STRUCTURE-CLASS WORDS
Exercise
This exercise can best be done in class with the instructor monitoring student efforts.
1. several options
2. someone’s hat
1. The (definite article)
second (ordinal number)
this (demonstrative)
2. many (indefinite)
the (definite article)
3. several (indefinite)
the (definite article)
last (ordinal number)
three (cardinal number)
4. Our (possessive)
enough (indefinite)
next (ordinal number)
the (definite article)
a (indefinite article)
the (definite article)
children’s (possessive)
5. the (definite article)
third (ordinal number)
this (demonstrative)
sufficient (indefinite)
his (possessive)
(Neither of the uses of that in this sentence is
as a determiner. The first that stands alone as
a pronoun, and the second that is a connector.)
EX ERCISE ANSWER KEY EX–19
3. all their effort
4. Mary’s only other friend
Exercise 5.3
1. must have been 4. has, can
2. Do, should (be is the main verb) 5. does (second do is the main verb)
3. Has (had is the main verb)
Exercise 5.4
(No answers provided for this exercise)
Exercise 5.5
1. Several - determiner (indefinite)
the - determiner
rather - qualifier
last - determiner (ordinal)
night’s - determiner (possessive)
had - auxiliary
2. Does - auxiliary
Margaret’s - determiner (possessive)
have - auxiliary
less - qualifier
George’s - determiner (possessive)
might - auxiliary
have - auxiliary
3. somewhat - qualifier
a - determiner
the - determiner
has - auxiliary
been - auxiliary
rather - qualifier
that - determiner (demonstrative)
the - determiner
last - determiner (ordinal)
4. Since many more packages means many packages
more [than they thought], many seems more a
determiner of packages than a qualifier of more.
But it is a borderline example.
5. Ought to is more like a modal than a verb. It
will not accept verb inflections, and it appears
first in the verb phrase; in fact, the modal
should could substitute for it.
Exercise 5.6
1. about, into, inside, after = prepositions
To crawl is an infinitive: to plus a verb.
2. by, of, in, through = prepositions
Down is a verb particle (note that it can move: decided they should close Interstate 670 down).
3. Aside from, of, on, without, in, before, to = prepositions
Out and back are adverbs.
4. in, at, on, before, before, on = prepositions
Out is a verb particle that combines with figure: figure something out; figure out something.
Together is an adverb.
To assemble and to figure out are infinitives.
Exercise 5.7
1. Her is the object of the verb (show her).
2. I is the subject of the verb arrive.
3. Him is the object of the preposition to; she and he are the subjects of the verb left.
4. Her is the object of the preposition with.
5. Me is the object of the preposition from.
Exercise 5.8
1. All students must have their registration forms stamped by the Bursar’s office.
2. No one had remembered to bring a blue book for the final exam.
All the students had forgotten to bring their blue books for the final exam.
3. The ending of that movie surprised both Eleanor and me.
4. None of the residents on our side of the street had their house numbers painted on the curb.
5. Anyone who wants to make a personal phone call during the day should use one of the pay phones
in the lobby.
6. Someone’s schoolbooks were left on the lunchroom counter at noon.
Exercise 5.9
1. when - subordinating conjunction
into, from, about, with - prepositions
and, yet - coordinating conjunctions
2. although, after, when - subordinating conjunctions
to, about, on - prepositions
consequently - conjunctive adverb
Off in laid off is a verb particle.
3. because, before - subordinating conjunctions
but - coordinating conjunction
meanwhile - conjunctive adverb
for, of, of, to (in to the meal) - prepositions
To in to make creates an infinitive. Down in sat down is a verb particle.
4. if, unless - subordinating conjunctions
about, to (in to himself), about - prepositions
or - coordinating conjunction
To in to keep creates an infinitive.
Exercise 5.10
This is a good exercise for small group work, followed by a discussion of results. Students might
choose which alternative they prefer and discuss why (based, perhaps, on logic or context). Our
suggestions do not exhaust the possible appropriate revisions.
1. run-on
a. punctuation: The early bird gets the worm. The second mouse gets the cheese.
b. coordinator: The early bird gets the worm, but the second mouse gets the cheese.
c. subordinator: Although the early bird gets the worm, the second mouse gets the cheese.
d. conjunctive adverb: The early bird gets the worm; however, the second mouse gets the cheese.
2. comma splice
a. punctuation: John couldn’t study for the exam; he had bought the wrong text for the course.
b. coordinator: John couldn’t study for the exam, for he had bought the wrong text for the course.
c . s u b o rd i n a t o r : J ohn couldn’t study for the exam because he had bought the wrong text for the course.
d. conjunctive adverb: John had bought the wrong text for the course; therefore, he couldn’t study
for the exam.
3. comma splice
a . p u n c t u a t i on : Last spri n g’s storms caused flooding throughout the midwest; the drought con t i n u e d
in the southwest.
b. coordinator: Last spring’s storms caused flooding throughout the midwest, yet the drought
continued in the southwest.
c. subordinator: Although last spring’s storms caused flooding throughout the midwest, the drought
continued in the southwest.
d. conjunctive adverb: Last spring’s storms caused flooding throughout the midwest; nevertheless,
the drought continued in the southwest.
EX–22 EX ERCISE ANSWER KEY
4. run-on
a. punctuation: Chapter 1 introduces you to fifteen separate characters. The death of fourteen of
them in Chapter 2 comes as quite a shock.
b. coordinator: Chapter 1 introduces you to fifteen separate characters, and the death of fourteen
of them in Chapter 2 comes as quite a shock.
c. subordinator: After Chapter 1 introduces you to fifteen separate characters, the death of fourteen
of them in Chapter 2 comes as quite a shock.
d. conjunctive adverb: Chapter 1 introduces you to fifteen separate characters; subsequently, the
death of fourteen of them in Chapter 2 comes as quite a shock.
5. run-on
a. punctuation: Eleanor loves to get good grades; she always asks ingratiating questions in class.
b. coordinator: Eleanor loves to get good grades, so she always asks ingratiating questions in class.
c . s u b o rd i n a t o r : Since Eleanor loves to get good gra d e s , she alw ays asks ingratiating questions in cl a s s .
d. conjunctive adverb: Eleanor loves to get good grades; consequently, she always asks ingratiating
questions in class.
6. run-on
a. punctuation: Our television set smells like burning rubber; it sets off the smoke alarm.
b. coordinator: Our television set smells like burning rubber, and it sets off the smoke alarm.
c. subordinator:When our television set smells like burning rubber, it sets off the smoke alarm.
d . c on j u n c t i ve adve rb : Our telev i s i on set smells like burning ru b b e r; in fact, it sets off the smoke alarm .
Exercise 5.11
Antecedents are in parentheses.
1. (The car) that [relative]; (an outrageous amount) which [relative]
2. (The computer repairman) whom [relative]; (the lightweight laptop) that [relative] [The first that is
a function word – but not a relative – introducing a nominal that-clause, a subject to be discussed in
Chapter 10.]
3. When is a subordinating conjunction; (the debts) that [relative]
4. (a good reason) why [relative]
5. (your suggestion) that [relative] [That in that driving test is a demonstrative.]
6. (the summer) when [relative]
Exercise 5.12
1. What [interrogative] [When is a subordinator.]
2. Whose [interrogative]; (those) that [relative]; (the desk) where [relative]
3. (The Internal Revenue Service agent) who [relative]; (reasons) why [relative]
4. whom [interrogative]; (the chain letter) that [relative]
5. (Someone) who [relative]; who [interrogative]; (my web page) which [relative]; why [interrogative]
EX ERCISE ANSWER KEY EX–23
Exercise
This exercise can best be done in class with the instructor monitoring student efforts.
1. several options
2. someone’s hat
1. The (definite article)
second (ordinal number)
this (demonstrative)
2. many (indefinite)
the (definite article)
3. several (indefinite)
the (definite article)
last (ordinal number)
three (cardinal number)
4. Our (possessive)
enough (indefinite)
next (ordinal number)
the (definite article)
a (indefinite article)
the (definite article)
children’s (possessive)
5. the (definite article)
third (ordinal number)
this (demonstrative)
sufficient (indefinite)
his (possessive)
(Neither of the uses of that in this sentence is
as a determiner. The first that stands alone as
a pronoun, and the second that is a connector.)
EX ERCISE ANSWER KEY EX–19
3. all their effort
4. Mary’s only other friend
Exercise 5.3
1. must have been 4. has, can
2. Do, should (be is the main verb) 5. does (second do is the main verb)
3. Has (had is the main verb)
Exercise 5.4
(No answers provided for this exercise)
Exercise 5.5
1. Several - determiner (indefinite)
the - determiner
rather - qualifier
last - determiner (ordinal)
night’s - determiner (possessive)
had - auxiliary
2. Does - auxiliary
Margaret’s - determiner (possessive)
have - auxiliary
less - qualifier
George’s - determiner (possessive)
might - auxiliary
have - auxiliary
3. somewhat - qualifier
a - determiner
the - determiner
has - auxiliary
been - auxiliary
rather - qualifier
that - determiner (demonstrative)
the - determiner
last - determiner (ordinal)
4. Since many more packages means many packages
more [than they thought], many seems more a
determiner of packages than a qualifier of more.
But it is a borderline example.
5. Ought to is more like a modal than a verb. It
will not accept verb inflections, and it appears
first in the verb phrase; in fact, the modal
should could substitute for it.
Exercise 5.6
1. about, into, inside, after = prepositions
To crawl is an infinitive: to plus a verb.
2. by, of, in, through = prepositions
Down is a verb particle (note that it can move: decided they should close Interstate 670 down).
3. Aside from, of, on, without, in, before, to = prepositions
Out and back are adverbs.
4. in, at, on, before, before, on = prepositions
Out is a verb particle that combines with figure: figure something out; figure out something.
Together is an adverb.
To assemble and to figure out are infinitives.
Exercise 5.7
1. Her is the object of the verb (show her).
2. I is the subject of the verb arrive.
3. Him is the object of the preposition to; she and he are the subjects of the verb left.
4. Her is the object of the preposition with.
5. Me is the object of the preposition from.
Exercise 5.8
1. All students must have their registration forms stamped by the Bursar’s office.
2. No one had remembered to bring a blue book for the final exam.
All the students had forgotten to bring their blue books for the final exam.
3. The ending of that movie surprised both Eleanor and me.
4. None of the residents on our side of the street had their house numbers painted on the curb.
5. Anyone who wants to make a personal phone call during the day should use one of the pay phones
in the lobby.
6. Someone’s schoolbooks were left on the lunchroom counter at noon.
Exercise 5.9
1. when - subordinating conjunction
into, from, about, with - prepositions
and, yet - coordinating conjunctions
2. although, after, when - subordinating conjunctions
to, about, on - prepositions
consequently - conjunctive adverb
Off in laid off is a verb particle.
3. because, before - subordinating conjunctions
but - coordinating conjunction
meanwhile - conjunctive adverb
for, of, of, to (in to the meal) - prepositions
To in to make creates an infinitive. Down in sat down is a verb particle.
4. if, unless - subordinating conjunctions
about, to (in to himself), about - prepositions
or - coordinating conjunction
To in to keep creates an infinitive.
Exercise 5.10
This is a good exercise for small group work, followed by a discussion of results. Students might
choose which alternative they prefer and discuss why (based, perhaps, on logic or context). Our
suggestions do not exhaust the possible appropriate revisions.
1. run-on
a. punctuation: The early bird gets the worm. The second mouse gets the cheese.
b. coordinator: The early bird gets the worm, but the second mouse gets the cheese.
c. subordinator: Although the early bird gets the worm, the second mouse gets the cheese.
d. conjunctive adverb: The early bird gets the worm; however, the second mouse gets the cheese.
2. comma splice
a. punctuation: John couldn’t study for the exam; he had bought the wrong text for the course.
b. coordinator: John couldn’t study for the exam, for he had bought the wrong text for the course.
c . s u b o rd i n a t o r : J ohn couldn’t study for the exam because he had bought the wrong text for the course.
d. conjunctive adverb: John had bought the wrong text for the course; therefore, he couldn’t study
for the exam.
3. comma splice
a . p u n c t u a t i on : Last spri n g’s storms caused flooding throughout the midwest; the drought con t i n u e d
in the southwest.
b. coordinator: Last spring’s storms caused flooding throughout the midwest, yet the drought
continued in the southwest.
c. subordinator: Although last spring’s storms caused flooding throughout the midwest, the drought
continued in the southwest.
d. conjunctive adverb: Last spring’s storms caused flooding throughout the midwest; nevertheless,
the drought continued in the southwest.
EX–22 EX ERCISE ANSWER KEY
4. run-on
a. punctuation: Chapter 1 introduces you to fifteen separate characters. The death of fourteen of
them in Chapter 2 comes as quite a shock.
b. coordinator: Chapter 1 introduces you to fifteen separate characters, and the death of fourteen
of them in Chapter 2 comes as quite a shock.
c. subordinator: After Chapter 1 introduces you to fifteen separate characters, the death of fourteen
of them in Chapter 2 comes as quite a shock.
d. conjunctive adverb: Chapter 1 introduces you to fifteen separate characters; subsequently, the
death of fourteen of them in Chapter 2 comes as quite a shock.
5. run-on
a. punctuation: Eleanor loves to get good grades; she always asks ingratiating questions in class.
b. coordinator: Eleanor loves to get good grades, so she always asks ingratiating questions in class.
c . s u b o rd i n a t o r : Since Eleanor loves to get good gra d e s , she alw ays asks ingratiating questions in cl a s s .
d. conjunctive adverb: Eleanor loves to get good grades; consequently, she always asks ingratiating
questions in class.
6. run-on
a. punctuation: Our television set smells like burning rubber; it sets off the smoke alarm.
b. coordinator: Our television set smells like burning rubber, and it sets off the smoke alarm.
c. subordinator:When our television set smells like burning rubber, it sets off the smoke alarm.
d . c on j u n c t i ve adve rb : Our telev i s i on set smells like burning ru b b e r; in fact, it sets off the smoke alarm .
Exercise 5.11
Antecedents are in parentheses.
1. (The car) that [relative]; (an outrageous amount) which [relative]
2. (The computer repairman) whom [relative]; (the lightweight laptop) that [relative] [The first that is
a function word – but not a relative – introducing a nominal that-clause, a subject to be discussed in
Chapter 10.]
3. When is a subordinating conjunction; (the debts) that [relative]
4. (a good reason) why [relative]
5. (your suggestion) that [relative] [That in that driving test is a demonstrative.]
6. (the summer) when [relative]
Exercise 5.12
1. What [interrogative] [When is a subordinator.]
2. Whose [interrogative]; (those) that [relative]; (the desk) where [relative]
3. (The Internal Revenue Service agent) who [relative]; (reasons) why [relative]
4. whom [interrogative]; (the chain letter) that [relative]
5. (Someone) who [relative]; who [interrogative]; (my web page) which [relative]; why [interrogative]
EX ERCISE ANSWER KEY EX–23
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