Lahore Grammar School

15-C/III, Gulberg III, Lahore

English

Name:__________________ Class 8 - __ Date:_______

1. Effect of short sentences. (Possible answers according to the context.)

Non-Fiction (Paper 1) Fiction (Paper 2)

 to emphasise a point  to create suspense/tension
 for dramatic effect

2. Active vs. Passive Voice

 They made him king. (active) – verb is in the active form
(They made – the subject performs the action - SV)
 He was made king by them. (passive) – verb is in the passive form (was made)

Active Voice Passive Voice

(active verb underlined) (passive verb underlined)
– the subject performs the action – the object receives the action

The hunter killed the lion. The lion was killed by the hunter.
Someone has cleaned the windows. The windows have been cleaned by someone.
She usually washes the car. The car is (usually) washed by her.

3. Assonance
Repetition of vowel sounds in words that are close together in a sentence or verse.
For example, ‘Endangered green sea turtle with hypothermia rescued!’
 green and sea are examples of assonance (both are making similar vowel sounds)
 The sun rose high in the bright sky.
In this example, the repetition of the /y/ and long /i/ sounds are used, which are interchangeable
repeated vowel sounds.
 Alliteration vs. Assonance

Alliteration is when a writer repeats the consonant sounds at the beginnings of words.
For example, in "My puppy punched me in the eye," the words "puppy punched" are alliterative
because they both begin with "p."

Assonance is when a writer repeats the vowel sounds in words that are close together in a sentence.
For example, in the line "My rabbit whacked my ear," the words "rabbit whacked" are an example of
assonance because they both contain the repetition of similar vowel sound.
Alliteration and assonance do not have to have the same letters; just the same sounds.

For example,
 "falling phone" is alliterative and
 "flying high" is assonant, because they repeat the same vowel sounds even though they don't
repeat the same letters.

4. Sibilance (Alliteration of ‘s’ sound)

It is a type of literary device and figure of speech wherein a hissing sound is created in a group of words
through the repetition of ‘s’ sounds. For example, “Sarah’s silly sister swallowed her sweet.”

 It is important to remember that sibilance is all about the ‘s’ sound, not the letter ‘s’ itself. A
number of different letters can produce an ‘s’ sound, including the letter ‘c’. On the flip side of
this, the letter ‘s’ does not always produce a hissing ‘s’ sound.

For example, in words like, ‘always’, and ‘peasant’, the ‘s’ makes more of a ‘z’ sound. Therefore,
despite the fact that these words contain the letter ‘s’, they could not be used to create
sibilance.

 Sibilance is also about the overall sound of the sentence. This means that the ‘s’ sounds do not
have to be placed right next to each other, as long as they create a general hissing sound. This
will happen as long as the ‘s’ sounds are fairly close together in a sentence.

For example, And let us once again assail your ears.

 On a similar note, the position of the ‘s’ sound within a word does not affect its ability to create
sibilance. Whether the ‘s’ sound is positioned at the beginning, middle, or end of the word, it
does not matter.

*Important - Alliteration: This is where words with the same beginning sounds are repeated
throughout a sentence. Sibilance can sometimes fall under the category of alliteration.

“Sarah’s silly sister swallowed her sweet.” is an example of alliteration and sibilance.
 Co-ordinating Conjunctions – FANBOYS
FOR = He is working here, for he loves this company. (because/reason) (used in compound
sentences – join 2
AND = John hates you a lot, and he will never talk to you. (in addition to) main clauses)

NOR = I have never talked to that guy, nor do I want to do it. (also not)

BUT = I wanted to help you, but they didn't let me do it. (contrast/ connects 2 opposite ideas)

OR = Do you want to come with us, or do you want to stay here? (option/choice)

YET = All of us worked really hard to pass the test, yet we all failed. (contrast)

SO = I was feeling blue, so I didn't go to office. (therefore/for that reason)

They appear in
complex sentences
(sentences that
contain a main and
a subordinate
clause).
5. Identify the types of sentences.
1. His courage won him honour. Simple
2. The moon was bright and we could see our way. Compound (2 main clauses underlined)
3. They rested when evening came. Complex

This sentence consists of two parts:

(i) They rested.
(ii) When evening came
Another way to write the same
sentence:
When evening came, they rested.
We further notice that the clause, They rested, makes good sense
by itself, and hence can stand by itself as a complete sentence. It
is therefore called the Independent or Main Clause.
The clause, when evening came, cannot stand by itself and make
good sense. It is dependent on the clause, they rested. It is
therefore called a Dependent or Subordinate Clause.

6. Purpose of italics

Want a word or phrase to stand out in a block of text? Try writing in italics.
 Example: I went to grab pizza with friends today. It was so delicious that I ate an entire pie.

Notice how you read the word “so” with more emphasis than the rest of the words in that statement. The
word in italics emphasises that the pizza was extremely delicious.