add -er to make thecomparative form and -est to make the superlative form.

For adverbs that end in -ly or that have more than one syllable,use the word more to form the comparative and most to form thesuperlative.

If an adverb already is comparative or superlative, do not add moreor most. Never say, for example, more harder or most hardest.

Some adverbs do not form the comparative and superlative in theregular manner. Study the irregular forms below.

13.3 Adverbs That Compare 399

13.313.3

Adverbs

Ronald Reagan served longer as president than Jimmy Carter.Comparative

Franklin Roosevelt served longest of any president.Superlative

Comparing One-Syllable Adverbs

Our class studied Roosevelt more thoroughly than Reagan.Comparative

We studied Abraham Lincoln most thoroughly of all.Superlative

Comparing Two-Syllable Adverbs

IRREGULAR COMPARATIVE FORMS

ADVERB COMPARATIVE SUPERLATIVE

well better bestbadly worse worstlittle (amount) less leastfar (distance) farther farthestfar (degree) further furthest

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Exercise 6 Using the Comparative and Superlative Forms

For each sentence, choose the correct form of the adverb in parentheses.Write the adverb on your paper.

1. Of all Theodore Roosevelts nieces, Eleanor Roosevelt came (close, closest) tothe presidency.

2. Many liked Mrs. Roosevelt (better, best) than they had liked any of the previous first ladies.

3. Mrs. Roosevelt worked (more actively, most actively) for human rights thanfor any other cause.

4. She fought (harder, hardest) of all for minorities.5. She appeared at human-rights rallies (more frequently, most frequently)

than her husband.

Exercise 7 Writing Comparative and Superlative Forms

Write each sentence. Use -er, -est, more, or most to make the needed form ofthe adverb in parentheses. Write the adverb on your paper.

1. Of all the first ladies, Eleanor Roosevelt gave (freely) of her time.2. She traveled (readily) than any other presidents wife to distant parts of

the globe.3. She journeyed (far) in her later years than in her youth.4. She was (sympathetic) than many other people to the plight of the poor.5. Eleanor Roosevelt lived (long) than her husband.6. As Franklin Roosevelt became weaker, Eleanor took on some of his duties

and worked (busily) than ever.7. She (often) attended meetings in place of the president than many people

realize.8. Mrs. Roosevelt seemed to care (deeply) of all about the problems of ordinary

people.9. Eleanor Roosevelt was even (widely) recognized for her work with the

United Nations than she had been for her devotion to duty as first lady.10. Her humanitarian reputation surely will extend years (long) than her life.

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Telling Adjectives and Adverbs Apart

It can be hard to tell whether a word in a sentence is an adjective oran adverb. Look carefully at how the word is used.

Martha Washington was happy at Mount Vernon.Martha Washington lived happily at Mount Vernon.

In the first sentence, happy is a predicate adjective. It follows thelinking verb was and modifies the subject. In the second sentence,happily is an adverb. It modifies the action verb lived.

People sometimes confuse the words bad, badly, good, and well. Badand good are both adjectives. They are used after linking verbs. Badlyand well are adverbs. They are used after action verbs. Well can also beused after linking verbs to describe a persons health or appearance. Atthese times, well is an adjectivefor example, He looks well.

Three pairs of modifiers often confuse people: real, really; sure,surely; and most, almost. Real and sure are adjectives. Really, surely, andalmost are adverbs. Most can be an adjective or an adverb.

13.4 Telling Adjectives and Adverbs Apart 401

13.413.4

Adverbs

DISTINGUISHING ADJECTIVES FROM ADVERBS

ADJECTIVE ADVERB

The sound is bad. The actor sang badly.The band sounds good. The band played well.

DISTINGUISHING ADJECTIVES FROM ADVERBS

ADJECTIVE ADVERB

Music is a real art. Music is really popular.A pianist needs sure hands. Piano music is surely popular.Most pianos have Piano strings almost never break.

eighty-eight keys.

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Exercise 8 Telling Adjectives and Adverbs Apart

On your paper, write each sentence, using the correct adjective or adverb.

1. Martha Washington lived (courageous, courageously).2. She managed the position of first lady (good, well).3. She supported her husband (active, actively).4. President Washington must have felt (good, well) about his wifes support.5. (Sure, Surely) he was appreciative.6. Martha Washington was known as a (real, really) gracious hostess.7. During the war, Mrs. Washington had (able, ably) organized a sewing circle.8. The group was (quick, quickly) in mending clothes for the troops.9. In those days, it was important to be able to sew (good, well).

10. If a woman sewed (bad, badly), she would rip her work out.11. People (most, almost) always took notice of Mrs. Washingtons common

sense and charm.12. It is also said that she was (real, really) beautiful.13. She and her husband lived (good, well).14. Their life together at Mount Vernon remained (cheerful, cheerfully).15. Martha Washington had been married (previous, previously) to Daniel

Parke Custis.16. After his death, she became (popular, popularly) known as one of the richest

widows in Virginia.17. When she married George Washington, she added (substantial, substantially)

to his property.18. Martha was known as an (amiable, amiably) hostess at the many formal

dinners Washington held as president.19. She outlived her husband by a (short, shortly) time.20. Two years after his death, Martha died (peaceful, peacefully) at Mount

Vernon.

Exercise 9 Identifying and Using Adjectives and Adverbs

On your paper, identify each word as an adjective or an adverb. Then write asentence using the word correctly.

1. good 6. surely2. really 7. well3. sure 8. badly4. almost 9. bad5. real 10. most

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Avoiding Double NegativesThe adverb not is a negative word, expressing the idea of no in a

sentence. The word not often appears in its shortened form, the con-traction -nt.

Other words besides not may be used to express the negative. Eachnegative word has several opposites, or affirmative words, that showthe idea of yes. Study the following list of negative and affirmative words.

People sometimes mistakenly use two negative words together, asin the sentence Lincoln hadnt never gone to college. Avoid using a dou-ble negative such as this. You need only one negative word to expressa negative idea.

You can correct a double negative by removing one of the negative words or by replacing it with an affirmative word, as in the following sentences.

Lincoln had never gone to college.Lincoln had not ever gone to college.

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13.513.5

Adverbs

CONTRACTIONS WITH NOT

is not = isnt cannot = cant have not = haventwas not = wasnt could not = couldnt had not = hadntwere not = werent do not = dont would not = wouldntwill not = wont did not = didnt should not = shouldnt

NEGATIVE AND AFFIRMATIVE WORDS

NEGATIVE AFFIRMATIVE

never ever, alwaysnobody anybody, somebodynone one, all, some, anyno one everyone, someonenothing something, anythingnowhere somewhere, anywhere

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Exercise 10 Expressing Negative Ideas

On your paper, write each sentence so that it correctly expresses a negativeidea.

1. Lincoln didnt (never, ever) have a speech writer.2. Nothing (didnt make, made) him bitter during the war.3. Lincoln wasnt dishonest with (no one, anyone).4. The president didnt (never, ever) become discouraged.5. A strong leader, Lincoln wasnt afraid of (nobody, anyone).6. Honest Abe didnt (never, ever) try to trick the public.7. He tried not to show favoritism to (anybody, nobody).8. Nothing (meant, didnt mean) more to Lincoln than justice.9. Nobody (ever, never) cared more about saving the Union than Lincoln.

10. There wasnt (nobody, anybody) more loyal to the cause of the Civil War.11. I cant find Carl Sandburgs biography of Lincoln (nowhere, anywhere).12. Some feared the country wouldnt (ever, never) get over the shock of

Lincolns death.13. You cant tell me (nothing, anything) about Lincoln that I dont know.14. I never met (nobody, anybody) who found Lincolns life uninteresting.15. Some people might think he didnt (never, ever) make a mistake.16. A humble man, Lincoln wouldnt (ever, never) believe he was perfect.17. You couldnt find a more concerned president (nowhere, anywhere).18. The local libary hasnt got (any, no) books about Lincolns children.19. As a volunteer in the Black Hawk War, Lincoln didnt see (any, no) fighting.20. There arent (no, any) other presidents that were born in Kentucky.

Exercise 11 Writing Sentences to Express Negative Ideas

On your paper, write five sentences to express negative ideas. In each sentence, use the word from Column A and one of the words from Column B.

Column A Column B1. couldnt ever, never2. has anything, nothing3. doesnt any, no4. can anywhere, nowhere5. nothing anybody, nobody

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Grammar Review 405

Grammar ReviewGrammar ReviewUNIT 13UNIT 13

A D V E R B S

The action in Irene Hunts Across Five Aprils takes place during the Civil War,which began in April 1861 and ended in April 1865. The following excerpt fromthe book focuses on a letter sent by a character named Shadrach Yale to ayounger boy named Jethro. The passage has been annotated to show some ofthe adverb uses covered in this unit.

Adverbs

Literature Model

from Across Five Aprilsby Irene Hunt

Shadrach wrote that he and Jenny had seen thePresident and General Grant as they drove throughthe Washington streets together.

. . . The Presidents face is deeply lined, and his cheeks are gaunt. I have seen so many soldiers whosecheeks have had that sunken look, even though they wereyoung faces. . . . The President looks at least twenty yearsolder than the pictures you and I used to study together in the early days of the war. But his face was full of light as the crowds cheered; I think he knew they were cheeringGrant and that pleased him, for Id guess that he, too,wanted to cheer the little man who sat beside him.

Grant does not have the appearance of a great general; he looks awkward, ill at ease, and carelesslydressed. But we have had enough of charm and polish; thiscommander who doesnt even walk like a military man isthe one who will, I believe, restore the Union.

Adverb Adverb modifyingmodifyingthe verbthe verb

drovedrove

Adverb Adverb modifyingmodifying

the adjectivethe adjectivelinedlined

Adverb Adverb modifyingmodifying

the adjectivethe adjectivemanymany

NegativeNegativeadverb adverb

modifyingmodifyingthe verb the verb

does havedoes have

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Review: Exercise 1 Writing Adverbs to Modify Verbs

On your paper, write an adverb to complete each sentence correctly.

SAMPLE Students read Across Five Aprils in sixth grade.ANSWER sometimes

1. Librarians order new copies of Across Five Aprils because of thebooks popularity.

2. our teacher assigns a group book report to the class.3. My friends and I volunteered to write about Across Five Aprils.4. I thought I left my copy of Across Five Aprils .5. Irene Hunt was honored when she received the Newbery Award

for her book.

Review: Exercise 2 Identifying Adverbs That Modify Verbs

On your paper, identify the adverb in each sentence and write whether it tellshow, when, or where.

SAMPLE I read the book quickly.ANSWER quicklyhow

1. Soon Shadrach would write to his friend Jethro.2. He proudly described his experience.3. War can age a president rapidly.4. Shadrach saw President Lincoln there.5. Grant was often criticized.6. Sometimes Grant felt uncomfortable around people.7. Lincoln privately admired Grant.8. Lincoln sat outside with Grant.9. They drove together through Washington, D.C.

10. Shadrach firmly believed in Grants ability as a leader.

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Review: Exercise 3 Identifying Adverbs and the Words They Modify

On your paper, write each sentence. Underline each adverb. Then write theword that the adverb describes and write whether the word is a verb, adjective,or adverb. (Some sentences have more than one adverb.)

SAMPLE President Lincoln and General Grant rode through the streets together.

ANSWER President Lincoln and General Grant rode through the streets together. (rodeverb)

1. Jethro read the letter, and he placed it carefully in a big envelope.2. Shadrach wrote thoughtfully; he described events in Washington.3. The large crowd cheered loudly for the popular General Grant.4. Lincoln was very pleased that the crowd reacted enthusiastically.5. Union troops fought extremely well under General Grant.6. Eventually Grant would be elected president.7. He triumphed quite easily over his Democratic opponent.8. Grant carefully organized his presidency as he had organized the army.9. Grant was unanimously renominated by his party to run for a second term

as president.10. Scandals were quite widespread during his second term.

Review: Exercise 4 Writing Adverbs in Sentences

On your paper write each sentence, replacing the blank with an adverb thatdescribes the underlined word.

SAMPLE Being a large-boned man, Lincoln was suited for hard work.ANSWER Being a large-boned man, Lincoln was quite suited for hard work.

1. As a boy, Lincoln was a gifted speaker.2. He worked hard as a clerk in a store.3. In 1832 Lincoln bought a grocery store with a partner.4. the grocery store failed.5. Even though his partner died, Lincoln paid off the debts from

the store.

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Review: Exercise 5 Using the Comparative and Superlative Forms

On your paper, rewrite each sentence, using the correct comparative orsuperlative form in parentheses.

SAMPLE The troops fought (harder, more harder) under General Grant.ANSWER The troops fought harder under General Grant.

1. The crowd applauded (more loudly, loudlier) than they had for any otherUnion general.

2. The North fared (worse, worst) than the South until Grant took command.3. Grant drove his armies (farther, farthest) into the South than they had gone

before.4. Grant commanded (better, best) than the other Union generals.5. Crops in the North suffered (less, lesser) from the war than crops in the

South did.6. The divisions caused by the war lasted far (longer, more longer) than anyone

expected.7. Grant was (more careless, more carelessly) dressed than Shadrach had

expected.8. President Lincolns face was (more deeper, more deeply) lined than it had

been in the days before the war.9. Of all his generals, Lincoln admired Grant (more, most).

10. The Civil War lasted years (longer, longest) than people had thought itwould.

Review: Exercise 6 Using Comparative and Superlative Adverbs

On your paper, write each sentence, using the comparative or superlativeadverb form of the word in parentheses.

1. Which is the (frequently) visited building in the city?2. Who entertained (grandly), Dolley Madison or Elizabeth Monroe?3. Of the two, who guarded her privacy (carefully)?4. Of all the presidents, who enjoyed the White House the (little)?5. Who lived there (long) of all?

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Review: Exercise 7 Telling Adjectives and Adverbs Apart

On your paper, write the correct word from parentheses. Then write whetherthe word is an adverb or adjective.

1. Dolley Madison gave (lavish, lavishly) parties.2. She entertained (good, well).3. She (proud, proudly) wore rich silks.4. She was (great, greatly) admired.5. Her parties were (most, almost) always a success.6. From 1801 to 1817, Dolley was an (elegant, elegantly) Washington hostess.7. While the White House was being rebuilt, she lived with President Madison

in a (private, privately) mansion.8. Wherever she lived, Dolley entertained (extravagant, extravagantly).9. She (real, really) enjoyed her role as hostess.

10. After her husbands death, Dolley (surprising, surprisingly) returned to livein Washington.

Review: Exercise 8 Using Adverbs and Adjectives Correctly

On your paper, write the following paragraph. Choose an adjective or adverbfrom the list below to go in each blank. Write adjective or adverb to identifyeach word you add.

difficult good least bestvery less better easilyeasy quite great eventually

Elizabeth Blackwell had a(n) 1 desire for a medical education.Her goal was not a(n) 2 one. She faced a(n) 3 struggle tobecome a doctor. Blackwell began by writing letters to doctors all overthe country. 4 few answered her. Most people thought it was5 foolish for a woman to think of becoming a doctor, butBlackwell was not 6 discouraged. She wrote to the 7

medical schools in the country, hoping they would admit her. She thenwrote to schools that were 8 famous than the others. She wasaccepted by one school in Geneva, New York, and 9 became thefirst American woman to receive a medical degree. Elizabeth Blackwellsexample remains a 10 model for young women today.

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Review: Exercise 9 Avoiding Double Negatives

On your paper, complete each sentence so that it correctly expresses anegative idea.

1. No one (ever, never) forgets our twenty-sixth president.2. I cant find (anyone, no one) else in history like Theodore Roosevelt.3. I didnt know (nothing, anything) about him until recently.4. I wasnt (ever, never) expecting to be so impressed.5. I didnt expect to find (any, no) books about Teddy Roosevelt at the library.6. I couldnt have learned more about him (anywhere, nowhere) else.7. You might think there isnt (nobody, anybody) else as interested in him as

I am.8. There wasnt (no, any) other president who worked harder.9. It seemed he didnt do (anything, nothing) else.

10. There isnt (anyone, no one) I admire more.

Review: Exercise 10 Expressing Negative Ideas

On your paper, rewrite each sentence to express a negative idea correctly.(There is more than one correct way to write most sentences.)

SAMPLE The Browns didnt never expect to visit Washington, D.C.ANSWER The Browns didnt ever expect to visit Washington, D.C.

1. The Browns werent never planning to go to the capital.2. Margie Brown had never met no one who had been there.3. They hadnt gone nowhere near Washington before last summer.4. Little Billy hadnt known nothing about the surprise trip.5. The family hadnt never seen nothing as impressive as the White House.6. Nobody in their family had never seen the Cherry Blossom Festival.7. They couldnt never have imagined the beauty of the mall in springtime.8. They hadnt never before visited the Senate Office Building.9. Never before hadnt they imagined the thrill of the Air and Space Museum.

10. They concluded that no one shouldnt turn down an opportunity to visitthe nations capital.

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Review: Exercise 11

ProofreadingThe following passage is about American artist Roger Brown,whose painting Lost America appears below. Rewrite the passage,correcting the errors in spelling, capitalization, grammar, andusage. Add any missing punctuation. There are ten errors.

Roger Brown1Born in 1941, Roger Brown a painter who lives in Chicago. 2His

works, such as Lost America, have sure made him influential in the artworld. 3Brown has develop a highly individualized style over the past

Roger Brown, Lost America, 1989(continued)

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412 Unit 13 Adverbs

twenty years. 4Lost America clear exhibits many of the characteristics ofhis work.

5The painting is immediate recognizable as a portrait of AbrahamLincoln. 6Its not nothing as simple as that. 7Lincoln is silouetted agensta sky full of threatening clouds lined up in tightly packed rows. 8At thebottom of the painting is vegetation that resembles the kind of fencethat soldiers erect in battle.

9Except for the dark purple of his face, the figure of Lincoln is entirein black and white. 10Lincoln appears real gloomy and thoughtful; perhaps,as the title Lost America suggests, he is thinking about the war and thepossible division of the United States into two separate countries.

Review: Exercise 12

Mixed ReviewRewrite each sentence, replacing the underlined word with anadverb that makes sense. Underline your adverb.SAMPLE An eccentric usual behaves in an unexpected way.ANSWER An eccentric usually behaves in an unexpected way.

1. Claiming to be emperor of the United States would certain be consideredeccentric behavior.

2. In the middle of the nineteenth century, Joshua Norton actual claimed to beNorton I, Emperor of the United States.

3. The people of San Francisco willing accepted his claim.4. Emperor Norton took his job quite serious.5. The best clothing store in the entire city made clothing special for him.6. Their emperor was real loved by the people of San Francisco.7. The people of San Francisco havent never forgotten Norton.8. Perhaps Nortons ideas were inspired part by Napoleon.9. Napoleon conquered most all of Europe.

10. Norton sure would have heard about Napoleon.

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Adverbs in WritingIn this excerpt from Betsy Byarssnovel Coast to Coast, 13-year-oldBirch tries to convince her grandfa-ther to take her up in his 1940 air-plane. As you read, pay special atten-tion to the underlined words.

I really want to go! As shesaid it, she realized it was true. She needed to get away from thisworld, and this was the way to doit. What are we waiting for?

I dont guess it would hurt tofly to the beach and back.

Then get in! Lets go!Dont get in too big a hurry.

Her grandfather smiled. It was hisfirst real smile of the afternoon.

Birch followed him around theplane. What are you doing?

Well, right now, Im doing apreflight inspection. I check the tires,the control surfaces, move them forfreedom and cable looseness.

Examine the passage, focusing on the underlined words.

Techniques with AdverbsTry to apply some of Betsy Byarsswriting techniques when you writeand revise your own work.

To make your writing more vivid,add adverbs to tell exactly whenthe action is occurring. Comparethe following:

GENERAL WORDS Well, Im doing apreflight inspection.

BYARSS VERSION Well, right now Imdoing a preflight inspection.

Use adverbs to reinforce themood and tone of your writing.

UNSPECIFIED TONE I want to go.

BYARSS VERSION I really want to go.

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Writing ApplicationWriting Application

Writing Application 413

Adverbs

Practice these techniques by revising the following passage on a separatesheet of paper. Remember that adverbs can modify verbs, adjectives, and other adverbs.

Many people read Betsy Byarss books. She is one of the popular young adult authors ofour time. In her book Coast to Coast, Ms. Byarss love of flying comes across to her readers.Thirteen-year-old Birch does not want her grandfather to sell his plane. She is sure theplane can keep him young at heart. Birch talks her grandfather into letting her get intothe plane. He shows her how to operate it. He gets into the plane with her. Will Birch andher grandfather fly the old airplane? Youll have to read this exciting book to find out.

PracticePractice

For more aboutusage rules, seeTIME Facing theBlank Page, page98.

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Glencoe Literature: Writer's Choice, Grade 6Book OverviewPart 1: CompositionUnit 1: Personal WritingUnit 2: The Writing ProcessTIME: Facing the Blank PageUnit 3: Descriptive WritingUnit 4: Narrative WritingUnit 5: Expository WritingUnit 6: Persuasive WritingUnit 7: TroubleshooterBusiness and Technical Writing

Part 2: Grammar, Usage, and MechanicsUnit 8: Subjects, Predicates, and SentencesUnit 9: NounsUnit 10: VerbsUnit 11: PronounsUnit 12: AdjectivesUnit 13: AdverbsUnit 14: Prepositions, Conjunctions, and InterjectionsUnit 15: Subject-Verb AgreementUnit 16: Glossary of Special Usage ProblemsUnit 17: Diagraming SentencesUnit 18: CapitalizationUnit 19: PunctuationUnit 20: Sentence Combining

Part 3: Resources and SkillsUnit 21: Library and Reference ResourcesUnit 22: Vocabulary and SpellingUnit 23: Study SkillsUnit 24: Taking TestsUnit 25: Listening and SpeakingUnit 26: Viewing and RepresentingUnit 27: Electronic Resources

Reference SectionWriting and Language GlossarySpanish GlossaryWriting and Research HandbookIndexAcknowledgments

Table of ContentsPart 1: CompositionUnit 1: Personal WritingWriting in the Real World: Round-the-World Voyage, Journal Entries by Bill PinkneyLesson 1.1: Writing as Self-ExpressionWrite a Personal Response; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 1.2: Writing with ConfidenceWrite a Journal Entry; Using Computers; Viewing and Representing; Grammar Link

Lesson 1.3: Making Personal ConnectionsWrite a Friendly Letter; Using Computers; Listening and Speaking; Grammar Link

Lesson 1.4: Responding to a PoemWrite a Poem; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Writing Process in Action: Personal Writing ProjectWrite a personal account about a special day

Literature Model: from The Invisible Thread by Yoshiko UchidaLinking Writing and Literature: Collect Your Thoughts; Talk About Reading; Write About Reading

Unit 1 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 2: The Writing ProcessWriting in the Real World: from The Empire Builder: Scenic and Historic Announcements, Guide by Curtis KatzLesson 2.1: Exploring the Writing ProcessWrite About Your Writing Process; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.2: Prewriting: Finding a TopicExplore a Topic; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.3: Prewriting: Ordering IdeasWrite an Ordered List; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.4: Drafting: Getting It Down on PaperWrite a Draft; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.5: Revising: Reviewing Your IdeasRevise Your Draft; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.6: Revising: Getting Paragraphs into ShapeUse Strong Paragraphs; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 2.7: Revising: Achieving Sentence FluencySmooth Out Paragraphs; Viewing and Representing; Using Computers; Grammar Link

Lesson 2.8: Editing/Proofreading: Checking DetailsEdit Your Draft; Using Computers; Listening and Speaking; Grammar Link

Lesson 2.9: Publishing/Presenting: Sharing Your WorkPresent Your Work; Viewing and Representing; Using Computers; Grammar Link

Writing Process in Action: Writing Process ProjectFollow a method for writing an explanation

Literature Model: from Coast to Coast by Betsy ByarsLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading

Unit 2 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

TIME: Facing the Blank PageWriting for TIMEPrewritingDraftingRevisingEditing/ProofreadingPublishing/Presenting

Unit 3: Descriptive WritingWriting in the Real World: from "Attacking the Nunataks," Magazine Article by John BoulangerLesson 3.1: Painting a Picture with WordsWrite a Description of a Wolf; Listening and Speaking; Using Computers; Grammar Link

Lesson 3.2: Observing and Taking NotesWrite a Description of Living Things; Listening and Speaking; Cross-Curricular Activity; Grammar Link

Lesson 3.3: Elaborating: Focusing on the DetailsWrite a Description of Art; Cross-Curricular Activity; Viewing and Representing; Grammar Link

Lesson 3.4: Ordering Descriptive DetailsDescribe a Scene; Using Computers; Listening and Speaking; Grammar Link

Lesson 3.5: Describing a PlaceDescribe a Place; Using Computers; Viewing and Representing; Grammar Link

Lesson 3.6: Getting to Know a New PlaceWrite a Travel Brochure; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Descriptive Writing ProjectDescribe a memorable experience

Literature Model: from Morning Girl by Michael DorrisLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading

Unit 3 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 4: Narrative WritingWriting in the Real World: from W. E. B. Du Bois: A Biography, Biographical Sketch by Virginia HamiltonLesson 4.1: Developing a Real-Life StoryWrite About the Past; Collaborative Writing; Viewing and Representing; Grammar Link

Lesson 4.2: Keeping a Story OrganizedWrite a Real-Life Narrative; Listening and Speaking; Cross-Curricular Activity; Grammar Link

Lesson 4.3: Writing DialogueWrite a Dialogue; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 4.4: Writing About an EventWrite a Narrative About Learning a Skill; Using Computers; Listening and Speaking; Grammar Link

Lesson 4.5: Responding to a BiographyWrite a Brief Biography; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Narrative Writing ProjectWrite a story about clothes you used to wear

Literature Model: "The Jacket" by Gary SotoLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading

Unit 4 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 5: Expository WritingWriting in the Real World: from "How Does Michael Fly?" Newspaper Article by Julie SheerLesson 5.1: Writing to Help Others UnderstandWrite an Explanation of a Game; Summarizing Ideas; Viewing and Representing; Grammar Link

Lesson 5.2: Comparing and Contrasting Two ThingsWrite a Comparison-Contrast Piece; Using Computers; Listening and Speaking; Grammar Link

Lesson 5.3: Explaining How to Do SomethingWrite a "How to" Explanation; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 5.4: Writing a ReportWrite a Report; Using Computers; Listening and Speaking; Grammar Link

Lesson 5.5: Writing a Book ReportWrite a Book Report; Using Computers; Listening and Speaking; Grammar Link

Writing Process in Action: Expository Writing ProjectWrite an explanation of a process

Literature Model: "Bathing Elephants" by Peggy ThomsonLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading

Unit 5 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 6: Persuasive WritingWriting in the Real World: from "A Popular Little Planet," TV Script by Douglas AndersonLesson 6.1: Taking a StandCreate a Poster; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 6.2: Stating a PositionWrite a Proposal; Using Computers; Viewing and Representing; Grammar Link

Lesson 6.3: Using Facts and OpinionsWrite a Persuasive Letter; Cross-Curricular Activity; Listening and Speaking; Grammar Link

Lesson 6.4: Writing a TV ReviewWrite a TV Review; Using Computers; Viewing and Representing; Grammar Link

Writing Process in Action: Persuasive Writing ProjectWrite a persuasive newspaper article

Literature Model: from "Thanking the Birds" by Joseph BruchacLinking Writing and Literature: Learning to Learn; Talk About Reading; Write About Reading

Unit 6 Review: Reflecting on the Unit, Adding to Your Portfolio, Writing Across the Curriculum

Unit 7: TroubleshooterLesson 7.1: Sentence FragmentLesson 7.2: Run-on SentenceLesson 7.3: Lack of Subject-Verb AgreementLesson 7.4: Incorrect Verb Tense or FormLesson 7.5: Incorrect Use of PronounsLesson 7.6: Incorrect Use of AdjectivesLesson 7.7: Incorrect Use of CommasLesson 7.8: Incorrect Use of ApostrophesLesson 7.9: Incorrect CapitalizationLesson 7.10: Lack of Parallelism

Business and Technical WritingBusiness LettersMemosApplication FormsInstructionsIncident ReportsMultimedia Presentations

Part 2: Grammar, Usage, and MechanicsUnit 8: Subjects, Predicates, and SentencesLesson 8.1: Kinds of SentencesLesson 8.2: Sentences and Sentence FragmentsLesson 8.3: Subjects and PredicatesLesson 8.4: Finding SubjectsLesson 8.5: Compound Subjects and Compound PredicatesLesson 8.6: Simple, Compound, and Complex SentencesGrammar Review: Subjects, Predicates, and SentencesLiterature Model: from A Tree Grows in Brooklyn by Betty SmithWriting Application: Compound Predicates and Compound Sentences in Writing; Techniques with Sentences; Practice

Unit 9: NounsLesson 9.1: Common and Proper NounsLesson 9.2: Singular and Plural NounsLesson 9.3: Possessive NounsGrammar Review: NounsLiterature Model: from Black Star, Bright Dawn by Scott O'DellWriting Application: Nouns in Writing; Techniques with Nouns; Practice

Unit 10: VerbsLesson 10.1: Action Verbs and Direct ObjectsLesson 10.2: Indirect ObjectsLesson 10.3: Linking Verbs and Predicate WordsLesson 10.4: Present, Past, and Future TensesLesson 10.5: Main Verbs and Helping VerbsLesson 10.6: Present and Past Progressive FormsLesson 10.7: Perfect TensesLesson 10.8: Irregular VerbsLesson 10.9: More Irregular VerbsGrammar Review: VerbsLiterature Model: from All Stories are Anansi's by Harold CourlanderWriting Application: Action Verbs in Writing; Techniques with Action Verbs; Practice

Unit 11: PronounsLesson 11.1: Personal PronounsLesson 11.2: Using Pronouns CorrectlyLesson 11.3: Pronouns and AntecedentsLesson 11.4: Possessive PronounsLesson 11.5: Indefinite PronounsGrammar Review: PronounsLiterature Model: from "The Wise Old Woman," a Japanese folktale retold by Yoshiko UchidaWriting Application: Pronouns in Writing; Techniques with Pronouns; Practice

Unit 12: AdjectivesLesson 12.1: Adjectives and Proper AdjectivesLesson 12.2: Articles and DemonstrativesLesson 12.3: Adjectives That CompareLesson 12.4: Special Adjectives That CompareGrammar Review: AdjectivesLiterature Model: from Giants of Jazz by Studs TerkelWriting Application: Adjectives in Writing; Techniques with Adjectives; Practice

Unit 13: AdverbsLesson 13.1: Adverbs Modifying VerbsLesson 13.2: Adverbs Modifying Adjectives and AdverbsLesson 13.3: Adverbs That CompareLesson 13.4: Telling Adjectives and Adverbs ApartLesson 13.5: Avoiding Double NegativesGrammar Review: AdverbsLiterature Model: from Across Five Aprils by Irene HuntWriting Application: Adverbs in Writing; Techniques with Adverbs; Practice

Unit 14: Prepositions, Conjunctions, and InterjectionsLesson 14.1: PrepositionsLesson 14.2: Prepositional PhrasesLesson 14.3: Pronouns After PrepositionsLesson 14.4: Prepositional Phrases as Adjectives and AdverbsLesson 14.5: Telling Prepositions and Adverbs ApartLesson 14.6: ConjunctionsLesson 14.7: InterjectionsGrammar Review: Prepositions, Conjunctions, and InterjectionsLiterature Model: from One Writer's Beginnings by Eudora WeltyWriting Application: Prepositions and Conjunctions in Writing; Techniques with Prepositions and Conjunctions; Practice

Unit 15: Subject-Verb AgreementLesson 15.1: Making Subjects and Verbs AgreeLesson 15.2: Problems with Locating the SubjectLesson 15.3: Agreement with Compound SubjectsGrammar Review: Subject-Verb AgreementLiterature Model: from John Muir by Eden ForceWriting Application: Subject-Verb Agreement in Writing; Techniques with Subjects and Their Verbs; Practice

Unit 16: Glossary of Special Usage ProblemsLesson 16.1: Using Troublesome Words ILesson 16.2: Using Troublesome Words IIGrammar Review: Glossary of Special Usage ProblemsLiterature Model: from Exploring the Titanic by Robert D. BallardWriting Application: Usage of Glossary Words in Writing; Techniques with Correct Usage; Practice

Unit 17: Diagraming SentencesLesson 17.1: Diagraming Simple Subjects and Simple PredicatesLesson 17.2: Diagraming the Four Kinds of SentencesLesson 17.3: Diagraming Direct and Indirect ObjectsLesson 17.4: Diagraming Adjectives and AdverbsLesson 17.5: Diagraming Predicate Nouns and Predicate AdjectivesLesson 17.6: Diagraming Prepositional PhrasesLesson 17.7: Diagraming Compound Sentence Parts

Unit 18: CapitalizationLesson 18.1: Capitalizing Sentences, Quotations, and SalutationsLesson 18.2: Capitalizing Names and Titles of PeopleLesson 18.3: Capitalizing Names of PlacesLesson 18.4: Capitalizing Other Proper Nouns and AdjectivesGrammar Review: CapitalizationLiterature Model: from A Secret for Two by Quentin ReynoldsWriting Application: Capitalization in Writing; Techniques with Capitalization; Practice

Unit 19: PunctuationLesson 19.1: Using the Period and Other End MarksLesson 19.2: Using Commas ILesson 19.3: Using Commas IILesson 19.4: Using Commas IIILesson 19.5: Using Semicolons and ColonsLesson 19.6: Using Quotation Marks and ItalicsLesson 19.7: Using Apostrophes and HyphensLesson 19.8: Using AbbreviationsLesson 19.9: Writing NumbersGrammar Review: PunctuationLiterature Model: from Harriet Tubman: The Moses of Her People by Langston HughesWriting Application: Punctuation in Writing; Techniques with Punctuation; Practice

Unit 20: Sentence CombiningLesson 20.1: Compound SentencesLesson 20.2: Compound ElementsLesson 20.3: Prepositional PhrasesMixed Review

Part 3: Resources and SkillsUnit 21: Library and Reference ResourcesLesson 21.1: Using a LibraryLesson 21.2: How Books Are OrganizedLesson 21.3: How to Find a BookLesson 21.4: Using ReferencesLesson 21.5: Using a DictionaryLesson 21.6: Understanding a Dictionary Entry

Unit 22: Vocabulary and SpellingLesson 22.1: Borrowed WordsLesson 22.2: Clues to Word MeaningsWord Works: Words Borrowed from the French

Lesson 22.3: Using Word PartsWord Works: Word Origins

Lesson 22.4: Synonyms and AntonymsWord Works: Homographs

Lesson 22.5: Words That Sound AlikeLesson 22.6: Spelling Rules ILesson 22.7: Spelling Rules IIWord Works: Coded Language

Lesson 22.8: Problem Words

Unit 23: Study SkillsLesson 23.1: Exploring a BookLesson 23.2: Planning Your StudyLesson 23.3: Using a Study MethodLesson 23.4: Notes and OutlinesLesson 23.5: Using Graphic Aids

Unit 24: Taking TestsLesson 24.1: Tips for Test TakingLesson 24.2: Test ItemsLesson 24.3: Standardized TestsLesson 24.4: Standardized Test Practice

Unit 25: Listening and SpeakingLesson 25.1: ListeningLesson 25.2: Informal SpeakingLesson 25.3: How to Give an Oral Report

Unit 26: Viewing and RepresentingLesson 26.1: Interpreting Visual MessagesLesson 26.2: Analyzing Media MessagesLesson 26.3: Producing Media Messages

Unit 27: Electronic ResourcesLesson 27.1: The InternetLesson 27.2: Getting on the InternetLesson 27.3: Evaluating Internet SourcesLesson 27.4: Using E-MailLesson 27.5: Other Electronic Resources

Reference SectionWriting and Language GlossarySpanish GlossaryWriting and Research HandbookWriting Good SentencesWriting Good ParagraphsWriting Good CompositionsWriting Good Research Papers

IndexAcknowledgmentsLiterature ModelsComposition ModelsSkill ModelsLanguage Models

Fine Art

Student WorksheetsGrammar and Language WorkbookHandbook of Definitions and RulesTroubleshooterPart 1: GrammarUnit 1: Subjects, Predicates, and Sentences1.1 Kinds of Sentences: Declarative and Interrogative1.2 Kinds of Sentences: Exclamatory and Imperative1.3 Subjects and Predicates: Simple and Complete1.4 Subjects and Predicates: Compound1.5 Simple and Compound Sentences1.6 Sentence Fragments1.7 Run-On SentencesUnit 1 ReviewCumulative Review

Unit 2: Nouns2.8 Nouns: Proper and Common2.9 Nouns: Singular and Plural2.10 Nouns: Collective2.11 Nouns: PossessivesUnit 2 ReviewCumulative Review: Units 1-2

Unit 3: Verbs3.12 Action Verbs and Direct Objects3.13 Action Verbs and Indirect Objects3.14 Transitive and Intransitive Verbs3.15 Linking Verbs and Predicate Words3.16 Verb Tenses: Present, Past, and Future3.17 Main Verbs: Principal Parts3.18 Helping Verbs3.19 Verb Forms: Present Progressive and Past Progressive3.20 Perfect Tenses: Present and Past3.21 Irregular Verbs I3.22 Irregular Verbs II3.23 Irregular Verbs III3.24 More Practice with Verb FormsUnit 3 ReviewCumulative Review: Units 1-3

Unit 4: Pronouns4.25 Personal Pronouns4.26 Using Pronouns Correctly4.27 Pronouns and Antecedents4.28 Possessive Pronouns4.29 Indefinite PronounsUnit 4 ReviewCumulative Review: Units 1-4

Unit 5: Adjectives5.30 Adjectives and Proper Adjectives5.31 Articles and Demonstratives5.32 Adjectives That Compare5.33 Special Adjectives That CompareUnit 5 ReviewCumulative Review: Units 1-5

Unit 6: Adverbs6.34 Adverbs Modifying Verbs6.35 Adverbs Modifying Adjectives and Adverbs6.36 Adverbs That Compare6.37 Irregular Comparative Forms6.38 Telling Adjectives and Adverbs Apart I6.39 Telling Adjectives and Adverbs Apart II6.40 Avoiding Double NegativesUnit 6 ReviewCumulative Review: Units 1-6

Unit 7: Prepositions, Conjunctions, and Interjections7.41 Prepositions7.42 Prepositional Phrases7.43 Pronouns After Prepositions7.44 Prepositional Phrases as Adjectives and Adverbs7.45 Telling Prepositions and Adverbs Apart7.46 Conjunctions7.47 InterjectionsUnit 7 ReviewCumulative Review: Units 1-7

Unit 8: Subject-Verb Agreement8.48 Making Subjects and Verbs Agree8.49 Subject Pronouns and Verb Agreement8.50 Locating the Subject8.51 Agreement with Compound SubjectsUnit 8 ReviewCumulative Review: Units 1-8

Unit 9: Diagraming Sentences9.52 Diagraming Simple Subjects and Simple Predicates9.53 Diagraming the Four Kinds of Sentences9.54 Diagraming Direct and Indirect Objects and Predicate Words9.55 Diagraming Adjectives and Adverbs9.56 Diagraming Prepositional Phrases9.57 Diagraming Compound Sentence PartsUnit 9 ReviewCumulative Review: Units 1-9

Part 2: UsageUnit 10: Usage Glossary10.58 Usage: accept to a lot10.59 Usage: beside to chose10.60 Usage: in to learn10.61 Usage: leave to sit10.62 Usage: than to whoseUnit 10 ReviewCumulative Review: Units 1-10

Part 3: MechanicsUnit 11: Capitalization11.63 Capitalizing Sentences, Quotations, and Salutations I11.64 Capitalizing Sentences, Quotations, and Salutations II11.65 Capitalizing Names and Titles of Persons I11.66 Capitalizing Names and Titles of Persons II11.67 Capitalizing Names of Places I11.68 Capitalizing Names of Places II11.69 Capitalizing Other Proper Nouns and Adjectives I11.70 Capitalizing Other Proper Nouns and Adjectives IIUnit 11 ReviewCumulative Review: Units 1-11

Unit 12: Punctuation12.71 Using the Period and Other End Marks12.72 Using Commas I12.73 Using Commas II12.74 Using Commas III12.75 Using Commas IV12.76 Commas in Review12.77 Semicolons and Colons12.78 Quotation Marks12.79 Quotation Marks and Italics12.80 Apostrophes12.81 Hyphens12.82 Abbreviations I12.83 Abbreviations II12.84 Writing Numbers I12.85 Writing Numbers IIUnit 12 ReviewCumulative Review: Units 1-12

Part 4: Vocabulary and SpellingUnit 13: Vocabulary and Spelling13.86 Building Vocabulary: Learning from Context13.87 Building Vocabulary: Prefixes13.88 Building Vocabulary: Suffixes13.89 Synonyms and Antonyms13.90 Homonyms13.91 Basic Spelling Rules I13.92 Basic Spelling Rules II13.93 Basic Spelling Rules III13.94 Often Misspelled Words13.95 Easily Confused Words13.96 Review: Building Vocabulary13.97 Review: Basic Spelling RulesUnit 13 ReviewCumulative Review: Units 1-13

Part 5: CompositionUnit 14: Composition14.98 The Writing Process: Prewriting I14.99 The Writing Process: Prewriting II14.100 The Writing Process: Drafting I14.101 The Writing Process: Drafting II14.102 The Writing Process: Revising I14.103 The Writing Process: Revising II14.104 The Writing Process: Editing14.105 The Writing Process: Presenting14.106 Outlining14.107 Writing Effective Sentences I14.108 Writing Effective Sentences II14.109 Writing Effective Sentences III14.110 Building Paragraphs I14.111 Building Paragraphs II14.112 Building Paragraphs III14.113 Paragraph Ordering14.114 Personal Letters I14.115 Personal Letters II14.116 Personal Letters III14.117 Business Letters: Letters of Request or Complaint14.118 Business Letters: Letters of Opinion

Index

Grammar Practice WorkbookUnit 8: Subjects, Predicates, and Sentences8.1-2 Sentences and Sentence Fragments8.3 Subjects and Predicates8.4 Finding Subjects8.5 Compound Subjects and Compound Predicates8.6 Simple, Compound, and Complex Sentences

Unit 9: Nouns9.1 Common and Proper Nouns9.2 Singular and Plural Nouns9.3 Possessive Nouns

Unit 10: Verbs10.1 Action Verbs and Direct Objects10.2 Indirect Objects10.4 Present, Past, and Future Tenses10.5 Main Verbs and Helping Verbs10.6 Present and Past Progressive Forms10.7 Perfect Tenses10.8-9 Irregular Verbs

Unit 11: Pronouns11.1-2 Using Pronouns Correctly11.3 Pronouns and Antecedents11.4 Possessive Pronouns11.5 Indefinite Pronouns

Unit 12: Adjectives12.1 Adjectives and Proper Adjectives12.2 Articles and Demonstratives12.3 Adjectives That Compare

Unit 13: Adverbs13.1 Adverbs Modifying Verbs13.2 Adverbs Modifying Adjectives and Adverbs13.3 Adverbs That Compare13.4 Telling Adjectives and Adverbs Apart13.5 Avoiding Double Negatives

Unit 14: Prepositions, Conjunctions, and Interjections14.1-2 Prepositions and Prepositional Phrases14.3 Pronouns After Prepositions14.4 Prepositional Phrases as Adjectives and Adverbs14.5 Telling Prepositions and Adverbs Apart14.6-7 Conjunctions and Interjections

Unit 15: Subject-Verb Agreement15.1 Making Subjects and Verbs Agree15.2 Problems with Locating the Subject15.3 Agreement with Compound Subjects

Unit 16: Glossary of Special Usage Problems16.1-2 Using Troublesome Words

Unit 18: Capitalization18.1 Capitalizing Sentences, Quotations, and Salutations18.2 Capitalizing Names and Titles of People18.3 Capitalizing Names of Places18.4 Capitalizing Other Proper Nouns and Adjectives

Unit 19: Punctuation19.1 Using the Period and Other End Marks19.2 Using Commas I-A19.2 Using Commas I-B19.3 Using Commas II-A19.3 Using Commas II-B19.4 Using Commas III-A19.4 Using Commas III-B19.5 Using Semicolons and Colons19.6 Using Quotation Marks and Italics19.7 Using Apostrophes and Hyphens19.8 Using Abbreviations19.9 Writing Numbers

inTIME Magazine - Student Edition, Vol. 3American Scene: The Creepy Cellar of the Merchant of VenomNotebookNationThe Bully BattleThe Fight Over Alaska's OilRiver Keepers Help Alaska's SalmonTheir Native Tongue

WorldBack in the U.S.A.Cover: Meltdown!A Fresh Start in AfricaThe Ultimate FoodieCan Venice be Saved?

ScienceArchaeology: A Family That Digs TogetherFood: Trouble on the TableSpace: Searching the HeavensAnimals: Dinosaur Feathers!

ArtsBooks: A Writer Who's 13 at HeartMusic: Christina AguileraMovies: Monstrously Good

SportsPaid to Play Games

Essay: From Homeless to a Full ScholarshipLetters: Alaska's Wildlife, Bullies, and more

ITBS Preparation and Practice Workbook & Ten Days to the ITBSPreparation and PracticeExercise 1: VocabularyExercise 2: Reading ComprehensionExercise 3: SpellingExercise 4: CapitalizationExercise 4: PunctuationExercise 5: Usage/ExpressionExercise 6: Capitalization/PunctuationExercise 7: Usage/ExpressionExercise 8: Reference Materials

Practice TestVocabularyReading Comprehension

Ten Days to the ITBSIntroductionBasic SkillsVocabulary QuestionsReading Comprehension

SAT-9 Preparation and Practice Workbook & Ten Days to the SAT-9IntroductionPreparation and PracticeReading VocabularyReading ComprehensionSpellingLanguageStudy SkillsListeningLanguage SAReading Comprehension II

Practice TestTen Days to the Stanford 9Reading VocabularyReading ComprehensionSpellingLanguageStudy SkillsListeningLanguage SA

Spelling Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1: Short Vowel SpellingsLesson 2: Long Vowel SpellingsLesson 3: The Vowel uLesson 4: Double ConsonantsReview Lessons 1-4

Unit 2Lesson 5: The \s\ Sound with c or sLesson 6: The \k\ Sound with c, ck, ch, or quLesson 7: The \j\ Sound with g or jLesson 8: Words with Silent LettersReview Lessons 5-8

Unit 3Lesson 9: Spelling the Schwa SoundLesson 10: Spelling the \\ SoundLesson 11: Spelling the \or\ SoundLesson 12: Doubling the Final ConsonantReview Lessons 9-12

Unit 4Lesson 13: The \ou\ and \oi\ SoundsLesson 14: Words with ie and eiLesson 15: Dropping the Final SilentLesson 16: Keeping the Final Silent eReview Lessons 13-16

Unit 5Lesson 17: Keeping the Final yLesson 18: Changing y to ILesson 19: The Suffix -ousLesson 20: The Suffix -ionReview Lessons 17-20

Unit 6Lesson 21: The Suffixes -ant and -entLesson 22: Adding PrefixesLesson 23: The Prefix in-Lesson 24: Nouns with Unusual PluralsReview Lessons 21-24

Unit 7Lesson 25: Words with Greek and Latin RootsLesson 26: Plurals for Nouns Ending in oLesson 27: Plurals for Nouns Ending in s, sh, ch, xLesson 28: Plurals for Nouns Ending in f and feReview Lessons 25-28

Unit 8Lesson 29: Compound WordsLesson 30: Words Often ConfusedLesson 31: Words Often MisspelledLesson 32: Multi-syllable WordsReview Lessons 29-32

TerraNova Preparation and Practice Workbook & Ten Days to the TerraNovaIntroductionIntroduction to the TerraNovaProcess of Elimination

Preparation and PracticeSpellingLanguage MechanicsVocabularyReading and Language Arts 1Reading and Language Arts 2Reading and Language Arts 3Reading and Language Arts 4Reading and Language Arts 5

Ten Days to the TerraNovaPractice TestWhat Do I Need to Know About the TerraNova?Process of EliminationThe PassagesReading QuestionsWriting Questions

Vocabulary Power WorkbookStudent Progress ChartScoring ScaleUnit 1Lesson 1 Using Context CluesLesson 2 The Prefixes em- and en-Lesson 3 Using SynonymsLesson 4 Using Reference Skills-Using a ThesaurusReviewTest

Unit 2Lesson 5 Using Context CluesLesson 6 The Word Roots homo, humanus, anima, animus, anthropo, and bioLesson 7 Word UsageLesson 8 The Latin Roots movere and mobilisLesson 9 Using Reading Skills-Using Context CluesReviewTest

Unit 3Lesson 10 UsageLesson 11 UsageLesson 12 The Latin Roots scribere and signareLesson 13 Using Reference Skills-Finding the Right DefinitionReviewTest

Unit 4Lesson 14 Using SynonymsLesson 15 The Latin Root vertoLesson 16 The Prefix de-Lesson 17 Using Reading Skills-Understanding HomophonesReviewTest

Unit 5Lesson 18 Using SynonymsLesson 19 Sentence CompletionLesson 20 The Latin Root pendereLesson 21 Using Reading Skills-Understanding HomographsReviewTest

Unit 6Lesson 22 Using SynonymsLesson 23 UsageLesson 24 The Prefix dis-Lesson 25 The Latin Words bene and malLesson 26 Using Idiomatic Skills-Understanding IdiomsReviewTest

Unit 7Lesson 27 Using SynonymsLesson 28 The Prefixes over- and under-Lesson 29 The Prefix re-Lesson 30 The Latin Root venLesson 31 Using Reading Skills-Using Dictionary RespellingsReviewTest

Unit 8Lesson 32 Using SynonymsLesson 33 The Latin Roots specere and speciesLesson 34 The Latin Root tempus and the Greek Root chronosLesson 35 Using Reading Skills-Using Base WordsReviewTest

Pronunciation Guide

Internet LinkGlencoe.comTIME

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