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Quick Check Quiz Sheet Contents
Lesson 1 Sentence Structure ........................................................................5
LESSON 1 LESSON 3 LESSON 7 Subject-Verb Agreement ...............................................................6
Sentence Plural Nouns Commas
Structure l. 1 2 3 4 5 1 2 3 Lesson 2 Active and Passive Verbs..............................................................8
1. C I R 2. 1 2 3 4 5 4 5 6 Verb Tenses ...................................................................................9
2. C I R 3. 1 2 3 4 5 6 7 8 9
3. C I R 4. 1 2 3 4 5 Lesson 3 Plural Nouns................................................................................11
4. C I R LESSON 8
Semicolons Lesson 4 Possessives..................................................................................12
Subject-Verb LESSON 4 1 2 3 4
Agreement Possessives 5 6 7 8 Lesson 5 Pronouns .....................................................................................14
1. A L l. 1 2 3 4
2. A L 2. 1 2 3 4 Colons Lesson 6 Modifiers.....................................................................................16
3. A L 3. 1 2 3 4 1 2 3 4
4. A L 4. 1 2 3 5 6 7 8 Lesson 7 Commas ......................................................................................19
9 10
LESSON 2 LESSON 5 Lesson 8 Semicolons and Colons...............................................................21
Active & Pronouns LESSON 9
Passive Verbs l. a b c Parentheses & Lesson 9 Parentheses and Dashes ..............................................................24
1. A P 2. a b c Dashes
2. A P 3. a b c 1. 1 2 Lesson 10 Ellipses and Hyphens..................................................................26
3. A P d e f 2. 3 Commonly Misspelled Words.....................................................29
4. A P 4. a b c 3. 4 5 Quick Check Answer Key ..........................................................30
4. 6 7
Verb Tenses LESSON 6 LESSON 10 © 1994 Learn Incorporated
1. R W Modifiers Ellipses & Hyphens No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
2. R W 1. 1 2 3 1. 1 2 3 4
mechanical, including photocopy, recording, or any information storage and retrieval system, without written
3. R W 2. 1 2 3 4 2. 1 2 3 4 5 6 7
4. R W 3. 1 2 3 3. 1 2 3 4
permission from the publisher. For information contact: Learn Incorporated, 289 South Main Place, Carol
4. 1 2 4. 1 2 3 4 5 Stream,IL 60188-2425; www.learninc.com; 1-800-729-7323.
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Welcome to Goof-Proof Grammar!
You’re about to discover how to wipe out the ten most common grammar mistakes.
With the easy Goof-Proof system you can find your errors—and fix them—in just one
evening.
Start With Tape 1
Our grammar experts give you a quick, no-nonsense intro. They guide you through the
common pitfalls that trap unsuspecting speakers and give you tips on making your writing
error free.
Follow The Guide Book
At the end of Tape 1, turn to page 5 and begin Lesson 1.
1. Read the easy-to-follow explanations for Goof-Proof’s simple rules, strategies and
short-cuts.
2. Check out the practical examples and see each rule in action.
3. Take the Quick Check Quiz to test your new understanding.
4. Continue with the next lesson until the Guide Book tells you to return to the tape.
Take The Quick Check Quiz
Tear out the Quick Check Quiz Sheet on page 2 and keep it with the lesson you are
studying. Respond to each question as the lesson’s Quick Check section guides you. When
you finish each lesson, check your answers with the Answer Sheet on page 32.
Mastery In Minutes
The simple, streamlined instructions in this guide are all most people need to master the
Goof-Proof lessons. But, if you still have questions, check your library for The Chicago
Manual of Style. It gives detailed explanations for every grammar situation.
With Goof-Proof Grammar, you’ll be surprised at how quickly you can find and fix gram-
4 5
mar mistakes. You’ll see the difference — and feel more confident — the very next time you
speak or write.
Lesson l—SENTENCES–Structure & Agreement
SENTENCE STRUCTURE is the first place to check for errors. How do you tell if your
sentences are too short or too long?
A complete sentence answers the question:
Who or what did or was what?
(subject) (predicate)
Examples: She slept. The box fell. I am. Each has a subject and a predicate. The
predicate contains a verb which completes the idea started by the subject.
You can add adjectives and adverbs to define, describe or restrict the subject and pred-
icate, but each sentence must have a subject and a predicate.
Example: The runner who just took the lead is a former Olympic gold medal winner.
Incomplete sentences are sentences that are too short. The happy little boy who lives on
the corner of Green Street tells you exactly which boy is the subject, but it doesn’t tell you
what the writer wanted to say about him. There is no predicate; therefore, those 12 words
are not a complete sentence.
Run-on sentences are sentences that are too long. They contain a subject and a predicate,
joined to another subject and predicate, without any linking words (like and, but, or
because) or punctuation (such as a semicolon).
The man drove the car the speedometer was broken. This should be two sentences
because there are two complete thoughts. The subject of the first thought is man, and drove
tells what he did. In the second, speedometer is the subject, and was is the verb.
Example: The man drove the car although the speedometer was broken.
Since the two thoughts are closely related, they can be joined by a conjunction or semi-
colon; however, without the linking word or punctuation, they must be considered two
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sentences and punctuated with periods. Examples: 1. The corporation is sponsoring a softball game.
Quick Check Lesson 1, Sentence Structure. On the Quick Check Quiz Sheet on 2. Members of the class write, but the class writes.
page 2 of this book, circle your responses to the sentences below. If (Many members, one class.)
the words form one complete sentence, circle C. For an incomplete 3. Agreement of the Captain and the crew members is necessary before
sentence, circle I. For a run-on sentence, circle R. proceeding.
© I R Example: The frightened horse dragged the buggy into a ditch. 4. The selection of topics depends on the reader’s
1. The narrow road that curved around the tree. knowledge and interest.
2. Jean hit the ball Lisa caught it in center field. 5. The largest part of their earnings is invested.
3. The jury deliberated for three days last June the verdict was not 6. A series of loans has helped the company expand.
guilty by reason of insanity. 7. Either board members or the president has the
4. The zany new idea for the company’s next advertising slogan was power to sign.
approved last Tuesday. 8. The Board is having a long meeting.
SUBJECT-VERB AGREEMENT is the biggest trouble spot in grammar today. Here’s a
quick way to check for errors. Quick Check Lesson 1, Subject-Verb Agreement. On the Quick Check Quiz Sheet,
A singular subject needs a singular verb, and a plural subject needs a plural verb. circle A for each sentence that shows Agreement, and L for each sen-
Usually—but not always—you can go by what “sounds right.” tence that Lacks agreement.
Examples: The horse runs. The horses run. A L Example: Bill and Tony has a remarkable effect on production.
The race is exciting. The races are exciting. 1. Each member of the participating organizations vote on the issues.
The main problem comes from collective nouns. Collective nouns sound plural, but they 2. Both a series of exercises and a healthy diet is essential to weight
really refer to one group so they are treated as singular. Some collective nouns are: class, com- loss.
mittee, department. corporation, everyone, anyone, each, group, management either, board of 3. The Continuing Education Department offer a brochure to help you
directors. take the Aptitude Test.
Because each group acts as a single unit, it needs a singular verb. (To tell if a verb is 4. The smiling faces and friendly atmosphere reassures many new
singular or plural, use it with the subject he. If it sounds right, then the verb is singular. Far visitors.
example, he writes sounds correct, so writes is singular.)
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Lesson 2—VERBS-Active/Passive & Tenses Quick Check Lesson 2, Active and Passive. In each of the following sentences, if
ACTIVE VERBS make your statements more dynamic. PASSIVE VERBS can help you the underlined verb is active, circle A on the Quick Check Quiz Sheet.
be tactful. Here are the correct ways to use them both. If the verb is passive, circle P.
Active verbs tell what the subject did, or does, or will do. The subject is doing the acting. A P Example: Judy was writing a letter to her brother.
Examples: 1. He investigated the situation, is writing the letter, and will approve the 1. The idea was discussed by the committee.
action. 2. He accepted responsibility for the problem.
2. I finished my work on time. 3. The electrical flow is shown in red, the hydraulic in green, and the
3. Tom delivered the ransom note at 3:00. pneumatic in blue.
Use active verbs whenever possible to make your speaking and writing more interest- 4. Your attention is directed to the instructions on page 6 of the guide
ing and dynamic. book.
Passive verbs tell what happened to the subject, instead of what the subject did or was. VERB TENSES that switch unpredictably can make your message very confusing. If
The subject is NOT doing the acting; it is acted upon by someone or something else. your tenses are consistent, or follow a logical order, your point will be stronger.
Examples: 1. The situation was investigated, a letter is being written, and the action The tense of a verb, tells you whether the action takes place in the past, the present or
will be approved. the future. As you know, you use past tense if the action is already over, present tense if it
2. The work was not finished on time. is going on now, and future tense if it will happen later.
3. The ransom note was delivered at 3:00. Unless the action actually shifts from one time period to another, the tenses should be
The best time to use passive verbs is when you want to avoid placing blame. A mistake consistent
was found on the attached deposit slip (passive) is more tactful than You made a mistake Example: The secretary always brought schedules and sorts the executives’ mail.
on the attached deposit slip (active). Problem: brought is past tense and sorts is present tense
In most cases, however, passive verbs make your message less interesting and more Solution: The secretary always brought schedules and sorted the
difficult to read. Whenever you write, check your sentences to make sure your subject is executives’ mail.
doing the acting, instead of being acted upon—unless there is a reason for it to Or: The secretary always brings schedules and sorts the executives’
be passive. mail.
When the action shifts between time periods, make sure your verbs clearly reflect what
is happening.
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Example: Your bill was paid today and we are planning new expansion after the
auditor froze our accounts until July when we could not cover our out-
standing debts in June.
Problem: The long sentence and shifting tenses make this very difficult
to follow.
Solution: Last June the auditor froze our accounts until we could cover
our outstanding debts. Now we are able to pay all our bills,
including yours, and we are planning new expansion.
When the facts are arranged in a logical time sequence, the message is much
easier to understand.
If you look for the logical time sequence when you write, you’ll avoid most of the com-
mon “tense traps.’ For example, the sentence The customer said he is happy with the prod-
uct is incorrect, because the customer couldn’t say yesterday what he thought today. All of
the action took place in the past, and should be in past tense.
Quick Check Lesson 2, Verb Tenses. For each sentence below, circle R if the under-
lined verb is in the Right tense, circle W for the Wrong tense.
R W Example: When I was in Utah, I said the water is cold and salty.
1. When the market continues to fluctuate, the investors panicked.
2. She began by telling me that I was the best person for the job.
3. I always write stories by the window when I was a child and
dreamed of being an author.
4. He hires all the drivers and trained them well.
PLEASE LISTEN TO TAPE 2 SIDE A
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Lesson 3—PLURAL NOUNS
When Dan Quayle misspelled potatoes back in 1992, it caused a national uproar. This
section helps you track down similar mistakes so you’ll never have to face such embar-
rassing consequences.
1. It’s easy to make most nouns plural—just add s. Book changes to books, house to houses,
report to reports. But even good spellers are challenged by the following exceptions to the
“just add s” rule.
2. If the noun ends with ch, sh, s, x, or z, add es to make it plural. Change church to churches,
bush to bushes, princess to princesses, fox to foxes, or buzz to buzzes. These are easy to catch
because you can’t pronounce an s after these endings.
3. When a word ends in y preceded by a consonant, change y to i and add es: army to armies,
ally to allies. Remember that the y must be preceded by a consonant to change the y to i. In
alley, the y is preceded by a vowel, and the plural is alleys, for valley it’s valleys.
4. For words ending in o preceded by a vowel, add s to form the plural: radio to radios, cameo
to cameos, zoo to zoos. For most nouns ending in o preceded by a consonant, add es to form
the plural: echo to echoes, mosquito to mosquitoes, potato to potatoes.
There are a few exceptions to #4 above. Some nouns with consonants before the o’s add
only s, instead of es. Most of these exceptions are musical in nature: alto to altos, piano
to pianos, soprano to sopranos. Also: photo to photos.
Examples: l. writer-writers, trainee-trainees, auditor-auditors
2. index-indexes, tax-taxes, fax-faxes, lunch-lunches, process-processes,
flash-flashes
3. copy-copies, secretary-secretaries, penny-pennies, trolley-trolleys, overlay-
overlays
4. video-videos, tomato-tomatoes, solo-solos
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Usually, nouns ending in f, fe, or ff, are made plural by adding s: belief to beliefs, sher-
iff to sheriffs. A few, however, change the f or fe to ves. You can either memorize the exam-
ples below, or you can look up the words in a dictionary when you need them.
Examples: Calf to calves, elf to elves, half to halves, shelf to shelves, thief to thieves,
knife to knives, life to lives, wife to wives. Fortunately, these plurals are easy
to find because they are listed with the singulars in the dictionary.
Quick Check Lesson 3, Plural Nouns. In the following sentences, circle the number
of each misspelled noun on the Quick Check Quiz Sheet.
1 2 3 4 5 Example: The thiefs1 stole radios2, jewels3, coins4, and photoes5.
1. The tariffs1 suggested by the attorneys2 would not influence general
taxes3, company assetes4 or corporate finances5.
2. When the engineers1 hear three buzzes2, they know the gases3 have
accumulated to dangerous leveles4, and check-tests5 should be initi-
ated at once.
3. The plaintiffes1 installed a system of pulleys2 to move the
crucifixes3 from the churchs4 to the display areas5 at the academies6.
4. The pianoes1 in the arenas2 produced a variety of tremoloes3 and
vibratos4 to honor the returning heroes5.
Lesson 4—POSSESSIVES
POSSESSIVES can get tricky—especially when you are dealing with plural nouns or
nouns ending in s. These simple guidelines will keep you error free.
1. As you know, possessive means belonging to. John’s coat is a coat belonging to John.
Usually possession is shown by adding an apostrophe s to the name of the owner: Tom’s
book, the car’s tires, the tree’s branches.
However, in the case of plural ownership, the apostrophe comes after the s: 2 boys’ coats,
4 dogs’ collars, the cookies’ aroma.
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When the plural does not end in s, the apostrophe is placed after the word and before
the s: men’s hats. women’s shoes, children’s toys.
2. If the possessive noun ends in s, you have a choice. Each version below is correct.
the countess’ or countess’s gloves
for goodness’ or goodness’s sake
Jones’ or Jones’s idea
Most people omit the s after the apostrophe because it is hard to pronounce.
3. When there is joint ownership, use the possessive only on the last name in the list. Ted,
Joe and Bob’s business means that they own one business jointly. Shane and Oliver’s
report indicates that they worked together on a single report.
However, if several owners are listed but they do NOT have joint ownership, make
each one possessive. Sue’s and Jan’s shoes means they each have a separate pair.
4. The possessive form is also used before a gerund, the noun formed by adding ing to a
verb. So we say Henry’s leaving, everybody’s clapping, and the girl’s singing.
Examples: 1. Boys’ and girls’ swimsuits are on sale.
2. The waitresses’ uniforms were peasants’ costumes.
3. Dave’s, Peter’s, and Nancy’s debts were all cancelled.
4. The countess’ gloves were in Francis’ pocket and had to be returned
before the noblewoman’s leaving for the Queen Mary’s departure.
Quick Check Lesson 4, Possessives. Circle the numbers of the incorrectly used pos-
sessives underlined below.
1 2 Example: Gary and Lisa’s1 boots appeared as the result of their
mothers’2 going to her favorite bargain shoe store.
1. Sam’s1, Jerry’s2 and Rob’s3 restaurant is called “Down Under” because
of Sam’s4 ancestry.
2. Charle’s1 report had been written before Phyllis’es2 joining the
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company, and his ideas’3 were firmly established as the company’s4
official policy.
3. Everyone watched the World Series’1 telecasts in Jone’s2 office because
his window’s3 view gave them advance notice of the boss’4 arrival.
4. The mens’1 shirts and womens’2 blouses were discounted 50% for the
Presidents’3 Day Sale.
Lesson 5—PRONOUNS
You probably use more than a hundred pronouns every day. Here are three ways to
dodge the main trouble spots they cause.
1. For a quick refresher, pronouns are words that stand in for nouns. In Jayne smiled when
she saw the package, Jayne is the noun and she is the pronoun. Other common pronouns
include: he, it, they, him, her, you, your, their, its, each, either, neither, anyone, etc.
Trouble begins when you can’t tell which noun is referred to by the pronoun. Andy and
Jordan cheered when he hit a home run. (Who hit the home run—Andy, Jordan or some
one else?) Don’t make your reader guess. Change the wording of the sentence until it’s
completely clear.
2. Next, make sure that your nouns and pronouns agree. Singular nouns need singular
pronouns. (The man raced off in his car.) Plural nouns require plural pronouns. (The
players packed up their equipment.)
Remember that each, either, none, neither, every, and any are all singular and must
have singular pronouns and verbs to agree with them. It may help to think of them as
meaning each one, either one, no one, etc.
Examples: Everyone took his or her name tag.
None of the 12 printers needs its cartridge changed.
Beware of this common mistake: although its is possessive, it does NOT have an apos-
trophe, just as the possessives his, her and their do not have apostrophes. It’s—with the
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apostrophe—is a contraction of it is.
3. Another source of confusion is switching from third to second person. Example: A good
athlete needs to stay active to keep your body in shape. Unless the athlete is exercising
your body this sentence needs help. Make it third person: A good athlete needs to stay
active to keep his or her body in shape; or second person: You need to keep active to
keep your body in shape.
Examples: 1. When George entered the office with Melissa, the entire staff
applauded her.
2. Each runner will get a free tee shirt when he crosses the finish line.
(Each is singular and needs a singular pronoun. If there are male and
female runners, make this he or she—NOT they.) To avoid the
awkwardness of using he or she, you can make the subject plural: All
runners will get free tee shirts when they cross the finish line.
3. When you take a few minutes to check your writing, you can eliminate
errors that may hurt your image.
Quick Check Lesson 5, Pronouns. On the Quick Check Quiz Sheet, circle the letter
of the correct pronoun for each sentence below.
a b Example: Jean saw the films and _____damaged cases.
(a) its (b) their
l. When a person sets clear goals _____ can accomplish many things.
(a) she (b) they (c) you
2. When giving a speech, the speaker should maintain eye contact
with _____ audience.
(a) your (b) their (c) his
3. Each player must discard as many cards from _____ hand as _____
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drew. with the help of the adjectives.
(a) their (d) they Danger: Be sure your adjectives are as close as possible to the nouns or pronouns they
(b) his (e) he modify. Some of the funniest and most confusing goofs in grammar come from misplaced
(c) your (f) you modifiers.
4. Neither of the delegates exceeded _____ quota for campaign Example: No security regulations will be distributed to personnel that are out of
spending. date.
(a) her (b) their This writer’s goof makes it sound like the personnel are out of date. If
she put the adjective phrase, that are out of date, closer to the noun that
it modifies, regulations, then the meaning would
PLEASE RETURN TO TAPE 2 SIDE A be clear.
Here’s what she really meant: No security regulations that are out of date
Lesson 6—MODIFIERS will be
MODIFIERS are words that describe other words. ADJECTIVES describe nouns and distributed to personnel.
pronouns, and ADVERBS describe verbs. ADVERBS modify verbs and answer the questions how, when, where, and to what extent
There are three basic types of ADJECTIVES: (how much, how often). There are two basic types:
Single words—woolly caterpillar Single words—He left yesterday.
Phrases—salesman knocking on the door Phrases—He left at the end of the pay period.
Clauses (with subject & predicate)—cars which sell quickly In the examples above, the single adverb and the adverb phrase modify the verb left and
Example: Most people with high incomes are potential investors in preferred stock. tell when the action happened.
Here the noun people is described by a single word adjective, most, and Like adjectives, adverbs need to be placed as close as possible to the words they
by an adjective clause, with high incomes. Both the adjective and the modify or the meaning may not be clear.
adjective clause describe the subject and tell us which people. Example: He polished the car his father gave him with devotion. Polished with
In the predicate, we have more adjectives. Both the word potential and devotion or gave with devotion? Since it’s closest to gave, we have to
the phrase in preferred stock tell us more about the investors. assume that it modifies gave. Is that what the writer intended?
Another problem with the placement of adverbs is raised by the word almost. We
The “bare bones” sentence is people are investors, but we get a much clearer picture almost lost our entire investment does not mean the same thing as we lost almost our entire
investment.
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The classic example uses the placement of the adverb only.
Only John mourned the death of his brother.
John only mourned the death of his brother.
John mourned only the death of his brother.
John mourned the death of his only brother.
John mourned the death of his brother only.
Misplaced modifiers can cause a lot of confusion, as you’ll see from the examples below.
Do the modifying words and phrases (underlined) really modify the closest words (double
underlined)?
Examples: 1. To answer the question, I gave birth to twins in your July 12th letter.
2. Tucked away in the filing cabinet, the personnel clerk found your
employment record.
3. At the age of four, my father said that I could dismantle a TV set. He
often told me about how I started a fire in the kitchen as a bedtime
story.
Quick Check Lesson 6, Modifiers. On the Quiz Sheet, circle the numbers of any
modifiers that are misplaced or that leave the meaning unclear.
1 2 Example: Entering the office for the first time1, the atmosphere of
warm welcome2 overwhelmed the new secretary.
1. He took over the management of the business1 from his father2
when he was fifty-five3.
2. After soaking in sulfuric acid overnight1, the specimen was set up
to dry2 in the office3 next to the chemistry lab which proved mv
point4.
3. With the gun still smoking1, I tackled the robber who had fired the
three shots2 into the crowded bus3.
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4. After spending all Saturday at the beach1, the yard had to be
mowed and the boat had to be sanded on that rainy Sunday2.
Lesson 7—COMMAS
Here are seven places you should use commas. Mastering these areas will eliminate
most problems, but you can find a complete discussion of all the details in most diction-
aries or grammar texts.
Basically, COMMAS are used to divide words, or groups of words, and to make sentences
easier to understand. The most common ways to use them correctly include:
1. To separate a series of words in a sentence when connecting words (conjunctions) are
not used.
Example: The pencils are green, yellow, red, and blue.
The comma before the conjunction and is optional. Grammar authorities don’t agree.
Using it is never wrong, and it may make your sentence easier to read.
2. To separate parts of a compound sentence—a sentence made from two groups of
words that could stand alone as separate sentences but are joined by a conjunction
such as and, but, for, because or although.
Example: The air conditioning was out of order, and the windows didn’t open.
3. To separate an opening dependent clause from the rest of the sentence. A dependent
clause is one that cannot stand alone as a sentence; it depends upon the rest of the sen-
tence to complete the thought. These clauses begin with words like if, when, until,
although, while, and after.
Example: Until the new paint dried, we had to use the back door.
4. To separate introductory transition words from the rest of the sentence. This gives
your reader time to shift mental gears.
Example: However, there is a catch to the offer.
5. To separate non-essential information from the noun it modifies.
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Example: The student who had the cold is absent. “Who had the cold” is needed
to identify the student, so no comma is used. But Henry, who had a
cold, decided to cancel the seminar is a different matter. The reader
can identify Henry without the phrase about his having a cold. Because
the phrase is not necessary, commas are needed.
6. To separate the name of the person you are addressing from the rest of the sentence.
Example: I’d like to thank you, Cindy, for all your help.
7. To make confusing sentences easier to understand. If a sentence is difficult to under-
stand on the first reading, you may add a comma to help your reader pause at the
appropriate place.
Example: That that is, is. That that is not, is not.
By shooting, the man attracted the attention of the rescue party.
Examples: 1. The tigers, elephants, seals, and monkeys all attract big crowds at the zoo.
2. My doctor prefers to prescribe name brand drugs, but the generic brands
are just as effective.
3. While waiting for management’s approval of his proposal, Steve devised a
flow chart for implementing his plan.
4. Consequently, the game was called off.
5. Rob, my cousin from Michigan, promised to send the package by Tuesday.
6. Carol, it has been a pleasure to work with you.
7. Ever since, we have spent every summer in
Ocean City.
Quick Check Lesson 7, Commas. In the following paragraph, some possible places
for commas are numbered. Circle the corresponding number on the
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Quiz Sheet if the comma is needed.
1 2 Example: When1 you go2 I’11 go.
While Tom was making a sales call1 on a client
in Tuscon2 his assistant hired a secretary3, an accountant, and a ware-
house supervisor without consulting him. Moreover4 the Chief Technical
Coordinator5 who had worked with him6 quit. When Tom learned of all
these events7 he asked his boss8 to accept his resignation. Seeing his
refusal to adjust9 the rest of the staff also resigned.
PLEASE RETURN TO TAPE 2 SIDE B
Lesson 8—SEMICOLONS & COLONS
A SEMICOLON is a cross between a comma and a period. It indicates a longer pause
than a comma, but not as complete a change of thought as a period.
Many people avoid semicolons because they don’t understand how to use them; that’s
a mistake. Here are three times semicolons should be used:
1. To connect closely-related thoughts or consequences. Semicolons are used to join two
groups of words which could be separate, complete sentences—without the use of
conjunctions such as and, but, or because.
Example: The manual explains the new procedures; now we need a training program to
help us apply them.
2. To separate items in a series when the items themselves contain commas.
Example: I need lined and unlined paper; red, blue, and green pencils; and pens,
of any color, that have erasable ink.
3. To create clarity in a long sentence when the second clause begins with a transition word
such as however, thus, besides or therefore.
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Example: He has an excellent background in education and research; however, I
do not think he is interested in the project.
Examples: 1. I prefer to hire people who have some experience in accounting; she
prefers to train them from the ground up.
2. To qualify for the job you must have a college degree, preferably with
some graduate credit; three years of experience, some of which must
be in sales; a thorough understanding of
computers; and a willingness to relocate to either New York, Chicago,
or Los Angeles.
3. Mr. Everett accepted the report as it was submitted; in addition, he
praised them for their effort, their efficiency, and their thoroughness.
Quick Check Lesson 8, Semicolons. In the following paragraph, pauses are num-
bered. On the Quiz Sheet, circle the corresponding number of places
where semicolons can be used.
1 2 Example: There is no reason to leave1 it’s safe to stay2 if you prefer.
Let’s be realistic1 let’s consider the chance of failure. When that many
people are involved2 there may be someone who just can’t keep a
secret3 even a small secret. Some enjoy surprises4 others enjoy spoiling
them. The result is disappointment5 the reason is hidden. Perhaps there
is a demon who thrives on spoiled plans6 broken promises7 and the frus-
tration of others. Some show unbelievable control over displaying any
emotion8 however, others show little or none.
COLONS are probably more familiar to you than semicolons, but they may still cause
confusion at times. Here are some tips:
1. Colons are used to introduce lists, examples, clarifying details, or results. A colon
means as follows.
22
Example: To do any important task, two things are necessary: a plan and not
quite enough time.
Note: Do not use a colon to introduce a list that is the object of the sentence. If the first
part of the sentence cannot stand alone as a complete sentence. you should not use a
colon.
Wrong: The council’s recommendations are: a healthful diet, aerobic exercise, and
plenty of rest.
Right: The council gave three recommendations: a healthful diet, aerobic exer-
cise, and plenty
of rest.
Despite what you may have learned in school, it is now common practice to leave
only one space after the colon.
2. Sometimes a colon is used before a single word or phrase to show results or to add
dramatic impact.
Example: There is a tragic consequence of people’s driving under the influence
of alcohol: death.
3. When you use words like namely, that is, for example, or as follows, omit the colon.
Example: Henry’s science project compared several insects, for example, flies,
mosquitoes, bees, and moths.
4. Colons are also used:
after the salutation in a formal letter (Dear Sir:)
to write time (6:30 p.m.)
to separate chapter and verse in Bible citation (Luke 3:7)
Examples: 1. The mayor’s suite includes four rooms: reception and waiting room,
secretary’s office, mayor’s office, and a small conference room.
2. When the supervisor announced the extra vacation day, she received a
unanimous response: applause.
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3. Four applicants are being considered (namely): Harris, Manley, Grover
and Thompson.
4. The entire building is locked every night
at 10:15.
Quick Check Lesson 8, Colons. The following paragraph has numbers indicating
places where some punctuation is needed. Circle the number if a
colon can be used in that place.
1 2 3 Example: The warning on the door was specific1 beware of danger-
ous fumes2 no
one read it3.
The investors in the project were1 Dan Elliot2 Susan Dunsmore3 and
Dana Ramish. The funds they provided were used to4 adapt the
machinery for wind power and install solar heating. The results were
amazing5 higher efficiency6 lower heating costs7 less pollution. There
was only one word for the project8 successful. Each investor received
a substantial dividend. By not participating9 Jim Blackwell wrote his
own epitaph10 nothing ventured, nothing gained.
Lesson 9—PARENTHESES & DASHES
PARENTHESES are used to enclose words that are an aside (a “by the way” type of addi-
tion to a sentence). The enclosed words can be background information, explanations, or
clarifications. Often, they are used to explain unfamiliar words, initials used in place of
words, “buzz” words or phrases, or technical terms. They can always be skipped and leave
the sentence complete.
Parentheses are also used with numbers to provide dates, or to emphasize a number just
indicated by words.
24
Examples: Tetanus (lockjaw) is often fatal.
The embarrassing incident (I still blush when I think of it) was covered
in three local newspapers.
Eliminate costly repair bills with TARAN (Test And Replace As
Necessary) policies.
The accompanying chart (see p. 82) gives several examples.
The novel The Homeward Trail (1917) was his bestseller.
There are thirty (30) cartons.
The major problem associated with parentheses is their overuse. The best advice is to
use them sparingly.
DASHES are seldom used in formal writing—and that’s good. It isn’t that the dash is a
bad type of punctuation—far from it. But it’s habit forming. Lazy writers tend to toss in
dashes when they are unsure of the proper punctuation, and the result is a stop-and-go
reading pace. Besides, too much emphasis means no emphasis at all.
A dash is used before a part of a sentence to give emphasis or to flag a sudden change
of thought. When the phrase is in the middle of a sentence, a dash must also follow it. It
often shows what the writer thinks is important or adds a personal opinion. Dashes indi-
cate more emphasis than commas used in the same places. In speaking, we would empha-
size the same phrase by a slower pace or a louder voice.
Examples: The sales manager maintains—and this is important—that you have to be
enthusiastic
about a product in order to sell it.
When you don’t know how to spell a word—try
a dictionary.
The support of three nations—France, Italy and Switzerland—is essential
to the success of the treaty. He appreciated every gift except the last—an
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electric comb.
Quick Check Lesson 9, Parentheses & Dashes. In the following sentences, paren-
theses and dashes are used correctly and incorrectly. Circle the num-
ber of any incorrect usage. (Because parentheses are always used as
sets, they are marked only at the beginning. if the beginning one is
incorrect, the ending one is also.)
1 2 Example: In 1730—1Joist Hite 2(he used a variety of spellings)
entered the valley with
ten families.
1. The Introduction to Computers course 1(formerly known as Data
Processing 101) starts on September 2(24th).
2. He said he was ready for anything—3and he meant it!
3. Never—4and I mean never—5let what you can’t do interfere with
what you can do.
4. Although it rained this morning 6(the sky is blue now)—7just in
time for the picnic!
Lesson 10—ELLIPSES & HYPHENS
An ELLIPSIS (3 dots) means something has been left out. It must be used whenever you
omit one or more words from a quotation, but it can occasionally be used in other ways.
It also indicates a lapse of time or something left to the reader’s imagination.
If the missing part of a quotation is at the beginning of a sentence, the first word includ-
ed does not need to be capitalized. “ ... ask what you can do for your country.’
If the missing portion is at the end of the sentence, proper punctuation must be added—
usually a fourth dot for a period.
Examples: She said, “If only I could win the lottery....”
“Cooperation, friendship, love ... these can only be attained by giving
26
them away.”
According to James Allen:
“As you think, you travel.... You are today where your thoughts have
brought you; you will be tomorrow where your thoughts take you.... You
cannot escape the results of your thoughts ... for you will always gravi-
tate towards that which you secretly ... love. Whatever your present envi-
ronment may be, you will fall, remain or rise with your thoughts....
“If you don’t stop by the time I count to three ...” (No final period
because the sentence is unfinished.)
A HYPHEN indicates connections between words or divisions within words. Some com-
mon uses include:
1. When two or more words are used to make a compound adjective.
Example: best-selling novel, easy-to-use jumper cables, once-in-a-lifetime
experience, two-year-old boy
2. After parts of a compound adjective with one element in common.
Example: five- and ten-pound packages, two- and three-wheeled bikes, one- and
two-eyed jacks
3. For spelling two-word quantities between 20 and 100.
Example: twenty-one, thirty-five, eighty-two, ninety-nine
4. When spelling fractions, unless either already contains a hyphen.
Example: three-fourths, two-thirds, five sixty-fourths
5. When a word is divided between syllables at the end of a line.
Example: The decision was tremendously important to the entire department.
6. When words begin with the same vowel as the end of a prefix.
Example: re-entry, pre-established
7. For adding prefixes to words that might become confusing.
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Example: re-collect (collect again) not recollect (remember) re-cover (cover again) not
recover (recuperate) co-op (a cooperative) not coop (a small cage) Commonly Misspelled Words
When in doubt about a particular word, consult a dictionary. Although dictionaries accelerate coming living remit
don’t always agree, they do have a logical reason for their choices—and you have an achieve concede meanness remittance
authority to back you up. airmail conceive mileage resign
Examples: The fast-talking lumber salesman sold ten- and twenty-foot boards for all right counterfeit mischief résumé
twenty-five and fifty dollars. almost courageous moreover sieve
The pictures were so bad she had to have her son re-pose in a not-so- already critical neighbor sincerely
altogether daily neither studying
awkward position for a retake. A three-fifths majority of the newly- annoyed deficient nevertheless succeed
elected school board is needed to override the six-month-old contracts arguing denied noticeable success
with two underpaid teachers. arrival denying notwithstanding supersede
Quick Check Lesson 10, Ellipses & Hyphens. The following sentences have ellipses attorney desirable occurred their
and hyphens used correctly and incorrectly. Circle the number of any awesome dinning outrageous travelled
incorrect use of these punctuation marks. awkward dying panic truism
1 2 3 Example: Trends...1 which affect us all ...2 seem beforehand encouraging panicky truly
beginning ensure perceive typing
4 5 6 to dictate never-3to-4be-5ignored changes in policy for the sales-6men. believe envelope personal using
1. After John cleared up the problems of mis-1spelling, faulty-2punctu- benefitted equipped personnel veil
ation, and lack of clarity ...3 his manuscript was re-4considered. calendar exceed pierce visa versa
2. The self-1conscious newscaster referred to the new lighter-2than- cancel excel planned weekend
3
air-4craft as “...5the new higher6 than7 air craft.” carrying except prefer weigh
3. Placido Domingo and ...1 perhaps more important to the opera com- casually finally preferable weird
pany ...2 his magnificent voice are insured by a full-3time artist-4ori- ceiling friend preferred
changeable grammar preferring
ented agent. changing height proceed
4. The President had to re-1sign the document when the news2man checkbook hurrying recede
decided to re3present the award for the late-4night newscast ...5 a classroom insist receive
very commendable idea. colleague insofar refer, referred
collision livable relieve
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Commonly Misspelled Words
Quick Check Answer Key
LESSON 1 LESSON 3 LESSON 7
Sentence Plural Nouns Commas
Structure .l 1 2 3 4 5 1 2 3
1. C I R 2. 1 2 3 4 5 4 5 6
2. C I R 3. 1 2 3 4 5 6 7 8 9
3. C I R 4. 1 2 3 4 5
4. C I R LESSON 8
Semicolons
Subject-Verb LESSON 4 1 2 3 4
Agreement Possessives 5 6 7 8
1. A L .l 1 2 3 4
2. A L 2. 1 2 3 4 Colons
3. A L 3. 1 2 3 4 1 2 3 4
4. A L 4. 1 2 3 5 6 7 8 9 10
LESSON 2 LESSON 5
Active & Pronouns LESSON 9
Passive Verbs .l a b c Parentheses &
1. A P 2. a b c Dashes
2. A P 3. a b c d e f 1. 1 2
3. A P 4. a b c 2. 3
4. A P 3. 4 5
4. 6 7
Verb Tenses LESSON 6
1. R W Modifiers LESSON 10
2. R W 1. 1 2 3 Ellipses & Hyphens 289 South Main Place, Carol Stream, IL 60188
3. R W 2. 1 2 3 4 1. 1 2 3 4
4. R/ W 3. 1 2 3 2. 1 2 3 4 5 6 7 TOLL FREE 1-800-323-2500
4. 1 2 3. 1 2 3 4 or FAX TOLL FREE 1-888-764-4512
4. 1 2 3 4 5
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