Review for the Comprehensive

Sentencing

Directions: Put an “F” next to the word group if it is a fragment. Put a “C” next to the word group if it is a complete sentence.

_____1. After going to Mark’s house and seeing his mother.

_____2. Although Bob thought the car was broken.

_____3. Because Danielle wanted dinner, she ordered a pizza.

_____4. Especially on days before a big test.

_____5. Linda wanted to carry the bag to the store.

_____6. Grandma was excited because of her family’s visit.

_____7. It would be wonderful if I could be in Budapest tomorrow.

_____8. Driving into the river after the dance.

_____9. To study really hard for all of my classes.

Run-on/comma splice error or correct sentence?

1. We ate all the pizza before John arrived, he was angry.

2. I don’t know why winter is so long; I can’t wait until spring.

3. Bob photographed the moose, but the ranger arrested him anyway.

4. The train raced through the station the passengers barely saw it.

5. The team hoped to win the game, they were disappointed.

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Extra Help on Affect/Effect and Principle/Principal

Confused about the difference between Affect and Effect?

First, read the sentence with either the word “result” or “outcome” in the affect/effect location. If either “result” or “outcome” reads well and sounds correct, use effect. If “result” or “outcome” does not make sense in that location, use affect.

Try it here in the sample sentences that follow:

I am not sure what the (affect, effect) will be.

Test with “result” or “outcome” and you get . . .

I am not sure what the (result) will be or I am not sure what the (outcome) will be. At least one of these substitute words makes a sensible sentence, right? So choose effect.

I am not sure what the effect will be.

Now try this sentence:

His attitude will (affect, effect) the whole group. Test with “result” or “outcome” and you get . . .

His attitude will (result) the whole group or His attitude will (outcome) the whole group.

Neither” result” or “outcome” works well, so choose affect.

His attitude will affect the whole group.

Here is more help:

If you will add an “ed” to the end of the word, affected is most likely the correct choice.

But, if you will add “ive” to the end of the word, use effective. Also use effect in the phrases “into effect” or ‘the effect.”

(Grammar explanation: Remember that “affect(ed)” is most often a verb—it is the action of the subject—as in “The weather affected my mood.” However, “effect” is most often a noun and has “the” or “an” somewhere in front of it. “My words had a wonderful effect on Bruce” or “I wonder what will be the effect on us?”)

On to principal or principle.

This pair is easy if you take the time to test.

First, remember that principal has two uses: a word meaning “most important” or “main” AND the head of a school.

Test with this one first. Does “most important” or “main” read well in the sentence location?

Try this practice sentence:

The (principle, principal) reason I am attending SCC is to better myself.

Now use the substitute test words:

The (most important) reason I am attending SCC is to better myself.

or

The (main) reason I am attending SCC is to better myself.

Either substitute word makes sense, so use principal.

But don’t stop here! Now apply this second test:

Do you mean the head of a school?—if so, also use principal.

I talked with the principal of the school.

Another way to remember the difference is this: principle ONLY means a “rule” or a “law” or a “concept.”

Try these sentences:

I am taking Principles of Economics. (“Concepts” of Economics makes sense).

Or

That decision violates my principles (my “rules” makes sense).

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WORDS-OFTEN-CONFUSED

1. (Principles, Principals) of Economics 101 is a difficult but interesting (course, coarse).

2. Sunday’s speech had a positive (effect, affect) on all who listened. I didn’t (know, no) it would be so uplifting.

3. All of us were (affected, effected) by the magic spell (accept, except) Karen who was (a, an) hour late.

4. I was (all ready, already) asleep when you came in.

5. Is this (your, you’re) horse? Well, (who’s, whose) horse is it?

6. The number of students (hear, here) is greater (than, then) we could hoped for.

7. (It’s, Its) (to, too, two) (quiet, quite) (here, hear).

8. (They're, Their, There) were (fewer, less) complaints about the (weather, whether, wheather).

9. I think I (past, passed) the test, but I forgot many of the (principles, principals) taught.

10. (Its, It's) (to, two, too) bad you didn't (no, know) the answer.

11. What (principles, principals) do you live by, and what is your (principle, principal) reason for being in school.

12. I thought I would (lose, loose) my mind trying to decide (who’s, whose) offer to (accept, except).

13. I bought (a, an) apple about (a, an) hour before class.

14. (They're, Their, There) friends want us to come (they're, their, there) to visit.

15. The (principal, principle) reason I loved this course was the (affect, effect) it had on my friends and (they're, their, there) attitudes.

16. (You’re, Your) the one I want (to, too) go with me. I need to fix my car’s (breaks, brakes).

1. We gave Clara and (he, him) several Christmas presents.

2. My mom waved good-bye to my brother and (I, me).

3. This message is for Sue, Pat, and (she, her).

4. The elephant stepped on Ralph and (he, him).

5. I gave the tickets to (she, her) yesterday.

6. The bus pulled off, leaving Dan and (I, me) standing on the corner.

1. Phil is smarter than (I, me), but I am stronger than (he, him) is.

2. It was (she, her) who screamed.

3. The man in the mask was (he, him).

4. Between you and (I, me), I think this instructor is strange.

5. (We, Us) are faster than (they, them), so (we, us) should win the race.

6. I am just as deserving as (he, him).

Apostrophes to Form Possessives

1. The coats belonging to the students.

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2. The car belonging to Alice

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3. The toys belonging to the child

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4. The toys belonging to the children

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5. The students of the teacher

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6. The teacher of the students

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