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WRITING

GRAMMAR

NOUNS AND PRONOUNS

Nouns are people, places, or things. They are typically the subject of a sentence. For example, in the sentence The hospital was very clean, the noun is hospital; it's a place. PRONOUNs replace nouns and make sentences sound less repetitive. Take the sentence Sam stayed home from school because Sam was not feeling well. The word Sam appears twice in the same sentence. Instead, you can use a pronoun and say Sam stayed at home because he did not feel well.

Sounds much better, right?

Because pronouns take the place of nouns, they need to agree both in number and gender with the noun they replace. So a plural noun needs a plural pronoun, and a feminine noun needs a feminine pronoun. In the previous sentence, for example, the plural pronoun they replaced the plural noun pronouns. There will usually be several questions on the English and Language Usage section that cover pronoun agreement, so it's good to get comfortable spotting pronouns.

Examples

Wrong: If a student forgets their homework, it's considered incomplete.

Correct: If a student forgets his or her homework, it's considered incomplete.

Student is a singular noun, but their is a plural pronoun. So this first sentence is grammatically incorrect. To correct it, replace their with the singular pronoun his or her.

Wrong: Everybody will receive their paychecks promptly.

Correct: Everybody will receive his or her paycheck promptly.

Everybody is a singular noun, but their is a plural pronoun. So this sentence is grammatically incorrect. To correct it, replace their with the singular pronoun his or her.

Wrong: When a nurse begins work at a hospital, you should wash your hands.

Correct: When a nurse begins work at a hospital, he or she should wash his or her hands.

This sentence begins in third-person perspective and finishes in second-person perspective. So this sentence is grammatically incorrect. To correct it, ensure the sentence finishes in third-person perspective.

Wrong: After the teacher spoke to the student, she realized her mistake.

Correct: After Mr. White spoke to his student, she realized her mistake (she and her referring to student).

Correct: After speaking to the student, the teacher realized her own mistake (her referring to teacher).

This sentence refers to a teacher and a student. But whom does she refer to, the teacher or the student? To improve clarity, use specific names, or state more specifically who spotted the mistake.

VERBS

Remember the old commercial, Verb: It's what you do? That sums up verbs in a nutshell. A verb is the action of a sentence; verbs do things. 

Verbs must be conjugated to match the context of the sentence; this can sometimes be tricky because English has many irregular verbs. For example, runs is an action verb in the present tense that becomes ran in the past tense; the linking verb is (which describes a state of being) becomes was in the past tense.

Table 5.1. Conjugations of the verb to be

PAST

SINGULAR

PLURAL

was were

PRESENT

is are

FUTURE

will be will be

As mentioned, verbs must use the correct tense, and that tense must make sense in the context of the sentence. For example, the sentence I was baking cookies and eat some dough sounds strange, right? That's because the two verbs was baking and eat are in different tenses. Was baking occurred in the past; eat, on the other hand, occurs in the present. Instead, it should be ate some dough 

Like pronouns, verbs must agree in number with the noun they refer back to. In the example above, the verb was refers back to the singular I. If the subject of the sentence was plural, it would need to be modified to read They were baking cookies and ate some dough.

Note that the verb ate does not change form; this is common for verbs in the past tense.

Examples

Wrong: The cat chase the ball while the dogs runs in the yard.

Correct: The cat chases the ball while the dogs run in the yard.

Cat is singular, so it takes a singular verb (which confusingly ends with an s); dogs is plural, so it needs a plural verb.

Wrong: The cars that had been recalled by the manufacturer was returned within a few months.

Correct: The cars that had been recalled by the manufacturer were returned within a few months.

Sometimes, the subject and verb are separated by clauses or phrases. Here, the subject cars is separated from the verb phrase were returned, making it more difficult to conjugate the verb.

Correct: The deer hid in the trees.

Correct: The deer are not all the same size.

The subject of these sentences is a collective noun, which describes a group of people or items. This noun can be singular if it's referring to the group as a whole or plural if it refers to each item in the group as a separate entity.

Correct: The doctor and nurse work in the hospital.

Correct: Neither the nurse nor her boss was scheduled to take a vacation.

Correct: Either the patient or her parents need to sign the release forms.

When the subject contains two or more nouns connected by and, that subject is plural and requires a plural verb. Singular subjects joined by or, either/or, neither/nor, or not only/ but also remain singular; when these words join plural and singular subjects, the verb should match the closest subject.

Wrong: Because it will rain during the party last night, we had to move the tables inside.

Correct: Because it rained during the party last night, we had to move the tables inside.

All the verb tenses in a sentence need to agree both with each other and with the other information in the sentence.

In the first sentence above, the tense doesn't match the other information in the sentence: last night indicates the past (rained), not the future (will rain).

ADJECTIVES AND ADVERBS

ADJECTIVES are words that describe a noun. Take the sentence The boy bit the ball. If you want to know more about the noun boy, then you could use an adjective to describe him: The little boy hit the ball.

An adjective simply provides more information about a noun or subject in a sentence.

For some reason, many people have a difficult time with adverbs, but don't worry! They are really quite simple. ADVERBS and adjectives are similar because they provide more information 

about a part of a sentence; however, adverbs do not describe nouns-that's an adjective's job. Instead, adverbs describe verbs, adjectives, and even other adverbs. For example, in the sentence The doctor had recently hired a new employee, the adverb recently tells us more about how the action hired took place.

Adjectives, adverbs, and MODIFYING PHRASES (groups of words that together modify another word) should always be placed as close as possible to the word they modify. Separating words from their modifiers can create incorrect or confusing sentences.

Examples

Wrong: Running through the hall, the bell rang and the student knew she was late.

Correct: Running through the hall, the student heard the bell ring and knew she was late.

The phrase running through the hall should be placed next to student, the noun it modifies.

Wrong: Of my two friends, Clara is the most smartest.

Correct: Of my two friends, Clara is more smart.

The first sentence above has two mistakes. First, the word most should only be used when comparing three or more things. Second, the adjective should only be modified with more/most or the suffix -er/-est, not both.

OTHER PARTS OF SPEECH

PREPOSITIONS express the location of a noun or pronoun in relation to other words and phrases in a sentence. For example, in the sentence The nurse parked her car in a parking garage, the preposition in describes the position of the car in relation to the garage.

Together, the preposition and the noun that follow it are called a PREPOSITIONAL PHRASE. In the example above, the prepositional phrase is in a parking garage.

ConJUNCTIoNs connect words, phrases, and clauses. The conjunctions summarized in the acronym FANBOYS- For, And, Nor But, Or, Yet, So-are called COORDINATING CONJUNCTIONS and are used to join INDEPENDENT CLAUSES (clauses that can stand alone

as a complete sentence). For example, in the sentence The nurse prepared the patient for surgery, and the doctor performed the surgery, the conjunction and joins the two independent clauses. Other conjunctions, like although, because, and if, join an independent and DEPENDENT CLAUSE (which cannot stand on its own). In the sentence She had to ride the subway because her car was broken, the conjunction because joins the two clauses.

IntErJEcTIoNs, like wow and hey, express emotion and are most commonly used in conversation and casual writing.

Examples

Choose the word that best completes the sentence.

1. Her love

blueberry muffins kept her coming back to

the bakery every week.

  • to

  • with

  • of

  • about

The correct preposition is of (choice C).

2. Christine left her house early on Monday morning, she was still late for work.

  • but

  • and

  • for

  • or

In this sentence, the conjunction is joining two contrasting ideas, so the correct answer is but (choice A).

  Phrases and Clauses

A PHRASE is a group of words acting together that contain either a subject or a verb, but not both. Phrases can be made from many different parts of speech. For example, a prepositional phrase includes a preposition and the object of that preposition (e.g.) under the table), and a verb phrase includes the main verb and any helping verbs (e.g., had been running). Phrases cannot stand alone as a sentence.

A CLAUSE is a group of words that contains both a subject and a verb. There are two types of clauses: INDEPENDENT CLAUSES can stand alone as a sentence, and DEPENDENT CLAUSES cannot stand alone. Nependent clauses begin with a subordinating conjunction.

Classify each of the following as a phrase, an independent clause, or a dependent clause:

  1. I have always wanted to drive a bright red sports car

  2. under the bright sky filled with stars

  3. because my sister is running late

Number 1 is an independent clause it has a subject (D) and a verb (have wanted) and has no subordinating conjunction.

Number 2 is a phrase made up of a preposition (under), its object (sky), and words that modify sky (bright, filled with stars).

Number 3 is a dependent clause it has a subject (sister), a verb (is running), and a subordinating conjunction (because).

Types of Sentences

A sentence can be classified as simple, compound, complex, or compound-complex based on the type and number of clauses it has.

compound-complex

A SIMPLE SENTENCE consists of only one independent clause.

Because there are no dependent clauses in a simple sentence, it can simply be a two-word sentence, with one word being the subject and the other word being the verb (e.g., I ran). However, a simple sentence can also contain prepositions, adjectives, and adverbs. Even though these additions can extend the length of a simple sentence, it's still considered a simple sentence as long as it doesn't contain any dependent clauses.

COMPOUND SENTENCEs have two or more independent clauses and no dependent clauses. Usually a comma and a coordinating conjunction (and, or, but, nor, for, so, and yet) join the independent clauses, though semicolons can be used as well. For example, the sentence My computer broke, so I took it to be repaired is compound.

COMPLEX SENTENCEs have one independent clause and at least one dependent clause. In the complex sentence If you lie down with dogs, you'll wake up with fleas, the first clause is dependent (because of the subordinating conjunction I, and the second is independent.

COMPOUND-COMPLEX SENTENCES have two or more independent clauses and at least one subordinate clause. For example, the sentence Even though David was a vegetarian, he went with his friends to

******************

steakhouses, but he focused on the conversation instead of the food is compound-complex.

Examples

Classify: San Francisco in the springtime is one of my favorite places to visit.

modified by additional phrases.

Classify: I love listening to the radio in the car because I can sing along as loud as I want.

The sentence has one independent clause (I love... car) and one dependent clause (because l... want), so it's complex.

Classify: I wanted to get a dog, but I have a fish because my roommate is allergic to pet dander.

This sentence has three clauses: two independent (I wanted... dog and have a fish) and one dependent (because my... dander), so it's compound-complex.

Classify: The game was canceled, but we will still practice on Saturday.

This sentence is made up of two independent clauses joined by a conjunction (but), so it's compound.

PUNCTUATION

The basic rules for using the major punctuation marks are given in the table below.

Table 5.3. Using punctuation

 

PUNCTUATION USED FOR ...

EXAMPLE

period

ending sentences

Periods go at the end of complete sentences.

question mark

ending questions

What's the best way to end a sentence?

exclamation point

ending sentences that show extreme emotion

I'll never understand how to use commas!

comma

Joining two independent clauses (always with a coordinating conjunction)

Commas can be used to join clauses, but they must always be followed by a coordinating conjunction.

 

setting apart introductory and nonessential words and phrases

Commas, when used properly, set apart extra information in a sentence.

separating items in a list

My favorite punctuation marks include the colon, semicolon, and period.

 

I love exclamation

 

joining together two independent

points; they make

clauses (never with a

sentences seem so exciting!

semicolon

colon

conjunction)

introducing a list,

When I see a colon I

explanation, or

know what to expect:

definition

more information.

It's amazing how

 

form contractions

many people can't use apostrophes correctly.

apostrophe

Parentheses are my sister's favorite

show possession

punctuation; she finds comma rules confusing.

 

I said to her, "Tell

quotation marks indicate a direct quote

me more about parentheses."

CAPITALIZATION

  • The first word of a sentence is always capitalized.

  • The first letter of a proper noun is always capitalized.
    (Were going to Chicago on Wednesday.)

  • Titles are capitalized if they precede the name they modify. (President Obama met with Joe Biden, his vice president.)

  • Months are capitalized, but not the names of the seasons. (Snow fell in March even though winter was over.)

ACTIVE AND PASSIVE VOICE

Sentences can be written in active voice or passive voice. AcTIvE VOICE means that the subjects of the sentences are performing the action of the sentence. In a sentence in PASSIVE VOICE, the subjects are being acted on. So the sentence Justin wrecked my car is in the active voice because the subject (Justin) is doing the action (wrecked).

The sentence can be rewritten in passive voice by using a to be verb:

My car was wrecked by Justin. Now the subject of the sentence (car) is being acted on. Notice that it's possible to write the sentence so that the person performing the action is not identified: My car was wrecked.

Generally, good writing will make more use of the active than passive voice. However, passive voice can sometimes be the better choice. For example, if i's not known who or what performed the action of the sentence, it's necessary to use passive voice.

Examples

  1. Rewrite the following sentence in active voice: / was hit with a stick by my brother.
    To rewrite a sentence in active voice, first take the person or object performing the action (usually given in a prepositional phrase) and make it the subject. Then, the subject of the original sentence becomes the object and the to be verb disappears: My brother hit me with a stick.

Rewrite the following sentence in passive voice: My roommate made coffee this morning.
To rewrite a sentence in passive voice, you make the object (coffee the subject, and then move the subject to a prepositional phrase at the end of the sentence.
Lastly, the to be verb is added: The coffee was made this morning by my roommate.

TRANSITIONS

TRANSITIONS join two ideas and also explain the logical relationship between those ideas. For example, the transition because tells you that two things have a cause and effect relationship, while the transitional phrase on the other hand introduces a contradictory idea. On the GED Writing section, you may be asked to identify the best transirion for a particular sentence, and you will definitely need to make good use of transitions in your essay.

Table 5.5. Common transitions

as a result, because, consequently, due to, if/

 

CAUSE AND EFFECT

then, so, therefore, thus

 

also, likewise, similarly

SIMILARITY

CONTRAST

but, however, in contrast, on the other hand, nevertheless, on the contrary, yet

CONCLUDING

to conclude

briefly, finally, in conclusion, in summary, thus,

ADDITION

additionally, also, as well, further, furthermore, in addition, moreover

EXAMPLES

in other words, for example, for instance

TIME

after, before, currently, later, recently, subsequently, since, then, while

Examples

Choose the transition that would best fit in the blank.

1. Clara's car breaks down frequently. _

, she decided

to buy a new one.

  1. Chad scored more points than any other player on his team.
    , he is often late to practice, so his coach
    won't let him play in the game Saturday.

  2. Miguel will often eat his lunch outside.
    Wednesday, he took his sandwich to the park across from his office.

  3. Alex set the table.

_ the lasagna finished baking in

the oven.

  • however

  • for example

  • while

  • therefore

Sentence 1 is describing a cause (her car breaks down) and an effect (she'll buy a new one), so the correct transition is therefore.

Sentence 2 includes a contrast: it would make sense for Chad to play in the game, but he isn't, so the best transition is

however.

Sentence 3, the clause after the transition is an example, so the best transition is for example.

In Sentence 4, two things are occurring at the same time, so the best transition is while.

WORDINESS AND REDUNDANCY

Sometimes sentences can be grammatically correct but still be confusing or poorly written. Often this problem arises when sentences are wordy or contain redundant phrasing (i.e., when several words with similar meanings are used). Often such phrases are used to make the writing seem more serious or academic when actually they can confuse the reader. On the test, you might be asked to clarify or even remove such phrases.

Some examples of excessive wordiness and redundancy are included in the table below:

Table 5.6. Wordiness examples

Examples

Rewrite each of the following sentences to eliminate wordiness and redundancy.

1. The game was canceled due to the fact that a bad storm was predicted.

The game was canceled because a bad storm was predicted.

Replace the long phrase due to the fact that with the much shorter because.

2. The possibility exists that we will have a party for my mother's birthday.

We might have a party for my mother's birthday.

By rearranging the sentence, we can replace the phrase the possibility exists that with the word might. 

WRITING:

THE ESSAY n the Writing section of the GED, you will need to write an essay. A strong essay takes a position on an issue, addresses its complexities, presents specific ideas and examples that explain and support the position, and maintains an organized, logical structure. A good essay also includes strong vocabulary and varied sentence structure. Bear this in mind as you prepare for the GED. The following sections walk through these steps and provide examples.

  WRITING A THESIS STATEMENT

The thesis, or THESIS STATEMENT, is central to the structure and meaning of an essay. It presents the writer's argument or position on an issue; in other words, it tells readers specifically what you think and what you will discuss. A strong, direct thesis statement is key to the organization of any essay.

Writing a good thesis statement is as simple as stating your idea and why you think it's true or correct.

Example

Take a position on the following topic in your essay. You can choose to write about either of the two viewpoints discussed in the prompt, or you may argue for a third point of view.

Many high schools have begun to adopt 1:1 technology programs, meaning that each school provides every student with a computing device such as a laptop or tablet. Educators who support these initiatives say that the technology allows for more dynamic collaboration and that students need to learn technology skills to compete in the job market. On the other hand, opponents cite increased distraction and the dangers of cyber-bullying or unsupervised internet use as reasons not to provide students with such devices. 

  Possible thesis statements

Providing technology to every student is good for education because it allows students to learn important skills such as typing, web design, and video editing; it also gives students more opportunities to work cooperatively with their classmates and teachers.

I disagree with the idea that schools should provide technology to students because most students will simply be distracted by the free access to games and websites when they should be studying or doing homework.

In a world where technology is improving and changing at a phenomenal rate, schools have a responsibility to teach students how to navigate that technology safely and effectively; providing each student with a laptop or tablet is one way to help them do that.

STRUCTURING THE ESSAY

  • There are a few different ways to organize an essay, but some basics apply no matter what the style.

  • Essays may differ in how they present an idea, but they all have the same basic parts-introduction, body, and conclusion. The most common essay types are PERSUASIVE essays and EXPOSITORY essays.

  • A persuasive essay takes a position on an issue and attempts to show the reader why i's correct. An expository essay explains different aspects of an issue without necessarily taking a side.

  Introductions

Present your argument or idea in the introduction. Usually, the introductory paragraph ends with a thesis statement, which clearly sets forth the position or point the essay will prove. The introduction is a good place to bring up complexities, counterarguments, and context, all of which will help the reader understand the reasoning behind your position on the issue at hand. Later, revisit those issues and wrap all of them up in the conclusion.

Example

Below is an example of an introduction. Note that it provides some context for the argument, acknowledges an opposing perspective, and gives the reader a good idea of the issue's complexities. Pay attention to the thesis statement in the last few lines, which clearly states the author's position.

Technology has changed massively in recent years, but today's generation barely notices— high school students are already experienced with the internet, computers, apps, cameras, cell phones, and more. Teenagers must learn to use these tools safely and responsibly.

Opponents of 1:1 technology programs might argue that students will be distracted or misuse the technology,

but that is exactly why schools must teach them to use it. By providing technology to students, schools can help them apply it positively by creating great projects with other students, communicating with teachers and classmates, and conducting research for class projects.

In a world where technology is improving and changing at a phenomenal rate, schools have a responsibility to teach students how to navigate that technology safely and effectively; providing each student with a laptop or tablet is one way to help them do that.

The Body Paragraphs

The body of an essay consists of a series of structured paragraphs.

You may organize the body of your essay by creating paragraphs that describe or explain each reason you give in your thesis; addressing the issue as a problem and offering a solution in a separate paragraph; telling a story that demonstrates your point (make sure to break it into paragraphs around related ideas); or comparing and contrasting the merits of two opposing sides of the issue (make sure to draw a conclusion about which is better at the end).

Make sure that each paragraph is structurally consistent, beginning with a topic sentence to introduce the main idea, followed by supporting ideas and examples. No extra ideas unrelated to the paragraph's focus should appear. Use transition words and phrases to connect body paragraphs, and improve the flow and readability of your essay.

In the following section, you will find an example of a paragraph that is internally consistent and explains one of the main reasons given in one of the sample thesis statements above. Your essay should have one or more paragraphs like this to form the main body.

 Conclusions

To end your essay smoothly, write a conclusion that reminds the reader why you were talking about these topics in the first place.

Go back to the ideas in the introduction and thesis statement, but be careful not to simply restate your ideas; rather, reinforce your argument.

Example

Here is a sample conclusion paragraph that could go with the introduction above. Notice that this conclusion talks about the Same topics as the introduction (changing technology and the responsibility of schools), but it does not simply rewrite the thesis.

As technology continues to change, teens will need to adapt to it. Schools already teach young people myriad academic and life skills, so it makes sense that

appropriately, too. Providing students with their own devices is one part of that important task, and schools should be supported in it.

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