Kit 3

Werner P.K. Mosaic I, a content-based grammar. – New York: Random House, 1985.

topic	pages	exercises
Simple sentence structure	1-3, 4	1-4, 8
Composite sentence	3-5, 7-8, 22	5-7, 9-10, 14-16, 42
clauses	5, 16-31	10, 31-60
Mood	6, 9-16	11, 17-30
Reported speech	31-35	61-68

Exercise 1 : Review of Subjects, Verbs, Objects

Find the subjects, verbs, objects in the following sentences.

Underline each subject once and each verb twice and label both. Circle the objects.

1. Most of these students have studied some English before coming

to an English-speaking country.

2. Many already read and write English fairly well.

3. A major difficulty for all new students, however, is to understand

and speak English.

4. Making phone calls or understanding directions can be difficult.

5. Many Americans speak quite fast or use a lot of slang.

6. Each part of the country has variations in vocabulary and

pronunciation.

7. Nevertheless, after the first few weeks, most new students will

notice tremendous improvement.

8. All of a sudden, English becomes a lot clearer and easier!

On Your Own Write six original sentences about your own experiences

during the first few days here. After your teacher has

checked your sentences, exchange your paper with a classmate.

Find the subject(s), verb(s), object(s) in the sentences your classmate has written.

Exercise 2:

Indicate whether the following are complete or incomplete

sentences. If the sentence is incomplete, add words to correct it.

Example: Learning a new language.

Incomplete: She is learning a new language. Or:

Learning a new language is challenging.

1. Is difficult.

2. It can be frustrating.

3. The experience may be rewarding.

4. Another language will open doors for you.

5. To experience a world of new people, places, and ideas.

6. Cultures from every part of the earth.

7. Think about the similarities and differences.

8. The experience can show you a great deal.

9. You will learn a lot.

10. You will meet.

Exercise 3: Review of Sentence Types

Label the subject(s), verb(s), objects (o) in each of the following sentences.

Tell whether the sentences are simple, compound, or

complex. If the sentence is compound or complex, circle the connectine word.

1. My friend Kunio is from Tokyo, Japan.

2. He has studied English in the United States for a year, and now

he is hoping to study at an Australian university.

3. Because Kunio wants to study both English and veterinary

science, he has applied to schools in the United States and

Australia.

4. Is he working on an undergraduate or a graduate degree?

5. Kunio already has his bachelor's degree.

6. He will get his master's degree and then will begin a doctoral

program.

7. What did he study as an undergraduate?

8. I'm not really sure.

9. Why don't you ask him when you next see him?

10. He's so busy enjoying American life that I never see him!

On Your Own Write at least six original sentences about a friend

of yours. Include at least three sentences that use connecting

words. After your teacher has checked your sentences, exchange

your paper with a classmate. Analyze your classmate's sentences

as you did before.

Exercise 4:

Separate into small groups and read the following passage together.

Take ten minutes to discuss the ideas in the passage

and your opinions about them. Then analyze the passage. Find the

subject(s) and verb(s) in each sentence. Note whether the sentences

are simple, compound, or complex.

Thoughts on Creativity

According to the dictionary definition of create, ordinary people

are creative every day. To create means "to bring into being, to cause

to exist"—something each one of us does daily.

We are creative whenever we look at or think about something in

a new way. First, this involves an awareness of our surroundings.

It means using all of our senses to become aware of our world. This

may be as simple as being aware of color and texture, as well as

taste, when we plan a meal. Above all, it is the ability to notice things

that others might miss.

A second part of creativity is an ability to see relationships among

things. If we believe the expression, "There is nothing new under

the sun," then creativity is remaking or recombining the old in new

ways. For example, we might do this by finding a more efficient way

to study or a better way to arrange our furniture. Or, we might make

a new combination of camera lenses and filters to create an unusual

photograph.

A third part of creativity is the courage and drive to make use of

our new ideas, to apply them to achieve some new result. To think

up a new concept is one thing; to put the idea to work is another.

These three aspects of creativity are involved in all the great works

of genius, but they are also involved in many of our day-to-day

activities.

Looking at Structures

1. Find the subject(s) and verb(s) of the first sentence. Is this

sentence simple, compound, or complex?

2. Find the subject(s) and verb(s) of the first sentence of the second

paragraph. Is this sentence simple, compound, or complex?

What word is used to join the two clauses in the sentence? Can

each part of the sentence stand alone?

3. Find the subject(s) and verb(s) of the second sentence of the

fourth paragraph. Is this sentence simple, compound, or

complex? It is made up of two sentences joined by a semicolon.

The same sentence can be written with but, or it can be written

as two sentences. Is there any difference in meaning or in

emphasis? Why do you think the author chose to use a

semicolon?

4. Find the subject(s) and verb(s) of the last sentence. Is this

sentence simple, compound, or complex?

Exercise 5: Review of Compound Sentences

Combine the following sentences by using commas and and, but, or, for, so, yet,

or nor. In some sentences, more than one conjunction may be

appropriate. Change nouns to pronouns and add punctuation where necessary.

Creativity and the Senses

Examples: Part of creativity is an awareness of our surroundings.

This awareness involves using all of our senses.

Part of creativity is an awareness of our surroundings,

and this involves using all of our senses.

1. Some people use all of their senses often. Most of us rely on

our sight much of the time.

2. Many people don't pay attention to sounds. Many people don't

take time to listen.

3. A musician pays attention to sounds. A musician wants to find

interesting new combinations.

4. A musician can find music in exotic sounds. A musician can

hear music in ordinary noises.

5. A car horn may produce a new rhythm. A bird may sing a new

sequence of notes.

6. Another person may not hear these combinations. A music lover

will find these combinations.

Exercise 6:

Label subject(s) and verb(s) in the following

quotations. Then indicate what type of sentence each is (simple,

compound, or complex). If the sentence is compound or complex,

circle the connecting word. Underline the dependent clauses in

the complex sentences.

Examples: In order to create, there must be a dynamic force.

(simple sentence)

What force is more potent —Igor Stravinsky

(complex sentence)

1. The creative person is both more primitive and more cultivated,

more destructive, a lot madder, and a lot saner than the average

person is.—Frank Barron

2. Creative minds always have been known to survive any kind

of bad training.—Anna Freud

3. All men are creative, but few are artists.—Paul Goodman

4. Human salvation lies in the hands of the creatively maladjusted.

—Martin Luther King, Jr.

5. In creating, the only hard thing's to begin;

A grass blade's no easier to make than an oak.

—James Russell Lowell

6. One must still have chaos in oneself to be able to give birth

to a dancing star.—Friedrich Nietzsche

7. He who does not know how to create should not know.

—Antonio Porchia

8. A creative artist works on his next composition because he was

not satisfied with his previous one.—Dmitri Shostakovich

Exercise 7:

Combine the following sentences, using for example,

in addition, on the other hand, however, therefore, or in fact. Add

appropriate punctuation and make other necessary changes.

Example: Being creative involves making the best use of your

senses. Being creative means looking at the same object

from many different perspectives.

Being creative involves making the best use of your

senses; for example, it means looking at the same

object from many different perspectives.

1. A good photographer looks at the object itself. A good photographer

considers the distance, angle, texture, and light.

2. Light is one of the most important aspects of a good picture.

The same scene can be either unusual or boring, depending on

the light.

3. A creative photographer experiments with light. He or she may

take the same picture at many different times of day.

4. Mornings and evenings give warm light and long shadows. Noon

gives harsh, bright light to a picture.

5. Morning or afternoon light intensifies color. Noon sunlight

makes the color paler.

6. Morning and evening light is richer. Most outdoor photographers

work between sunrise and 10:00 A.M. and between

4:00 P.M. and sunset.

Exercise 8: Sentence Problems

Some of the following sentences are well written. Others are incomplete or are punctuated

incorrectly. For each sentence, indicate: complete (C), incomplete

(I), or punctuation error (PE). Then, rewrite the incorrect sentences correctly.

Example:

If a scientist makes an outstanding discovery.

A scientist may make an outstanding discovery. Or: If a scientist

makes an outstanding discovery, we call this creativity or

genius.

1. When an artist produces a masterpiece.

2. People are creative not only in art or science, they

are also creative in their daily lives.

3. Ordinary people are creative every day.

4. Creativity involves awareness, it means noticing the

world around us.

5. To think up a new concept.

6. It is the courage and drive to make use of new ideas.

Exercise 9: Sentence Problems

The following passage contains errors: fragments, run-on sentences, and comma splices.

First, read the passage once to understand the ideas. Then, correct the

passage by adding or omitting punctuation.

Creativity

One form of creativity is the sudden flash of insight. When an

idea pops into your head. This is what Arthur Koestler called the

Eureka process. Eureka comes from the story of the ancient

Greek scientist Archimedes. Archimedes supposedly leapt naked

from his tub. Shouting "Eureka!" Eureka means "I have found

it," he had suddenly figured out why some things float.

Not all creative discoveries come like a flash of light, though.

In fact, Thomas Edison, the inventor of the light bulb, tried

hundreds of metal combinations in his laboratory. Before he

found the right one to conduct electricity. Edison was able to

create something new and valuable because of his energy and

tenacity. He gave his own definition of genius, it is 1 percent

inspiration and 99 percent perspiration.

Despite their differences, Edison and Archimedes had much in

common, they followed the same process. First, both recognized

a problem. And were aware of previous steps to solve it. Both

consciously or unconsciously worked toward a solution. Finally,

both arrived at a solution, this was the creative idea.

Activity "Poetic license" is the poet's "permit" to break any rule

of grammar or punctuation in order to be creative. In small groups,

read the following poem and try to find any instances where rules

are broken. As you read, consider why the poet wrote in this

manner. Would the piece still be poetry if it followed all the rules?

Exercise 10:

Describe the following processes by using statements and time clauses.

Explain: (a) what you should do before you begin . . . , (b) what

you should do while you are . . . , and (c) what you

should do after you have finished.

Example: Before you begin painting, you should choose a good

piece of watercolor paper.

1. Painting a watercolor

• Choose a good piece of watercolor paper.

• Sketch your drawing lightly.

• Wet the paper with water.

• Use watery paint for large areas.

• Catch any drips.

• Use a drier brush for details.

• Let your painting dry completely.

• Mount your picture.

2. Sculpting clay

• Put a mat down to protect the table.

• Work the clay with your hands.

• Add water to soften the clay.

• Shape individual parts of the sculpture.

• Attach each part by pinching it on.

• Smooth the sculpture with water.

• Use tools to draw any details.

• Carefully put the sculpture on a piece of paper.

• Let the scuplture dry at least twenty-four hours.

On Your Own Give a brief but detailed description of another

process that you are familiar with. It may be a hobby or craft,

or it may be some other process.

Exercise 11:

According to Paul Heist in The Creative College

Student, the following are some of the chief characteristics of

creative students and of creative people in general. Creative people

are: independent, innovative, spontaneous, flexible, rebels,

complex in their outlook, open to a wide range of experience.

Creative people: play with ideas and concepts, develop their own

sense of beauty, have different styles of performing.

Use this information to form at least eight sentences with if or unless. Add

your own opinions and ideas to each. You may want to combine your ideas into several short paragraphs.

Example: independent

If a person is independent, he or she is more likely to try new things.

Unless people try new things, they never develop new ideas.

Exercise 12:

Complete the following sentences in your own words.

1. I feel most creative when....

2. It is easiest for me to write (sing, draw, etc.) if . . . .

3. Most of my best ideas come after....

4. It is hard for me to concentrate unless....

5. I have done my best work since....

6. I really enjoy listening to music while....

7. I am fascinated whenever....

8. It is not easy for me to start a project before....

9. I am often afraid to . . . until....

10. New ideas usually come to me after....

Exercise 13:

What type of student are you? What type of person are you?

Answer the following questions in complete sentences.

1. When do you do two things at once?

2. Do you watch t.v. while you are doing your homework?

3. What else do you do while you are doing your homework?

4. Can you concentrate if people around you are talking or doing

other things?

5. Are you nervous before you take a test?

6. Do you celebrate after you have turned in a big assignment?

7. Do you always take notes (listen carefully) when you are in

class?

8. Do you get depressed if you get less than an A?

Activity Who is someone that you consider creative? Do you

have a friend or relative who is good at making or fixing things,

at painting, at cooking or baking, at playing or writing music? Give

a brief presentation on a creative individual you know. Use the

following questions to help you prepare.

1. How is this person creative?

2. When is he or she the most creative? What seems to inspire

him or her?

3. Has this person always been creative?

4. What interesting things has he or she done or produced?

5. What is this person doing now? Is he or she still involved in

creative activities?

Exercise 14:

The following exercise gives you information on Michelangelo and some of his accomplishments.

The sentences are listed in chronological order. Use the cues in parentheses to combine each pair.

Make other changes when necessary and pay close attention to verb tenses.

Michelangelo Buonarroti (1475-1564)

1. Artists used the technique of fresco3 for centuries. The Italians

perfected the technique of fresco, (before)

2. Both Michelangelo and Leonardo da Vinci worked with fresco.

Michelangelo and Leonardo were commissioned to work on a

painting in Florence, (when / already)

3. Michelangelo started work on the Council Room in Florence.

The pope called Michelangelo to Rome, (when / scarcely)

4. Leonardo da Vinci planned to fresco another part of the Council

Room. Leonardo did not finish his work, (but)

5. Michelangelo went to Rome. The two artists never had another

opportunity to work together, (after)

6. Michelangelo arrived in Rome. The pope commanded Michelangelo

to fresco the Sistine Chapel, (when / just)

7. Michelangelo didn't finish the ceiling. The pope impatiently

opened the Sistine Chapel in 1509. (when / yet)

8. Michelangelo, without assistance, covered 5,800 square feet with

fresco painting. Michelangelo finished the Sistine Chapel ceiling,

(by the time that)

Activity Leonardo da Vinci was definitely "ahead of his time."

He drew plans for a number of inventions that were not developed

until centuries later.

In small groups, discuss one of the following

drawings. Try to imagine what da Vinci had been thinking, doing,

or feeling before he created his plans and how he arrived at them.

You might want to use the following questions in your discussion.

After you have finished, choose one member to give a brief

summary for the entire class.

Exercise 15:

The following sentences give a brief chronology of the

life of Albert Einstein. Combine each group of sentences by using

coordinating conjunctions (and, but, . . .), subordinating conjunctions

(when, while, as, before, after, until, if, . . .), or transitions.

Change words, phrases, verb tenses, and punctuation when

necessary.

Example: In 1900, Albert Einstein graduated from the Polytechnic

Academy in Zurich. Later that year, Albert

Einstein became a Swiss citizen. Later that year, Albert

Einstein took a job in a Swiss patent office.