M

O AM U NN OMSIMT ARRCOAMG SEAGGMM P GPO ICGR OR E C RA O NMICA ARGM RNM I CSSI GRMAE
T M G
ACNHRTAIOUCSH TIS
ESIT MSAA ICUSS IAOR MMOM PE G ERA OESCE GSITS CAOMSMIETCGROAMMSMITIOSRC MEEGCH CES CIOON AAMRMRAA IAC MNMUAAGNIOC
CM
GIO RG A N ECP O R GRM ITH RIO M M IHA MP MN OME RAN CCH M U MM RM SN S ECS
H P RA N E CG UE HO S AM I A AN PO A ONI AO R A U PCOH AM I C
O POS AE MME IC AA
ANO U ME G OE SC ASI IATM MMA ON
R N MU SITR NCS M S R S S A MS AM SA C
R CAHR S RG
CS I S M S CHR MG AH NT I
ICIO O I C N I H
SAC CS IT MA ANA PRA GA M ARM UIC MSA IOM UCO TEI MAGI NI ARO PIO TGIOE A ANME C E
GO COI AG ICM OM E N SNC N
O G A M EC SS AG N E S
A U A M CO EC E CS MM CS NG NI ICC OM
A
EC E M M RE S M S M I OU R EH GC RE CH G H N HAG C E SIT R CS SHA
N I C U S
AHNA GRP POU GRCOA TIAR RAS MSPA MS E CNHIC EOGM MG AAN EPO AUS NICR OM CPHAO IO A CO NIC
G N AMO SS A RM O M MC OGS AC S RA ECR GIC G NA SA PO NS N M M S
E ICIC MS ITA
G G M M N EC M O I
ITE GHEA AC M
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PO HAA ES RSAI IGCE COM S ICI U M P
O
O R SS C ARIT IOEN MPEOC USHA MA OGN R NI I MMASI NM
H R I C M M R
CO MTI SG MM ITIO STI SA
P N O G A SI
A N P U A C S C T S M O
A A OA N R TI
N A COOM IO GR S G R O
O US M MPO N AM AR AITNI IECS MS SAM CO SPO ION AR POS RN MM SR US U GR M N E
IT U AR M A

Sadlier School
M I E S AM E
SI AG M PSIT U MA M ICOS GCR O EICT GM M S
A
TI E A OIO S R M EC NCO AMM HIOA EA PO IT US EC ON SA M CH GE AG M
H M G E
A
AR O GR R SIN U AG M NN R SGIT IO A
T I A E G
H U G E C AN
N AM M I S E EC N PO ARPOICSU O S
G M U M EC O A G H ICS S SA ME RANMU N E G NIC A GR H ICS RA GR
C IT S
I O
E EC S A H N G R
E G H A R AN A A O I T EG CHA MS U RA S C GE A AN CO M
SA MM O M M
G R AN G M IC E MM N M N U IO GR NIC AA
S G R G G A M G M IC
RA A
I E E C R A I C P O S N A S E R P R A S
PO
IT MM M CS G C O A R S S A M C E M O A R S
P E
IO AR M CO RA HA M M M C ITI G US MAR OM GR GR E SIT MM MEC CO I
M M O ON E A M PO A AM CH IO A HA M
Grammar

PO N M AR MP M N OS MA CH
S U E O A I I A N
M U G G E S M M AN R N
NEW EDITION
M ITIO S C M SIT R CS TIO R M IC PO S RA E G C ITIO M AR N US M ICS
AR N AG HA ECH ION ME C N E S C SI AG M RA HA N AR M IC AG EC
G U E N AN U CH O U CH O T
I E M M N U M EC S E H
RA M S
E A G I IC S AN M SA A M O G AR M I SA E HA C G A
N MM CH G RAM CS S CO AG ICS PO GE NIC P N U RA M AR CS GE CHA NICS OM R
IC AR AN E M C M E CO S G S O S M EC ME C G N C P
RA S M IC G A O P G
S
for

IT R CO SI AG
M C E C R R M O R M I O M T E M H CH O R ICS O O
A M M
Grade

Writing
SA MA OM CH OM AM MEC PO SITI AM PO N AM POS IO GR AR NIC ANIC PO AM COM P
G R P A PO M HA S ON M S US M ITIO N AM M S C S C S M PO
8

AN E ME O N S A N IT
C S IT R IC I U A I T AG A N U MA EC OM O IT A SI
IC R R US SA R M HA PO M IO R TI
S GR HA IT IC IO M S C ON SA M IO E G N N
 CONTENTS
Part I: Composition
CHAPTER 1 The Writing Process . . . . . . . . . . . . . . . . . 8
Lesson 1 .1 Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 1 .2 Drafting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 1 .3 Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 1 .4 Editing and Proofreading . . . . . . . . . . . . . . . . . . . . . . 17
Lesson 1 .5 Publishing and Presenting . . . . . . . . . . . . . . . . . . . . . 20
Narrative
Writing Writer’s Workshop: Personal Narrative . . . . . . . . . . . . . . . . . 22
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

CHAPTER 2 Effective Sentences and

Word Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 2 .1 Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 2 .2 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 2 .3 Parallel Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson 2 .4 Stringy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 2 .5 Wordy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 2 .6 Colorful Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 2 .7 Denotation and Connotation . . . . . . . . . . . . . . . . . . . 50
Lesson 2 .8 Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Descriptive
Writing Writing Application: Character Sketch . . . . . . . . . . . . . . . . . 56
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

CHAPTER 3 Sentence Variety and Structure . . . . . . . . 64

Lesson 3 .1 Varying Sentence Length . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 3 .2 Varying Sentence Beginnings . . . . . . . . . . . . . . . . . . . 68

Copyright © by William H. Sadlier, Inc. All rights reserved.

Lesson 3 .3 Independent and Subordinate Clauses . . . . . . . . . . . . 71
Lesson 3 .4 Types of Sentence Structure . . . . . . . . . . . . . . . . . . . . 74
Lesson 3 .5 Using Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson 3 .6 Combining Sentences:
Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . 80
Lesson 3 .7 Combining Sentences: Key Words and Phrases . . . . . 82
Lesson 3 .8 Combining Sentences: Subordinate Clauses . . . . . . . . 84
Expository
Writing Writer’s Workshop: Compare-Contrast Essay . . . . . . . . . . . . 86
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

4 Grammar for Writing: Table of Contents

 CHAPTER 4 Effective Paragraphs . . . . . . . . . . . . . . . . . . . . 96
Lesson 4 .1 Main Ideas and Topic Sentences . . . . . . . . . . . . . . . . . 97
Lesson 4 .2 Methods of Elaboration . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 4 .3 Improving Paragraph Unity . . . . . . . . . . . . . . . . . . . 103
Lesson 4 .4 Patterns of Organization . . . . . . . . . . . . . . . . . . . . . . 106
Lesson 4 .5 Improving Paragraph Coherence . . . . . . . . . . . . . . . 109
Lesson 4 .6 Descriptive and Narrative Paragraphs . . . . . . . . . . . . 112
Lesson 4 .7 Expository and Persuasive Paragraphs . . . . . . . . . . . 115
Expository
Writing Writing Application: Summary . . . . . . . . . . . . . . . . . . . . . . . 118
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

CHAPTER 5 Writing an Essay . . . . . . . . . . . . . . . . . . . . . . . . 126

Lesson 5 .1 Parts of an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 5 .2 Developing the Thesis . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 5 .3 Writing an Introduction . . . . . . . . . . . . . . . . . . . . . . 131
Lesson 5 .4 Body Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 5 .5 Writing a Conclusion . . . . . . . . . . . . . . . . . . . . . . . . 137
Persuasive
Writing Writer’s Workshop: Persuasive Essay . . . . . . . . . . . . . . . . . . 140
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Part II: Grammar, Usage,

and Mechanics
CHAPTER 6 Parts of a Sentence . . . . . . . . . . . . . . . . . . . . . 150
Lesson 6 .1 Complete Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Lesson 6 .2 Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson 6 .3 Identifying the Subject . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson 6 .4 Compound Subjects and Verbs . . . . . . . . . . . . . . . . . 157
Lesson 6 .5 Direct and Indirect Objects . . . . . . . . . . . . . . . . . . . . 159
Lesson 6 .6 Subject Complements . . . . . . . . . . . . . . . . . . . . . . . . 161
Real-World
Writing Writing Application: Business Letter . . . . . . . . . . . . . . . . . . 163
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Grammar for Writing: Table of Contents 5

 CHAPTER 7 Nouns and Pronouns . . . . . . . . . . . . . . . . . . . 170
Lesson 7 .1 Using Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Lesson 7 .2 Compound and Collective Nouns . . . . . . . . . . . . . . 173
Lesson 7 .3 Using Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson 7 .4 Subject and Object Pronouns . . . . . . . . . . . . . . . . . . 177
Lesson 7 .5 Who or Whom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lesson 7 .6 Possessive Nouns and Pronouns . . . . . . . . . . . . . . . . 181
Lesson 7 .7 Pronoun-Antecedent Agreement . . . . . . . . . . . . . . . . 183
Lesson 7 .8 Clear Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . 185
Writing
About Writer’s Workshop: Literary Analysis . . . . . . . . . . . . . . . . . 187
Literature
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

CHAPTER 8 Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Lesson 8 .1 Using Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Lesson 8 .2 Regular and Irregular Verbs . . . . . . . . . . . . . . . . . . . . 201
Lesson 8 .3 More Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . 203
Lesson 8 .4 Simple and Perfect Tenses . . . . . . . . . . . . . . . . . . . . . 205
Lesson 8 .5 Shifts in Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Lesson 8 .6 Active and Passive Voice . . . . . . . . . . . . . . . . . . . . . . 209
Lesson 8 .7 Participles and Participial Phrases . . . . . . . . . . . . . . . 211
Lesson 8 .8 Gerunds and Gerund Phrases . . . . . . . . . . . . . . . . . . 213
Lesson 8 .9 Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . 215
Creative
Writing Writing Application: Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

CHAPTER 9 Adjectives, Adverbs, and

Other Parts of Speech . . . . . . . . . . . . . . . . . . 224

Copyright © by William H. Sadlier, Inc. All rights reserved.

Lesson 9 .1 Using Adjectives and Adverbs . . . . . . . . . . . . . . . . . . 225
Lesson 9 .2 Comparing with Adjectives and Adverbs . . . . . . . . . 227
Lesson 9 .3 Avoiding Comparison Problems . . . . . . . . . . . . . . . . 229
Lesson 9 .4 Double Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Lesson 9 .5 Misplaced and Dangling Modifiers . . . . . . . . . . . . . . 233
Lesson 9 .6 Using Prepositions and Prepositional Phrases . . . . . 235
Lesson 9 .7 Using Conjunctions and Interjections . . . . . . . . . . . 237
Expository
Writing Writer’s Workshop: Cause-Effect Essay . . . . . . . . . . . . . . . . 239
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

6 Grammar for Writing: Table of Contents

 CHAPTER 10 Subject-Verb Agreement . . . . . . . . . . . . . . 250
Lesson 10 .1 Agreement of Subject and Verb . . . . . . . . . . . . . . . . 251
Lesson 10 .2 Compound Subjects . . . . . . . . . . . . . . . . . . . . . . . . 253
Lesson 10 .3 Indefinite Pronouns and Inverted Sentences . . . . . 255
Lesson 10 .4 Special Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Lesson 10 .5 Other Agreement Problems . . . . . . . . . . . . . . . . . . . 259
Writing
About Writing Application: Review . . . . . . . . . . . . . . . . . . . . . . . . . 261
Literature
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

CHAPTER 11 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Lesson 11 .1 End Marks and Abbreviations . . . . . . . . . . . . . . . . . 269
Lesson 11 .2 Commas I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Lesson 11 .3 Commas II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Lesson 11 .4 Commas III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Lesson 11 .5 Semicolons and Colons . . . . . . . . . . . . . . . . . . . . . . 277
Lesson 11 .6 Quotation Marks and Italics . . . . . . . . . . . . . . . . . . 279
Lesson 11 .7 Punctuating Dialogue . . . . . . . . . . . . . . . . . . . . . . . 281
Lesson 11 .8 Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Lesson 11 .9 Other Marks of Punctuation . . . . . . . . . . . . . . . . . . 285
Research
Writing Writer’s Workshop: Research Report . . . . . . . . . . . . . . . . . . 287
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

CHAPTER 12 Capitalization and Spelling . . . . . . . . . . . 300

Lesson 12 .1 Names and Titles of People . . . . . . . . . . . . . . . . . . . 301
Lesson 12 .2 Geographical Names . . . . . . . . . . . . . . . . . . . . . . . . 303
Lesson 12 .3 Quotations, Organizations, and Titles . . . . . . . . . . 305
Lesson 12 .4 Other Capitalization Rules . . . . . . . . . . . . . . . . . . . 307
Lesson 12 .5 Spelling Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Lesson 12 .6 Adding Prefixes and Suffixes . . . . . . . . . . . . . . . . . . 311
Lesson 12 .7 Forming Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Writing for Writing Application: Timed Essay . . . . . . . . . . . . . . . . . . . . 315
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Frequently Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Commonly Confused Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Grammar for Writing: Table of Contents 7

 LESSON

1.3 Revising
When you revise, you evaluate your draft and make changes
to improve it.

Between the drafting and revising stages, set your work

aside for a short period. Giving yourself a little break will help
you decide what ideas, words, and sentences to add, delete,
replace, or rearrange.

Evaluate your essay by answering questions related to five

of the six traits of good writing.

1. Ideas and Content How clearly did you express your ideas?
Which details should be added or deleted? What else do
readers need to know?
2. Organization How logically did you organize your ideas?
Where should you add transitional words and phrases to
connect sentences and paragraphs? How effective are
Writing HINT your introduction and conclusion?
The sixth trait of
3. Sentence Fluency How smoothly does one sentence flow
good writing is
conventions, or to the next when you read your draft aloud? How could
correct grammar, varying sentence lengths or sentence beginnings improve
spelling, usage, the sound of your essay?
punctuation, and
mechanics. In 4. Word Choice Which nouns, adjectives, verbs, and adverbs
Lesson 1.4, you will need to be replaced with more precise words? Which words
look for and fix these have been used too often? Where could you add more vivid
kinds of errors. description or eliminate unnecessary words or phrases?
5. Voice How natural and sincere does your essay sound?
How well have you communicated your interest in
the topic?
Copyright © by William H. Sadlier, Inc. All rights reserved.
Read your essay several times. Each time you read, focus on a
different trait. Depending on the kinds of changes you make,
your final paper may not look much like your first draft. Major
changes might require that you reorder, delete, or add ideas.

Have a classmate review your paper. Exchange drafts, and

use the traits of good writing to check each other’s work.
Peer reviewers should follow the tips on the next page.

14 Chapter 1 • The Writing Process

 The Writing Process

Do Don’t
● Do begin a review with positive ● Don’t be overly negative
feedback. Describe what works or harsh.
and why.

● Do ask questions about things ● Don’t make vague comments.

you don’t understand. Avoid broad statements like
“This needs work,”“This is
confusing,” or “This is great.”
● Do be specific when you ● Don’t identify problems
identify problems and without offering solutions.
make suggestions.

The passage below shows one writer’s revision of a body

paragraph. What other revisions would you suggest? Why?

Writing Model

Before Galileo, telescopes were mostly used to

look at things here on Earth. The reason for Add details.
because they were too weak to observe objects miles away.
this was that the telescopes were not very good.
strengthen ’s
Galileo was able to improve the telescope so Eliminate unnecessary
words.
that it had a much stronger magnification. With
his improved telescope, Galileo could look up
and
at objects in the sky. He could see things that Combine short
sentences.
no other human had ever seen before. in all of
For example,
humanity. He soon discovered that the moon was Add transitions.

covered with mountains and craters.

Chapter 1 • The Writing Process 15

The Writing Process

ExErcisE 1 Revising a Paragraph

On a separate sheet of paper, rewrite the paragraph below.
Use the questions on page 14 to guide your revision.

1
In my opinion, my most exciting experience this
year was watching a bald eagle in the wild. 2Some
people see bald eagles in zoos, but that’s not nearly
as cool. 3My brother thinks I’m lying about the whole
thing. 4My chance came during a family trip. 5We were
in Alaska. 6They had returned to our campsite to eat,
but I stayed behind. 7I saw movement in the branches
above my head. 8I didn’t think much of it until I
heard a strange sound. 9A bald eagle appeared. 10It
swooped down. 11It took a fish out of the river. 12It
flew back into the tree. 13It all happened in the blink
of an eye, but I will remember it always.

Working
Together ExErcisE 2 Revising with a Peer Copyright © by William H. Sadlier, Inc. All rights reserved.

Exchange the draft you wrote in Lesson 1.2 with a partner.

Use the questions about the traits of good writing and the
peer review tips to guide your review.

1. Meet with your partner to discuss his or her suggestions.

2. On a separate sheet of paper, revise your draft.
Use suggestions from the peer review and your
own evaluation.

16 Chapter 1 • The Writing Process

PA
GE
IN
TE
NT
IO
NA
LL
Y
LE
FT
BL
AN
K
150
6
CHAPTER

Parts of a Sentence

Copyright © by William H. Sadlier, Inc. All rights reserved.

 LESSON
Complete Sentences
A complete sentence is a group of words that expresses a
6.1
complete thought. Every complete sentence has a subject
and a predicate. (See Lesson 6.2 for more about subjects
and predicates.)

A sentence fragment is not a complete sentence. It may

begin with a capital letter and end with an end punctuation
mark, but it does not express a complete thought. A fragment
may be missing a subject, a predicate, or both. (See Lesson 2.1
for ways to correct sentence fragments.)

fragment Folk singers in the 1960s.

[missing a predicate]

sentence Folk singers in the 1960s recorded many classic songs.

fragment If you remember the words.

[The word If turns the words into a sentence fragment.]

sentence If you remember the words, you should sing along.

There are four kinds of sentences. CONNECTING

Writing & Grammar
1. Declarative sentences make a statement. They end Varying the length
with a period. and kinds of
Ethel Waters was a talented blues singer. sentences you use can
add interest to your
2. Imperative sentences make a command or a request. writing. For example,
include a short
They end with a period or (if the command is strong)
interrogative sentence
an exclamation point. to break up a series of
Finish your music report by next Tuesday. long declarative ones.
See Lessons 3.1 and
3. Interrogative sentences ask a question. They end with 3.2 for more about
a question mark. improving sentence
When and where was Louis Armstrong born? variety.

4. Exclamatory sentences show strong feeling. They end

with an exclamation point.
Oh, that song sounds absolutely amazing!

Chapter 6 • Parts of a Sentence 151

 ONLINE PRACTICE
Parts of a Sentence SadlierConnect.com

ExErcisE Identifying Sentences and

Revising Sentence Fragments
Identify each of the following word groups as either a sentence
fragment (F) or a complete sentence (S). Label each complete
sentence as declarative, imperative, interrogative, or exclamatory.
HINT Rewrite each fragment as a complete sentence, and then
identify the sentence type.
As you rewrite the
sentence fragments,
you may need to EXAMPLE F A scoop of seawater in a bucket.
add, delete, or
Milo carried a scoop of seawater in a bucket.
change words,
capital letters, and
(declarative)
punctuation marks.
��� 1. Some sea animals in deep water.

��� 2. Have been to the Pacific Ocean.

��� 3. When we went to the beach for two weeks.

��� 4. Did you know that tiny living organisms can be

found in deep and shallow water?

��� 5. Was once running water in the canals of Mars.

��� 6. Debate about whether there could be life on Mars.

��� 7. Because I am curious about astronomy.

��� 8. The largest crater on Mars, the Hellas impact basin.

��� 9. The crater is wider than the United States.

�� 10. That book about how asteroids crashed into Mars. Copyright © by William H. Sadlier, Inc. All rights reserved.

Write What You Think

Write a paragraph that explains your position on the question
below. Support your opinion with evidence. Exchange paragraphs
with a partner, and check each other’s work for fragments.
Should the U.S. government fund another trip to the moon?

152 Chapter 6 • Parts of a Sentence

 LESSON
Subjects and Predicates
The subject of a sentence is the person or thing that performs
6.2
the action. The predicate tells what the subject does, has, feels,
or is. Sometimes it tells what happens to the subject.

The complete subject includes all the words that describe Remember
the subject. The simple subject (s) is the main word or words
in the complete subject. In many sentences, a
prepositional phrase
s
The coach of the team swims backstroke. comes between the
subject and the
complete subject verb. Note that the
subject is never in a
The simple subject may be compound. prepositional phrase.
s
s s The relay teams
v
Thirteen-year-old Randy, his older sister, and his from our school set
s
younger brother all dive. a record.
For more about
The complete predicate includes all the words that tell
prepositional phrases
what the subject does, has, feels, or is. The simple predicate (v) and identifying
is the main word or words in the complete predicate. It is always subjects, see Lessons
a verb or a verb phrase. 9.6 and 10.1.
v
Randy will swim in the meet next week.
complete predicate

The simple predicate may be compound.

v v
He swims each day and lifts weights twice a week.
See Lesson 8.1 for
Note: In this book, the term verb refers to the simple predicate more about verb
and subject refers to the simple subject unless otherwise noted. phrases, which
consist of a main
verb and one or
ExErcisE 1 Identifying Subjects more helping verbs.

and Predicates
Read the sentences on the next page. Draw a line to separate
the complete subjects and predicates. Underline the simple
subject once and the simple predicate (verb) twice.

EXAMPLE The safety of products is a huge concern for consumers.

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 ONLINE PRACTICE
Parts of a Sentence SadlierConnect.com

1. Parents must select toys for young children carefully.

2. Shopping for toys during the holidays can be exciting,
HINT
fun, and frustrating.
Three sentences
have a compound 3. Millions of toys have been banned recently.
subject, and two 4. Tests on many popular toys, dolls, trains, and cars revealed
sentences have a
compound verb.
a variety of possible dangers.
5. Some of the ones with high levels of lead were recalled
and removed from store shelves.
6. Certain amounts of lead can damage children’s mental
development, hearing, and vital organs.
7. Babies often put toys in their mouths and can easily
choke on small pieces like magnets.
8. Parents and other caregivers should check every old toy
for possible hazards.
9. Sharp edges, sharp points, and loud noises make some
toys extremely dangerous for toddlers.
10. Since 1970, many hazardous toys and other items have
been removed from stores.

ExErcisE 2 Writing a Paragraph

Study the photo to the
right. Imagine you can see
the scene from the hot air
balloon’s perspective.

1. Write at least six

sentences describing Copyright © by William H. Sadlier, Inc. All rights reserved.

what you might see.

2. Underline each simple

subject once and each
simple predicate twice.

154 Chapter 6 • Parts of a Sentence

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11
CHAPTER

Punctuation

Copyright © by William H. Sadlier, Inc. All rights reserved.

 LESSON
End Marks and Abbreviations
Periods, question marks, and exclamation points are end
11.1
marks, punctuation marks used at the end of a sentence.

Use a period at the end of a statement (declarative sentence)

or a command or request (imperative sentence).
See Lesson 6.1
Seedlings grow into mature plants. to review the four
kinds of sentences.
Put the flowers by the window.

Use a question mark at the end of a direct question

(interrogative sentence). Use a period after an indirect question.
CONNECTING
When will the plant be fully grown? Writing & Grammar

The teacher asked if the flowers needed water. An acronym is a

word formed from
Use an exclamation point at the end of an exclamation the first letter(s)
(exclamatory sentence) and after an interjection. of several words.
Acronyms are
That bloom is huge! Wow! written without
periods, as are postal
Use periods after initials and many abbreviations. abbreviations for
states.
If you are uncertain about whether to use a period with an
BCE MVP NFL
abbreviation, consult a dictionary.
mph FL NE
Avoid using
Category Examples abbreviations or
Initials and Titles Mr. J. M. Kahan, Jr. Pat McCann, M.D. acronyms that may
not be familiar to
Addresses and Ave. Rd. P. O. Box your readers.
Organizations Acme Co. Bray Corp. Treen Inc.
Calendar Items Tues. Fri. Feb. Oct.
and Time a.m. p.m.

Other etc. vs. in. i.e.

ExErcisE 1 Proofreading a Paragraph

Proofread the paragraph below to add end punctuation marks
and periods for abbreviations.

EXAMPLE Ms Lester says that education gives us choices

Ms. Lester says that education gives us choices.

Chapter 11 • Punctuation 269

 ONLINE PRACTICE
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Remember
1
Our principal, Dr Alma A Thomas, came to
When an
abbreviation with talk to our class about education 2She said
a period ends a
sentence, do not that education makes it possible for us to take
use a second period.
However, do use charge of our lives 3She and Ms. Lester said that
a question mark
or an exclamation education is not just good for us, but for our
point after an
abbreviation. families too 4In fact, they said that it’s even good
School starts at
7:45 a.m. for the world 5I wondered how that is possible
Can you leave at
3:30 p.m.?
6
Then Dr Thomas explained that, around the world,
more than 115 million children of school age are not
in school 7More than half of those children are girls
My friend B J asked how the problem could be fixed
8

Working
Together ExErcisE 2 Writing Sentences
Work with a partner to write four sentences about the graph
below and your reactions to it. Include at least one period,
question mark, and exclamation point as an end mark.

EXAMPLE Not many classmates have more than four siblings.

10
9
Number of Classmates

8
Copyright © by William H. Sadlier, Inc. All rights reserved.
7
6
5
4
3
2
1
0
1 2 3 4+
Number of Siblings

270 Chapter 11 • Punctuation

 LESSON
Commas I
Commas (,) are punctuation marks that indicate a pause or a
11.2
break in thought. In the next several lessons, you will review
the most important rules for using commas.

Rule Example
Items in a Use a comma to separate We saw elephant tracks
Series words, phrases, or clauses on the road, in the grass,
that appear in a series of and near the bush.
three or more.
Note: Do not use a comma We also saw a giraffe
to separate two items. and a gazelle.
Adjectives Use a comma to separate The large, stampeding CONNECTING
Before a two or more adjectives that animal rushed closer. Writing & Grammar
Noun come before and modify To decide if you
the same noun. should use a comma
Compound Use a comma before a Kim’s knees shook, but between two
Sentences coordinating conjunction she never made a adjectives before
(and, or, but, for, so, sound or moved. a noun, put and
nor, yet) that joins two between them. If and
independent clauses. makes sense, use
a comma.
Direct Use a comma to separate “Elephants,” Mr. Neri
Quotations a direct quotation from said, “are extremely I watched the long,
the rest of the sentence. intelligent.” [and] boring film.
If and sounds
awkward, do not use
ExErcisE 1 Proofreading for Commas a comma.
Proofread the following sentences, adding commas where I wore the heavy and
black sweater.
they are needed. Write C if the sentence is correct.

1. Dr. Connie Chou is an expert on brothers and sisters but

she is an only child.
See Lessons 3.4
2. She gives lectures on sibling rivalry writes about families and 3.6 for more
and testifies in court cases. about compound
sentences.
3. According to Chou “Parents should not compare their
children or encourage competition between them.”

4. Who Knows You is a fascinating well-researched book.

Chapter 11 • Punctuation 271

 ONLINE PRACTICE
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5. I gave copies to my three brothers: Connor Lee and Dwayne.

Remember
6. Connor and I have an especially strong close relationship
Do not use a
but we are not at all alike.
comma before
a coordinating
7. My older sister calls every week and sends e-mail every day.
conjunction
that joins two
8. Beth gives me advice but she doesn’t expect me to follow it!
compound subjects
or verbs.
9. Competition between brothers, sisters parents or friends
incorrect Von, and can sometimes be healthy but it can also cause problems.
Jeff live in Texas, but
work in Louisiana. 10. Beth, Dwayne, and I used to compete in several sports.
correct Von and
Jeff live in Texas but 11. We had long tough battles in tennis and basketball.
work in Louisiana.
12. Nobody wanted to lose and nobody ever gave up.

13. My parents were huge sports fans and cheered for us all.

14. Beth and I talk often but we rarely see each other.

15. Dr. Chou wrote “Getting along with your siblings can
be a complicated, rewarding challenge.”

ExErcisE 2 Writing a Family History

Suppose that you’ve been asked to write a short history of
a family member for a magazine profile.

1. Before writing, develop a list of points to cover, such

as birthplace, education, jobs, family, personality traits,
and interests.

2. Write one or more paragraphs. Copyright © by William H. Sadlier, Inc. All rights reserved.

3. Include sentences that illustrate several of the comma

rules in the chart on the previous page. Be sure to
proofread your paragraphs carefully.

272 Chapter 11 • Punctuation

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