grammar mcqs

7/25/2019 Grammar MCQS

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Parts of Speech Table

This is a summary of the 8 parts of speech*. You can find more detail if you click on each part of speech.

part of

speechfunction or "job" example words example sentences

Verb action or state(to) be, have, do, like,work, sin, can, must

!nlish"lub.com isa web site. # like!nlish"lub.com.

$oun thin or personpen, do, work, music,town, %ondon, teacher,

&ohn

This is my dog. 'e lives in my house.

e live in London.

dective describes a noun

a+an, the, -, some,

ood, bi, red, well,

interestin

y do is big. # like bigdos.

dverb

describes a verb, adective

or adverb

/uickly, silently, well,

badly, very, really

y do eats quickly. hen he is very

hunry, he eats really/uickly.

0ronoun replaces a noun #, you, he, she, some Tara is #ndian. Sheis beautiful.

0repositionlinks a noun to anotherword

to, at, after, on, but e went toschool ononday.

"onunctionoins clauses or sentencesor words

and, but, when# like dos and# like cats. # like cats

anddos. # like dos but# don1t like

cats.

#nterectionshort e2clamation,sometimes inserted into a

sentence

oh3, ouch3, hi3, welluch3 That hurts3 !i3 'ow are you4

ell, # don1t know.

* 5ome rammar sources cateori6e !nlish into #or $%parts of speech. t !nlish"lub.com, we use the

traditional cateori6ation of &parts of speech. !2amples of other cateori6ations are7

Verbs may be treated as two different parts of speech7

o Lexical 'erbs(work, like, run)

o (uxiliary 'erbs(be, have, must)

)eterminersmay be treated as a separate part of speech, instead of bein cateori6ed underdectives

.
http://www.englishclub.com/grammar/verbs.htmhttp://www.englishclub.com/grammar/nouns.htmhttp://www.englishclub.com/grammar/adjectives.htmhttp://www.englishclub.com/grammar/adverbs.htmhttp://www.englishclub.com/grammar/pronouns.htmhttp://www.englishclub.com/grammar/prepositions.htmhttp://www.englishclub.com/grammar/conjunctions.htmhttp://www.englishclub.com/grammar/interjections.htmhttp://www.englishclub.com/grammar/verbs.htmhttp://www.englishclub.com/grammar/nouns.htmhttp://www.englishclub.com/grammar/adjectives.htmhttp://www.englishclub.com/grammar/adverbs.htmhttp://www.englishclub.com/grammar/pronouns.htmhttp://www.englishclub.com/grammar/prepositions.htmhttp://www.englishclub.com/grammar/conjunctions.htmhttp://www.englishclub.com/grammar/interjections.htm


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Prepositions * Time

!nlish sae !2ample

on days of the week on onday

in months + seasons

time of day

year

after a certain period of time (when?)

in uust + in winter

in the mornin

in 9::

in an hour

at for night

for weekend

a certain point of time (when?)

at niht

at the weekend

at half past nine

since from a certain point of time (past till now) since ;-8:

for over a certain period of time (past till now) for 9 years

ao a certain time in the past 9 years ao

before earlier than a certain point of time before 9::riday

till + until in the sense of how long something is going to

last

'e is on holiday until >riday.

by in the sense of at the latest

up to a certain time

# will be back by o?clock.

@y ;; o1clock, # had read five paes.

Prepositions * Place +Position and )irection,

!nlish sae !2ample

in room, buildin, street, town, country

book, paper etc.

car, ta2i

picture, world

in the kitchen, in %ondon

in the book

in the car, in a ta2i

in the picture, in the world

at meanin next to, by an object

for table

at the door, at the station

at the table


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!nlish sae !2ample

for events

place where you are to do somethin typical

(watch a film, study, work)

at a concert, at the party

at the cinema, at school, at work

on attached

for a place with a river

bein on a surface

for a certain side (left, riht)

for a floor in a house

for public transport

for television, radio

the picture on the wall

%ondon lies on the Thames.

on the table

on the left

on the first floor

on the bus, on a plane

on TV, on the radio

by, ne2t

to, beside

left or riht of somebody or somethin &ane is standin by + ne2t to + beside the car.

under on the round, lower than (or covered by)

somethin else

the ba is under the table

below lower than somethin else but above round the fish are below the surface

over covered by somethin else

meanin more than

ettin to the other side (also across)

overcomin an obstacle

put a acket over your shirt

over ; years of ae

walk over the bride

climb over the wall

above hiher than somethin else, but not directly

over it

a path above the lake

across ettin to the other side (also over)

ettin to the other side

walk across the bride

swim across the lake

throuh somethin with limits on top, bottom and the

sides

drive throuh the tunnel

to movement to person or buildin

movement to a place or country

for bed

o to the cinema

o to %ondon + #reland

o to bed

into enter a room + a buildin o into the kitchen + the house

towards movement in the direction of somethin (but

not directly to it)

o = steps towards the house

onto movement to the top of somethin ump onto the table

from in the sense of where from a flower from the arden

ther important Prepositions


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!nlish sae !2ample

from who ave it a present from &ane

of who+what does it belon to

what does it show

a pae of the book

the picture of a palace

by who made it a book by ark Twain

on walkin or ridin on horseback

enterin a public transport vehicle

on foot, on horseback

et on the bus

in enterin a car + Ta2i et in the car

off leavin a public transport vehicle et off the train

out of leavin a car + Ta2i et out of the ta2i

by rise or fall of somethin

travellin (other than walkin or horse ridin)

prices have risen by ;: percent

by car, by bus

at for age she learned Aussian at


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Here are a few common prepositions and examples.

OnUsed to express a surface of something:

I put an egg on the kitchen table.

The paper is on my desk.

Used to specify days and dates:

The garbage truck comes on Wednesdays.

I was born on the 1th day of !une in 1"##.

Used to indicate a de$ice or machine% such as a phone or computer:

He is on the phone right now.

&he has been on the computer since this morning.

'y fa$orite mo$ie will be on T( tonight.

Used to indicate a part of the body:

The stick hit me on my shoulder.

He kissed me on my cheek.

I wear a ring on my finger.

Used to indicate the state of something:

)$erything in this store is on sale.

The building is on fire.

AtUsed to point out specific time:

I will meet you at 1* p.m.

The bus will stop here at +:+ p.m.

Used to indicate a place:

There is a party at the club house.

There were hundreds of people at the park.

We saw a baseball game at the stadium.

Used to indicate an email address:

,lease email me at abc-defg.com.

Used to indicate an acti$ity:

He laughed at my acting.

I am good at drawing a portrait.

InUsed for unspecific times during a day% month% season% year:


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&he always reads newspapers in the morning.

In the summer% we ha$e a rainy season for three weeks.

The new semester will start in 'arch.

Used to indicate a location or place:

&he looked me directly in the eyes.

I am currently staying in a hotel.

'y hometown is os /ngeles% which is in 0alifornia.

Used to indicate a shape% color% or sie:

This painting is mostly in blue.

The students stood in a circle.

This 2acket comes in four different sies.

Used to express while doing something:

In preparing for the final report% we re$ised the tone three times.

/ catch phrase needs to be impressi$e in marketing a product.

Used to indicate a belief% opinion% interest% or feeling:

I belie$e in the next life.

e are not interested in amblin.

- Speaking .ules you need to know/

1. Don't study grammar too muchThis rule might sound strange to many )& students% but it is one of the most important rules. If you want to pass examinations% thenstudy grammar. Howe$er% if you want to become f luent in )nglish% then you should try to learn )nglish without studying the grammar.

&tudying grammar will only slow you down and confuse you. 3ou will think about the rules when creating sentences instead ofnaturally saying a sentence like a nati$e. 4emember that only a small fraction of )nglish speakers know more than *56 of all thegrammar rules. 'any )& students know more grammar than nati$e speakers. I can confidently say this with experience. I am a

nati$e )nglish speaker% ma2ored in )nglish iterature% and ha$e been teaching )nglish for more than 15 years. Howe$er% many of mystudents know more details about )nglish grammar than I do. I can easily look up the definition and apply it% but I don7t know it off the

top of my head.

I often ask my nati$e )nglish friends some grammar 8uestions% and only a few of them know the correct answer. Howe$er% they arefluent in )nglish and can read% speak% listen% and communicate effecti$ely.

9o you want to be able to recite the definition of a causati$e $erb% or do you want to be able to speak )nglish fluently

2. Learn and study phrases'any students learn $ocabulary and try to put many words together to create a proper sentence. It amaes me how many wordssome of my students know% but they cannot create a proper sentence. The reason is because they didn7t study phrases. When

children learn a language% they learn both words and phrases together. ikewise% you need to study and learn phrases.

If you know 1555 words% you might not be able to say one correct sentence. ;ut if you know 1 phrase% you can make hundreds ofcorrect sentences. If you know 155 phrases% you will be surprised at how many correct sentences you will be able to say.


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When you want to create an )nglish sentence% do not translate the words from your 'other tongue. The order of words is probablycompletely different and you will be both slow and incorrect by doing this. Instead% learn phrases and sentences so you don7t ha$e to

think about the words you are saying. It should be automatic.

/nother problem with translating is that you will be trying to incorporate grammar rules that you ha$e learned. Translating andthinking about the grammar to create )nglish sentences is incorrect and should be a$oided.

3. Reading and Listening is NOT enough. Practice pea!ing "hat you hear#4eading% listening% and speaking are the most important aspects of any language. The same is true for )nglish. Howe$er% speaking is

the only re8uirement to be fluent. It is normal for babies and children to learn speaking first% become fluent% then start reading% thenwriting. &o the natural order is listening% speaking% reading% then writing.

First ProblemIsn7t it strange that schools across the world teach reading first% then writing% then listening% and finally speaking /lthough it is

different% the main reason is because when you learn a second language% you need to read material to understand and learn it. &oe$en though the natural order is listening% speaking% reading% then writing% the order for )& students is reading% listening% speaking%

then writing.

Second ProblemThe reason many people can read and listen is because that7s all they practice. ;ut in order to speak )nglish fluently% you need to

practice speaking. 9on7t stop at the listening portion% and when you study% don7t 2ust listen. &peak out loud the material you arelistening to and practice what you hear. ,ractice speaking out loud until your mouth and brain can do it without any effort. ;y doing

so% you will be able to speak )nglish fluently.

$. u%merge yourse&;eing able to speak a language is not related to how smart you are. /nyone can learn how to speak any language. This is a pro$enfact by e$eryone in the world. )$eryone can speak at least one language. Whether you are intelligent% or lacking some brain power%

you are able to speak one language.

This was achie$ed by being around that language at all times. In your country% you hear and speak your language constantly. 3ou wilnotice that many people who are good )nglish speakers are the ones who studied in an )nglish speaking school. They can speak

)nglish not because they went to an )nglish speaking school% but because they had an en$ironment where they can be around)nglish speaking people constantly.

There are also some people who study abroad and learn $ery little. That is because they went to an )nglish speaking school% butfound friends from their own country and didn7t practice )nglish.

3ou don7t ha$e to go anywhere to become a fluent )nglish speaker. 3ou only need to surround yourself with )nglish. 3ou can do thisby making rules with your existing friends that you will only speak )nglish. 3ou can also carry around an i,od and constantly listen to

)nglish sentences. /s you can see% you can achie$e results by changing what your surroundings are. &ubmerge yourself in )nglishand you will learn se$eral times faster.

Talk)nglish =ffline (ersion is now ready for download. In this package% you can utilie o$er #555 audio files to completely surroundyourself in )nglish. There are o$er 1>.+ hours of audio files that are not a$ailable in the web form. /ll con$ersations and all sentences

are included% so e$en if you don7t ha$e many )nglish speaking friends% you can constantly surround yourself in )nglish using your',> player. This package is a$ailable at the)nglish 9ownloadpage. Take ad$antage of this opportunity and start learning )nglish

faster. 0lick on the link or go to http:[email protected].

(. tudy correct materia& / common phrase that is incorrect is% A,ractice makes perfect.A This is far from the truth. ,ractice only makes what you are

practicing permanent. If you practice the incorrect sentence% you will ha$e perfected saying the sentence incorrectly. Therefore% itis important that you study material that is commonly used by most people.

/nother problem I see is that many students study the news. Howe$er% the language they speak is more formal and the contentthey use is more political and not used in regular life. It is important to understand what they are saying% but this is more of an

ad$anced lesson that should be studied after learning the fundamental basics of )nglish.

&tudying )nglish with a friend who is not a nati$e )nglish speaker is both good and bad. 3ou should be aware of the pros andcons of speaking with a non nati$e speaking friend. ,racticing with a non nati$e person will gi$e you practice. 3ou can also

moti$ate each other and point out basic mistakes. ;ut you might pick up bad habits from one another if you are not sure aboutwhat are correct and incorrect sentences. &o use these practice times as a time period to practice the correct material you studied

Bot to learn how to say a sentence.

In short% study )nglish material that you can trust% that is commonly used% and that is correct.
http://www.talkenglish.com/english-download.aspxhttp://www.talkenglish.com/english-download.aspxhttp://www.talkenglish.com/english-download.aspxhttp://www.talkenglish.com/english-download.aspxhttp://www.talkenglish.com/english-download.aspxhttp://www.talkenglish.com/english-download.aspx


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This pae will provide a review of the parts of speech and sentences so that you can identify for yourself

when you are usin them properly (and possibly understand your instructor1s comments better). e1ll start

with the basics and move on to the very confusin.

PARTS OF SPEECH

0102These name persons, thins, places, ideas BB can be concrete or abstract.EX: te!hanie, door,

biology, honor"

P.0102These substitute for nouns but act in the same way. They can be individual (#, you, he) or

collective (everyone, each).EX: they, who, which, she"

()345T6'42These describe or modify nouns.EX: slow, #uiet, useful, blue, much" '4.72These state an action or a state of bein.EX: kick, call, create, is, will be" Verbs can be

transitive8meanin that they act on somethin else, or intransitive8meanin that they don1t.EX:

$ransitive: %alter kickedthe football" &ntransitive: & was asleep.Verbs can also be linking verbs8

meanin that they connect a subect to a word or roup of words which describe or complete itsmeanin.EX: $he car was blue and full of bullet holes.

hen a verb is in its present participle(CinC) form, it can operate as a noun (called a gerund).EX:

%alking, throwing a football, going downtown.

()'4.72These modify several thins7 verbs, adectives, or other adverbs. dverbs are often made

from adectives (careful BB carefully). They answer these /uestions about an action7 where4 when4why4 how4 in what way4 how much4EX: tomorrow, next, #uietly, honorably, very"

503105T602These oin words, phrases and clauses. There are three kinds of conuctions7

;. 5oordinating 5onjunctions2these are singlewords that oin words, phrases, and clauses ofe/ual rammatical importance in the sentence.EX: and, but, or, so"

9. 5oorelative 5onjunctions2these are pairsof words that oin e/ually important words,

phrases, and clauses.EX: either"""or, both"""and, not only"""but also"

D. Subordinating 5onjuctions2these bein clauses that cannot stand on their own and tell youhow that clause relates to the rest of the sentence. These words help you create sentences with

increasinly complicated ideas and relationships between those ideas.EX (not a com!lete list):

if, because, although, when, where, unless, until, since"

P.4PS6T60S2These words or phrases relate nouns or pronouns to other words in a sentence, andoften indicate some sort of positional relationship.EX: of, in, about, to, around, next to, on to! of"

P!.(S42a roup of related words that does not have a subect, or does not have a predicate, or both.

phrase acts collectively as a sinle part of speech, and is usually a noun, adect or adverb.EX: 'oun!hrase: The winningest football teamis at reenville igh" *djective !hrase: & went down the street

with a smile on m face.*dverb !hrase: & went down the street mo!e slowl than " e#e! had befo!e.

There are, however, some special types of phrases7

Prepositional Phrases2prepositions and their obects and modifiers.EX: $hat book is on top of the

bookcase.*lice went th!ough the looking glass.


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'erbal Phrases2 verbalis a form of a verb that doesn1t act as a verb. This is not as confusin as it

soundsE we all know that infinitiveforms of verbs (to o, to be) do not function as verbs in that form.

0hrases that include verbals are gerund phrases8 participial phrases8 and infinitive phrases9

;. :erund phrases2these always function as nouns. Their verbals are the present participle

(CinC) forms of verbs.EX:$ing a!ound all dais the worst thing you can do in your

condition+

9. Participal phrases2these always function as adjectives. Their verbals are present participles(the CinC form) or past participles(the CedC) form.EX: (resent) $he book ling on the

counte!is overdue" (ast) Ti!ed f!om his wo!kout, -ason rested for an hour"D. 6nfinitive phrases7 these can function as nouns, adjectives or adverbs"Their verbals are

always infinitive forms.EX: & have lost the chance to sa " am so!!.To be a good f!iendis

my goal"

PARTS OF SE%TE%CES

S17345T2ho or what the sentence is about. The noun, pronoun, or roup of words actin as a

noun, that performs the action indicated in the predicate of the sentence or clause.EX:&atieis going

downtown"Stopping at a !ed lightis always a good idea"

P.4)65(T42@asically, the rest of the sentence or clause other than the subectE it usually has a verb,

and thus indicates some action, but may have other functions such as modifyin the subect. EX: .atieis going downtown.to!!ing at a red light is alwas a good idea.

7345T2 word or roup of words which receives the action of a verb or that completes the

description or statement bein made about the subect. %ots of confusin possibilities hereE here are a

few maor ones.

;. )irect bjects2a word or roup of words that follow transitive verbs (see above), and namethe receiver of the action.EX: & threw the baseball"

9. 6ndirect bjects2a noun or pronoun that come before or behind a direct obect, and tells to

whom or for whom or what the action is done.EX: & gave the ball to 'ack.D. Subject complements2follow a linkin verb (see above) and describe or complete the

meanin of the subect. These can be nouns (& am the manage!), or adectives (& am so

stupid().


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The Parts of a Sentence

Sentence: a group of words that expresses a complete thought. )$ery sentence contains a sub2ect and a predicate.

1. Subject:the noun or noun phrase that tells whom or what the sentence addresses.

CRoger decided to sa$e more money.

CAlmost all catsdislike water.

o Fullor complete subject:the sub2ect and all the words that modify it.

CPatrick Henrys dream of freedom for all citizenscompelled him to make his famous declaration.

o Simple subject:the main noun of the complete sub2ect.

C,atrick HenryDs dreamof freedom for all citiens compelled him to make his famous declaration.

o Compound subject:a complete sub2ect with multiple simple sub2ects.

CMiguel and the young boybecame friends.

*. Predicate:a $erb or $erb phrase telling what the sub2ect does or is.

o Full orcomplete predicate:the $erb of the sentence and all the words that modify it.

CThe old dog climbs slowly up the stairs.

o Simple predicate:the main $erb in the full predicate that indicates the action or state of being of the simple

sub2ect.

CThe old dog climbsslowly up the stairs.


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o Compound predicate:a complete predicate with multiple $erbs.

CHe thought of his lover and missed her dearly.

CThe goose was looking straight ahead and running for the pond.

>. Clause:a part of a sentence that contains its own sub2ect and predicate.

o Independent clause:a clause that could function as its own sentence.

CWhen the 'ets are playing% the stadium is full.

o Dependent clause:a clause that cannot function as its own sentence. / dependent clause relies on an

independent clause to complete its meaning.

/ dependent clause can function as a noun,

CI realied that I owed Patrick fifty dollars.

as an adverb,

Chen the Mets are playing% the stadium is full.

or as an adjective.

CThe beef that I ate for dinnermade me 8ueasy.

o Elliptical clause:a type of dependent clause with a sub2ect and $erb that are implied rather than expressed.

C!hough unhappy% she still smiled.

In the clause !hough unhappy% the sub2ect and $erb she wasare implied: /lthough Eshe wasF unhappy.

. Phrase:a group of related words without a sub2ect or predicate.

o Noun phrase:a phrase that acts as a noun. / noun phrase can function as a subject%

C!he snarling dogstrained against its chain.

object%

CHe ga$e her the book of poems.

prepositional object%

CThe acrobat fell into the safety net.

erund phrase%

C"ancing the tangois a popular acti$ity in /rgentina.

or in!initive phrase.

C!o dreamis to be human.


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o "djective phrase:a phrase that modifies nouns or pronouns. ,articipial phrases and many prepositional phrases

are ad2ecti$e phrases.

CThe actorplayingPuckleft much to be desired.

o "dverb phrase:a phrase that begins with a preposition% and that functions as an ad$erb.

CThe theater was crowded with the actors fans.

o

Prepositional phrase:a phrase made up of a preposition% its ob2ect% and its modifiers.

CThe roof of the old theaterwas leaking badly.

+. #odi!ier:a word or phrase that modifies or adds information to other parts of a sentence. /d2ecti$es% ad$erbs% and many

phrases and clauses are modifiers.

o $imitin modi!ier:a word or phrase that limits the scope or degree of an idea. Words like almost%only% or barely

are modifiers.

CIt was almosttime for dinner.

o %estrictin modi!ier:a phrase or clause that restricts the meaning of what it modifies and is necessary to the ideaof its sentence.

C/ny dog that has not had its shotsshould be taken to a $eterinarian immediately.

o Nonrestrictin modi!ier:a modifier that adds information but is not necessary to the sentence. 0ommas% dashes%

or parentheses set apart nonrestricting modifiers.

C&e$enteenth@century poets% many of whom were also devout #hristians% wrote excellent poetry.

CWe could hear the singing birdCa wren$ perhaps$ or a robinCthroughout the forest.

Types of Sentences1. &entences can be defined according to their content or intention:

o Declarative sentence:a sentence that states a fact or an idea.

CThe police officer stopped the man in the red car because he was speeding.

o Interroative sentence:a sentence that asks a 8uestion and ends in a 8uestion mark.

CWhere are the songs of spring


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o Imperative sentence:a sentence that issues a command or makes a re8uest.

C,lease bring me the newspaper.

o E&clamator sentence:a sentence that issues a command or makes a dramatic obser$ation. )xclamation points

should not punctuate declarati$e sentences.

CWhat a tiring dayG

Cet away from meG

*. &entences also can be defined according to their structure:

o Simple sentence: a sentence made up of a single independent clause.

CIt is a beautiful day.

o Compound sentence:a sentence made up of two independent clauses connected by a con2unction.

CIt is a beautiful day% and IDm eager to go outside.

o Comple& sentence:a sentence made up of one or more dependent clauses connected to an independent clause.

C;ecause it is a beautiful day% IDm eager to go outside.

o Compound(comple& sentence: a sentence made up of multiple independent clauses and at least one dependent

clause.

CI lo$e sunshine% and because it is a beautiful day% IDm eager to go outside.


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Grammar

Parts of speech are the basic types of words that English has. Most grammar books say that there are eight parts of

speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections. There is one more

type to add: articles.

It is important to be able to recognize and identify the different types of words in English so that yo can nderstand

grammar e!planations and se the right word form in the right place. "ere is a brief e!planation of what the parts of

speech are:

#on

$ non is a naming word. It names a person% place% thing% idea%

li&ing creatre% 'ality% or action.

E!amples: cowboy% theatre% bo!% thoght% tree% kindness%

arri&al

(erb

$ &erb is a word which describes an action )doing something* or

a state )being something*.

E!amples: walk% talk% think% belie&e% li&e% like% want

$d+ecti&e

$n ad+ecti&e is a word that describes a non. It tells yo

something abot the non.

E!amples: big% yellow% thin% amazing% beatifl% 'ick%

important

$d&erb

$n ad&erb is a word which sally describes a &erb. It tells yo

how something is done. It may also tell yo when or where

something happened.

E!amples: slowly% intelligently% well% yesterday% tomorrow% here%

e&erywhere

Pronon

$ pronon is sed instead of a non% to a&oid repeating the

non.

E!amples: I% yo% he% she% it% we% they

,on+nction

$ con+nction +oins two words% phrases or sentences together.

E!amples: bt% so% and% becase% or

Preposition

$ preposition sally comes before a non% pronon or non

phrase. It +oins the non to some other part of the sentence.

E!amples: on% in% by% with% nder% throgh% at

Inter+ection

$n inter+ection is an nsal kind of word% becase it often

stands alone. Inter+ections are words which e!press emotion or

srprise% and they are sally followed by e!clamation marks.

E!amples: -ch% "ello% "rray% -h no% "a

$rticle

$n article% sometimes called a determiner% is sed to introdce

a non.E!amples: the% a% an

Punctuation

The following English langage pnctation information is edited from thePrde -nline /riting 0aband the 1ni&ersity of

2ydney% 1T2% 3siness 2chool: 4ide to /riting $ssignments.

Sample Rules for Using Commas

5. 1se commas to separate independent clases when they are +oined by any of these se&en coordinating

con+nctions: and% bt% for% or% nor% so% yet.
http://owl.english.purdue.edu/http://www.business.uts.edu.au/teaching/guide/http://www.business.uts.edu.au/teaching/guide/http://owl.english.purdue.edu/http://www.business.uts.edu.au/teaching/guide/http://www.business.uts.edu.au/teaching/guide/


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The game was o&er% bt the crowd refsed to lea&e.

The stdent e!plained her 'estion% yet the instrctor still didn6t seem to nderstand.

7esterday was her brother6s birthday% so she took him ot to dinner.

8. 1se commas after introdctory a* clases% b* phrases% or c* words that come before the main clase.

a. ,ommon starter words for introdctory clases that shold be followed by a comma inclde after% althogh% as%

becase% if% since% when% while.

/hile I was eating% the cat scratched at the door.3ecase her alarm clock was broken% she was late for class.

If yo are ill% yo oght to see a doctor.

/hen the snow stops falling% we6ll sho&el the dri&eway.

More rles for sing commas

Sample Rules for Using Semicolons

5. 7o can se a semicolon to +oin two independent clases. 9oining two independent clases this way implies

that the two clases are related andor e'al% or perhaps that one restates the other.

Examples:

2einfeld was definitely my fa&orite tele&ision show dring the 5;;ll make sre to meet p with Terry 9ones%

0isa Mandel% and rest of the Inno&ations Team.

8. 1se semicolons between items in a list that already in&ol&e commas.

Examples:

I ha&e li&ed in ,algary% $lberta= ?en&er% ,olorado= and "oston% Te!as.

The sweaters we prchase@ordered today were prple% ble% and green= yellow% white% and red= and pink%

black% and grey.

A. 1se a semicolon in place of a period to separate two sentences where the con+nction has been left ot.

Examples:

,all me tomorrow= I will gi&e yo my answer then.

I ha&e paid my des= therefore% I e!pect all the pri&ileges listed in the contract.

More rles for sing semicolons and colons

Sample Rules for Using Colons

5. 1se a colon after an independent clase when introdcing a list.

Example:

The catering facility offers the following entrees: fried catfish% grilled chicken% pan@seared salmon% and sirloin

steak.

8. 1se a colon after an independent clase when introdcing a 'otation.

Example:

My teacher>s remark on my final essay was &ery complimentary: This essay coherently analyzes marketing

trends of the past fiscal year.

A. 1se a colon between two independent clases when yo want to emphasize the second clase.

E!ample:

I don>t nderstand why that store does so well: e&erything there is so e!pensi&e.
http://owl.english.purdue.edu/owl/resource/607/02/http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/colons.htmhttp://owl.english.purdue.edu/owl/resource/607/02/http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/colons.htm


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Ten Keys to Successful Business riting

5. $lways recognize that yor written words not only reflect yor e!pertise% bt also yor diligence and

commitment.

8. 4ood bsiness writing re'ires keeping sentences brief. 0ong sentences are most often signs of an

ndisciplined mind.

A. $lways spell the names of persons% places% and things correctly. There is almost no room for error in

bsiness@writing.

B. ?iligently check yor spelling. The se of spell@check programs is almost always inade'ate by itself.

C. 1se pnctation marks appropriately. Most common errors in bsiness writing ha&e to do with commas%semicolons% and colons. 1se of the many corses% workshops% coaches% and other resorces listed on this

website will enhance yor bsiness@writing skill@set.

D. $n e!ecti&e smmary shold reflect yor carefl reflection of the main points of the fll

docmentmaterial.

. $n e!ecti&e smmary shold be readable within two mintes or less. If more detail is absoltely

necessary% consider a three to fi&e page $ddendm to the E!ecti&e 2mmary.

F. 1se blleted lists sparingly. Make certain their meaning has some sbstance and can be nderstood by the

reader.

;. If yor written words don>t sond right when read alod% there is almost always something wrong with the

grammar or pnctation.5

grammar mcqs

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