The document appears to be an exercise assessing whether groups of words constitute sentences or fragments. It presents 20 groups of words and asks the reader to identify if each is a sentence or fragment. It then provides the answers. It also includes two paragraphs containing fragments and asks the reader to repair the fragments by making them into complete sentences. Overall, the document focuses on identifying sentences and fragments, and practicing completing sentence fragments.
The document appears to be an exercise assessing whether groups of words constitute sentences or fragments. It presents 20 groups of words and asks the reader to identify if each is a sentence or fragment. It then provides the answers. It also includes two paragraphs containing fragments and asks the reader to repair the fragments by making them into complete sentences. Overall, the document focuses on identifying sentences and fragments, and practicing completing sentence fragments.
The document appears to be an exercise assessing whether groups of words constitute sentences or fragments. It presents 20 groups of words and asks the reader to identify if each is a sentence or fragment. It then provides the answers. It also includes two paragraphs containing fragments and asks the reader to repair the fragments by making them into complete sentences. Overall, the document focuses on identifying sentences and fragments, and practicing completing sentence fragments.
proper drawers. 3. I saw carrots in the lunch box. 4. Anthonys favorite funny television show. 5. I forgot my coat.
EXERCISE 1: Write T if the group of words makes up a sentence and F if it does not. 6. When I learn to drive a car? 7. Can you drive a car? 8. Paper plates that can be used in the microwave. 9. Veronicas choice of words offended her dog. 10. Hearing voices that are not really there.
11. Chad works very hard. 12. Winning an important race. 13. Winning a race is fun. 14. Loves her friends no matter what. 15. Looking like hed seen a ghost!
16. Things that creep in the shadows. 17. Never farther than a phone call. 18. Cookies that taste better than mud. 19. Apples can be added to the recipe. 20. Place your shoes on the blue mat. 1. Carrots in the lunch box. F 2. Putting things back in the proper drawers. F 3. I saw carrots in the lunch box. T 4. Anthonys favorite funny television show. F 5. I forgot my coat. T
EXERCISE 1: Write T if the group of words makes up a sentence and F if it does not. 6. When I learn to drive a car? F 7. Can you drive a car? T 8. Paper plates that can be used in the microwave. F 9. Veronicas choice of words offended her dog. T 10. Hearing voices that are not really there. F
11. Chad works very hard. T 12. Winning an important race. F 13. Winning a race is fun. T 14. Loves her friends no matter what. F 15. Looking like hed seen a ghost! F
16. Things that creep in the shadows. F 17. Never farther than a phone call. F 18. Cookies that taste better than mud. F 19. Apples can be added to the recipe. T 20. Place your shoes on the blue mat. T TEST FOR SENTENCE COMPLETENESS IS THERE A VERB? IS THERE A SUBJECT? IS THE WORD GROUP MERELY A SUBORDINATE CLAUSE OR PHRASE IT IS A SENTENCE IT IS A FRAGMENT. IT IS A FRAGMENT. IT IS A FRAGMENT. YES YES NO NO NO YES HOW TO REPAIR FRAGMENTS 1.Attach the fragment to a nearby sentence. 2.Turn the fragment into a sentence. 1. Carrots in the lunch box. F 2. Putting things back in the proper drawers. F 3. I saw carrots in the lunch box. T 4. Anthonys favorite funny television show. F 5. I forgot my coat. T
EXERCISE 1: Write T if the group of words makes up a sentence and F if it does not. 6. When I learn to drive a car? F 7. Can you drive a car? T 8. Paper plates that can be used in the microwave. F 9. Veronicas choice of words offended her dog. T 10. Hearing voices that are not really there. F
11. Chad works very hard. T 12. Winning an important race. F 13. Winning a race is fun. T 14. Loves her friends no matter what. F 15. Looking like hed seen a ghost! F
16. Things that creep in the shadows. F 17. Never farther than a phone call. F 18. Cookies that taste better than mud. F 19. Apples can be added to the recipe. T 20. Place your shoes on the blue mat. T EXERCISE 2: The next paragraphs have fragments. Copy them, and then add the missing parts to make them complete sentences. On the day of admission, she presented to my office with worsening of the cellulitis and a new 2-cm ulceration, and was admitted for IV antibiotics and further evaluation. Allergy to PENICILLIN, SULFA, and possibly to COUMADIN. Medications on admission were Procardia, Mellaril, Aldactone, Glucotrol, and hydrochlorothiazide. Extremities revealed bilateral edema 1 to 2+ to the knees with erythema and diffuse excoriations with erythema from the ankle to the mid shin area on the left lower extremity. Cellulitis and ulceration as well as chronic skin problems. The patient was seen in consultation by the dermatologist who confirmed my diagnosis of cellulitis. She was placed on IV Kefzol for 48 hours with marked improvement in her cellulitis. Her skin condition was consistent with lichen simplex chronicus since she was begun on Topicort cream b.i.d. PHYSICAL EXAMINATION: Unremarkable showing an elderly female who is alert, spry, and somewhat overweight. She had noticed early significant abdominal tenderness. She has noted slight increase in vaginal discharge. She has had no urinary frequency. No blood in the urine. No flank pain, chills, nausea, but she has been anorexic, some headaches in the past 24 hours. She is on no medicine except Demulen and Advil for her pain which is not helping.