CAREER ENGLISH Skil Develooment for Effective CommunicationSkill Develooment for Effective Communication Phyllis Davis Hemphill Professo mare ota omendcarions Menudo College edited by Anita M. Hemphill PRENTICE-HALL, INC., Englereoud Chiffs, New Jersey 07652 achiOn To Me )Lt of Coes ag ats arene tes Soest wet Li ae Cd Esiveriatgeoguction mipervisiom by Famets Wikder Interior donlgr by Robes Setioor (Cover gesign by Wena Lubetika Menutechating buyer: Hoery P. Bailey © 1980 by Prentice-Hall, Inc,, Eeglowood Cliffe, NJ, 07632 All rights reserved. No past Of this book may be reproduced in any form er bby any means without petmision in writing from the pablisher, Printed in the United States of America weeresaars PRENTICE-HALL INTERNATIONAL, INC, Londow PRENTICE-HALL OF AUSTRALIA PTY. LIMITED, Sidney PRENTICE-HALL OF CANADA, LTD., Torouto PRENTICE-HALL OF INDIA PRIVATE LIMITED, New Deiht PRENTICE-WALL OF JAPAN, INC., Tokyo PRENTICE-HALL OF SOUTHEAST ASIA FTE, LTD., Singupore WHITEHALL BOOKS LANTED, Wellington, New ZealaridPREFACE vit INTRODUCTION How Using Good Grammar Helps You. ‘The Story af the American English Language in SENTENCES AND SENTENCE PATTERNS Ld NOUNS—DEFINITION AND USAGES: 26 NOUNS-—SINGULAR AND PLURAL NOUNS; POSSESSIVE NOUNS ag PRONOUNS—SUBJECT AND OBJECT FORMS OF PERSONAL PRONOUNS 88 PRONOUNS—POSSESSIVE, REFLEXIVE, AND INTENSIVE PERSONAL PRONOUNS; OTHER PRONOUNS ft as ©W = =VERBS—AGREEMENT OF SUBJECT AND VERB a VERBS-REGULAA AND IRREGULAR VERBS 103 WERB TENSES—PRESENT, PAST, FUTURE; ACTIVE AND PASSIVE VERBS: 121 DETERMINERS AND ADJECTIVES: PART ONE 132 ADJECTIVES: PART TWO 150 ADVERBS. 162 WRITING SENTENCES AND PARAGRAPHS: PART ONE 182 WRITING SENTENCES AND PARAGRAPHS: PART TWO. 196 THE DICTIONARY 209 SPELLING 219 PUNCTUATION 232 CAPITALIZATION, NUMBERS, ABBREWIATIONS, AND WORD DIVISION mz ContentsChapters J through 17 of this text contain the complete basic grammar ‘course. The Introduction section contains background material that may be used by the instructor or students at enrichment material. This introductory section may or miy not be used as classroom asskgnnent material, according to the plan for the course. Propraruined grammar techniques ore wsed becauie they’ are easly followed and understood, Also, cach stedent can progress or teview at his ar ber own pace. Lessons began very simply, building upon others already given, uuatil the standard, complete grammar coune is presented. A programmed grammar textbook is based on four principles of study: Simple to complex One thing at a time Student invalverent Repatitlon, repetition, repetition ARR TO THE STUDENT To work with a programmed textbook, use a filing card, a strip of paper, or your hand 10 cover the answers in the aruwer column while Fou read the material and fil im each blank, Then, check to see if your answer is comect, I corect, yrau are ready to continue. If not, review the explanatory material and fll in the correct answer before continuing. It is better to wse a pencil for the exercises so that answers can be changed easily, Don’t be discouraged when you make ¢rrory—that is how you earn. Ifyou did not make errors, you probably did nat need. the eaurse én the first place, Good tuck!‘This introduction ta the study of American English grammar is set out Jn two parts: (1) the basic advantages of studying grammar, and (2).a brief story of the origins and development of the grameas. fo studying the devel. ‘opment of the language, most readers will find some influence that the lan guage of their ancestors has had upon the preventaay American tongue. SEC.| / HOW USING GOOD GRAMMAR HELPS YOU ‘The first advantage of learning to use pood grammar is that it helps you commmucicate effectively. You eam to expeess yourself in speaking and ‘writing in a manner that is understandable to your listeners and readers. The second advantage is that with better grammar sage you guin the respect of thove with whorm you speak and write, and you svald the social stlgrua that revuhs from using poor grammar, Today of any day. the thied advantage of gaining good command of the American English language is that it alds yos economically in the employ: ‘ment market. Competition for jobs at all levelsis frequently keen, and com petithon fs particularly keen af higher levels of employment, An ability to speak and weite English wel, using good grammar and a goed vocabulary, places you among the op of thse being considered for emplayment and for aadvancermem in employment. Sec. A How to Improve ‘Your Speaking and Writing ewe ave the ruin ways of mpeaving your speaking and writing ta ac- -complish these three goals of banoflting yourself. ‘Take courses in gramenar, writing, speach, and vocabulary.Avoid using ieiaroper grammar when vous write ancl spake Study words, their spelling, aromundlation and thelr usages, s8teiring to a reliable current dictionary vehancner nécesiary Seok clearly and distinctly: that is, do-not slur your wards or drop theeendings of words (gaing ta, not gonna: thinking, ot thinkin’: seeing, 0% seein anc s9 forth Revise your writing before making the Final comy. 1 yan ara ln doubt, tsanmult a good currant grammar text or dictionaey Fiead warthehile publications and check the dictionary far dafinitions nd pronunciations of woeds you do mot knows Sec, B Authorities for Current Acceptable Usage Because new editions are printed regularly in order to keep them eur rent, authoritative dictionaries ate the moat readily available up-to-date source of reference fos Enpliah grarmnar uéape, The Oxford Enigtich Dictionary, 3 major respected satharity «af gram ‘marian and Linguists, statea: “The living vocabulary Is.ae more permanent in ins constination than definite in its exset. It is not today what it nara cen tury ago, still Jess What in will be & century hence. ts constituent elements are in a state of slow but incessant dissolution and renavation.”! In preparing our dictionaries. lexicographers state that a linguage that does not change will dic. Therefare. limgiags that changes is bealthy be cause it serves the needs of its users. Because of these continual changes, a person studying the American Engtisl language shosild remularly reer we rent textbooks and dictionaries nor oaly far new words, but alsa for gram. ‘matical changes that slowly creep into the langange. A Language tht fs not wrltten and spoken daily by’ a general population does not change fro usage and can retain a rigidly structured basic forms, ‘On one hand, Latin, fravs whlch soine of our Lsnguaage ts derived is con- ssddared 2 dead language: that i, Latin is no longer the spoken o¢ written soingae ued by aay group of people to carry on their dally affairs. On she ‘other hand, living Latin Bias changed From its original form, becoming the hbase for some modern luspuages, such as French. Spanish, Italian, Portuguese, and Rumanian, In general. these so-called! Romance languages hare more regular forms than English because they sill preserve muct of the taske Latin form sad also continue to fallow basic Latin patterns SEC, Il / THESTORY OF THE AMERICAN ENGLISH LANGUAGE ‘The story of the American English Inoguape, of conse, is ranted in the ‘history of the English language. Highlights of the story begin with setelement of the British Intex by barbaric trikes of Angles, Saxons, and Juses in the fifth and skeih centuries. These settlements wove followed by the Viking invasions of the ninth cee: "ames A HL Murray, Henry Bradley, W. A Craigie, C. T, Onions, edb tors, The Oxford Faghish Dictinnary (Oxford: The Clareadon Pres, 1933), anvil, Mow Using Good Grammar heirs You 2fury and the Norn Frende Conquest of 106, Leaning thei expanded moe rapidly with the intreductiog of te printing press im 1476 apd the cultural fhawering of the Remaiscaace in the sixtcentt century! The 1755 publicatiog uf the fst cimupeehensive dictiewary of the language, Suniel Fulmsan"s Dicwinaaey oof the Engh Largwsre, helped further the growing expansion cf knxwledye. Alsa, is dictiewry bogan the wide tnflucove dictionaries would faye as references awl statlisers of the language. fy 1755 the American continent was being setthed, and the language wed on the Ametican continent cipuld nc [orages be tered slavply tlhe “Ene (la Fangucge": it was developing into the American English foam. Car. fining major inflicnces were worldwide expansion of Lrade and iavel and widely diseminsted pumpliets, hooks, mnagurinies, and mewspupers, A more recent influerice that has a strong effect on kiruaps today isthe predorn) nance oF radio, television sand males. Figure 1-1 depicia the development of the American English language ‘over a perind of several ceniuties Sac. A The Beginnings. ‘The original ldstorically sevorded inhabitants of ide British bsles were Inibes called Celis (proncunced seits or ketta). When the islands weve invaded by other barborig tubes, she Celts weus enslaved, killed, or weve driven Fram the aeas of heavier seulement into Wales and reyons of the Noth, Today forms of Celtic, together with English, are spaken in Wales, Ireland, and parts. of Scutland, Loss than a doxen Celtic wands exist in the English lan- guage today, soete of thesn being bin, bar, cher, and shan, The story of the development of the American English huaguage i dlivided into three parts: Anglo-Saton or Old English, Mice Elis, wel Moniern English. Modern English, which begins around 1500 after the In- oduction of the fist Engl printing guess, is then divided isto Eaely Modern and Lave Modern. See. 8 Anglo-Saxon or Old English: 450 4.0.-Approximately 1100 4.0, ‘The story of the English language actually begins with the invasion of England by pirate Germanic tribes from Eusope, rainy the Angles, Saxons. and Jutes, who brought their langusge. 2 fort of German. In this way. Gor naa is the parent of today's Asnesicin Engh lan gueag ‘Thee Germanic invaders of she citi Isles called thet Laagunge Engtisc (Svar Engle, the “Angles”, and forus of the language spread throughout England and. mort of Scotland, It ix from this ancient source hat ve get the nani of utr lanpuage, Fiat. From these Gearnanic or Anglo-Saxon tools come most af our come monest and most essential words, such as Mouse, home, eat, drink. avother, and fever. Onber words from this soutce ate many prepositions and other muchoused temnat and, but, by, come, dle, dr foiger, vot, give 0, Paid, ihead, hore. hor dive, make, micurty cf play, rim then, there, turn, 10, tow, walk, witert, where, work. During this tnve a limited aumbor of Scandinavian Viking invasions roa) Denmark and Norway brought new people and new touguas, Afters period of Scandinavian rule in northeusseyn England, thelr regine was over thrown, but they lofi a basting heritage on the language, Because the Scan- How Using Good Grammar Holos You 2stimavean Lampuaye was abou a € Anglo Sasiin ivhiel these eaty scaexphorcrs foie on the iskane, Sine a test Scandinavian yrds are the third person peoaoune: phe, rhe, shen, nd Weoms fur soewe puns of the bady> cuff dex sin, and snail. Onher cox ave woes intandiced a tis tae ave anger, are, awwhkwund, aid, bier, eli, enol, cw. die, dir, eer, gap goRp. happy. knife, edd rotten, wal, sky, wiare, steak, take, shift, ckdings, wat, and verve, Most of ous wens that start seith ak ate holsluvers from this easly Scundanayisn influence, Also. the practice of ending a sntence with a prepasilion srigiiatied during: this rciton, To Whe Lie sixth century Latinespeabing missiouaries fron Eenape boeotygha the harhoriy tribes monty words that weer adapted bate the mative anigaage. Sone wete clutch Words, sacl st ain, creed, mass, awe, Olhers wen Greek wonds that had been haicetred by’ Latin: Bishuys, elnref, deed, dish, priest. pope, prelim. Later. tn the ninth century, Danish tees brtamghe fn sore Norse words, sud as felfone, hmsdund, s&ait, seule, und scare: Figure 1-2 ia a copy of part of the Land's Prayer written in OLd Enis of the period prior to 1000 4.P., iagether with a maden translating. Naticr thal Sovne of the fetiers used Here lave totally disappeared foun toalay's Engh langstap Sec, Midila English: Appreximately 1000-1475 The Middle English peviod, appioximately 1000-1475, is desciTbed as a timne of linguistic chavs, with widely scatievod setulesnts on the Hitish islands speaking and writing in half a daven differemt dialects. After the Fiench conquest of England in 1066 ky Willlais, Dike of Normandy (nonihern Frsnce), Anglo-Saxon ar Ghd English, which had heem -alneat purely a Germanic hnguage, was pradually enriched by a lage aur terof Latin wows. A Norman dialect of Fronch. the langage af the raling Upper clases frugn Nomnandy, become the official lrwwage used by the FIGURE 1-1 {58227 oF the aoystopimen at he Amesicon English lenguaie (a 4E0-about 1100, artoric Germanic tribes of Angles, Saxons, and Sues invaded Britith ‘Isles, attacking afel suppressing native Uibes, Bronsght wérious Germanie dialects. {b) B97—abeur 1100. Continental Eurogean misscoaaries first brought fermalived! mducation ta British Isles. This inefucled selsoals toe scribes and adoation at 3 tar Latin terms and forms of grammar inte local disteets. (c) 787—ahout #59, Norsemen |Marthmen] Danes and Seandinavlans Viking inwaciors—brounht now Gerranic terms anc! language forrrs that Iblenwiedl exsily Into local Anglo-Saxon Germanic digleets. (cl) 1008, Narmendly (Franch) invation brought Fronch at language af upper elatiet. Anglo-Saxon ddishects stil used by natives in daily living, (e 1Sthcentury Renaissance of Loarning. Latin, Grack, and Italian forms widely adopted through eurtural flausishment of Flensisanen in fields af teitnee, retigian, arts, are general learning. Iniroduction of printing mess in 1476 first made reading andl arning aallatite 12 messes, The London cialoct of Encfish was orally accented as standard, (1) 16th=19th conturies, Ronsisiance spread of tearm ing increased Wy world-wide Lavel and trae. Laeipuage was ennsehed by te torr {ram Europe, North, Contral, and South Arnerica, the Orient, Africa, ‘Australia, and othor nigions, (g) 20th century, Seience, intentions, nolitic, ark, business, sports, eecreation, and ther sources bring new terms and rie grammar forme, How Using Goo Grawisriar Hotes KauFIGURE 1-2 Part of Angie Savon of Old English version of the Lord's Prayer, wiod prior 9 1000 A.0., seth traesation into tostay's Enatiah, Fuder Gre, Father of aves, iG fe cart om heofonum, ‘how Uist art in Heaven, eT fin pana gehallgoe. Lat thine name be hallowed. common poople in their daily ives. Handreds of worde derived fhom French ‘came fate our langvage at shis tine, Many dealt with mattersin which the French influence was strong, such os government, law. religion, military af: fairs, architecture, literam. science, Foods, and social life, few of those wordsare: appetite, arms, art, ve, chait. clergy, calor, comet, daaner, judge, fstice, palace, paper, port, towel, In this manner the Germanic OM English woeds cov, ent. pi and. Jeep conse 10 6s aM of the everyday Innguage of the people, while the words of the dinner table, beef, real, pork, and mrtan, come from Old French, However, most of todgy's English words of French origin did not ‘coin into oar Linguagt 364 result of tee Norman Conquest. Ie would be ter, afice 1300, that more French adaptations were ftecty added. Anglo Saxon existed for sone tlme oaly ara spoken Language af low prestige. Eventually, however, dering more than 30 years. a rising nation- allan occured throughout the Brits Toes, ana a pride in the native Iangsiaye: developed. Anglo Santen, with the addition of Latin terms throagh the ‘Normandy French form, pradually became tbe dombnart taagsiage fee all porpores, Although the American Eaglish language has been formed fram many’ diverse tangacs, there have been five basic uccurrences that have had strong inMuonce upon atabilicing the lasguape and making it uniform. These five influences arc as follows: lreprowert raodiaiays during the Midale English pariod Tho iniraduction nf tha English printing press | The pilnting af the frag (1758) and subsequent 1274 oc eestive BAS ictiorrarine ‘Tha intoraitied wicsspeead teaching ane sway ot gramme, Widely circulated media. pareiblets, Books, mawsziives, neeRpONEeH, oviet, rack. -and tolevition. In the Middle English period improved roadways became the first sailing indlvence on the English language. While transportation and cam: raunication throughout the fwnys, mans, ara! hills wf the Breih stead been Ishorlous and slow. different dialects had developed inthe widely sepormted rexions, In time, roadways were improved. and Londan beeame the bub of lines of transportation. la this way, the disleer of the London area began to be the dorsinant English lampuage. Further, Geoffrey Chawcer, William Langland, and other provninent writers of the day wrote in London English. When the peinter and linguist William Caxton fater chew London English as the language for the first books printed in English, the London dialeet came tobe the pincips! Language for all purposes Following is an exscrps from Geoflrey Chauicer’s Gancerbury Tales (1.386), an example of the Middle English language. These tines were written about 400 year after the tee of the writing of the Lond’s Prayer, which Bs Mov Using Good Grammar Melis You ewar shown eaalicr. You! can soe that we aed Frequent aide in understanding this eaeky Englile language, A Koryor flower? and a Tuscy doaclerdor, Wit docks crite [Hacks city} ar they were tend fehl] in presse, Of twenty poeraf-age he was, J.gesse. Sec, Modern English: 1500-Present ‘The English language cmorged from Middle English form into Modern English during the fifteenth century shortly after Caxton in about 1476 brought England's frst printing guess from Geenany. After improved sos ‘ways, the introduction of the printing prees was the second strong influence making the English languape uniform ‘The piace Caxton was also a peostinent linguist of his day. Com= menting on changes of langage of that tine, he said, “Ceetaynty our lan- gape now used varyeth feet [for] from that whieh was used and spoken ‘whan Twas borne, Sec. E Early Modern English: 1500-Approximately 1700 ‘With growing international European travel arid (rade, alorag with the Renaissuitee revival of Iracning and the advent of printing, Early Modem English made wide advanceenonts in the 1500's About 300 years after Chauces wrote his Canterbury Tafey im Middle English, William Shakespeare in the early 1600's wrote Hanufet and his other works in what ts termed Farly Mexdern English, By then. such writing was pul into paint. The follossing ia-an excerpt rain Manat Nelther 2 borrower nora fessder be: For loge oft loses both fisetf and friend, And borrowing duits the edge of Iusbandry Jranarenient of dommertic affairs}. This above all-to thine ownelf be irue, And ir muet follow, ax che night the day, how caust nos hen be false to aw man While Shakespeare's Language often sounds somewhat stilted to to cor, with little study we can understand it, We ean also really recognize how much our own daily Language has changed ftom the Kinguses of Shakes- pease’s Faity Modern Eaglish In Eagland st this time the Renaissance had is strongest influence upon learning between 1500 and 1628. There was a wide exchange of cul tural influence throughout Europe, with the study af classics being stressed. ‘These studies resulted in ready’ aduption of farms frorn advanced Greek ated Latin cultures. Sec.a Latin and Greek ‘The English names of the seven liberal arts ane derived froc Greek of the Early Modem period: eritmette, astronomy, geometry, grammar, lagis, ntasie, and ehetoric. Many words of the theater come from this same Greeks How Using Good Grammar Helos You ,origin. such as climax, onvtedy, aliaiogue, drama, epiioue, monologue, and scene A few of the mare commen Greck roots that came in ate euto, graph, ‘horuo, mnetr snicro, pail phom, photo, seape, ana rele “The Renaisiance brought a wide adoption of Latin words, along with smany French fous of Latia words, Disagreements still exist among scholars as to whether the English form of some of these words would have come from Latin or French, for their histories ave similar and eningled. Some words attributed directly to Latin are arbirator, executor, ex plicit, gravity, Dntex, ayferaal, item, gris, memesito, memonandivns, neuter, position, and solid ‘During chis period of the expansion of learning, tle basdc guttunal ‘Germanic language also became embellished with words from about $0 other Languages. The most important were French, Italian, Spanish. and Portugucsc. Examples follow See.b French alloy Sonat gemest bolawr duct ctor biterre entrance vo ‘corns exuy votuwoer See olian alge desian baalesiny granite wren piavra cupola stanza Seed Spanish and Portuguese bo annie mesquite anchowy eanoe mulatta apricot cocoa caer armada desperado powto barricade embarao soenibeor. benana ‘harneniact ebaccn brnade fur brocade maire ane yam Sec.e Other languages As trade developed farther, words fro ather parts of the world were adopted into Early Modem English. Among them were riegory, moocesin, sxcash, femarack, tovrskawd, and wigwam for the North Armericun Indiass, chile, chocalm, coyote, snd varnato Troy Nexon; Buccaneer, capone, petunia, poncho, and apiece {vou Bracil and other South American coun tries; few and fyphoow from China; and (reoon and kimane froma Japan, The advent of printing camsed considerable social upheaval by making tcarning available to the masses. Yet printing also bad a moderating influence bbreause it stabilized speiliag and sage of the English language. Gradually. Mow Using Good Grammar Moles Yousiraution develuped je which wueds, spelling, and gratumatical wsapes th had bees seen fa peintest fare wore adopted ar being valid, Those thas had ‘not previously beers seen in print cane 10 bye cuenidered Incorrect Sec, F Late Modern English: 1700-Present It was carly in this pericnl, wrmod the Late Nudorn English pesia that tbe tind major stabilizer of dhe English Language appeared. te. 1755 Santuel Jobasia’s Dictimry of the Qnegish Lanewere, the tirst camprelen- ‘sve Englids langinge dicthunary, was published. Figure 1-3 isa photograph Fa page ufone of these priceless voluanes, This dictionary’ bectme the osrinant authority on the language, The pecoeident fs followed by subsequent publication of respected, authoritative dictionaries, bringing vocabularies, spellings, and other grammar usages up to date. At the same time, dict aries continue to aid in enaintairing. anifenity in the largesse With the Eimlish language developing into the American English lin: git sume favin and terms totally iaigensus to America haw been de veloned and adopted. For example, many people came to Ameren seeking & ew type of political climate, and a number of ative political terrms have become part of the accepted languaye. Some of them are bg stick, camped bagger, caves, collective bangeiwintg. clark terse, feterol ibwster, grass roots, greenback, integration, jure, daoe duck, deratatidr, rode, spots ape fem, agquaaiter, vero, and sowing The fourth influence tending ke stabilize the American English language ie aid to be the “Stera schdolmasic:” who refiages to tolleiate unacceptable grammar, Surely some credit is due here, Perhaps at times there is toc much -emphasis on “stemness,” but English grammar instructors, cocmbined with the individual learner's determination ca self-improvement, nid in the general improvement of Lingwoge usage. English grammar teachers are girea major credit for nearly clininating less desirable patteras of today’s speech, suc tu the author nce wverheed in Battery Park, New York. One Brooklynite watching sonee penguins strutthag through the park, calked ti her friend, “Hey, Goit! Look at deen boidst"” As marty people spetak and write a Langage, that language changes and develops to accommodate the various needs and whims of those people. Thete may be peageaphical needs. For exainple, early Alaskan native tongues fave several words meaning marw, such as our wards shish, powcr, and sa forth, for be various types uf swow. But South Sea Islanders have no word for orow in their native languages. Scientific. occupational, social, and recreational interests ala bring in sauny new woeds. Same haguage ingovations are remlily absorbed, When there isa need for anew texm or gramnsstical foren, and 2 woed a phrase seems appraprlate to the usage, a suitable new form can often be easily ac~ cepted, Many’ terns arc madle by coining new words, often going back to Latin and Greek root forms, Others are rade by ving mew meaniays teed Words, An exaiaple of these pructices ls the sceeptance wf new scientific aad technical terra, few of which are aqua, barblnerare, hanlvacape, cchiovopltyt, euewsts, countitesin, electron, fersagenized, inaiisted, sey, nuferorlecironies, retrroeket, tetehs, relephone, aml eulceprint. Books und courses in vacabulory development thaw other methods of bringing new ferns into a langage. Although the lnngaage changes, mage innovations ae mat readily sdopled at acceptable forms, Dictionarios claully much ferent oF uRapos a How Using Good Grammar Haas VousFIGURE 1-3 A page tom Semel Jonaon’s 1755 Dictionury of the English Language, First Comprehensive Dictionary of the Engfith Language, Library of Con. press, Washington, B.C A GRAMMAR or tHE ENGLISH TONGUE Sry cabauany cisecleclig So sacs ‘Qersctserer wean # eninag um san dale, ephiaitiwont eemedkey neta ‘Neuly th lots nal bead een "Thee Tg Inds, CM Cag, Bane i fig Bf i Ge c a: s&s Da D Bo ‘a tif? Gi é mE Gt SF Su Fr f foe A k i Agana, eee ka 5 Stn Psee t & = eps ' aeeuhies ae be aot Cog: tienes va b ' fen pie oer a. SSeS mor os Ig Se tere eee ere: 7) Fi 8p = Beer zit PB ce — Tee het, oo he * ek bergen tet j= a Peep bys wc ew Shea aaes ‘mn eee ier a a ie efuaian ie ea fate fend ache German rm,nowstandanl, mbrtaedant, coflagufel, lane, of vanlpur, These clenitica tons ain he translated a8 meuniny tanaeceyitshle for sbenedard aunge, Siaedanl a lawsication can be warnlated as acceptable, After 4 perind of time, most of the noustuadand) terns and prasnatical eaages govont af date and will never be considered acceptable, This i the sory of almost all stang or colloquial expressions Ebat if tle originally ccoplable innovation is 3 wicful pddition to the pracess of communication, lind if aday people adopt Ha new term oF a row pramenatical (orm wil fi Htself in owr acceptable bongaye- Unctaverares wil subsequently List tas sturdaed There is nov English lamgiage acaibemy, as there is for the French lan: guage. Learned scholar-members of L’Academie Frangatse mile on language uauge. They atternpt 10 retain the “purity” of French and fee bees sucsese fal in many of their endeavors. Among: these suecesees are establishment of pronunciation and spelling patteres. In many of their rulings, however, such ag tying to fortld Americunizm comuptions like supermarket, deegstare, and weekend, the wcalemy members find that the man on the avenue reficses yo fellow their rulings. Believing “you cannot lepislate lamguape,”” Amesicams and British follow \wszze that Is must applicable to sur purposes. We accep changes move teniily, because historically Engllaluhas been a mix of many Languages. Further. in our chanpes we follow mo prescribed fart of a single basic: tongue, To the contrary, modern Latin languages, for instance, fallow established Latinate rules. Ina Statement simular (¢ those in oiher dictionaries, The New Hivrid Dictiouary of the Anverian Leroguage mys, “Languags reals upon use anys thing wsed long enough by enough people will hecome standard.* The fit and most prevalent wabilizer of the American English ue sping? (oclay is the downinance of print snd broadcast niedia. Because books, ewspupers. magerines, movies, rxliog, and television reach millions af readers and listeners, anguage has. tendency tu seach a coum acesptable Jevel. When people use language that i difforeat from the commonly ac: cepted standard, there has ahways been a tendency ba copy the commen sae Far years. the peaple of some areas of ear country have hed distinc: live—ever distinguished language patterns. Currentty, politicians, otfier public speakers. and any others wha feel the need spend arduous hoars train ing to remne traits of language that identify thern solely: with cee region. As this happens, the sometimes cherished vocabulies apd accents af var fare- beart disappear. Less und less do an individual's Language pattems tell us from what part of the country a person cumes. The widely disseminated prinied material, mavics. and broadcast programs have their offect. I cum be ‘atized that even Englishapreaking peoples around the world use cxvcaing ta mage common wacabuliry and gratmmar usage styles. See G English Today and Tomorrow ‘Today English is used regularly by more than 320 million poopte and ix second only 10 Chinese. Chinese, however, ts spoken chiefly-an the vast tasipland af China, whereas English ix spoken in areas ll ovee the world. is the native or official Language of one filth of the werld’s population, and 2 With potmistion From Webyter't New World Dietionotr, Seeamd Col Jege Fulton. Copyright © 1976 by William Collins + World Pabiishiny Co, Ine Howe Using Good Grammar Hele Fou ”in is the najor Foreign language taught ia mort South American and European ‘countries. ta Japan, all children start studysng English in the seventh grade. ‘Aperson wha peaks English can teavel all over the ward ond wal rately find a place where itis necessary tes know another trnywogs, English is used by theeesifils of the world’s radio stations, incloding Saviet Union sad Chioese propaganda broadcasts to the developing nations in Africa and ‘Asta. English is also whdely wsed internathomally wv trade, educaciogal insti- futions, and research. See.a Advantages and disadvantages for universal adoption of English Thee are features that indicute English could be readily accepted for universal adoption ax an intesnatiovel language. There are alko sieve agaects that halt sch a development ‘A Feature of Che langage its Lat makes English easier te Meare than some other lnnpinages i ts ravvral ponder, The masculine, Feminine, and neuter genders of oaber mader European languages make it necessary’ teat ‘only 1o-change noua forms, but abst i change modifier, or adjective, farias Promen by ts history, English, further, is Mexible, and adapts well to accep ance of new words whi can be fornséd in many differcat oxances. This situgiioe does nat exisé iri most other hnguages. ‘Another advantage ts that in English ae some word can be agcepted foe diferent usages, sacl as having nouns that can act us verbs or adjectives: ccm, chair, soot, sop tr, fap, and weve for oxaruple. Other Euro Asian, and Lndian (fiedo-European) banguages do pot possess this abi ‘Arnajor disadvantage of marc widespread uae of Englinh is the Frequent nonpborvetic spellings, fat acgulacizing spelling would reanowe clues to mean- ing that 3 foreigner or native student of the langaage might already possess. Also, a disadvantage ix the very ability of the English language ter ab- soctsfoneign forms, lreubuatics frequently arise from the fact that words of ditferean languages lave been adopted for some of the same terms. Further, different grammar patterns may be fullowed in simiiat positians, For example, probobly aur mast confusing lumguape usage comes fram the fact that the commen be verb amd its eight different forms have four different Indo: ‘European language origins; Boe! be, sing, boon 20m, an: ae, are est: is Is predicted that becuus its advantages oateeigl lis disndramtages, English may some day become accepted as the inlemational language, ab ‘though political rivalries of ather nations are strong brarriark. Sec. b English lanuuage reform movements ‘Decasionally the scene islivewed hy people clamoring for English ban guage reform ‘One frequent plea is fora simplified phonetic spelling system. An ob- jection to this plea is that it woud put current publications out of date, Yer this process has been eccursing gradually ia all ows langage changes. A sali objection would be a: previously show, that reghlariging ypelling woukt result Ln the removal of clues that lead 10 understanding unfumilior words, How Using Good Grmnmar Holes You 12Another ory that surfaces Hiily bo speeches, backs qusines and newspapers bs 40 fettarn Evi wramvar ta its sore forma Kang tat never dil Dave a pure fou, AC no stage could we haa at the Language and proclaim Mere, siow, this isthe best form for our growing, changing lanpuape ‘Thereare beselis to the publicity that comes fioen these wellsweaning tmaves for spelling aral yrasmenar refonn, They can hap seake the persral publicaware of a bleck tat aries when peuple do not use 2 lunguape prop fly for i14 original purpose —to communicate ideas clearly. Poop whe use theis Language well do have the advantages of putting ideas across effectively in personal and career mations, usually gaining the cooperation and respect of thass wha hear thea ar read abode wit tidition, there is no question that wsing acceptable bxiguiagy i most cme pluyipent situations isa precious asst, SOURCES RECOMMENDED FOR FURTHER READING General References: Bumett, Lincoln, The Treasure af Our Tongue, New York: Alfwed A. Knope, Tne. 1967, Baugh, Albert C,.4 History of owe English Langage, Englewvod Chis, Now Jerwy: Prentice-Hall, nc. 1963. Legenit. Glenn, and others, Prearice-Hal! Handbook Jor Writers: Englewood Cliffs, New Jersey: Prentice-Hall, Iue., 1978, Fei, Mario, The Stee af the Enytish Longtenge. Philsdeipbia: J. B, Lippinentt Carnpany, 1967, Pooley, Rober C., The Teacher of Figlisi Ulage, Urbana, Misod: National Council of Teachers of Eregish, 1974, Pyles, Thomas, The Origin and Developinere of the Figlith langtarge, Now Yorks Harenurt race Jovanovich, tne. 1971 Shedd, James,A Share Pucreatuctionr to Bneglish Grammar, Chicaga: Seat, Foresnae & Company, 1989 Williams, Josoph M.. Origins of the English Language, a Soctal anc! Lingwivsie Histone New York: Macriillan Publishing Co, lic.. 1973, Dictionaries and Encyclapedias: Bloomfield, Morton W.,"“A Brief History of the English Language.” The American Heritage Dictionary of the Pialish Laneware. Bosiva: Howph- ton Mifflin Company , 1976, pp. xivvld ayaist, Margaret M.. "English Language,” Bicydepedia Americana, Danbury. Conneticut: Americana Corporation, 1978 Clark, John W,, “English Language,” The World Hook Fncrelopedia. Chicago; Field Enterprises Educational Corporation, 1977 Francis, W, Nekon, “The Engitdh Language and Its History.” Webster's New Coltegiste Dictionary. Springfield, Massichusetts:G.& C. Merriam Conapany, 1974, pp, 208-30, Manning, Rabert W,, “English Lanysags,” The Freyolepedia Americines New Yiu mmericana Corporation. Laird, Charlton, “Language and the Diclionary.” Webster's New Wark Dic How Using Good Grammar Helps You wea iT Abbreviations $= Subject Vs Vers LY = Linking Verb: N= Noun DO + Direct Object C(M} = Complement (Noun) 10 Indirect Object ClAdj} = Complement (Adjective) SENTENCES A.sentence is made of two parts, the subject and tht prediate, The two paris of a sentence are che —__ anu the The subject tells what the sentence is discussing. Jim writes, This sentence 1lls something about Jin Jim ig the —__of the sentence. In the fatlowing sentences underline the subject ane ti ‘Computars wark, Clarks file, He twlephoned The supervisor hurried the —____and the A sentence ts made up of two pan ‘The predicate makes a statement about the subject. The predicate ‘ssually tells what the subject is doing or tells what the wibject is. im voit In this soatence __i the subject. The predicate is weiter Foecause it tells whet Jim is doing,In the following sentences the predicate twice: ‘wlephoned The mail arrived. subject People He Les ierline the subject once and underlie Chavis file Fick called, SEC.1 / THE SUBJECT predicate work came tholood The main word in the subject of a sentence Is a nown or a pronoun. The subject ofa sewience marses what the sentence Is discussing The imaia word of the subject of a sentence isa ____or ‘Annouri (s the name of'a person, place. thing. or ides. Underline once the nou that is used as the subject of each of those sentences. PERSON dana cama early. Tho supsrvisore mot here. His secretary ansiverect PLACE The park is near. Phoenix grows constantly. The mountains are beautiful THING. The box is huge. (Our reper is finished. A survey ves made IDEA Honesty & the best pelle. Hor aver wae righ, His ious are chew, Hoth nowns id pronouns are used as subjects of sentences, and —__ are used as. subjects of sentences, A promot vied a8 the subject of a sentence must be in subject form, (In waditionsl grammar mubiecr form may be called siamninarive case.) ‘Subject forms of the personal pronowns are ' we you he she it they Sentences and Sentence Patterns He telephoned. ‘The mail, fronounDanse the seven personal prosouns it subjoet form. Draw aline under the pronoun that is ased as the subject of each of Hcue sentence \ edinc cary, He laughed toy Vie replies Sho period. ‘You aseedd far I Me rainea NOTE Inuidivion tw being used as subjects uf sentenees, owns und pronouns are used in etber positions in sentences. These other usages will he ‘Madied im later sections of this bowl. Nouns and pronoues (are, are wet) wed as subjects of sentences, Nout and pronouns (can, canmot) be useil in other pesitions in sentences “There can be more than one word in the complete subject of a sem- tence. The ailer wards in the complete subject are used to describe or ruiify the subject. Many wornen write ‘The complete subjec ject is the noun, wawuen ‘of thizsentence is Many women. The main sub- EXERCISE Unieiline the complete subject of cadh of the following ss ences once. Then identify the srain siabpect by placing the label S abowe it. ais has been done in the first sentence. 8 J. The alaron rang boudly, “The old dog is ited. Our annwal report was mailed. 4. His vepular attendance elped S. eston isan interesting city SEC. II / THE PREDICATE the about. The ‘Asvwe have already studied, a seatenoe is made up of two p: subject and the predicate, The subject names what the sentence predicate tells what tbe subject Is doing of tells what the subject is, ‘The two parte of the sentence are the —_____ and the The — tells what the subject is doing ov tolls swat thc subject ‘The main part of the predicate ix the verb, I theye is only one wor the predicate, itis the verb Mary fren, ‘The subject off this sentence ts Mary. The predicate is lstews The word acres ts alse the verb, Senonees and Semumes Partems 1 ove you he ohe it 3 The old dog 5 Gur annual report 3 His regular attendance subject predicate pradicate 17John writes is the subject of this scotence. John ——— is the predicate Writes ls the weeb, Writes The predicate often contains more words than the verb. These ather swords frequently mosliy or describe the verb, ype game early The word canly modifi te verb curve: 1 tells when Jane canoe, ohn writes welt The word well modifies the vert writes. tells hew Joho writes ENERCISE (u the followie seutences draw a single line under the complete uulbject ancl a double line under the conplete predicate, Label the main sub jeet S and the serb V. See the frst seatence. 6 Thesupertaors meth 2. Our cletks file efficiently. ur clarks fil tficiently. A. He tclephoned late. flo telephoned late 9 The weather cleared, ‘The woather cleared. 10. Oarafternoon break sume quickly Out atternoon ted cates auickly Hie The auditors arrived eat. The aveitory srw early 12. We lacked the door carefully we tacked the door carefully 13, Theocesn broete blows constantly The ovean breeze blbws constant. 14, They arrived so0a. 15. We met later NOTE ‘The sentences studied in Chapter | ase very simple. Later chap: ters will add various modifiers to make the sentences longer. Also, mmoce de. tailed verb constauetions will be wed SEC.1 / SENTENCE PATTERN I: ‘SUBJECT-VERB (S-V} Most of the seu Merb (S-Vp snes we have studied fit Sentence Patisrn 1, Subject= s ifn etites. (S-VI soo Computers work, (S-¥) ay Clerks file, (S-Vh Label the subject and verb of the Following sentences and watte the abbreviation for the sentence pettem at the end of gash semtence, See the First sentonce. Senrences and Sentence Patterns 11 dab cate uatly. (-¥) 2. Her overdue paycheck arrived 2 The mpervisars met 4 Hevmondared. & trained. SEC. I / SENTENCE PATTERN SUBJECT-VERB-DIRECT OBJECT OR SUBJECT-VERB-INDIRECT OBJECT-DIRECT OBJECT All sentences that fit Sentence Pattere II contain a transitive verb. A. transitive vecb transfers action of the verb ta the dinect object. Transitive comes from the same word a3 transfer transfer: 19 ove frorn one plat bo another transitive verds: verb that transfers action {rom one thing te anathar The transitive verb transfers action from the subject to the In othor words, the acts wpen the Sec, A Sentence Panera I: ‘Subject-Verb-Direct Object (S-V-DO) ‘The fist Sentence Pattern of this pair is Subject-Verb—Direct Object {S-W-DO). The direct abject receives the actin of une subject. SV Do Tom writas reports, sv Do Ho: sails erock sv bo Caral gave a spaoch, gov po We opened the bas. In the following sentences the main. pasts of Sentence Pattern Ul Labeled with the abbreviated symbols, and an arraw shows that actiom is ‘ransferred frota the subject to the divect object. Bawa ra®®, Dog wrest, eS sv 00 Hg salts snack. Cara) ahve a spate atic a wore —— 0 eet Statencer and Sentence Patterns 3 ¥ Paycheck arrived (SV) 3 v superiors met (S-W) sv He wonderect, (SW) pov Te rained, (5-1 digect abject subject direct abject ir)direct object is a nos Ur proaou that receives the action of the subject. “The nour nr pronoun that receives the action of the subject is called ——— EXERCISE In the following sentences label the subject, verb, and direct object, Them draw an atrow (rom the subject Lo the ditect object, shaewing that the subject ic acting upon the direct abject, Soo the fiest sentence, 4 Ab vo po ad the book, ee 2. Bilan started the meoting. J. We hit the target 4. Tit abe bal. 3. Frank drove the tuck, & ‘You called me? %. Out committer collected money. & We ordered reveril copies 9. remember his name, 20. Llike the New York 1am. Sec.B Sentence Pattern I Subject-Verb-Indirect Object- iret Object (S-V-IO-DO) oatence Pattern It kus a second varkstion: Subject-Verb-Indinect Objcct-Direct Object. The abbeeviation for this seatence pattern is The direct object receives the action of the subject. soy eo we vennee several Leiter tov 0 Manual paid. a refund. ‘Some sentenees that have a direct object alse have an indirect object. ‘The indirect abject ts a boar or pronoun that tells ta whem oF For whom the sction of tho subject was performed. ‘The indivect object tells. —— was perfoemed a the action sv oo We wrote... sav! letters, sv o1 no Wis wot Pur several ltters Senteners and Senrence Patter direct abiect 5 vo commitsae colleciod manoy s ov oo ‘We ordered copies —— rn Teemerniar narne eo $-¥-10-00 towham for whoma the second eemence, ——__. has bees labeled £0 for irdinect object, The indirect abject shows to whom the letters were written, soy po Marcel aks. w oft sv oo Aaatuel paid Mario 3 rofnsk The veer object of tis sentence is a The indirect object is —______, ___is he person to webom the money wis paid sv bo Wo sawed... money, In the pesceding semtence div is the indieect object, It sells for wliain we srved money. EXERCISE il the following sentences fi Seateae Pattean II. They all have dinest objects (DO) and some have indirect objects (10) Label the subject, verb, indirect object (where preseat), and direct abject. soy 20 11, We prepared the report. 12, the handed fob a copy. 1a Ni panied me a key. 14. Evecyoae gave insteuctons 15, Everyone gave her some instructs 16, Many applicants answered the ad. 17, We prepared the repaet 18 We seit everybody a copy. 19, Our office prepared hien « copy. Linda sent thesn many letters. SEC.1I | SENTENCE PATTERN III: SUBJECT-LINKING VERB-COMPLEMENT (NOUN): S-LW-CIN) SUBJECT-LINKING VERB-COMPLEMENT (ADJECTIVE): $-LV-CiAd)} Sentence Patton I] has two variations: 3g Verts-Complomertt (Noun) mistinmaert (Aesjactivel Seetonces and Senoence Patterns vefund Marie Date vow oe fie handed Bob Cony s ¥ woo Mina parsed me key 5 vs BG Everyone gave instuctions s vo oo Everyone gave her instructions 3 vo appbcants anewered 20 ¥ oe We preplaia rspart Be crceve!Shoay 22 Sant everybody eapy v9 oo aflica prepacea hen Copy v i oo tia ston the letters arWrite the abbreviations for the two varlations of Sentence Pattern I The complement i called subject complement becoure it refers hack to the subject. Notice the spelling of the word eormplemenrt The word comes From she sane wand as complete complete: to tinish somathing complement: that which fills ue or completes subject complemedt: a erard in the predicate thet Completes an idea about tee pubyct The complement in this sentence patlern completes an idea aboat the subject by giving another term far the subject or by doscsibing the sabject suv GIN T ait the instructor sow cit PAL becarne our bands The word complement comes from the same word at —____, The subject complersent completes an ides about the ‘The main verbs in Serience Pattern 1H js always linking verb Sentence Pantern IIL always has a —_ verb. AA linking verb js 8 form of the de veeb or can be tepltced by 8 foars of the be wer ‘Alinking verb is 2 form of the —____verb ot can be replaced by this verb, “These ate tight forms.of te be vert: ba are, i, an, wert, wis, being, bean Write the eighi forras (in any ended} of the be ved ‘A inking verb that is at a foam of the be verb can be replaced by a Form of the Be ver’. (The meaning may chung slightly.) A linking verb that is not ade verb dan, cannot) be replaced by a bo verb, sow cit Part borate our Vater a Pat war our lesctor 5 ww cin) le nesnairs {rierets > Wi sew trons. fw cm i Tha agares Becomes our guide —e Tho agorita i our gui. ‘The verb in Sentence Pattern Hil is called a linking verb because the yer hake the complement back to the subject. ‘The complement is linked back to the sabjecr by 3 verb, Sec. A Subject- ing Verb-Complement (Noun} In the fest form of Sentence Pu he 4 noun oF pronoun, HN dhe subject complemen ears Sentences and Sentence Petters S-LW-CIN} S-LV-CIag) complen subject Sinking be ae is am wae nas being bean cen inking 22The complement of the fiat fur saf Sentence Parseen 1H is — The frllowing semtcnces arc examples of Sentence Pattern 1H The arrow indicates that the complensent (s linked back Lo the subject. ay eww Rol{_it our uupervirer, Sty cin This reoart Is my copy. oe 5 ow int He will be your friend 3 kv com ‘The prasident was my former secretary Label the subject, linking verb, ana ing seateaces. Thea draw an azo sho hack to the subject, nplement (mown) in the follow- hat the complement is linked 7. Tha carwlidate became president 2 Stow in ony sinter, 2 Those runners are the winners, 4. My favorite plant is the cama. 5. ‘This plant isa eveeqrean. $ee.8 — Subject-Linking Verb-Complement (Adjective) ‘The other form of Seatenoe Pattern I comtsins an adjective used as a complement in place ef the noun or pronoun, Thi pattern ts a8 ello ws: Subject-Linking Verb-Complemeat (Adjective). ‘The abbreviation for this form is S-LV-C(Adj) ume the second farm of Sentence Pattern If and its abbreviation. ‘Jo this sentence pattern the adjective in the predicate is linked back to the subject eeause it describes the subject. The adjective follows the verb ‘and describes the Each of the following sentences has us adjective used as 4 complement cof the subject. That fs, each sentence has an aufjective following the vers that ‘completes an idea about the subject by describing thse subject S Av clam Noreen : aan sw cia Shassims ted, aes Ly clas The cindiaae anenis Woo ea tonas a nite ha Ea aida way 8 eee a Sentences and Sentence Patterns 3 ow cd candidate became prith net £ wv cin Shea stor 3 Lv cin runners are winners — © Ly CIN plant is cameia Suv cin plant evergreen —— ‘Subject-Linking Verb-Complemant (Adjective) S-LV-Chaai) subject